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One Hundred And Fifty Lessons for Life One Hundred And Fifty Lessons for Life By: His Holiness, Ayatullah Naser Makarem Shirazi Translated by Monir Shafiei # Index | Lesson | Title | Page | |--------|----------------------------------------------------------------------|------| | | **Index** | 3 | | | **Introduction** | 20 | | | **Contents of this book** | 21 | | | **Lesson One** | 22 | | | Thinking, reflection, meditation | 22 | | | Brief description | 22 | | | **Lesson Two** | 23 | | | Measure of deliberation | 23 | | | Brief description | 23 | | | **Lesson Three** | 24 | | | They are strict about body’s food but… | 24 | | | Brief description | 24 | | | **Lesson Four** | 25 | | | Role of the pen | 25 | | | Brief description | 25 | | | **Lesson Five** | 26 | | | Between two great responsibilities | 26 | | | Brief description | 26 | | | **Lesson Six** | 27 | | | Causes for destruction of a society | 27 | | | Brief description | 27 | | | **Lesson Seven** | 28 | | | Indolence and poverty | 28 | | | Brief description | 28 | | | **Lesson Eight** | 29 | | | Rain of knowledge on hearts | 29 | | | Brief description | 29 | | | **Lesson Nine** | 30 | | | Source of arrogance | 30 | | | Brief description | 30 | Lesson Ten .......................................................... 31 Three worthy things before God ................................. 31 Brief description .................................................. 31 Lesson Eleven ....................................................... 32 Martyrdom of Husain (a.s.) ........................................ 32 Brief description .................................................. 32 Lesson Twelve ...................................................... 33 Two signs of a real Muslim ........................................ 33 Brief description .................................................. 33 Lesson Thirteen ..................................................... 34 Fire of anger ......................................................... 34 Brief description .................................................. 34 Lesson Fourteen .................................................... 35 Source of wealth .................................................... 35 Brief description .................................................. 35 Lesson Fifteen ...................................................... 36 The worst profession ............................................... 36 Brief description .................................................. 36 Lesson Sixteen ...................................................... 37 Mastership and captivity .......................................... 37 Brief description .................................................. 37 Lesson Seventeen ................................................... 38 Hypocrisy and affectation ......................................... 38 Brief description .................................................. 38 Lesson Eighteen ..................................................... 39 Envy ........................................................................ 39 Brief description .................................................. 39 Lesson Nineteen ...................................................... 40 Those deprived from Allah’s mercy ............................. 40 Brief description .................................................. 40 Lesson Twenty ....................................................... 41 The worst friends .................................................... 41 150 Lessons For Life................................................................. 5 Brief description........................................................................... 41 Lesson Twenty One....................................................................... 42 Completion of work..................................................................... 42 Brief description........................................................................... 42 Lesson Twenty Two....................................................................... 43 Everlasting programs.................................................................. 43 Brief description........................................................................... 43 Lesson Twenty Three.................................................................... 44 The Most Severe Punishment...................................................... 44 Brief description........................................................................... 44 Lesson Twenty Four..................................................................... 45 Calamity of Debt......................................................................... 45 Brief description........................................................................... 45 Lesson Twenty Five...................................................................... 46 A Healthy Social Life.................................................................. 46 Brief description........................................................................... 46 Lesson Twenty Six....................................................................... 47 Key of Misfortunes...................................................................... 47 Brief description........................................................................... 47 Lesson Twenty Seven................................................................... 48 Signs of People of Paradise......................................................... 48 Brief description........................................................................... 48 Lesson Twenty Eight.................................................................... 49 Signs of a Hypocrite.................................................................... 49 Brief description........................................................................... 49 Lesson Twenty Nine..................................................................... 50 Counsel....................................................................................... 50 Brief description........................................................................... 50 Lesson Thirty............................................................................... 51 Speech and Silence..................................................................... 51 Brief description........................................................................... 51 Lesson Thirty One....................................................................... 52 | Lesson Title | Page | |--------------------------------------------------|------| | Delight of Forgiveness | 52 | | Brief description | 52 | | Lesson Thirty Two | 53 | | Asceticism in its Real Sense | 53 | | Brief description | 53 | | Lesson Thirty Three | 54 | | The Rank of those who refrain from Sins | 54 | | Brief description | 54 | | Lesson Thirty Four | 55 | | The Best People | 55 | | Brief description | 55 | | Lesson Thirty Five | 56 | | Worship of Freemen | 56 | | Brief description | 56 | | Lesson Thirty Six | 57 | | What Breaks Man’s Back | 57 | | Brief description | 57 | | Lesson Thirty Seven | 58 | | Be Clean | 58 | | Brief description | 58 | | Lesson Thirty Eight | 59 | | Consequences of Ignorance | 59 | | Brief description | 59 | | Lesson Thirty Nine | 60 | | Foundations of guidance | 60 | | Brief description | 60 | | Lesson Forty | 61 | | Mourning | 61 | | Brief description | 61 | | Lesson Forty One | 62 | | Examine Yourself Everyday | 62 | | Brief description | 62 | 150 Lessons For Life.................................................................7 Lesson Forty Two..................................................................63 Belief is Stronger than Iron....................................................63 Brief description.....................................................................63 Lesson Forty Three...................................................................64 Reality of Unity and Divine Justice...........................................64 Brief description.....................................................................64 Lesson Forty Four....................................................................65 Some Signs of Belief...............................................................65 Brief description.....................................................................65 Lesson Forty Five....................................................................66 World is not the Final Purpose, rather it is a Means..............66 Brief description.....................................................................66 Lesson Forty Six.....................................................................67 Man, what is your Price..........................................................67 Brief description.....................................................................67 Lesson Forty Seven..................................................................68 Truth and Falsehood...............................................................68 Brief description.....................................................................68 Lesson Forty Eight...................................................................69 Most Valuable Heritage of Arab..............................................69 Brief description.....................................................................69 Lesson Forty Nine...................................................................70 Those Who Defraud and Cheat..............................................70 Brief description.....................................................................70 Lesson Fifty.............................................................................71 Slander....................................................................................71 Brief description.....................................................................71 Lesson Fifty One.....................................................................72 Signs of an Oppressor............................................................72 Brief description.....................................................................72 Lesson Fifty Two.....................................................................73 There is no Incurable Disease................................................73 | Lesson | Title | Page | |--------|----------------------------------------------------------------------|------| | 8 | 150 Lessons for Life | | | | Brief description | 73 | | | Lesson Fifty Three | 74 | | | Why Favours are Lost? | 74 | | | Brief description | 74 | | | Lesson Fifty Four | 75 | | | Martyrdom and Purity | 75 | | | Brief description | 75 | | | Lesson Fifty Five | 76 | | | Self Sacrificing Lovers | 76 | | | Brief description | 76 | | | Lesson Fifty Six | 77 | | | The Wise and The Fool | 77 | | | Brief description | 77 | | | Lesson Fifty Seven | 78 | | | The Real Religious Men are Few | 78 | | | Brief description | 78 | | | Lesson Fifty Eight | 79 | | | Justice Among Children | 79 | | | Brief description | 79 | | | Lesson Fifty Nine | 80 | | | You are always being Watched | 80 | | | Brief description | 80 | | | Lesson Sixty | 81 | | | Neither Flattery, nor Envy | 81 | | | Brief description | 81 | | | Lesson Sixty One | 82 | | | Help your Brothers | 82 | | | Brief description | 82 | | | Lesson Sixty Two | 83 | | | Do not dwell on the past | 83 | | | Brief description | 83 | | | Lesson Sixty Three | 84 | 150 Lessons For Life.................................................................9 Islam’s Universality ...............................................................84 Brief description ..................................................................84 Lesson Sixty Four: ................................................................85 Do not belittle any sin! .........................................................85 Brief description ..................................................................85 Lesson Sixty Five ..................................................................86 Excellence of a Scholar .........................................................86 Brief description ..................................................................86 Lesson Sixty Six ...................................................................87 Mutual Rights ........................................................................87 Brief description ..................................................................87 Lesson Sixty Seven ................................................................88 Obedience is Less Costly ......................................................88 Brief description ..................................................................88 Lesson Sixty Eight ................................................................89 The World is a Market ..........................................................89 Brief description ..................................................................89 Lesson Sixty Nine ................................................................90 The Most Dignified People ....................................................90 Brief description ..................................................................90 Lesson Seventy .....................................................................91 Three Basic Social Principles ...............................................91 Brief description ..................................................................91 Lesson Seventy One .............................................................92 Hastiness and Precipitance ..................................................92 Brief description ..................................................................92 Lesson Seventy Two .............................................................93 True Asceticism .....................................................................93 Brief description ..................................................................93 Lesson Seventy Three ...........................................................94 Trial of Dignity ......................................................................94 Brief description ..................................................................94 10. Correct Program for World and Hereafter ................................. 95 Brief description ........................................................................... 95 Lesson Seventy Five ..................................................................... 96 Effect of Sin .................................................................................. 96 Brief description ........................................................................... 96 Lesson Seventy Six ....................................................................... 97 Shiites and Divine Bounties .......................................................... 97 Brief description ........................................................................... 97 Lesson Seventy Seven ................................................................... 98 With whom we shall consult? ...................................................... 98 Brief description ........................................................................... 98 Lesson Seventy Eight .................................................................... 99 The Best Favor .............................................................................. 99 Brief description ........................................................................... 99 Lesson Seventy Nine .................................................................... 100 Invisible Imam (a.s.) ................................................................... 100 Brief description ........................................................................... 100 Lesson Eighty ............................................................................... 101 Do not listen to all Utterances! .................................................... 101 Brief description ........................................................................... 101 Lesson Eighty One ....................................................................... 102 Devilish People ............................................................................ 102 Brief description ........................................................................... 102 Lesson Eighty Two ....................................................................... 103 Real Feast ..................................................................................... 103 Brief description ........................................................................... 103 Lesson Eighty Three ..................................................................... 104 What has Real Value ................................................................... 104 Brief description ........................................................................... 104 Lesson Eighty Four ...................................................................... 105 Two Things Cause Destruction of People ................................... 105 150 Lessons For Life................................................................. 11 Brief description........................................................................... 105 Lesson Eighty Five........................................................................ 106 A Good Deed is Never Small....................................................... 106 Brief description........................................................................... 106 Lesson Eighty Six.......................................................................... 107 Sins and Apology.......................................................................... 107 Brief description........................................................................... 107 Lesson Eighty Seven..................................................................... 108 The Worst Method of Life............................................................ 108 Brief description........................................................................... 108 Lesson Eighty Eight...................................................................... 109 Our Promises are Our Debts....................................................... 109 Brief description........................................................................... 109 Lesson Eighty Nine....................................................................... 110 Illegitimate Property..................................................................... 110 Brief description........................................................................... 110 Lesson Ninety............................................................................... 111 Be Self-Sufficient......................................................................... 111 Brief description........................................................................... 111 Lesson Ninety One........................................................................ 112 Woe unto such person!............................................................... 112 Brief description........................................................................... 112 Lesson Ninety Two........................................................................ 113 Sinful Ways Solve Nothing!....................................................... 113 Brief description........................................................................... 113 Lesson Ninety Three..................................................................... 114 The Self-Conceited!..................................................................... 114 Brief description........................................................................... 114 Lesson Ninety Four....................................................................... 115 Nearer Kinsfolk............................................................................ 115 Brief description........................................................................... 115 Lesson Ninety Five........................................................................ 116 | Lesson Title | Page | |------------------------------------|------| | Throwing off a habit | 116 | | Brief description | 116 | | Lesson Ninety Six | 117 | | Epic of Karbala | 117 | | Brief description | 117 | | Lesson Ninety Seven | 118 | | Who is Wise? | 118 | | Brief description | 118 | | Lesson Ninety Eight | 119 | | Cause of Enmity | 119 | | Brief description | 119 | | Lesson Ninety Nine | 120 | | The Zealous | 120 | | Brief description | 120 | | Lesson One Hundred | 121 | | A Fertile Being | 121 | | Brief description | 121 | | Lesson One Hundred One | 122 | | The Best Hands | 122 | | Brief description | 122 | | Lesson One Hundred Two | 123 | | Worse than Death | 123 | | Brief description | 123 | | Lesson One Hundred Three | 124 | | Believers and Hypocrites | 124 | | Brief description | 124 | | Lesson One Hundred Four | 125 | | The Best Heritage | 125 | | Brief description | 125 | | Lesson One Hundred Five | 126 | | Respect of Freedom of Thought | 126 | | Brief description | 126 | 150 Lessons For Life................................................................. 13 Lesson One Hundred Six....................................................... 127 Six Flaws not found in Believers ........................................... 127 Brief description.................................................................. 127 Lesson One Hundred Seven.................................................... 128 Do not sever all relations with God ........................................ 128 Brief description.................................................................. 128 Lesson One Hundred Eight..................................................... 129 True Worship ...................................................................... 129 Brief description.................................................................. 129 Lesson One Hundred Nine..................................................... 130 Do not forget your own Faults .............................................. 130 Brief description.................................................................. 130 Lesson One Hundred Ten....................................................... 131 Great Torment ..................................................................... 131 Brief description.................................................................. 131 Lesson One Hundred Eleven.................................................. 132 Quran is Evergreen .............................................................. 132 Brief description.................................................................. 132 Lesson One Hundred Twelve.................................................. 133 Beware of Sensuality ............................................................ 133 Brief description.................................................................. 133 Lesson One Hundred Thirteen............................................... 134 The Only Way of Proximity to Allah ..................................... 134 Brief description.................................................................. 134 Lesson One Hundred Fourteen............................................... 135 Illgotten Wealth .................................................................. 135 Brief description.................................................................. 135 Lesson One Hundred Fifteen.................................................. 136 The Most Truthful and Wise .................................................. 136 Brief description.................................................................. 136 Lesson One Hundred Sixteen................................................ 137 Simple Life and Cooperation in House-Keeping .................. 137 14. 150 Lessons for Life Brief description ................................................................. 137 Lesson One Hundred Seventeen ........................................... 138 One Hour of Justice ............................................................. 138 Brief description ............................................................... 138 Lesson One Hundred Eighteen ............................................ 139 Real Physician ...................................................................... 139 Brief description ............................................................... 139 Lesson One Hundred Nineteen ............................................. 140 Successors of the Prophet .................................................. 140 Brief description ............................................................... 140 Lesson One Hundred Twenty .............................................. 141 Sinful Feast .......................................................................... 141 Brief description ............................................................... 141 Lesson One Hundred Twenty One ....................................... 142 Do Productive Works .......................................................... 142 Brief description ............................................................... 142 Lesson One Hundred Twenty Two ....................................... 143 Lifespan ............................................................................... 143 Brief description ............................................................... 143 Lesson One Hundred Twenty Three ..................................... 144 Cooperation with Satan! ..................................................... 144 Brief description ............................................................... 144 Lesson One Hundred Twenty Four ...................................... 145 Take Counsel to be Guided! ................................................ 145 Brief description ............................................................... 145 Lesson One Hundred Twenty Five ....................................... 146 Salam, Islamic Salutation .................................................. 146 Brief description ............................................................... 146 Lesson One Hundred Twenty Six ........................................ 147 Non Conformity of Belief with Action .................................. 147 Brief description ............................................................... 147 Lesson One Hundred Twenty Seven .................................... 148 150 Lessons For Life................................................................. 15 Divine Chastisement! Brief description........................................................................... 148 Lesson One Hundred Twenty Eight.............................................. 149 A Forgotten Reality..................................................................... 149 Brief description........................................................................... 149 Lesson One Hundred Twenty Nine.............................................. 150 Place of Knowledge and Wisdom.............................................. 150 Brief description........................................................................... 150 Lesson One Hundred Thirty....................................................... 151 Heavy Duties of Imam.................................................................. 151 Brief description........................................................................... 151 Lesson One Hundred Thirty One............................................... 153 Piety Opens all Doors.................................................................. 153 Brief description........................................................................... 153 Lesson One Hundred Thirty Two............................................... 154 Beware of mean people!............................................................ 154 Brief description........................................................................... 154 Lesson One Hundred Thirty Three............................................. 155 Greater Jihad.............................................................................. 155 Brief description........................................................................... 155 Lesson One Hundred Thirty Four.............................................. 156 Occultation of Mahdi (a.s.)........................................................ 156 Brief description........................................................................... 156 Lesson One Hundred Thirty Five.............................................. 157 Source of Evils............................................................................. 157 Brief description........................................................................... 157 Lesson One Hundred Thirty Six............................................... 158 Fulfillment of Obligations.......................................................... 158 Brief description........................................................................... 158 Lesson One Hundred Thirty Seven.......................................... 159 Inhabitants of Stars..................................................................... 159 Brief description........................................................................... 159 16. ........................................................................................................... 150 Lessons for Life Lesson One Hundred Thirty Eight .......................................................... 160 Quran and The Law of Gravity .............................................................. 160 Brief description .................................................................................. 160 Lesson One Hundred Thirty Nine ......................................................... 161 Mystery of Mountains! ........................................................................ 161 Brief description .................................................................................. 161 Lesson One Hundred Forty ................................................................. 162 Microscopic Creatures .......................................................................... 162 Brief description .................................................................................. 162 Lesson One Hundred Forty One .......................................................... 163 Only a name from Islam ....................................................................... 163 Brief description .................................................................................. 163 Lesson One Hundred Forty Two .......................................................... 164 Criterion for Assessment of Intellect and Ignorance ............................ 164 Brief description .................................................................................. 164 Lesson One Hundred Forty Three ....................................................... 165 Higher than Favor ............................................................................... 165 Brief description .................................................................................. 165 Lesson One Hundred Forty Four .......................................................... 166 Revival of Doctrine of the Prophet’s Household ................................. 166 Brief description .................................................................................. 166 Lesson One Hundred Forty Five .......................................................... 167 Trust in Respect of Keeping Secrets ..................................................... 167 Brief description .................................................................................. 167 Lesson One Hundred Forty Six ............................................................ 168 Signs of a Believer .............................................................................. 168 Brief description .................................................................................. 168 Lesson One Hundred Forty Seven ...................................................... 169 First Prerequisite for Any Work .......................................................... 169 Brief description .................................................................................. 169 Lesson One Hundred Forty Eight ....................................................... 170 Importance of a Guest .......................................................................... 170 150 Lessons For Life................................................................. 17 Brief description........................................................................... 170 Lesson One Hundred Forty Nine.................................................. 171 Respect and Affection ................................................................. 171 Brief description........................................................................... 171 Lesson One Hundred Fifty............................................................ 172 Provide for yourself in the Next World in Advance .................. 172 Brief description........................................................................... 172 Introduction I dedicate this work sincerely to my parents, Zahra and Abolfazl, who did not spare any effort to help me succeed. I also thank my husband, Reza Mohammad Husaini, who provided encouragement and help in all stages of my work. I appreciate the valuable assistance of Mr. Ruin Naddaf in reviewing and editing this translation. It is my earnest wish that this book would serve as a good reference for clarifying the attitudes of Islam towards different issues in this world and the hereafter. All success comes from Allah Monir Shafiei 10.12.2000 Contents of this book Our greatest treasures of knowledge after the divine book, the holy quran, are the practices of the prophet (s.a.w.a.) and the valuable traditions of the household of the prophet (s.a). These are the weighty things available to us after the demise of the prophet (s.a.w.a.). Adherence to them prevents man from misguidance and error. Unfortunately, these traditions which are an ocean of sciences and knowledge are not well known yet. There are many traditions which in one short phrase speak volumes in terms of useful lessons that can solve the problems of today’s man in many different areas of life. This book is a selection of these traditions together with a translation and a brief description. It all started with the Friday weekly interpretation discussion meetings of the Assembly of Religion and Science in the Imam Husain Masjid, Tehran. A tradition was selected and everybody practised it throughout the week as a lesson and many boys and girls also memorized it. The traditions were so well received that it was decided to publish them. This small book serves as a sample of Islam’s attributes for those who want to know Islam better through a short study. What is even more important in appreciating their worth is the practicing of these programs in our lives. So let us pray to God for success in understanding these traditions and then for being able to act on them. Qum, Naaser Makarim Shirazi, 1976 Lesson One Thinking, reflection, meditation آلاَ لاَ حَيْرٌ فِي عُلُمٍ لَيْسَ فِيهِ تَفْقُهٌ، آلاَ لاَ حَيْرٌ فِي قَرَآنٍ لَيْسَ فِيهَا تَدْبُرٌ، آلاَ لاَ حَيْرٌ فِي عِبَادَةٍ لَيْسَ فِيهَا تَفْكِرٌ Be aware! Knowledge without thinking has no profit! Be aware! Recitation of the Quran without reflection is of little use! Be aware! Worship lacking meditation has no effect! Brief description Filling the brain with scientific formulas, logical rules and philosophical principles and other knowledge has little effect if it is not based on proper reflection, clear worldview and familiarity with fundamentals of man’s life. Reciting holy verses of the Quran has little effect when it is not accompanied by meditation and thinking about them. Similarly, other forms of worship devoid of the light of thinking and wisdom are like a spiritless body and unable to impart their high educational value. 1 Kaafi, first Vol., pg. 36 and Tohaful Oqool Lesson Two Measure of deliberation Imam Sadeq (a.s.) says: صَلَاخُ حَالِ التَّعَايُشِ وَ التَّعَاشُرِ مِلَامِكْيَالٌ ثُلُثُهُ فِطْنَةٌ وَ ثُلُثُهُ تَغَافَلٌ Improving the situation of life and association is possible through using a measure, two thirds of which is vigilance and one third of which is negligence.\(^1\) Brief description No work project can be started without proper study, planning and vigilance, and yet a project cannot be completed in a timely manner without some bold decisions based on intuition, experience or outright risk-taking. In other words, if we dive into endeavours without careful investigation, feasibility studies and work plans, we will not succeed. But this does not mean that we get bogged down for months and years in trying to tie up all loose ends and going into unnecessary details to cover all possible uncertainties. In most cases, time is of essence for a successful outcome. Hence the need to balance the vigilance for most parts (two-third) with some non-vigilance or expediency (for the remaining one third). \(^1\) From the book Tohaful Oqool, pg. 267 Lesson Three They are strict about body’s food but... Imam Hasan (a.s.) says: عَجِبْتُ لِمَنْ يَتَفَكَّرُ فِي مَا أَكُولُهُ كَيْفَ لَا يَتَفَكَّرُ فِي مَغْنِيَلِهِ، فَيَجِبُ بَطْنُهُ مَا يُؤْدِيَهُ وَيُؤْدِعُ صَدْرُهُ مَا يُرْدِيَهُ I wonder about those who think about their body’s food, but do not think about their soul’s food. They keep undesirable food away from their belly, but fill up their heart with destructive subjects.\(^1\) Brief description As our great imam has said, our people are usually quite careful with their food and do not start eating unless they know what it is. They avoid anything that looks doubtful and some go to great lengths to ensure that the body receives good, clean, healthy diet. Yet, when it comes to the food for the soul, these same individuals will throw caution to the winds. With eyes closed, unaware of the reality, they would have no hesitation in pouring down any mental food into their soul. They harm their souls by accepting without question the speeches of unsuitable friends, misleading press reports and suspicious or poisonous propagation, and this is very surprising. \(^1\) Safinatul Behaar, article of taste. Lesson Four Role of the pen Imam Sadeq (a.s.) says: مَا رَأَيْتُ بَاكِيًا أَحْسَنَ تَبَسُّمًا مِنَ الْقَلْمِ I have not seen any weeper nicely smiling like a pen. Brief description Pen divulges the feelings and interprets the wisdom of man. Pen is founder of civilizations and rotates the wheels of society. Pen conveys the worries and pain of man through its continuous weeping. It can at the same time brighten the landscape with its smile when it touches upon life’s beauty and love, desire for life and its mysteries. But it is regretful that when this pen is in hands of an incompetent person, its tears will change to drops of blood, and its smile is a snicker on the utmost human credits. 1 Laataef and Zaraef. Lesson Five Between two great responsibilities Imam Sadeq (a.s.) says: A faithful believer is always anxious concerning two things: for his past sins and how God will treat him for these sins; and for his remaining life and the uncertainty about how he will spend it. Brief description The most manifest sign of belief is feeling responsibility, both for what has transpired and for the duties and obligations that should be fulfilled. Those who possess these two feelings will always think about compensation for past negligence, as well as finding the best possible way for using future opportunities. These thoughts are instrumental in the continuous development and progress of a man or a nation. The ones who are oblivious of their past mistakes and have no intention or plan to improve the future lead a poor and miserable life. 1 Usoole Kaafi, Vol. two, pg. 7 Lesson Six Causes for destruction of a society أَرْبَعٌ لَا يَدْخُلُ بَيْتًا وَاحِدًا مِنْهُمَا إِلَّا خَرَبَ وَلَمْ يَعْمَدْ بِالْبَرَكَةِ: الْحُيَانَةُ وَالسَّرِقَةُ وَشُرْبُ الْخَمْرِ وَالْزَّنَا If any one of the following four things enters a home, it will ruin the home and divine blessing does not re-establish it: treachery, larceny, drinking, and adultery. Brief description This is true for homes as well as for the entire society. When treachery penetrates into a society, the spirit of confidence disappears. And when larceny, in its different forms, appears therein, peace will not be found anymore. And when alcohol drinking becomes popular among people, they will have weak thoughts, disabled children and useless youth. And when they are stained with adultery, the foundation of families will be weakened and their next generation will be mischievous. 1 Nahjul Fasahaah. Lesson Seven Indolence and poverty Imam Ali (a.s.) says: إِنَّ الْأَشْيَاءَ لَمَا ارْتَدَوْجَتْ إِذْ دَوَجَ الْكَسَلُ وَالْعَجْزُ فَتَبَيَّنَتْ بَيْنَهُمَا الْفَقْرُ The day in which everything married with one another, “indolence” and “weakness” mingled with each other, and their child was called “poverty and indigence”. Brief description Everything is earned through effort and endeavor. This is a reality that Islam has taught us. Indolence, debility, weakness and escaping from hard work and difficult challenges are never compatible with the spirit of belief. They will produce nothing but poverty in all aspects, including economic, moral and spiritual poverty. The striving believers on the other hand shall be self-sufficient and contented in all respects. 1 Behaarul Anwaar, Vol. 78, pg. 59 and Tohaful Oqool, p. 158. Lesson Eight Rain of knowledge on hearts Luqman, the wise, said: يَا بُنْيَّةً إِنَّ اللَّهَ يُحِيِّي الْقُلُوبَ بِنُورِ الْحِكْمَةِ كَمَا يُحِيِّيُّ الْأَرْضَ بِوَبَائِلِ السَّمَاءِ My son! God revives the hearts of men with the light of knowledge as he revives dead lands with blessings of rains from the sky! Brief description The land of man’s heart is like a garden in which all types of seedlings, seeds of flowers, plants and strong trees are dispersed. If it is irrigated on time, a pleasant and fruitful area will blossom. The only means of irrigation for this land is the reviving drops of rain of science and knowledge. Hearts lacking knowledge have no light, no fruit…they are dark, and they are dead. We should always, and in all conditions, keep alive our souls with the light of knowledge. 1 Behaarul Anwaar, Vol. 1. Lesson Nine Source of arrogance Imam Sadeq (a.s.) says: مَا مِنْ رَجُلٍ تَجَبَّرَ أَوْ تَكَبَّرَ إِلَّا لِذَلَّةٍ يَجِدُهَا فِي نَفْسِهِ No one boasts to others unless he harbours a feeling of inferiority in himself.\(^1\) Brief description Recent psychological and psychoanalytic research has proved that arrogance and boasting is nothing other than an inferiority complex. Those who suffer from it resort to this malpractice of magnifying themselves artificially to compensate for their deficiencies. By doing so, they only add to their inferiority and dislike in the eyes of their community. So clearly evident is this from Imam’s saying. The faithful people are always modest before others due to their internal dignity. \(^1\) Behaarul Anwaar, Vol. 73, pg. 225. Lesson Ten Three worthy things before God Holy Prophet (s.a.w.a.) says: ثلاثٌ تُحَرِّقُ الحُجُبَ وَ تَنْتَهِي إِلَى مَا بَيْنَ يَدَيِ اللَّهِ صَبِيْرُ أَقْلَامَ العُلَمَاءِ، وَ وَطْيِ أَقْدَامَ المُجَاهِدِينَ، وَ صَوْتُ مَغَازِلَ الْمُحْصَنَاتِ There are three things that remove the veils and approach God’s dignity: The sound of the movement of scientists’ pen when writing! The sound of the paces of warriors in the cause of religion in the battle field! And the sound of the spinning wheel of chaste women! Brief description What a strange and meaningful interpretation! There are three voices which penetrate into the depths of existence and their vibrations reach up to the everlasting nature of the world and approach God’s dignity: voice of knowledge and pen, although it may be low and slow, voice of holy war and self-sacrifice, and voice of attempt, endeavor and work although it may be seemingly small. And actually, these three things, knowledge, holy war, and work constitute the foundation of an honorable human community. 1 “Ashahab Fel Hekam Val Adab”, pg. 22 Lesson Eleven Martyrdom of Husain (a.s.) Holy Prophet (s.a.w.a.) says: إِنَّ لِتَقْتِلُ الْحُسَيْنَ حَرَاءً فِي قُلُوبِ الْمُؤْمِنِينَ لَنْ تَبْرَدَ أَبَدًا Martyrdom of Imam Husain (a.s.) creates a fire and heat in the hearts of believers which will never be extinguished.\(^1\) Brief description There have been a lot of bloody wars in the world which have faded from memory with time and are forgotten over the years. However, the self-sacrifice of those who offered their lives in the way of God and for freedom of men and honor and virtue, shall not be forgotten because God, freedom, honor and virtue do not get old. Imam Husain (a.s.) and his companions were the pioneers of the martyrs for faith. \(^1\) Mustadrekul Wasaael, Vol. 2, pg. 217. Lesson Twelve Two signs of a real Muslim Islam’s Holy Prophet (s.a.w.a.) says: لا تَنْظُرُوا إِلَى كَثْرَةِ صَيَامِكُمْ وَصَيَامِهِمْ وَكَثْرَةِ الحَجِّ وَالْمُعْرُوفِ وَطَنْطَنَتِهِمْ بِاللَّيْلِ وَلَكِنْ أَنْظُرُوا إِلَى صِدْقِهِمْ وَأَدَاءِ الْآمَانَةِ Do not respect only the excess of prayer, fasting, pilgrimage, righteousness with others and vigil of some people (although they are important in their own right). Rather, consider their ‘honesty’ and ‘trustworthiness’! Brief description A study of Islam clearly establishes this fact that the two decisive signs of a real Muslim are that he is honest and trustworthy. Performance of prayers, fasting and pilgrimage etc are certainly important and carry a high educational value but they are not a conclusive proof of a true Muslim. To complete the picture, a true Muslim must possess honesty and trustworthiness. 1 Safinatul Behaar. Lesson Thirteen Fire of anger Imam Baqer (a.s.) says: إن هذا الغضب جمرة من الشيطان توقن في قلب آدم Anger and wrath are the burning flame of fire which is kindled inside man’s heart by Satan. Brief description When an angry man performs something or makes a decision, in most cases he will later regret and feel sorry because burning fire of anger causes him to disregard his wisdom and intellect. The nervous system and muscles may cause him to inflict irreversible damage. We should control and extinguish this satanic flame with utmost precision and speed. Once anger turns into uncontrollable rage, it would be too late to prevent it from burning and ruining our and others’ lives. 1 Behaarul Anwaar, Vol. 73, pg. 278. Lesson Fourteen Source of wealth Holy Prophet (s.a.w.a.) said: أَطْلُبُوا الرِّزْقَ فِي خَبَايا الأَرْضِ Seek for your sustenance in the depth of earth. Brief description This instruction was issued by Holy Prophet (s.a.w.a.) at a time when the importance of mines and other resources underneath the earth was not known. Such instructions illustrate the richness of knowledge imparted to us by Islam as well as its emphasis on making efforts to search far and wide so as to exploit for our benefit the abundant natural resources including the ones hidden in the depths of the earth. 1 Nahjul Fasahaah. Lesson Fifteen The worst profession Holy Prophet (s.a.w.a.) said: شَرُّ الْمَكَاسِبِ كَسْبُ الرِّبَا Prophet (s.a.w.a.) said: the worst profession is one which is mingled with usury. Imam Sadeq (a.s.) says: إِذَا أَرَادَ اللَّهُ بِقَوْمٍ هَلاَكًا ظَهَرَ فِيْهِمُ الرِّبَا When God wills to perish a nation, usury becomes manifest among them.\(^1\) Brief description Despite the brisk market of usurers in the present world and special dependence of this world on usury in different forms, it is evident that usury destroys financial and economic system of societies and results in the terrible consequence of accumulation of wealth in the hands of a limited number of people and institutions. This unfair distribution of wealth is the source of many misfortunes and rampant moral corruption all over the world. \(^1\) Wasaaelush Shia, vol. 12, p. 426 & 427. Lesson Sixteen Mastership and captivity Imam Ali (a.s.) says: نَفْضَلُ عَلَى مَنْ شِئْتَ تَكْنُ أَمِيرًا، وَ اسْتَغْنِ عَنْ مَنْ شِئْتَ تَكْنُ نَظِيرًا، وَ افْتَرَقْ إِلَى مَنْ شِئْتَ تَكْنُ أَسْيَرًا If you do favour for someone, you will become his master! If you are not in need of someone, you will be at par with him! If you are in need of someone, you will become his captive! Brief description This rule powerfully governs the social relations of individuals and nations. Bountiful hands are always masters and begging hands are always slaves. The needy people and nations have effectively made themselves into slaves through looking to others to provide for their needs. A true Muslim is one who attempts to base his relations with others on mutual, not one-sided, assistance. Receiving gratuitous support should be limited to weak and feeble persons. Lesson Seventeen Hypocrisy and affectation Imam Sadeq (a.s.) says: لا تَعْمَلْ مِنْ لَا يُحِيِّي وَ لَا يُمِيتُ وَ لَا يُغْنِي عَنكَ شَيْئًا Do not do your good deeds for affectation and trying to impress people. You should realise that people have no power on life or death nor can they solve any problem for you.\(^1\) Brief description All appearances of the life of those who have gotten used to pretension and hypocrisy become hollow and empty. They are contented with aspects of life that have little substance and spiritual meaning, leaning instead towards vain imaginations, illusions and empty religious rituals. They gain nothing save appearances! For this reason, Islam strongly criticizes this ugly attribute and says that your destiny is not under control of these people, so why this facade? \(^1\) Behaarul Anwaar, Vol. 72, pg. 300. Lesson Eighteen Envy Imam Sadeq (a.s.) says: An envious person sustains a loss to himself before causing a loss to the one he envies. Brief description The spirit of envy refers to not tolerating others enjoying a blessing, and trying to deprive them from that blessing, or causing a loss to them in other ways. An envious person’s tendency is to act as a destructive force, seeking failure of others, rather than a constructive force that seeks one’s own improvement and success. Envy is a severe moral disease. Psychologists assert that feelings of resentment and jealousy harboured by the envious persons play havoc with their emotional and physical health and their actions bring suffering and humiliation only to themselves. Therefore, it is far better to concentrate on one’s own success as opposed to trying to hold others back. 1 Behaarul Anwaar, Vol. 73, pg. 255. Lesson Nineteen Those deprived from Allah’s mercy Commander of the Believers (a.s.) says: من وَجَد مَآءً وَ تُرَابًا فَأَفْقَرَ فَأَبْعَدَهُ اللَّهُ Whoever has available water and land, and still he is poor and needy, should expect to be deprived from God’s mercy! Brief description It is clearly deduced from Islamic traditions that Moslems throughout the world should use all the available resources such as animal husbandry, agriculture, underground resources and mines, professions, industry and commerce for alleviating poverty. With hard work and good governance, a nation that has even one of these resources should be able to fulfill its economic requirements. Those who remain needy despite access to many resources will be deprived of God’s mercy. Becoming needy and dependant on others is against the teachings and spirit of Islam. 1 Behaarul Anwaar, Vol. 103, pg. 65. Lesson Twenty The worst friends Imam Ali (a.s.) says: شَرُّ إِخْوَانِكَ مَنْ دَاهِنَكَ فِي نَفْسِكَ وَ سَاتِرَكَ عَيْنَكَ Your worst friends are those who flatter and talk with you glibly and conceal your faults. Brief description Escaping the realities and concealing the truths neither solves any problem nor is it a service to anybody. Therefore, friends who refrain from constructive criticism and from urging corrective actions and, instead, hide their friend’s faults for his false satisfaction, or misrepresent it as goodness, have failed to be faithful in friendship. Not only that, they have also committed a great treachery that may cause serious damage to the prestige, reputation, honor and prosperity of their friend. 1 Gorarul Hekam Lesson Twenty One Completion of work Holy Prophet (s.a.w.a.) says: إِسْتِسْمَامُ الْمُعْرُوفِ خَيْرٌ مِّنْ ابْتِدَائِهِ Completion and continuation of a good deed is better and more important than commencing it.\(^1\) Brief description We often see useful projects and actions in the milieu of our social life which are left uncompleted. Their doers have started them under the influence of a sudden motive, but they have lost their enthusiasm very soon and have left them uncompleted. Islam admires faithful and diligent individuals who accomplish the useful work which they commence. \(^1\) Nahjul Fasahaah. Lesson Twenty Two Everlasting programs Imam Sadeq (a.s.) says: إِنَّ اللَّهَ لَا يُبَعِّثُ نَبِيًّا إِلَّا بِصَدْقِ الْحَدِيثِ وَأَدَاءِ الْآمَانَةِ Allah instructed all prophets to invite people to honesty and trust.\(^1\) Brief description A healthy society is based on a number of core values, the most important of which is the priceless asset of public confidence and trust. This is when the spoken word and actions take place in an environment of mutual trust. The greatest enemy of this valuable treasure is lies and treachery. In the societies in which lies and treachery are popular, people are afraid of each other, people feel lonely, not knowing who to turn to and end up bearing a heavy load of life alone. This is the reason why invitation to honesty and trust has always been included in programs of all the divine prophets. \(^1\) Safinatul Behaar. Lesson Twenty Three The Most Severe Punishment Holy Prophet (s.a.w.a.) says: آشِدُ النَّاسِ عَيْدَاً فِي الْقِيَامَةِ عَلَمٌ مَّنْ يَعْمَلُ بِعِلْمِهِ وَ لَمْ يَتَفَعَّلْ عِلْمُهُ One who knows something and does not observe it, and does not use his knowledge, his punishment in the hereafter would be the most severe.\(^1\) Brief description In Islam, knowledge is always regarded as a tool for practical application and for improving the life of an individual and the society. Otherwise it has no value. Those who commit a sin unknowingly carry a lesser responsibility than those who do so with knowledge. The responsibility to enlighten others in the society is also proportionate to the degree of one’s knowledge. \(^1\) Behaarul Anwaar, Vol. 2, pg. 38. Lesson Twenty Four Calamity of Debt Holy Prophet (s.a.w.a.) says: إِيَّاُكُمْ وَالْدِيْنَ فَأَنَّهُ هَمُّ بِاللَّيْلِ، وَذُلُّ بِالنَّهَارِ Avoid borrowing as far as you can, because it causes grief during the night and contempt during the day. Brief description The lure of the material life and competition to acquire luxuries in the present times has caused people to borrow more and more. Many are trapped in the vicious circle of higher debts and increasing repayments leading to more borrowings to finance repayments. Since a debtor is not a free man, we are instructed not to undertake debt other than for a dire necessity. Debt is even more dangerous at the country level. Highly indebted countries expose their citizens and future generations to severe economic hardships and to erosion of their freedom and spiritual independence. 1 Behaarul Anwaar, Vol. 103, pg. 141. Lesson Twenty Five A Healthy Social Life Imam Sadeq (a.s.) says: لو أن الناس أدركوا حقوق أمولهم لكانوا عاشين بخير If people honour the rights of each other and fulfill requirements of the poor, they will enjoy a good and satisfactory life. Brief description The above tradition emphasizes the wisdom of the Islamic obligations placed on the rich to pay to the poor out of their property and savings and the obligation on everyone to respect and honour the rights of others. It clarifies that this is not merely a matter of morality or religious compliance. Rather it is an extremely important social principle with a strong bearing on the peace and prosperity of society. One only has to look at the turmoil in the world today to appreciate the value of this gem from the treasures of Islamic knowledge. Dangerous reactions of the poor masses caused by class exploitation and unfair concentration of wealth in the hands of a few are tearing at the fabric of societies today. Peace and love are in short supply, violence and misery abound. When powerful people treat might as right and use their might to violate the rights of the weak and poor, they endanger human societies and suffer from the ensuing mayhem. --- 1 Wasaaelush Shia, Vol. 6, pg. 2. Lesson Twenty Six Key of Misfortunes Imam Hasan Askari (a.s.) says: إِنَّ اللَّهَ جَعَلَ لِلسَّمَرِ أَقْبَالًا وَجَعَلَ مَفَاتِيحَ تُلْكَ الْأَقْبَالِ الشَّرَابُ، وَالْكَذِبُ شَرًّا مِنَ الشَّرَابِ God has placed evils and maladies under locks, the key of which is wine, and lying is even worse than wine.\(^1\) Brief description The greatest and most effective tool against evils and maladies is wisdom and intellect, and this is a strong lock set on them. When the lock of “wisdom” is opened by the key of “wine”, all evils and obscenities are let loose and a drunken person is vulnerable to committing all sorts of crime, sin and corruption. While a drunkard commits a sin under the influence of the mind numbing drink, a liar pollutes the social environment knowingly. When lying permeates a society, it kills the spirit of trust and reliance leading to sins and corruption. Hence lying is even more dangerous than wine. --- \(^1\) Wasaaelush Shia, Vol. 2, pg. 223. Lesson Twenty Seven Signs of People of Paradise Imam Sadeq (a.s.) says: انَّ لَا هِلِ الجَنَّةِ أَرْبَعَ عَلَامَاتٍ: مُبْسِطٌ وَ لِسَانٌ فَصِيْحٌ وَ قَلْبٌ وَ جَهَ رَحْمٌ وَ يَدٌ مُعْطِيَةٌ The people of paradise have four signs: open face, eloquent and clear tongue, merciful heart and bountiful hand. Brief description The noblest human schools are those which train individuals to acquire good character and become valuable members of the society because society is the source of all blessings. The signs which the above tradition attributes to the people of paradise are all concerned with factors that strengthen social relations and sow seeds of affection in the land of society. Open and pleasant faces, soft and kind, with clear and eloquent tongues, with hearts yearning to help people, and hands not holding back assistance – Yes! These are the signs of the people of paradise. --- 1 Irshaadul Qoloob. Lesson Twenty Eight Signs of a Hypocrite Imam Sadeq (a.s.) says: Luqman said to his son: لِمَنْ أَفْقَهُ ثَلَاثَ عَلَامَاتٍ: يُخَالِفُ لِسَانَهُ قَلْبَهُ وَ قَلْبَهُ فَعَلَّهُ وَ عَلَّامَتَهُ سَرِيرَتَهُ There are three signs of the hypocrites: Their tongue is not consistent with their heart, or their heart with their deed, nor their outward with their inward. Brief description Hypocrisy is a painful, loathsome trait originating from low personality and weak will. To make themselves look better than they are, their tongues will tell a different story from what is in their hearts, they will not walk their talk, will not practice what they preach. They are a weak people, afraid to reveal their true selves, lacking the will and determination to improve themselves. They appear in different garbs and are treacherous with everybody, even themselves. Even more dangerous are the societies that display a good looking exterior but have bad, rotting, interior. Their tongue, the mass media, is in stark contrast with what is going on in the heart of these societies. 1 Behaarul Anwaar book, Vol. 15. Lesson Twenty Nine Counsel Imam Ali (a.s.) says: اتَّعِظُوْا بِمَنْ كَانَ قَبْلَكُمْ قَبْلَ أَنْ يَتَعَظَّ بِكُمْ مِنْ بَعْدِكُمْ Take counsel from your predecessors before the posterity takes counsel from your life and destiny. Brief description The history is full of lessons, full of examples and advice. The consequences of injustice, oppression, stagnation and neglect of the needs of changing environment and times are all reflected in the mirror of history. Imam Ali (a.s.), with his extensive knowledge of human history, warns us to take counsel and learn lessons from the actions and mistakes and fate of our predecessors rather than repeat the same mistakes and leave a trail of misfortunes for the posterity to learn from. 1 Nahjul Balaaghah, Sermon 31. Lesson Thirty Speech and Silence Imam Ali (a.s.) says: لاَ خَيْرٌ فِي الصُّمْتِ عَنِ الحُكْمِ كَمَا أَنَّهُ لاَ خَيْرٌ فِي الْقَوْلِ بِالْجُهْلِ Neither the silence of a wise man nor the speech of an ignorant has any profit.\(^1\) Brief description God has urged those who are informed and learned not to remain silent against deviations, misbehavior, injustices and divisive actions of enemies. They should radiate the light of guidance, truth and justice on the hearts through their warm and reasonable logic and expression. Everybody is considered informed and responsible for what he knows, although it may be little. On the other hand, those who do not have sufficient information should not mislead people through their improper interference. That silence and this speech both cause misfortune. \(^1\) Nahjul Balaaghah, aphorisms. Lesson Thirty One Delight of Forgiveness Holy Prophet (s.a.w.a.) said: إِذَا قَدَرْتَ عَلَى عَدُوٍّكَ فَاجْعَلِ الْعَفْوَ شُكْرًا لِلْقُدْرَةِ عَلَيْهِ When you overcome your enemy, adopt forgiveness and pardon as the gratitude for this victory. Brief description In Islam’s view, any favor and grace, without any exception, should be reciprocated by gratitude. For the gift of empowerment over the enemy, one expresses gratitude by forgiving the enemy. Victories become rooted only when enemy’s heart is purged of the spite and the root cause of the opposition is removed. Pardon will touch their hearts in a way that yesterday’s enemy becomes today’s friend. It is then that the victory is truly complete - outwardly and inwardly. Conversely, those who seek vengeance after victory not only deprive themselves from a great human virtue, but also endanger their victory. 1 Speeches of Mohammad (s.a.w.a.) Lesson Thirty Two Asceticism in its Real Sense Imam Ali (a.s.) says: الْرَّاهِدُ فِي الدُّنْيَا مِنْهُمْ يَعْلَبُ الْحُرُمَاتِ صَبْرًا وَلَمْ يَشْيَأْلِ اَلْحُلاَلُ شُكْرًا The real ascetic in the world is one whose endurance is not defeated by the temptations of unlawful wealth and who is not distracted from god’s remembrance and duty of thanksgiving when he acquires lawful wealth. Brief description Some uninformed people have given a negative twist to the definition of asceticism. They have interpreted asceticism as giving up divine graces and economic pursuits and living like the poor. This is not the case. Asceticism in its real sense is what is narrated above from Imam Ali (a.s.). And it could be summarized in two phrases: “enduring hardship rather than resorting to illegal means of acquiring things” and “not forgetting responsibilities and gratitude in respect of lawful things”. With this correct interpretation, asceticism becomes a force for self-improvement and reforms in the society rather than a negative influence on progress and prosperity. --- 1 Tohaful Oqool Lesson Thirty Three The Rank of those who refrain from Sins Imam Ali (a.s.) says: مَا الْمُجَاهِدُ الشَّهِيدُ فِي سَبِيلِ اللَّهِ بَأْعَظَمَ أَجْرًا مِّمَّنْ قَدَرَ فَعَفَفَ One who struggles in the way of God and is martyred is not higher in rank than the one who can commit a sin but refrains. Brief description In the eyes of Islam, the most worthy striving is that against one’s own unlawful desires. Moreso, when one lives in an environment where opportunities to commit sins are plenty and indulgence is commonplace. This requires a strong grounding in morality and control over one’s self and is also necessary for the struggle against enemy to be worthy and fruitful – a battle fought with sincerity, solidarity, pure intention, free from any selfishness and personal interest. Thus the Imam’s saying that those who succeed in the battlefield of desires resist sins and remain chaste in contaminated environments, are not in a lower rank than the martyrs in the way of god. 1 Nahjul Balaaghah, Aphorisms Lesson Thirty Four The Best People Imam Ali (a.s.) says: خيرُ الناسِ قُضَاءُ الحُقّ The best people are those who judge fairly. Brief description Fair judgement in legal, social and moral matters is only possible for one who gives equal treatment to his own and others’ interests and his personal affection and hatred do not prevent him from justice and righteousness. And this is possible only for those whose existence is radiated with the light of belief, human virtues and love and affection for humanity. The powerful waves of selfishness, profit motivation and lust cannot overcome their mind and conscience. Such people deserve to be called “the best people”. --- 1 Islam in the center of society. Lesson Thirty Five Worship of Freemen Imam Sadeq (a.s.) says: العَبَادَةُ ثَلَاثَةٌ: قَوْمٌ عَبِدُوا اللَّهَ حَوْفًا فَتَلَكَ عِبَادَةُ العَبِيدِ، وَقَوْمٌ عَبِدُوا وَقَوْمٌ عَبِدُوا اللَّهَ خَيْرًا لَهُ اللَّهُ طَلَبَ التَّوَابِ فَتَلَكَ عِبَادَةُ الْأَجْرَاءِ, فَتَلَكَ عِبَادَةُ الْأَحْرَارِ Worshippers fall into three groups: Those who worship Allah for the fear of hell; this is the worship of slaves. Those who worship Allah for his reward; this is the worship of mercenaries. Those who worship Allah out of love and affection for Him; this is the worship of free men. Brief description Although the promises of divine reward and punishment are all true, and his reward is very valuable and his chastisement is very painful, there are some high minded free men who do not see anything save God, and do not seek anything save God, and the measure of their heart is full of love and kindness. They are looking beyond rewards and punishment; their motive for observing God’s command is only love mingled with his cognition and knowing. --- 1 Wasaaelush Shia Lesson Thirty Six What Breaks Man’s Back Imam Baqer (a.s.) says: ثلاث قاصِمَاتُ الطَّهْرِ: رَجُلٌ إِسْتَكْشَرَ عَمَلَهُ وَنَسَىَ ذُنُوْبَهُ وَأَعْجَبَ بِرَأْيِه The three types of individuals who destroy themselves: the one who magnifies his good deed, the one who forgets his sins, and the one who is opinionated. Brief description Those who magnify their deeds will sit back, well satisfied with their work. This attitude hinders them from progress and development. And those who forget their sins will continue with new sins everyday instead of compensating for their previous sins. Suddenly one day they will find themselves down in the depths of despair. And those who rely only on their own opinion will deprive themselves of valuable and essential knowledge and thinking of brilliant minds. They will be repeatedly involved in mistakes and finally their backs will break under the burden of the resulting problems. 1 Wasaaelush Shia, Vol. 1, pg. 73 Lesson Thirty Seven Be Clean Holy Prophet (s.a.w.a.) said: أَفْوَاهُكُمْ مِنْ طُرُقَ رَبِّكُمْ فَاحْجُبُوهَا إِلَى اللَّهِ أَطْيَبُهَا رِيحًا فَطَبَابُهَا بِمَا قَدْرُتُمْ عَلَيْهِ Your mouth is one of your ways to God. The most favorite mouth before Allah is the one most fragrant. So keep your mouth as fragrant as you can. Brief description This tradition is narrated in the book Vasael-ul-shia in the context of brushing teeth. Its outward meaning is that since man uses his mouth to vocalise God’s remembrance and worship and recite divine verses, he should keep it clean and fragrant. And its inward meaning signifies that the mouth which is one of the ways of relating with the divine paths and Allah’s servants is more favoured by Allah when it becomes fragrant with good, clean and kind speech and is free from bad utterances, insults, lies and harshness. --- 1 Wasaaelush Shia, Vol. 1, pg. 358 Lesson Thirty Eight Consequences of Ignorance Ninth Imam, Imam Jawaad (a.s.) says: مَنْ عَمِلَ عَلَى عَيْرِ عِلْمٍ أَفْسَدَ أَكْثَرَ مَا يُصْلِحُ One who acts without knowledge and information will more often be a corrupter rather than a reformer. Brief description Loss caused by ignorance is not merely limited to inability to make significant achievements in life. Those who act without knowledge also risk making dangerous mistakes leading to corruption and destruction. And so one finds cases where an ignorant person intends to do good for his child, but he leads him to misfortune; intends to serve Islam, but disgraces religion; intends to create peace among people, but aggravates disputes and hypocrisy. He generally ends up doing more harm than good. 1 Muntahal A`amaal Lesson Thirty Nine Foundations of guidance Imam Jawaad (a.s.) says: The believers require three qualities: divine success, a preacher from the heart and soul, and acceptance from advisers. Brief description In this life, man travels a path which has much acclivity and declivity and faces innumerable dangers which threaten to derail him. To succeed and become a useful and effective individual in the society, he firstly needs a spiritual relation with God whereby he is supported by God’s pure essence, and then an aware and informed conscience advising him inwardly, and then hearing ears imbibing the thoughts, guidance, advice and consultation of others. 1 Muntahal A’amaal Lesson Forty Mourning Imam Baqer (a.s.) says (one of the short speeches of the Prophet (s.a.w.a.), which no one had mentioned before him): آَلِيَاحْدُ مِنْ عَمَلِ اَلْجَاهِلِيَّةِ Mourning is one of the deeds of age of ignorance (one shall not complain about the difficulties, rather he shall try to solve them).¹ Brief description This short and meaningful tradition has an outward and an inward sense. Its outward refers to the irrelevant actions being popular at the age of ignorance. When somebody died, mourner women were invited to lament on his death by reciting their special songs and deceitful and false poems. And the other meaning, which imam Baqer (a.s.) may refer to, is that mourning and complaining for hard and difficult events and problems of personal and social life is useless and causes waste of energy and facilities. Instead one should spend that energy to solve the problems, seeking a remedy by the strength of intellect and thinking as well as continuous effort and tolerance. ¹ Wasaaelush Shia, Vol. 1, pg. 915 Lesson Forty One Examine Yourself Everyday Imam Kazem (a.s.) says: لَيسَ مِنَّا مَنْ لَمْ يُحَاسِبْ نَفْسَهُ كُلَّ يَوْمٍ One who does not perform self-examination everyday has no relation with us.\(^1\) Brief description Preventing loss and increasing profit in any worldly activity, however big or small, requires continuous monitoring and assessment through inspection, measurement and accounting. One can see how careful people are in calculation of their material wealth. And how sensitive are the weight-watchers about small changes in their weight. Yet, surprisingly, some of them do not look into their human, moral and spiritual accounts even once during their life. What a terrible negligence! A responsible and vigilant Muslim is one who, as the Imam says, examines his account everyday without exception. If he has done a good deed, he tries to continue it, and if he has done evil, he repents for it. \(^1\) Aqwaalul Aimmah, Vol. 1, pg. 214 Lesson Forty Two Belief is Stronger than Iron Imam Sadeq (a.s.) says: إِنَّ الْمُؤْمِنَ أَشَدُّ مِنْ زُبُرِ الحَدِيدِ إِنَّ زُبُرَ الحَدِيدِ إِذَا دُخَلَ النَّارَ تَغَيَّرَ وَإِنَّ الْمُؤْمِنَ لَوْ قُتِلَ ثُمَّ نُشَوَّرَ ثُمَّ قُتِلَ لَمْ يَتَغَيَّرْ قَلْبُهُ. The believers are stronger than iron parts because when iron is exposed to fire, it changes, but if the believers are killed and then revived and again killed, there would be no change in their mentalities.\(^1\) Brief description Life is a series of problems and complicated matters. Weak people surrender to them very soon and escape from the field, whereas those who are strong on account of their belief stand firm to tackle the challenges. They know that there will always be hindrances in complying with God’s command, abstaining from sin, and achieving honours and credits. They realize that self-control, self-sacrifice and resistance against rebellious desires is required in order to succeed. True belief gives them immense strength to continue their endeavor fearlessly in the path of religion. \(^1\) Safinatul Behaar, Vol. 1, pg. 37 Reality of Unity and Divine Justice Imam Ali (a.s.) says: التوحيد أن لا تتوقعهم و العدل أن لا تتهمهم. Reality of unity of God indicates that one shall not define His essence according to one’s imaginations, and belief in His justice infers that one shall not accuse Him in any work.\(^1\) **Brief description** The principle of God’s existence is clear and manifest for us and any particle from particles of this world points to His dignity, power, knowledge and ability. On the other hand, the reality of His essence is hidden from us because He is an infinite existence and beyond our understanding. So we should consider His essence to be beyond whatsoever we may imagine and this is the reality of unity. Events occur in the world whose underlying mystery is not always known to us. Belief in God’s justice says to us that all of these events are backed by sound reasons and any suspicion in this regard is not in conformity with belief in His justice and wisdom. --- \(^1\) Nahjul Balaaghah, Aphorisms Lesson Forty Four Some Signs of Belief Imam Sadeq (a.s.) says: A believer provides valuable assistance, has low expenditure, and is prudent in life, and is never bitten twice from one hole (never inflicted twice from one source). Brief description Belief has some scientific, moral and social manifestation and signs, without which it is only a meaningless name. The above tradition refers to four signs of it: 1. believers provide valuable assistance to their muslim brothers because their help is accompanied with compassion, honesty and awareness. 2. they do not have a luxurious and costly standard of living and do not commit offences to provide for it. 3. they are prudent and aware in life especially in economic affairs. 4. they take lesson from each event immediately and thus they are not inflicted twice from the same source. --- 1 Safinatul Behaar. Lesson Forty Five World is not the Final Purpose, rather it is a Means Imam Ali (a.s.) says: الدُّنْيَا خُلِقَتْ لِغَيْرِهَا وَ لَمْ تُخَلِّقْ لِنَفْسِهَا. World is created for another purpose, not for itself.\(^1\) Brief description People sometimes have difficulty comprehending the nature of this world. They find one set of interpretations of verses and speeches commending the world and its material tools, introducing it as a house of commerce or farm of saints. And then they find verses and speeches blaming it and calling it dangerous, deceptive and source of conceit. The above tradition clarifies the issue succinctly indicating that when the world and its material tools are used as a means of attaining human development and justice and prosperity for all, it is to be valued and commended. But when it is considered as an end in itself, just for immediate and inordinate fulfillment of desires, with no higher purpose, and causes rebellion, conceit and obstinacy, it becomes hateful and dangerous. \(^1\) from first Vol. of Safinatul Behaar. Lesson Forty Six Man, what is your Price Imam Ali (a.s.) says: إِنَّهُ لَيْسَ لَانْفَسْكُمْ مَثْلُ إِلاَّ الْجَنَّةَ فَلَا تَبِعُوهَا إِلاَّ بِكَا. (Be aware) no price is good enough for you except everlasting prosperity and paradise, so do not exchange it for any other price.\(^1\) Brief description Usually when somebody is asked about the price of his life, he cannot name a price. No price is high enough. However, in reality, he exchanges this precious life gradually, day by day, for a very small price indeed. And, lo and behold, he wakes up one fine day towards the end of his life, to find that he has sold off this priceless asset in exchange for a house or a car or a country villa, which he will soon leave behind in any case … when death comes knocking at the door! Imam Ali (a.s.) says that nothing whatsoever of the material treasures of this world is worthy enough to be exchanged with the capital of your life. The only thing worth selling your life for is God’s satisfaction, human and spiritual development that leads to an everlasting prosperity in paradise. This is the thing to buy with your life; it is worthy of every endeavor, attempt and sacrifice one can make. \(^1\) Nahjul Balaaghah, aphorisms. Lesson Forty Seven Truth and Falsehood Imam Ali (a.s.) says: إِنَّ الْحَقَّ تَقِيلُ مَرَيْعَةٌ، وَإِنَّ الْبَاطِلَ حَفِيفٌ وَمَيْعَةٌ Truth is heavy and difficult but pleasant, and falsehood is light and easy but painful and dangerous. Brief description How eloquent and interesting is this one short sentence of Imam Ali (a.s.) to describe truth and falsehood! Usually truth has a harsh appearance and occasionally a bitter taste but has very pleasant results. It is easily absorbed by the body and society is strengthened thereby. On the other hand, falsehood comes easily and sometimes tastes very sweet, but its effect is fatal. It is like a delicious but poisonous food whose destructive effect on the heart, stomach, and intestines becomes manifest when it is swallowed. The poison of falsehood also destroys different organs of society. 1 Behaarul Anwaar, Vol. 70, pg. 107 Lesson Forty Eight Most Valuable Heritage of Arab Holy Prophet (s.a.w.a.) says: أَصْدِقُ كَلِمَةً قَالَتْهَا الْعَرَبُ كَلِمَةً لُبْيَدٍ: أَلَا كُلُّ شَيْءٍ مَا خَلَّا اللَّهُ بَاطِلًا، وَكُلُّ تَعْيِمُمْ لَا حَمَالَةَ زَائِلٌ The most accurate and eloquent phrase that an arab has stated is the speech of Lobaid (famous poet) where he says: be aware anything other than God is false and any grace would be finally lost. Brief description Awareness of the eventual destruction of wealth and positions and end of graces admonishes man to observe truth and justice in gaining them and to be moderate in consuming them. Eternity and everlasting are terms that can only be applied to God’s majestic stature, just as indestructibility and morality are attributable only to His pure essence. One should remember this reality in every phase of material life and keep away from arrogance. 1 Misbaahul Shariah, pg. 45. Lesson Forty Nine Those Who Defraud and Cheat Imam Reza (a.s.) says: لَيْسَ مِنَّا مَنْ عَشَّ مُسْلِمًا أَوْ صَرَّهُ أَوْ مَا كَرَهَ. One who defrauds or causes a loss to a muslim or tricks him, does not belong to us.\(^1\) Brief description Those who find their happiness in misfortunes of others and their profit in loss of others are neither human nor true muslims. They lack that social character which gives man superiority over other creatures. Losses can be inflicted openly or may be hidden through frauds and tricks and other forms of dishonesty. Islam forbids these, whatever the form, as is apparent from the disgust expressed in the above saying of Imam Reza (a.s.) \(^1\) Safinatul Behaar, article fraud. Lesson Fifty Slander Imam Ali (a.s.) says: الغَيْبَةُ جُهُودُ العَاجِزِ. *Slander is the last effort of weak people.* **Brief description** Few sins can be found among the capital sins that indicate meanness, weakness, humiliation, and cowardice like slander does. Slanderers falsely blame and ascribe faults to others and damage reputations to satiate the fire of their envy and malice. They are weak and mean persons who do not have the courage to confront their victims with their baseless and unfair criticisms and can only stab others in the back. It is mentioned in one of the traditions that even if a slanderer repents and the repentance is accepted, he shall be the last one entering paradise. Otherwise, he would be the first one entering hell. --- 1 Nahjul Balaaghah, aphorisms Lesson Fifty One Signs of an Oppressor Imam Ali (a.s.) says: للظالم ثلاث علامات: يظلم من فوقه بالمعصية و من دونه بالغلبة، و يظهر القوم الظلمة. The oppressor has three signs: oppresses those who are higher than him through opposition and disobedience, and oppresses those who are inferior to him through violence and predominance, and cooperates with other oppressors.\(^1\) Brief description When the ugly urge to oppress becomes ingrained and dominates one’s mind, it shows up in different ways depending on the situation. If he cannot oppress overtly a strong opponent, the oppression takes subtle forms like disobedience and dereliction of duties. Against the weak, the oppressor resorts to open aggression, force, violence and injustice. Another sign of an oppressor is that he selects his friends and companions from among the unjust. \(^1\) Nahjul Balaaghah, aphorisms. Lesson Fifty Two There is no Incurable Disease. Holy Prophet (s.a.w.a.) said: مَا اَنْزَلَ اللّهُ مِنْ دَاءٍ إِلَّا جَعَلَ لَهُ دَوَاءً God has not created any disease unless he has created a remedy for it.\(^1\) Brief description The world in which we live is a series of actions and reactions. For every negative power there is a corresponding positive and corrective power which should be found and used. Continuation of our life is the effect of balance in these powers. There is neither an incurable corporeal disease, nor is there any social problem that cannot be solved. These who assume that certain complex problems have no solution or that some diseases have no cure, neglect this important fact that in essence there is no such thing as an incurable disease. Therefore, one should not give up. One should persevere and keep on working on the life’s intractable issues with patience and tenacity until a solution is found. \(^1\) Nahjul Fasahaah Lesson Fifty Three Why Favours are Lost? Imam Baqer (a.s.) says: إِنَّ اللَّهَ قَضَىٰ قَضَاءً حَتَّىٰ مَا أَلَا يُعْطِمُ عَلَيَّ الْعَبْدِ بِنِعْمَةٍ فِي سِبْلِهَا إِنَّهَا حَيَّىٰ يُحِبُّ الْعَبْدُ ذَنْبَنَا يَسْتَحِقُّ بِذَلِكَ النِّعْمَةَ. God has made an inevitable rule that he does not take back the favours bestowed on the people, unless they commit an offence causing deprivation from that favour.\(^1\) **Brief description** God’s graces are infinite but not unreasonable. He does not grant or take back anything unreasonably. When world’s people use his favours for conceit, corruption, destruction and injustice, the same favours become the cause of their misfortune. Their favours are taken back and replaced with calamity. Their industries and technology turn destructive, and their society generates discord and discomfort, and even the speed devices become the cause of their retardation, because they have misused the graces. --- \(^1\) Usoole Kaafi, Vol. 2 Lesson Fifty Four Martyrdom and Purity Holy Prophet (s.a.w.a.) said: إِذَا مَتَّ عَلَيْكُمْ طَهَارَةً تَكُونُ شَهِيدًا. When you pass away in purity, you shall be ranged with the martyrs.\(^1\) Brief description The above tradition refers to part of instructions of the Prophet (s.a.w.a.) to one of his companions saying: ‘if you can, perform ritual ablution day and night, because if you die in this condition, you shall be considered a martyr’. Besides the literal meaning which refers to performing ritual ablution, it refers to a more important aspect: living and dying with purity and innocence. The chaste ones, with guiltless hearts and minds that are free from dishonesty and vanity, who live a pure life and leave the world in this condition, surely will be ranged with martyrs because martyrdom is not limited to being killed in the battlefield. There are also other such sayings among the traditions from the pure household of the Prophet (s.a.w.a.). \(^1\) Safinatul Behaar, Vol. one, pg. 720 Lesson Fifty Five Self Sacrificing Lovers Imam Baqer (a.s.) says: إن أصحاب جدي الحسين لم يجدوا آلام مس الحليده. The devoted companions of my grandfather, Imam Husain (a.s.) did not feel any pain under the strokes of sword and spear of enemy.\(^1\) Brief description When man’s affection for a goal reaches the stage of deep love, all of his feelings are so concentrated on it that any amount of inconvenience is tolerable for him. Not only tolerable, but it can even become painless. When Egyptian women, based on a figurative transient love on seeing Prophet Joseph’s face, could lose their awareness and cut their fingers instead of fruits, it is not surprising that restless lovers in the path of God and self-sacrificing persons in the path of truth and virtue, would not feel pain and toil of heavy strokes of the enemy. First, one shall be a lover, then self-sacrifice and tolerance will inevitably follow. \(^1\) Behaarul Anwaar, Vol. 45, pg. 80 Lesson Fifty Six: The Wise and The Fool Imam Ali (a.s.) says: العاقل يعتمد علي عمله و الجاهل يعتمد علي أمله. The wise man relies on his endeavor and action and the fool relies on his wishes.\(^1\) Brief description The wise are positive and truth seeking individuals. So they always look for their high objectives in the external existence, and since attainment to them is not possible without endeavor and attempt, they focus their effort on their action. The foolish and unaware, on the other hand, are drowned in a sea of wishes and imaginations, and seek for what they have lost in the world of imaginations, and since access to fancies does not require work and effort, negative tendencies are manifested in all aspects of their life. They live on their dreams, content with waiting for subjective victories in a tomorrow that never comes. \(^1\) Gorarul Hekam Lesson Fifty Seven The Real Religious Men are Few Imam Husain (a.s.) says: الَّناسُ عَبِيدُ الدُّنْيَا وَ الْدِّينُ لَعَقِبٌ عَلَيْهِمْ يَحْوُطُونَهُ مَا دَرَتْ بِهِ مَعَايِشُهُمْ فَإِذَا مُحْصُوا بِالْبَلاءِ قَلَّ الْدِّيَانُونَ. Most of the people are servants of the materialistic world and only pay lip service to religion. As long as they are enjoying a good life under the grace of religion, they support it. But when they are tested with hardships, only a few are found to be religious.\(^1\) Brief description Religion, particularly a religion like Islam, preserves rights of society’s people and supports their real and fair interests. But sometimes religion is a barrier for personal and private interests of individuals. This is when those who are true to their religion are distinguished from those who only make empty claim to be religious. Most people look at things from the viewpoint of their own interests. They advocate religion when it preserves their personal rights but when it conflicts with their private interests, they leave it totally or take a selective approach …“ we believe in some and disbelieve in the others”. The real religious people are those few who are faithful to their religion in every situation, and religion and belief dictate their priorities in life, not personal interests. \(^1\) Behaarul Anwaar, Vol. 10, pg. 198 Lesson Fifty Eight Justice Among Children Holy Prophet (s.a.w.a.) says: اعدِلُوا بَيْنَ أَوْلَادِكُمْ كَمَا تُحِبُّونَ أَنْ يَعْدِلُوا بَيْنَكُمْ. Observe justice among your children just as you would like that they render justice among you.\(^1\) Brief description One of the capital mistakes is discrimination in treatment of children. Some people favour their older and so called senior child and others favour their younger child. Sometimes they exceed the bounds and reserve all of their kindness, property and affections for one of them, and deprive the others totally. This provokes the fire of malice and envy in the hearts of the ones left out and in time this will develop into enmity among them and vindictiveness towards their parents and they may even seek vengeance in the society. \(^1\) Behaarul Anwaar, Vol. 23 Lesson Fifty Nine You are always being Watched Imam Mohammad Taqi (Imam Javad) (a.s.) says: إِعْلَمْ أَنَّكَ لَنْ تَخَلُّو مِنْ عَيْنِ اللَّهِ فَانْظُرْ كَيْفَ تَحْوَنْ. You should know that you are never out of God’s sight. Now see how you shall be? Brief description The first sign of belief in God, the Almighty, is when one feels being under His constant and overall control, from never being out of His sight, and also feeling that His watchmen have surrounded us from all directions. The higher degree of belief results in more and deeper feeling for this control so that man finds himself constantly in His presence. This feeling is the greatest motivator for correction of faults at the level of the individual and the society. It is also the most beautiful manifestation of belief and can rectify some of the most complex social disorders. Lesson Sixty Neither Flattery, nor Envy Imam Ali (a.s.) says: الْتَّنْبِيَاءُ بِسَأْلَنَّ مِنَ الْإِسْمِ تَحْقَاقٍ مَلْسَقٍ وَ التَّفْصِيْلُ مِنَ الإِسْتَحْقَاقِ عَيْنٌ أَوْ حَسَدٌ. When praise and commendation is more than merited and deserved it is flattery and when less than merited it is either debility in expression or envy.\(^1\) **Brief description** Undoubtedly, the worthy individuals and their good attributes and deeds should be praised and appreciated, and in this way we shall encourage and support them to carry on with their good work. But praise should be proportionate to the merit. Otherwise, it would have negative and harmful consequences. If it is more than merit, it becomes flattery which hurts the dignity of the speaker and also causes self-conceit and self-admiration in the one who is flattered. And if it is less than merit, it discourages the good doers and shows that the speaker is either envious or weak in his power of expression. --- \(^1\) Nahjul Balaaghah, aphorisms Lesson Sixty One Help your Brothers Imam Sadeq (a.s.) says: مَنْ كَانَ فِي حَاجَةٍ لِأَخِيهِ الْمُسْلِمِ كَانَ اللَّهُ فِي حَاجَتِهِ. Whosoever engages in fulfilling the requirements and needs of his muslim brothers, God will fulfil his requests.\(^1\) Brief description People often think that if they get involved in solving the problems of others, this would retard progress in their own life. Islam has a different viewpoint. The Prophet (s.a.w.a.) says that if you engage in solving people’s problems and fulfilling their requirements, God, whose power is beyond your power and all powers, helps you and solves your problems. We have been witnessed how the problems of those who help others get solved in wonderful ways and this is a divine bounty. \(^1\) Behaarul Anwaar, Vol. 74, pg. 286 Lesson Sixty Two Do not dwell on the past Imam Ali (a.s.) says: لا تُشْغِل قَلْبَكَ الحَزَمَ عَلَيْهِ مَا فَاتَ فَيُشْغِلُكَ عَنْ الْأَسْتَعْدَادِ بِمَا هُوَ آتٍ Do not preoccupy your heart with grief for the past because you will lose out on preparation for the future. Brief description One comes across two groups of people. Some of them waste their time regretting for the past mistakes and lose their remaining energies in this way. But others let bygones be bygones and only take some lessons from them for organizing the future and use all of their powers constructively to build a better today and tomorrow. Surely, they will be the ones who will succeed. 1 Gorarul Hekam, pg. 289 Lesson Sixty Three Islam’s Universality Holy Prophet (s.a.w.a.) says: لا يَبْقَى عَلَيْهِ طَرْفُ الأَرْضِ بَيْتٌ مَدْرَوْنَ وَلاَ وَبَرَوْنَ أَدْخَلَهُ اللَّهُ كَلِمَةَ الإِسْلَامِ. There will not remain any house on the earth, not even mud houses and woollen tents, that will not be filled by Allah with the religion of Islam. Brief description Everyday this reality becomes more obvious, i.e., that the world has two alternatives: either it will accept Islam, or it will not accept any religion. And since being without a religion is against man’s nature, it shall finally accept Islam. At present a wave of attention to Islam has permeated different parts of the world. But this matter would be accomplished upon the advent of Imam Mahdi (may our soul be sacrificed for him). Thereupon, idolatry and polytheism would be removed from the earth and Islam will prevail throughout the world. The Prophet (s.a.w.a.) has given the good tiding in the above tradition. 1 Majma’ul Bayaan, interpretation of repentance sura. Lesson Sixty Four: Do not belittle any sin! Imam Hasan Askari (a.s.) says: مِنَ الْذُّنُوبِ الَّتِي لَا يُغْفَرُ: الَّيْتِي لَا أُوَاحِدُ إِلَّا هَذَا One of the sins which would not be forgiven is for a man to say, ‘i wish my sin to be only this one’.¹ Brief description Minor sins are changed to major sins due to several factors, one of which is to consider them to be little and unimportant. This is one of the dangerous satanic temptations. Those sins which man fears and considers as major sins are not so dangerous because one is always careful not to commit them. But when he assumes a sin to be minor and is not afraid of it, he is easily drawn to it again and again; minor sins change to major, keeping him away from happiness and prosperity for ever. Furthermore, every sin, however small, is significant in one respect: it exceeds the bound of rules of Allah, the Almighty. ¹ Tohaful Oqool, pg. 366 Lesson Sixty Five Excellence of a Scholar Imam Musa ibne Ja’far (a.s.) says: فَضْلُ السُّنْنِ عَلَيْهِ عَلَيْكُمْ أَحَدٌ كَفَضْلِ الشَّمْسِ عَلَيْكُمْ الْكُوَاكِبِ. Excellence of a scholar over a votary is similar to excellence of sun over the stars.\(^1\) Brief description The stars in the sky are themselves luminous but fail to provide luminosity to the earth and to illuminate the path for us. Sunlight and its bright and shiny rays, on the other hand, revive and energise the earth and also light up the path for all inhabitants of planets in the solar system. The sun thus enables others to distinguish the right path from the deviant one, the high road from crag. And it is this that distinguishes a scholar from a devotee. The latter is concerned only with saving himself whereas the former tries to also save others from drowning. Just as planets need sunlight, votaries need a scholar. \(^1\) Tohaful Oqool, pg. 307 Lesson Sixty Six Mutual Rights Holy Prophet (s.a.w.a.) says: يَلْزُمُ الْوَالِدَيْنِ مِنَ الْحُقُوقِ لِوَلَدِهِمَا مَا يَلْزُمُ الْوَلَدَ لَهُمَا مِنْ حُقُوقِهِمَا. In the same way as the children are to be held to account for disregarding parents’ rights, parents are also accountable for not observing the children’s rights.\(^1\) Brief description Rights and duties always go hand in hand. And greater rights call for greater duty and responsibility. The holy quraan places heavy emphasis on duty to one’s parents. While parents enjoy great rights vis a vis their children, they also bear a heavy responsibility to them. They shall at no time neglect to train their children, to help them improve bodily as well as spiritually and to keep them away from mental and moral taints. The tumult of their life shall not hinder them from this great duty. --- \(^1\) Aqwaalul Aimmah Lesson Sixty Seven Obedience is Less Costly Imam Kazem (a.s.) says: إِيَّاكَ آنْ تَمْنَعَ فِي طَاعَةِ اللَّهِ فَتُنْفِقَ مِثْلَهِ فِي مَعْصِيَةِ اللَّهِ. Do not refrain from spending your wealth in obedience to God. Disobedience and sin will cost you twice as much.\(^1\) Brief description There are some people who are stingy in paying, for example, for good hygiene, and they end up paying much more for treatment of the diseases they could have prevented with good hygiene. It is a general rule that when a man refrains to spend on things that are essential to proper living, he would have to bear more costs on remedial actions and damage control. Those who save expenses or time on training their children, will incur onerous costs on consequences such as the child’s drug addictions or criminal acts. And those who refrain to pay for fulfilling requirements of society’s deprived people, will pay the costs, sometimes several times higher, for dealing with the resulting turmoil. \(^1\) Tohaful Oqool, pg. 305 Lesson Sixty Eight The World is a Market Imam Hadi (a.s.) says: الدُّنْيَا سَوْقٌ رِّيحَ فِيهَا قَوْمٌ وَ حَسِبَرَ آخَرُونَ World is a market in which some gain and some lose!¹ Brief description This world is neither man’s main home, nor his permanent residence. Rather it is a great house of commerce to which man is sent. He is given a capital in the form of his life span, physical and mental powers, guidance and intelligence, so that he may use these to accumulate valuable provisions to take back for his eternal prosperity and everlasting life. Those who are active, diligent, vigilant, hard-working and far sighted know the tricks of this great commerce. They do not relent for a moment, always on the look out for opportunities to trade their temporary worldly goods to earn precious heavenly goods, merchandise with an eternal shelf life, and a bright destiny for themselves as well as their society. Unlike the losers, they do not spend their capital on futile, transitory and destructive worldly pursuits which result in leaving the world empty handed. ¹ Tohaful Oqool, pg. 361 Lesson Sixty Nine The Most Dignified People Holy Prophet (s.a.w.a.) says: إِنَّ أَعْظَمَ النَّاسِ مَنْزَلَةً عِنْدَ اللَّهِ يَوْمَ الْقِيَامَةِ أَمْسِيَاهُمْ فِيْ أَرْضِهِ بِالْصِّيَاحَةِ خَلْقِهِ. The most dignified people on the day of resurrection are those who had engaged most in public service and benevolence.\(^1\) Brief description Public service is one of the greatest Islamic sorbs. And one of the ways of service to God’s people is respecting and protecting their interests and their benefits as one’s own interest and benefit, and dealing with them sincerely and benevolently in their presence as well as behind their back. \(^1\) Kaafi, Vol. 2, pg. 166 Lesson Seventy Three Basic Social Principles Imam Sadeq (a.s.) says: النّاسُ سَيَوَاءٌ كَأسِنَانِ الْمِشْيَطِ وَ الْمِيْرَةُ كَثِيرٌ بِأَخِيهِ وَ لَا خَيْرٌ فِي صُحْبَةِ مَنْ لَمْ يَرِدْ لَكَ مِثْلُ الَّذِي يَرِدُ لِنَفْسِه. People are equal (in social rights) with each other like the teeth of a comb! An individual becomes a great society together with his (religious) brothers. And it is not right to associate with one who does not wish for you whatever he wishes for himself.\(^1\) Brief description Three basic social principles are mentioned in the above tradition. First, equal rights and justice for everyone irrespective of their colour, race, language and social status. Second, the relationship of an individual with the society and the society with an individual. Each individual counts and in co-operation with his brothers forms a great community. And third, the necessity of respecting the others’ interests as one’s own interests as the basic element of true friendship and companionship. A society devoid of these three principles is neither an Islamic nor a humanitarian society. --- \(^1\) Tohaful Oqool, pg. 274 Lesson Seventy One Hastiness and Precipitance Imam Ali (a.s.) says: الْحَمْدُ لِلَّهِ نَوْعَ مِنَ الْجُنُونِ لَا إِنَّ صَيْبَحَهَا يَنْبَدِمُ فَإِنَّمَا يَنْبَدِمُ فَجُنُونُهَا مُسْتَخْرَجُ. Hastiness and precipitance is a kind of insanity and those having this attribute repent of their actions very soon, or (if they continue on this path) it shows that their insanity is perpetual and firmly ingrained in them.\(^1\) Brief description Intellect and wisdom dictate that one avoids undue haste and precipitance because in this condition one often fails to adequately study all the relevant aspects to make a correct decision. And soon one has to repent for the consequences of his naive and impulsive actions. Sometimes, man dissipates the worth of all of his good speeches by one hasty inappropriate remark, and loses his old intimate friends and that jolts him into sincere repentance. As for those who do not desist even after observing the bad consequences of their hasty actions, they can be said to suffer from insanity that is ongoing and well entrenched. \(^1\) Nahjul Balaaghah, Aphorisms Lesson Seventy Two True Asceticism Holy Prophet (s.a.w.a.) says: الزُّهْدُ فِي الدُّنْيَا قَصْبُ الأَمْلِ وَ شُبْكُرُ كُلُّ نَعْمَةٍ وَ الْوَرْعُ عَنْ كُلِّ مَا حَرَّمَ اللَّهُ Asceticism in this world is based on three things: curtailment of desires, thanksgiving for blessings, and avoiding the prohibited things.\(^1\) **Brief description** Most people misunderstand the concept of Islamic asceticism and consider it as isolation and separation from material and social life. They define ascetics as those who practice seclusion from society and abstention from all material pleasures of social life. True asceticism is in fact based on a corrective social concept as stipulated in the above tradition. It includes protection of rights of others, keeping away from illegitimate and unlawful wealth, and using one’s resources for worthy and humanitarian purposes (which is the real concept of thanksgiving) as well as minimising one’s desires for material things which, if unchecked, can lead man to dissociate from everything other than the pursuit of money, position and lust. --- \(^1\) Tohaful Oqool Lesson Seventy Three Trial of Dignity Imam Ali (a.s.) says: ثلاثٌ يُمْتَحِنُّ بِهَا عُقُولُ الْرَّجَالِ هِيَنَّ الْمَالُ وَالْوَلَايَةُ وَالْمُصَيْبَةُ. There are three things based on which intellect of dignified individuals is tried: wealth, rank, and calamity.\(^1\) Brief description Divine trials are the means of development and improvements and they do not have special tools. Men may be tested by any means, but three of them are more important than the others: - whether or not he loses his intellect and wisdom when he gains property and wealth? - when a rank is awarded to him, whether his capacity is so fragile that he forgets everything? - and when an unpleasant event happens to him, does he become impatient and ungrateful? \(^1\) Gorarul Hekam, article three Lesson Seventy Four Correct Program for World and Hereafter Imam Reza (a.s.) says: إِعْمَلْ لِدُنْيَاكَ كَأَنَّكَ تَعْيَشُ أَبَدًا وَإِعْمَلْ لِآخِرَتِكَ كَأَنَّكَ تَمُوتُ غَدًّا. Work for the world as if you would be alive forever, and work for the hereafter as if you would die tomorrow! Brief description Above tradition clarifies the attitude of Islam towards the matters concerned with material and spiritual life. A positive and responsible moslem should observe discipline in the matters concerned with material life as if he would abide there forever. This clearly rejects the idea that one has to shun this world to be a true ascetic. And at the same time he should be extremely concerned about the state of his readiness for the life after death. So much so that he should be convinced that if he were to die tomorrow, he would not be found wanting or deficient in any aspect. In other words, he should keep himself ready for death at any moment by ensuring that he has purified himself with the water of real repentance for his misdeeds and has settled his dues and made arrangements such that he leaves the world without any loose ends in matters of his obligations and rights of others. --- 1 Wasaaefulush Shia’, (as per narration from Aqwaalul Aimmah, Vol. 2, pg. 277) Lesson Seventy Five Effect of Sin Imam Sadeq (a.s.) says: من يموت بالذنوب أكثر من يموت بالآجال و من يعيش بالإحسان أكثر من يعيش بالأعمار. Those who die as a result of sin are more than those who die due to natural death, and those who have a long life as a result of beneficence are more than those who have a long life due to natural life.\(^1\) Brief description It is proved today that the cause of most physical diseases lies in spiritual and emotional factors, and one of the most important causes of mental diseases is the heavy pressures imposed on man’s soul by his conscience. A sinner is judged in the court of conscience and suffers painful spiritual punishments and its reaction is manifested in the body and soul in the form of diseases and even death. On the contrary, the beneficent people are encouraged by their conscience and this spiritual encouragement empowers them and makes them cheerful and increases their life span. Hence, sin shortens life, and beneficence prolongs it. \(^1\) Safinatul Behaar Lesson Seventy Six Shiites and Divine Bounties Imam Baqer (a.s.) says to one of his friends: أَبْلِغْ شِيَعَتَنَا أَنَّهُ لَا يُتَالُ مَا عِندَ اللَّهِ إِلَّا بِعَمَل Declare to our shiites that no one receives divine favours and bounties except through action.\(^1\) Brief description This speech of Imam Baqer (a.s.) is a reply to those who suppose that they could reach the highest position before God only by adopting the name of shiism and expressing love to the household of the Prophet (s.a.w.a.), while we know that in Islam the important thing is one’s actions. The word “shiite” is derived from the word ‘moshaieat’ meaning following somebody. And so, since the shiites say that they are the followers of the household of Prophet (s.a.w.a.), they must also follow the practices of the imams in their day to day life in order to be a true shia and win divine blessings. \(^1\) Usoole Kaafi, Vol. 2, pg. 300 Lesson Seventy Seven With whom we shall consult? Imam Ali (a.s.) says: لا تُنْدِلْ فِي مَسْوَرَتِكَ حَيْلًا يَعْبِدُ عَينَ الْفَصْبِلِ وَيَعْدِكَ الْفُقْرَ وَلَا جَبَانًا يُضْعِفُكَ عَنْ الأَمْهُورِ وَلَا حَرِيصًا يُزَيْنُ لَكَ الشَّرَّةِ يَأْجُوزُ Do not consult with misers because they prevent you from service to people and frighten you from poverty, and do not consult with timid people, because they weaken your will to perform important tasks, and do not consult with greedy persons, because they beautify injustice to you.\(^1\) Brief description Consultation is one of the important Islamic instructions, but while consultation with the right persons helps in improvements and corrective actions, consulting those with certain weaknesses is harmful. Thus imam (a.s.) recommends that we strictly avoid consulting, specially in important social affairs, with those who are miser or timid or greedy. One of them prevents man from munificence of divine graces, and the other weakens his resolve, and the third encourages man to violate rights of others out of greed. \(^1\) Nahjul Balaaghah, letter 53 Lesson Seventy Eight The Best Favor Imam Ali (a.s.) says: أَجْلُ النِّعْمَةِ الْعَافِيَةُ وَ خَيْرُ مَا دَامَ فِي الْقَلْبِ الْيَقِينُ The best favor is health and the best thing which could fill man’s heart is belief in God! Brief description Imam Ali (a.s.) has actually referred to the greatest material and spiritual favors. Physical health is the greatest divine favor in the material realm and it is indispensable for an active and a happy and prosperous life. And among spiritual favors, nothing is higher than the light of belief and faith. It is the most illuminating light for the path of life and the most effective remedy for diseases of ignorance, humiliation, inferiority and taint. It bestows tranquility to the heart and the soul! Lesson Seventy Nine Invisible Imam (a.s.) كيف ينتفع الناس بالحجة العائبة المنشورة؟ قال كما ينتفعون بالشمس إذا سترها السحاب. Imam Sadeq (a.s.) was asked: how can people enjoy the existence of an invisible and hidden imam? Imam said: as they enjoy sunlight from behind the clouds.\(^1\) Brief description Sunlight is the source of all activity on this earth and no living creature can continue to live without it. The fact that it sometimes comes from behind the clouds does not diminish its utility. And the same applies to the light from a divine imam and leader in the context of man’s spiritual and human life. Sun hidden by a cloud, just like a light behind a translucent glass, sends out a considerable part of its light and removes the darkness of night and benefits the living plants and creatures. Spiritual blessings of imam (a.s.) illuminate the human world even from behind the hiding curtain, but just as the amount of sunlight entering a building depends on its openings, people’s share from the light of leadership is proportionate to the method and degree of their relation and connection with the imam. \(^1\) Behaarul Anwaar, Vol. 52, pg. 92 Lesson Eighty Do not listen to all Utterances! Imam Javad (a.s.) says: مَنْ أَصْغَى إِلَى نَاطِقٍ فَقَدْ عَبَّدَهُ فَإِنْ كَانَ النَّاطِقُ عَبِينَ اللَّهِ فَقَدْ عَبَّدَ اللَّهَ وَإِنْ كَانَ النَّاطِقُ يَنْطُقُ عَبِينَ لِسَابِنَ إِبْلِيسَ فَقَدْ عَبَّدَ إِبْلِيسَ. One who listens to an orator has worshipped him. Thus if the orator delivers God’s message, he (the listener) has worshipped god, and if he talks from the tongue of iblis, he has worshipped iblis.\(^1\) **Brief description** Utterance, whatsoever and from whoever it may be, has an effect, and listening to the utterances is usually accompanied with an impression in man’s heart. Orators will say what suits their purpose. Some will be on the side of truth and others will try to inculcate falsehoods. Submission to each of these two groups is a kind of worship because the essence of worship is nothing else than submission. Therefore, one should listen to truthful utterances and become truth worshippers and avoid purveyors of falsehoods and prevent their dark utterances from entering one’s ears and reaching the depths of the soul. --- \(^1\) Tohaful Oqool, pg. 339 Lesson Eighty One Devilish People Holy Prophet (s.a.w.a.) said: إِذَا رَأَيْتُمُ الرَّجُلَ لَا يُبَالِ مَا قَالَ أَوْ مَا قِيلَ فِيهِ فَأَنَّهُ لَبَعِيَّةٌ أَوْ شَيْطَانٌ When you find that a person is indifferent to what he says or what is said about him, you shall know that he is either unchaste or satan. Brief description Drowning in various sins makes man indifferent to any and every accusation. He does not care about what he says about others and what is said about himself. Such persons are mean, shameless and devilish. 1 Behaarul Anwaar, Vol. 74, pg. 147 Lesson Eighty Two Real Feast Imam Ali (a.s.) says: إِمَّا هُوَ عِيدٌ لِمَنْ قَبَلَ اللَّهُ صِيَامَهُ وَشَكَرَ قِيَامَهُ وَكُلَّ يَوْمٍ لَا يُعْصِي اللَّهَ فِيهِ فَهُوَ عِيدٌ Today (the day of feast following the month of fasting) is the feast for those whose fasts are accepted and their sorbs are favored by God, and any day in which you do not commit a sin, is the day of feast. Brief description Feast and happiness after one month of fasting in the blessed month of Ramazan is actually the feast of overcoming sensual desires, and of obedience of God’s command. Thus, this is a day of feast only for those who have been victorious in fulfilling this great divine duty and understanding its true philosophy. But for those shameless people who have not respected this great month and its educational program, it is nothing but a day of mourning and disgrace. 1 Nahjul Balaaghah, aphorisms of wisdom 428 Lesson Eighty Three What has Real Value Holy Prophet (s.a.w.a.) says: إِنَّ اللَّهَ لَا يَنْظُرُ إِلَى صُورَكُمْ وَلَا إِلَى أَمْوَالَكُمْ وَإِلَّا يَنْظُرُ إِلَى قُلُوبَكُمْ وَأَعْمَالَكُمْ God does not consider the faces and properties, rather he considers your hearts and actions.\(^1\) Brief description While the criterion for evaluating dignity of individuals in most societies is material wealth and physical privileges, in Islam such evaluation bases are invalid and worthless. To ascertain what has real value, we need to look for that which is considered worthy by the Creator and this is none other than the purity of one’s heart and deeds. Those who possess the twin treasures of pure thoughts leading to pure actions are the ones who will be victorious in the divine court. \(^1\) Mohajjatul Baiza, Vol. 6, pg. 312 Lesson Eighty Four Two Things Cause Destruction of People Imam Ali (a.s.) says: أهلك الناس إثنان خوف الفقر و طلب الفخر Two things destroy people: fear of poverty and seeking of fanciful honors! Brief description If we consider the causes of increase in transgressions, larcenies, briberies, thefts, cheating and plundering, we find that the above two factors are at the root of these events. Some people, having everything, commit offences only for the fear of poverty and the obsession for securing the future. And some others sacrifice their peace of mind and soul in order to acquire fanciful honors. Giving up these destructive traits allows man to enjoy inner peace and happiness. 1 Tohaful Oqool Lesson Eighty Five A Good Deed is Never Small Imam Sajjad (a.s.) says: لا يقال عَمَلٌ مَعَ تَقْوَى وَ كِيْفَ يَقْبَلُ ما يَتَقَبَّلُ A deed accompanied with sincerity and piety is not small, although it may look small. How is it possible for a deed favored by God to be small!? Brief description Holy quran says: God only accepts the deeds which are accompanied with piety and pure intention. Thus, purity in intention and sincerity and piety should be the most important consideration. Such deeds are valuable even if in material terms the quantity etc is small, because they are favored by God and thus can never be considered little. In summary, hollow, impure and hypocritical deeds are worthless no matter how numerous and large they are, whereas even something light and little performed with pure and sincere intention is worthy and weighty. --- 1 Tohaful Oqool, pg. 201 Lesson Eighty Six Sins and Apology Imam Husain (a.s.) says: إِيَّاكَ وَ مَا تَعْتَذِرُ مِنْهُ فَإِنَّ الْمُؤْمِنَ لَا يُسْتَبِقُ وَ لَا يَعْتَذِرُ وَ الْمُنَافِقُ كُلَّ يَوْمٍ يُسْتَبِقُ وَ يَعْتَذِرُ. Do not sin so that you do not have to apologize for it. A believer does not sin and does not apologize, whereas a hypocrite sins everyday and apologizes everyday.\(^1\) Brief description Everybody is apt to make mistakes, but there is a marked difference in how the believers and the hypocrites deal with this reality. The believers try to avoid sins in the first place to pre-empt the need for having to apologise. They know that insincere and routine apologies do not acquit anyone. But the hypocrites carry on sinning and apologising in a never ending cycle. A sign of hypocrites is that outwardly they show repentance through the apology while inwardly they are unrepentant since they are not averse to repeating the sin. \(^1\) Tohaful Oqool, pg. 177 Lesson Eighty Seven The Worst Method of Life Imam Reza (a.s.) says: آسُوءُ النَّاسِ مَعَاشَاً مَنْ لَمْ يَعْشُ عَيْرَةً فِي مَعَاشِهِ. The worst people, from an economic viewpoint, are those who do not offer livelihood to others from their own livelihood, and others are excluded from their life.\(^1\) Brief description A healthy economy is one which strengthens social relations and embraces all members of the society. When wealth is concentrated in certain individuals or groups who refuse to allow the rest to benefit, a cancer takes root in that society that will eventually destroy its economic health to the detriment of all. Imam Reza (a.s.) refers to this as the worst type of livelihood and economic life. \(^1\) Tohaful Oqool, pg. 334. Lesson Eighty Eight Our Promises are Our Debts Imam Reza (a.s.) says: إِنَّا أَهْلُ بَيْتٍ نَّرَى وَعْدَنَا عَلَيْنَا دِينًا كَمَا صَنَعَ رَسُولُ اللَّهِ. We are the household who consider our promises as our debts; as did the Holy Prophet (s.a.w.a.).¹ Brief description Debt is not only what man receives from someone as a loan. Those who make promises to others in fact undertake an obligation and accept a responsibility and have an undeniable moral duty to make good on the promise. Fulfilling the promise indicates dignity, belief, greatness, honesty and truthfulness and strengthens mutual trust and confidence among people. It revives the spirit of social cooperation. For all these reasons, Islam strongly emphasizes the need to fulfil all promises. ¹ Tohaful Oqool, pg. 33 Lesson Eighty Nine Illegitimate Property Imam Baqer (a.s.) says: إِنَّ الرَّجُلَ إِذَا أَصَابَ مَبَالًا مِنْ حَوَامٍ لَمْ يُكْتَبْ مِنْهُ حَجٌّ وَلَا عُمْرَةٌ وَلَا صَلَةَ رَحْمٍ. Whenever a man gains a property in an illegitimate way, neither his hajj and umrah performed with that property is accepted, nor the uniting of kindred.\(^1\) Brief description Islam cares not only about the results but also about how the results are achieved. Those who are contented with their good deeds, but do not think about the means by which they perform the good deed, neglect this reality that none of them is accepted by God, unless the means are pure and sacred. \(^1\) Safinatul Behaar, Vol. one, pg. 213 Lesson Ninety Be Self-Sufficient Imam Sajjad (a.s.) says: طلب الحوائج إلى الناس مذلة للحياة و مذهبة للحياة واستخفاف بالوقار و هو الفقر الحاضر. Asking from people is abasement in life and destroys modesty and degrades man’s dignity, and is a poverty which man brings upon for himself.\(^1\) Brief description Some people subject themselves to poverty although they think that they are escaping from it. They do this by making themselves dependent and needy through unnecessary demands from others. In the process they also ruin their human dignity. Islam instructs its followers to be self-sufficient as far as possible and avoid a life of dependency for having to depend on others is itself a form of poverty. \(^1\) from the book Tohaful Oqool, pg. 201 Lesson Ninety One Woe unto such person! Imam Sajjad (a.s.) says: يا سَوْ آتَاهُ غَلَبْتُ اِحْدَائُهُ عَلَيَّ عَشَرَاتِه. Woe unto one whose units precede his tenfolds.\(^1\) **Brief description** Holy quran says: one who performs a good deed will be rewarded tenfold, but one who commits a sin shall be punished for the same (cattle, 161). This verse clarifies the interpretation of the above tradition. Hopeless is the person who gives up so much reward from obedience of God’s command and accumulates only the punishments for sins. --- \(^1\) from the book Tohaful Oqool, pg. 203 Lesson Ninety Two Sinful Ways Solve Nothing! Imam Husain (a.s.) says: مَنْ حَاوَلَ أَمْرًا بِعَصْبِيَّةِ اللَّهِ كَانَ آفَوْتُ لِمَا يَرْجُو وَ آسَوْعَ لِمَا يَخَافُ. One who looks to performing something through disobedience to God, will lose whatsoever he desires sooner; and, whatsoever he fears, will happen to him sooner.\(^1\) Brief description Some people suppose that if they use unlawful means for obtaining their goals, they will attain their ends sooner. However, above tradition says that in fact such ways will expedite the loss of their illgotten objects and their fears will also materialise sooner. For example, he seeks tranquility from earning unlawful wealth, yet first of all he loses tranquility as a result of it and is involved in distress and anxiety which he had feared. \(^1\) from the book Tohaful Oqool, pg. 977 Lesson Ninety Three The Self-Conceited! Imam Ali (a.s.) says: مَنْ رَضِيَ عَنْ نَفْسِهِ كَثُرَ السَاخِطُ عَلَيْهِ. He who is self-conceited will find a lot of people dissatisfied with him.\(^1\) **Brief description** Self-love and self-concern in proper measure is necessary for survival, but if it exceeds the bounds, it becomes selfishness and self-conceit. The self-conceited people never look at their own faults and consider themselves responsible, pure, faultless and important in the society. For this reason they have a lot of unreasonable expectations from people, and this causes widespread anger against them. --- \(^1\) Nahjul Balaaghah, aphorisms, utterance no. 6 Lesson Ninety Four Nearer Kinsfolk Imam Mujtaba (a.s.) says: القريب من قربته الموذة وإن بعيد نسبه والبعيد من باعدته الموذة وإن قرب نسبه. Near kinsfolk are those who are more affectionate, although they may be genealogically not as near as those who are less affectionate.\(^1\) **Brief description** Kinship is one of the most important social relations in Islam. It enables formation of well-knit groups in the heart of great human society whose members cooperate closely and help each other in solving critical problems. But the criterion of relationship in Islam, as stated in the above tradition, gives much importance to affection and friendship, not merely the closeness of genealogical relationship. --- \(^1\) from the book Tohaful Oqool, pg. 165 Lesson Ninety Five Throwing off a habit Imam Hasan Askari (a.s.) says: رَدُّ الْمُعَتَادِ عَنْ عَادَتِهِ كَالْمُعْجَزٌ Throwing off bad habits is like performing a wondrous act. Brief description Habit is one of the great divine favors because it facilitates difficult human tasks and automates a lot of complicated and necessary aspects of living (such as speaking, walking, etc). But when a bad habit is acquired, it becomes a dangerous addiction and very difficult to shed. So much so that Imam Hasan Askari (a.s.) has compared the shedding of an entrenched habit to an amazing or wondrous act. --- 1 Behaarul Anwaar, Vol. 17, pg. 217 Lesson Ninety Six Epic of Karbala Imam Husain (a.s.) says: أَتَّحِي لَا ... لَا وَ اللَّهِ لَا أُعْطِيَهُم بِيَدِي إِعْطَاءَ الْدَّلِيلِ وَ لَا أَفْرُ فِرَارَ الْعَبِيدِ أَرِيَ الْمَوْتَ إِلَّا سَعَادَةً وَ الْحَيَاَةَ مَعَ الظَّالِمِينَ إِلَّا بَرَماً. I swear by God that I shall never join hands with them like those humbled, nor escape like the slaves. I consider death as nothing but prosperity, and life with the unjust as nothing but a source of blame and misfortune.\(^1\) Brief description Karbala is the great and everlasting epic of man’s history. Ashura is an unforgettable day in the history of mankind and nations who want to live honorably and die honorably. The above two sentences from a speech of Imam Husain (a.s.) are two clear signs of this reality. --- \(^1\) maghtalel Husain, pg. 246 & 256 Lesson Ninety Seven Who is Wise? Imam Ali (a.s.) was asked to describe a wise man. He replied: الْعَاقِلُ هُوَ الَّذِي يَضْعُفُ الشَّيْءَ مَوَاضِعَهُ. The wise is one who puts everything in its right place.\(^1\) Brief description A lot is said about the meaning and concept of wisdom, but the above definition says it all so succinctly in one short phrase. A better interpretation will be hard to find. Wisdom is nothing other than putting everything in its right place: giving everybody the place they merit, showing grief and happiness, friendship and enmity, mildness and harshness, kindness and severity according to the circumstances, adopting correct priorities in worship, work and healthy recreation. In short, doing the right thing in the right way at the right time. \(^1\) Nahjul Balaaghah, aphorism Lesson Ninety Eight Cause of Enmity Imam Ali (a.s.) says: الناس أعداء ما جهلوا People are enemies of things which they do not know (or understand).¹ Brief description We see some people who deny a lot of truths and rise against them while not being able to find any cause for it save ignorance and unawareness. This wise saying is specially true in religious matters. Take the case of people who are well versed professionals in other sciences but oppose and disbelieve when it comes to religious matters. If we analyse this, we find that they have not really understood the depth and philosophy of religion. Otherwise, they would never oppose them. This reality has been repeatedly experienced. ¹ Nahjul Balaaghah, aphorisms, phrase 172 Lesson Ninety Nine The Zealous Holy Prophet (s.a.w.a.) says: إِنَّ اللَّهَ تَعَالَى يُحِبُّ مِنْ عِبَادِهِ الْعَزِيزِ Allah likes his zealous servants. Brief description Zeal in this context refers to resolute determination, earnest dedication, fervent striving to protect divine bounties including everything from religion and chastity to water and land and well being of Islamic countries. A zealous person is one who is fully committed and takes responsibility for protecting these things and becomes very disturbed by any aggression and encroachment against them. Zeal is one of the prominent attributes of the prophets and men of God. We read about Abraham (a.s.), the idol-breaker hero, ‘surely Abraham was zealous’. Zeal is a powerful barrier against the advance of alien forces and ideologies. --- 1 Nahjul Fasahaah, pg. 15 Lesson One Hundred A Fertile Being Holy Prophet (s.a.w.a.) said: مَشَاءُ اللَّهِ وَمَنْ مَشَاءُ النَّخْلَةِ مَا أَحِدُتْ مِنْهَا مِنْ شَيْءٍ نَفْعُكَ. A believer is like a palm tree, whatsoever you take away from it is useful and profitable.\(^1\) Brief description Palm tree is actually one of the very fertile trees. Its fruit is eaten as one of the best foods and sometimes its stone is burnt. Also, things like mats, hats, table-cloth are woven from its leaves. Its wood is used in construction of simple buildings and also used as a bridge for passing through streams. A fragrant and useful essence is extracted from its blossom. In other words, there is not one part that is discarded as useless, discarded. The believers are the same. Their thoughts are useful, their speeches are profitable, their meetings are educational, their religion is reforming and they are loyal in friendship, strong in their decisions. In short, everything about them is worthy. --- \(^1\) Nahjul Fasahaah, pg. 564 Lesson One Hundred One The Best Hands Holy Prophet (s.a.w.a.) said الآيَدِي ثَلاثَةٌ: سَبَائِلَةٌ وَ مُمْتَزَكَّةٌ وَ مُنْفَقَةٌ وَ خَيْرُ الآيَدِيْ مُنْفَقَةٌ. There are three types of hands: begging hands, keeping hands and bountiful hands, and the best hands are bountiful hands.\(^1\) **Brief description** Islam teaches its followers to aim for high aspirations, far reaching endeavors and strong affection. Therefore it recommends its followers to avoid begging and dependency on others as far as they can. Not only that, it discourages muslims from hoarding and keeping everything they have for their own exclusive benefit. Rather, they are urged to share their bounties with others as much as they can, and so we read in the above tradition that the best hands are the bountiful hands. --- \(^1\) Tohaful Oqool, pg. 32 Lesson One Hundred Two Worse than Death Imam Hasan Askari (a.s.) says: خَيْرٌ مِنَ الْحَيَاةِ مَا إِذَا فَقَدْتُهُ أَبْصَعْتَ الْحَيَاةَ وَ شَيْءٌ مِنَ الْمَوْتِ مَا إِذَا نَزَلَ بِكَ أَحْبَبَتَ الْمَوْتَ Better than life is that which, if you lose it, you would hate life! And worse than death is that which, if it happens to you, you would welcome death! Brief description Some people think that the highest worth is the worth of this material life while there are a lot of things more valuable than it. There are some moments in life in which man wishes for death, and there are truths for which he sacrifices himself without hesitation. The martyrs who lay down their lives for the sake of their religion and justice and other virtues are those who understand the deep truth in the above tradition. When they found life unpleasant and death a window to a wider world, as well as God’s satisfaction, they bade farewell to life and embraced death. --- 1 Tohaful Oqool, pg. 368 Lesson One Hundred Three Believers and Hypocrites Holy Prophet (s.a.w.a.) says: إِذَا رَأَيْتُمُ الْمُؤْمِنَ صَمُوتًا فَادْعُوهُ مِنْهُ فَآتَهُ يُلْقِي الْحُكْمَةَ وَالْمُؤْمِنُ قَلِيلُ الْكَلَامِ كَثِيرُ الْعَمَلِ وَالْمُبَاهِفُ كَثِيرُ الْكَلَامِ قَلِيلُ الْعَمَلِ. When you find a believer silent, approach him because you will hear wise sayings. Believers talk less and are action oriented whereas hypocrites are talkative and inexperienced.\(^1\) Brief description Man’s power is not unlimited and everlasting. Therefore, when his energies are used in one direction, there will be less energy left for other things. So it is not surprising if talkative people are short on actions and experience. Holy Prophet (s.a.w.a.) who always advocates positive and effective living, says that believers are those who emphasize deeds, not just words, while he considers the opposite attribute of all talk and no action as the sign of the hypocrites. \(^1\) from the book Tohaful Oqool, pg. 296 Lesson One Hundred Four The Best Heritage Imam Ali (a.s.) says: خَيْرُ مَا وَرَثَ الآبَاءُ لِلأَنْفَاءِ الأَدَبَ The best heritage which fathers leave for their children is courtesy. Brief description Courtesy refers to proper behaviour in all encounters and relationships and is associated with respect and honor. Courtesy is concerned with interactions with fellow human beings as well as with God. In both cases, courteous behaviour is one of the most valuable assets one can possess...it is the key to success in all fields. And on this account, Imam Ali (a.s.) has described courtesy as the highest heritage which a father leaves for his child. Courtesy is the source of affection, sincerity, friendship, and unity and an important factor in effectiveness of speech and progress in social objectives. 1 Gorarul Hekam, pg. 393 Lesson One Hundred Five Respect of Freedom of Thought Holy Prophet (s.a.w.a.) said: بِسْمِ اللَّهِ قَوْمٌ يَمْشِي الْمُؤْمِنُ فِيهِمْ بِالْتَّقْوَةِ وَالْكَرْمَانِ. When a believer is forced to hide his beliefs, he is living among bad people!¹ Brief description Dissimulation and concealment of one’s ideas and beliefs usually arises when a selfish majority of the society prevent the righteous minority from expressing their thoughts freely. Surely, such a society will not be prosperous. In an Islamic and humanitarian society, the righteous people should have the freedom to disclose their viewpoints for public comments and discourse. No one should hinder them. Instead, there should be respect for freedom of thought and reformative thinking and facilities should be provided for imparting training and bringing good ideas to fruition. ¹ Nahjul Fasahaah Lesson One Hundred Six Six Flaws not found in Believers Imam Sadeq (a.s.) says: سِنَّةٌ لَا تَكُونُ فِي مُؤْمِنٍ : الْكَذِبُ وَ الْحُسْبَدَةُ وَ الْلَّجَاجَةُ وَ الْعُسْرُ وَ الْكُذْبُ وَ الْبَغْيُ. There are six things which do not exist in the believers: strictness, peevishness, envy, stubbornness, lies and injustice. Brief description Those who are satisfied with being believers in name only are not real believers. The six ugly attributes specified above should not exist in a true believer. It is interesting to note that all these attributes are concerned with mutual relations and social interactions among the people. True believers are good natured, benevolent, truthful and just and it does not behove those lacking such character to call themselves believers. Lesson One Hundred Seven Do not sever all relations with God Imam Sadeq (a.s.) says: إِتَّقِ اللَّهَ بَعْضَ التُّقَيٰ وَإِنْ قَلَّ وَدْعُ بَيْنَكَ وَبَيْنَهُ سِتْرًا وَإِنْ رَقَّ. Be god-fearing and fear although it may be little, and maintain a curtain between yourself and Him, although it may be thin.\(^1\) Brief description There are some people who sever all relations between themselves and God. They burn all bridges behind them and close all doors for their return to God as they proceed along the path of sins and mistakes. Imam Sadeq (a.s.), in this pearl of wisdom, advises us not to do that and to maintain a link however flimsy so that one can return one day and find an open door to enter for repentance. \(^1\) Tohaful Oqool, pg. 268 Lesson One Hundred Eight True Worship Imam Ali (a.s.) says to Komeil: يَا كُمْيِلَ لَيْسَ الشَّهَآنُ أَنْ تُصَيِّلَ وَ تَصُيُّومُ وَ تَتَصَدَّقَ، الشَّهَآنُ أَنْ تَكُونَ الصَّبَلَةُ بِقَلْبٍ نَقِيٍّ وَ عَمَلٍ عَبِيدَ اللَّهِ مَرْضِيٍّ وَ خُشُوعَ سَوِيٍّ. O, Komeil, it is not sufficient merely to pray and fast and pay alms. It is more important that your prayer (and other deeds) are performed before God with a pure heart and humility.\(^1\) Brief description The intention and spirit behind the deed, the manner in which it is accomplished and its quality determine its real value, not its appearance and quantity. Imam Ali (a.s.) emphasizes to Komeil that one should pay attention to the spirit of a deed instead of its appearance and quantity, because the final aim of these good deeds is man’s education, development and improvement which depends on the sincerity with which he performs them. --- \(^1\) Tohaful Oqool, pg. 117 Lesson One Hundred Nine Do not forget your own Faults Imam Sadeq (a.s.) says: إِذَا رَأَيْتُمُ الْعَبِيدَ يَتَمَّصُّ الدُّنْوَبَ مِنَ النَّاسِ نَائِبًا لِتَدْنِيهِ فَاعْلَمُوا أَنَّهُ قَدْ مُكَرَّرَهُ When you see someone searching for people’s sins and censuring them, but ignoring his own sins, you shall know that he is involved in divine punishment.\(^1\) Brief description There are a lot of people who are very insolent, vocal and ingenious in criticizing others while they forget and ignore their own state. As the popular proverb says: they see a thorn in the foot of others, but do not see a branch in their own eyes! Curtains of conceit and unawareness have covered the eyes of such people because they are drowned in sin, self-conceit and selfishness, and are wandering among deviated paths. Those on the right path take care of their own faults before censuring others. --- \(^1\) Tohaful Oqool, pg. 271 Lesson One Hundred Ten Great Torment Imam Sadeq (a.s.) says: مَنْ سَاءَ خُلُقُهُ عَذَّبَ نَفْسَهُ One who is ill-humored torments himself. Brief description It is usually said that ill-humored individuals who are peevish with everybody, torment and annoy their friends and relatives, while they themselves suffer the greatest torments because they embitter life’s honey and make pure water unpleasant for themselves. Ill-humored people have a short life and an uneasy spirit, their body is in pain, and is prone to more sufferings than others. Good temper is one of the qualities which Islam has emphatically recommended to its followers. It has been referred to as an important factor for attainment of the eternal paradise. --- 1 Tohaful Oqool, pg. 270 Lesson One Hundred Eleven Quran is Evergreen Imam Reza (a.s.) says: إِنَّ اللَّهَ تَعَالَىٰ لَمْ يُجْعَلِ الْقُرْآنَ لِزَمَانٍ دُونَ زَمَانٍ وَ لَا لِبَاسٍ دُونَ نَاسٍ فَهُوَ فِي كُلِّ زَمَانٍ جَدِيدٌ وَ عِنْدَ كُلِّ قَوْمٍ غَمْضٌ إِلَى يَوْمِ الْقِيَامَةِ God has not confined quran to a specific time or for a specific nation, and so it is new at all times and fresh for all nations. Brief description Imam (a.s.) gave the above reply to one who had asked why quran does not get old by repeated study, recitation and publication? This saying points to the reality that quran is not a product of the material world and man’s transient and variable thoughts. So the dust of obsolesence does not cover it. It does not age with time. Rather, it has originated from God who is All-knowing, Omniscient, Eternal. The more it is read, the more it reveals, the more relevant and interesting it becomes with the passage of time. This in fact is one of the signs of quran’s greatness and grandeur. 1 Safinatul Behaar, Vol. two, pg. 413 Lesson One Hundred Twelve Beware of Sensuality Imam Sadeq (a.s.) says: إِحْذَرُوا أَهْوَائِكُمْ كَمَا تَحْذَرُونَ أَعْدَاءَكُمْ فَلَيْسَ شَيْءٌ أَعْدَى لِلرِّجَالِ مِنْ اِتِّبَاعِ أَهْوَائِهِمْ وَ حَصَائِدُ الْبَسْتِهِمْ Beware of sensual desires in the same way as you watch out for your (obstinate) enemies because man has no enemies greater than following sensual desires and the outcomes of his tongue! Brief description Undoubtedly, internal enemies are more dangerous than external foes. Therefore, obstinate desires which affect man inwardly are considered as the most dangerous enemy for man. Sensuality blinds the eye and deafens the ear. It extinguishes the light of wisdom, distorts the face of truth and finally leads him to the precipice of corruption. 1 Safinatul Behaar, Vol. 2, article ‘sensual desire’ Lesson One Hundred Thirteen The Only Way of Proximity to Allah Imam Baqer (a.s.) says to Jaber Jofi: بَلْغُ شِيعَيْ عَيْنِ السَّيَّامَ وَأَعْلَمُهُمْ أَنَّهُ لَا قَرَابَةَ بَيْنَنَا وَبَيْنَ اللَّهِ عَزَّ وَجَلَّ وَلَا يُنَقَّرُبُ إِلَيْهِ إِلَّا بِالطَّاعَةِ لَهُ Convey my greetings to my shiites and be it known that there is no kinship (family relationship) between us and Allah and the only way of proximity to Him is by submission to His commands. Brief description There are those who think that claiming to be a Shia and a friend of the household of the Prophet (s.a.w.a.) is sufficient for their salvation and prosperity. As if such claims would entitle them to inclusion among the relatives of the imams and thus they too would have a special relationship with God, and everything would be well arranged through recommendation and mediation. The truth of the matter is that the only relation of consequence in the relations of creatures to their Creator is their obedience and fulfillment of duties. Whosoever submits to His command is the closest to Him, and whosoever disobeys is the farthest, whoever he may be. 1 Behaarul Anwaar, Vol. 15, pg. 164 Lesson One Hundred Fourteen Illgotten Wealth Imam Ali (a.s.) says: مَنْ يَكْسِبُ مِنْ عَيْرٍ حَقِّهِ يَصْرُفُهُ فِي عَيْرٍ آخَرِه He who acquires wealth illegitimately, will spend it in ways which confer no divine reward. Brief description It is a common belief that some types of properties are unsuitable for spending on public welfare or charity. Above tradition is a good proof for this public belief. And one can verify it because one can see cases where some individuals have intended to participate in a good cause using their property, but they have either stopped halfway or their project, though completed, is not effective or even counter-productive. On the other hand one finds a lot of faithful and virtuous individuals who have accomplished a lot of good work with their meagre resources. 1 Tohaful Oqool, pg. 63 Lesson One Hundred Fifteen The Most Truthful and Wise The Prophet (s.a.w.a.) said: لِكُلِّ أُمَّةٍ صَيْدِئِقٌ وَ فَارُوقٌ وَ صَيْدِئِقُ هَذِهِ الأُمَّةِ وَ فَارُوقُهَا عَلِيُّ ابْنُ آبِي طَالِبٍ (ع). Every nation has a man who is truthful and a distinguisher, and the one who is truthful and a distinguisher from my nation is Ali ibne Abi Taleb (a.s.). Brief description For completion of the program of a genuine religion, an everlasting religion like Islam, there should be someone familiar with all aspects and details of that religion and be able to distinguish between truth and falsehood (deserving the name of distinguisher). Islam needed such a man after the demise of the Prophet (s.a.w.a.), the most part of whose mission was spent in different conflicts with obstinate enemies. That person had to be someone very truthful, honest, eloquent and frank so that he could remove any ambiguities and doubts that crop up among people in the absence of the Prophet (s.a.w.a.). This rank, as per the above explicit statement, was allocated to Imam Ali (a.s.). 1 Safinatul Behaar, Vol. 2, pg. 221 Lesson One Hundred Sixteen Simple Life and Cooperation in House-Keeping Imam Sadeq (a.s.) says: گیان علیه علیه السیالام یکتطب و یسیتقی و یکتست و گانت فاطمہ تطح و تعجن و تخیر. Ali (a.s.) collected wood (for his home) from the desert and fetched water and did the cleaning, and Fatima (a.s.) made flour, and kneaded it and baked bread.\(^1\) **Brief description** A world of magnificence of spirit and high human rank is hidden in this short tradition in respect of the great leader of Islam, Imam Ali (a.s.) and the role model for women, Fatima (a.s.). Their life was very simple and independent but full of sincerity, purity, co-operation and assistance. Work was not a dishonor. Co-operation and understanding was considered a basic privilege and non-adornment was much admired. This lifestyle is no longer found in the homes these days and, consequently, tranquility and peace have disappeared. --- \(^1\) Safinatul Behaar, Vol. 2, pg. 195 Lesson One Hundred Seventeen One Hour of Justice The Prophet (s.a.w.a.) said: عَدْلُ سَاعَةٍ حَيْزٌ مِنْ عِبَادَةٍ سَنَةٍ One hour of justice is better than one year of worship. Brief description Worship is the same relation of creature with creator and ‘possible’ with ‘necessary’ and paying attention to this relation and connection. Those worships are important educational lessons which have an effective role in correcting man’s spirit and mind.\(^1\) However, we read in the above tradition, that one hour of justice is better and higher than one year of (recommended) worship. And somewhere else we read that one hour of thinking and meditation is higher than one night (or one year) of worship. These expressions show the critical importance of justice and meditation, both having a common origin. Wherever there is no justice, there is no thinking, meditation and wisdom. --- \(^1\) Nahjul Fasahaah, pg. 490 Lesson One Hundred Eighteen Real Physician The Prophet (s.a.w.a.) says: الطبيب الله و لعلك ترتفع بأشياء تحرق كما عيرك. The real physician is God, and the things useful for you may be harmful for others.\(^1\) Brief description The events happening in man’s life are sometimes due to his wrong policies, choices or will and there are a lot of painful events like these. But sometimes seemingly unpleasant events occur due to none of the above factors. Such adversities may in fact be medicines administered by God (who is the real physician) to treat his servants. Although these drugs may be bitter, they are a much needed wake-up call, a means of remedial attention to man’s weaknesses and for removal of his conceit. \(^1\) Nahjul Fasahaah, pg. 406 Lesson One Hundred Nineteen Successors of the Prophet The Prophet (s.a.w.a.) said: لا يزال هذا الدين عزيزا منيعا أي انتي عشيرو كلهم من قريش. This religion will always remain honorable and protected from the enemies under the leadership of twelve persons, all of whom belong to the Quraish.\(^1\) Brief description Clear and explicit traditions are narrated in respect of the twelve successors of the Prophet (s.a.w.a.) in the most creditable books of the sunnites including ‘sahih bokhari’, ‘sahih moslem’, ‘sahih termazi’, ‘sahih abou dawood’, ‘masoud ahmad’ and many others. The total number of these traditions narrated by shiites and sunnites are estimated to be 271! And it is interesting to note that the profile of successors per these traditions fits only the twelve Shiite imams. Neither the first four caliphs nor the Umayyid or Abbasid caliphs meet the specifications of this tradition. And so the sunnite scholars have gotten into difficulty in interpretation of this valid tradition whereas its interpretation is crystal clear for the Shiite followers of Prophet’s household. \(^1\) Tisiral Vosoul, written by Zobeidi Shafei. Lesson One Hundred Twenty Sinful Feast Imam Sadeq (a.s.) says: لا يُبْغِي للْمُؤْمِن أَن يَجْلِسَ مَجْلِسًا يُعْصِي اللَّهُ فِيهِ وَلَا يَقْدِرُ عَلَى تَعْرِضِهِ. It is unjust for believers to participate in a feast where sin is performed and they do nothing to change the situation.\(^1\) Brief description Even if one does not commit the sin and does not cooperate with participants of the feast, participation in a sinful feast is itself a sin. It amounts to endorsing a sin unless one participates in order to remedy the situation and perform the critical duty of enjoining good and forbidding evil. Furthermore, when a person keeps observing sinful scenes with indifference and without protest, it darkens his spirit and decreases his sensitivity so that sins no longer appear so bad to him and this can lead him to commit sins. \(^1\) Usoole Kaafi, Vol. 2, pg. 374 Lesson One Hundred Twenty One Do Productive Works Imam Sadeq (a.s.) says: إِرْزَحُوا وَ أَغْرِسُوا وَ اللَّهُ مَا عَمِلَ النَّاسُ عَمَلًا أَجْبَلَ وَ لَا أَطْبَبَ مِنْهُ. Cultivate and plant trees. By God, people have not done any action more lawful and purer than this.\(^1\) Brief description Man’s life is based on productive works, including agriculture and various forms of business and industry. Most industries would not be meaningful without agriculture because they gain their raw materials from it. In addition, agriculture is less prone to frauds and trickery because its results are governed mainly by natural factors and sincere efforts of men. On this account, cultivation and tree planting is called the most pure and pleasant work in the above tradition. \(^1\) Safinatul Behaar, Vol. 1, pg. 549 Lesson One Hundred Twenty Two Lifespan Imam Ali (a.s.) says: مَوْتُ الأَنْسَابِينَ بِالدُّنْوِيَّةِ أَكْثَرُ مِنْ مَوْتِهِمْ بِالآَجَلِ وَ حَيَاَتُهُمْ بِالْبَرِّ أَكْثَرُ مِنْ حَيَاَتِهِمْ بِالْعُمْرِ. Early death of men is more often due to sin than for natural reasons, and long life of individuals is more often due to their righteousness than for natural reasons.\(^1\) Brief description Undoubtedly, a lot of sins and bad habits have a direct impact on shortening life (as in the case of drinking, gambling, jealousy, envy and vindictiveness). Many also shorten it through indirect means such as the resulting social disorders, lack of public security and occurrence of wars (as in the case of usury, injustice and oppression). On the other hand, righteousness could lead to a long life due to its deep effect on the peace of spirit and conscience. Therefore, sin, besides its harmful spiritual effects, is also very effective in shortening man’s life, whereas righteousness prolongs life in addition to generating other benefits and spiritual rewards. \(^1\) Safinatul Behaar, pg. 489 Lesson One Hundred Twenty Three Cooperation with Satan! Imam Ali (a.s.) says: لا تسبَّ إبليسَ في العلانيةِ وَ أنتَ صديقهُ في السرِّ. Do not curse satan publicly, while you are his friend inwardly.\(^1\) Brief description Some people proclaim their disdain and distance themselves verbally from things like poverty, hypocrisy, satan and such like, while in practice they are drowned in them. We know of rich men who live like the poor for the fear of becoming poor if they spent more. We know hypocrites who repeatedly curse the hypocrites, when their own life is full of hypocrisy. We know devilish people who say publicly: ‘I take refuge in God from satan, the outcast’. And yet, they are his friends inwardly and give much importance to their devilish activities. Their words are devoid of substance and contradict their inner reality. \(^1\) Torasul Aimmah, pg. 209 Lesson One Hundred Twenty Four Take Counsel to be Guided! Imam Hasan (a.s.) says: مَا تَشَاوَرَ قَوْمٌ إِلَّا هُدُوا إِلَىٰ رُشْدِهِمْ. Nations in which consultation with each other is practised, are always guided to their welfare and benefit.\(^1\) Brief description Group work always produces synergistic benefits, improvement and development. When many heads come together, their collective experience and knowledge can be tapped to facilitate planning, problem solving, productivity, creativity and innovation. Those who have become self-opinionated and obstinate often suffer from mistakes and losses. Everyone has unique mental powers. One mind may produce a brain wave that would never occur to another. When the bright ideas of many minds combine, they would produce a light that can illuminate any darkness. Let us all decide to adopt the practice of always consulting with informed and intelligent persons. \(^1\) Tohaful Oqool, pg. 164 Lesson One Hundred Twenty Five Salam, Islamic Salutation Imam Husain (a.s.) says: تَسْبِيحُ وَ سَمَّوْنَ لِلْمُهْتَدِي وَ وَاحِدَةً لِلْمَرَادِ لِلسَّبِيلِمْ سَبِيعُونَ حَسَنَةً. Salam (salutation) has 70 rewards, 69 parts of which are for one who salutes and one part of which is for one who returns the salutation.\(^1\) **Brief description** Among the salutations of various nations, ‘salam’, the Islamic salutation and greeting, has a special luminosity, because it indicates both welcoming and peace, pleasure and friendship, and also a wish for peace from God for the other party. For this reason, salutation of the people of paradise is salam, and angels of mercy receive the virtuous and good-doers with salam. Unfortunately, some egoistic moslems think that not saluting (or not being the first to salute) reflects their high status and saluting reduces their rank. Thus they deprive themselves of the great reward mentioned in the above tradition especially for those who show humility by taking the initiative to salute first. --- \(^1\) Tohaful Oqool, pg. 177 Lesson One Hundred Twenty Six Non Conformity of Belief with Action Imam Ali ibne Husain (a.s.) says: أَبْغَضُ النَّاسِ إِلَى اللَّهِ مَنْ يَتَبَدَّدِي بِسُنَّتِهِ امَامَ وَ لَا يَتَبَدَّدِي آلاً وَ إِنَّ بَعْضَ أَعْمَالِه. The most hated people before God are those who have accepted leadership of an imam but do not follow his actions.\(^1\) Brief description One of the major faults of man is non conformity of his belief and actions. He says he believes in something, but no trace of that belief is observed in his actions. He believes in God, but he does not practice the discipline required in his daily life to make his deeds consistent with that belief. He believes in the great court of God, but has not prepared himself to face it. He believes in Prophet Mohammad (s.a.w.a.) as the greatest prophet and Imam Ali (a.s.) as the highest leader, but he does not demonstrate any similarity with them by his actions. In short, his belief points in one direction, and his action in another. --- \(^1\) Tohaful Oqool, pg. 202 Lesson One Hundred Twenty Seven Divine Chastisement! Imam Baqer (a.s.) says: إِنَّ لِلَّهِ غَفُوْبَاتٌ فِي الْقُلُوبِ وَالْأَبْدَانِ صَبِبَكَ فِي الْمُعْيِنَةِ وَوَهْمٍ فِي الْبَيَادَةِ وَمَا ضُرِبَ عَبْدٌ بِغَفُوْبَةٍ أَعْظَمُ مِنْ قَسْوَةِ الْقَلْبِ. God chastises man (for sins and disobedience) through the spirit and the body: indigence in livelihood, indolence in worship, but God has not punished any servant with something worse than hard-heartedness.\(^1\) **Brief description** Divine chastisements are indeed reflections of man’s actions as well as the consequences of his sins. Sometimes they appear as an unpleasant situation in material life and sometimes in spiritual matters such as the lack of enthusiasm for worship and invocation to God. But the worst punishment meted out is that of making a person hard-hearted. The heart becomes devoid of humanitarian feelings, philanthropy and sympathy, and leads to perpetration of cruelty and many other sins. --- \(^1\) Tohaful Oqool, pg. 217 Lesson One Hundred Twenty Eight A Forgotten Reality Imam Sadeq (a.s.) says: لَمْ يَخْلُقِ اللَّهُ يَقِينًا لَا شَكَ فِيهِ آشِبَةٌ بِشَيْلٍ لَا يَقِينٌ فِيهِ مِنَ الْمَوْت. God has not created a certainty as doubt-free as death, but (going by man’s attitude towards death) it seems as if it is a doubtful thing in which there is never any certainty.\(^1\) Brief description What a strange phrase, and what a clear interpretation of man’s lack of attention to the inevitable end of his life. Man can have doubts about anything and may not believe in any religion, but he cannot doubt the fact that sooner or later his life will end and meet he must with death. Yet, surprisingly, his lifestyle conveys the impression that he is unconcerned and unaware of death as if he was immortal! Thus, he does not prepare himself for receiving it with faith, good deeds, purity and virtue. Let us be realistic and accept that one is bound to die and it can happen at any time. That being the case, we must keep ourselves pure and prepared at all times to avoid regret and shame when death does catch up with us. \(^1\) Tohaful Oqool, pg. 271 Lesson One Hundred Twenty Nine Place of Knowledge and Wisdom Imam Kazem (a.s.) says: إِنَّ الْوَرْعَ يَبْتُ في السَّهْلِ وَ لَا يَبْتُ في الصَّبَا فَكَذَلِكَ اَلْحُكْمَةُ تَعْمُرُ في قَلْبِ الْمُتَوَاضِعِ وَ لَا تَعْمُرُ في قَلْبِ الْمُتَكَبِّرِ اَلْجَبَارِ. Cultivation grows on soft land, not on the stones! And similarly knowledge and wisdom sprout on the heart of modest people, not on the heart of the unjust arrogant persons! Brief description The first step in acquiring knowledge is humility - humility towards truth, humility towards the teacher and anyone who knows more than us and could teach us something. For this reason, ignorance and arrogance usually go hand in hand. Arrogant ones never admit their ignorance, and if a reality happens to be different from that which serves their pride and arrogance, they would deny it and oppose it. They do not accept the truth from anyone and remain engulfed in their ignorance. --- 1 Tohaful Oqool, pg. 296 Lesson One Hundred Thirty Heavy Duties of Imam Imam Reza (a.s.) says: آلاً مَامُ آمِينُ اللّهِ فِي أَرْضِنَا وَ خَلْقِهِ وَ حُجَّتِهُ عَلَيْنَا عِبَادِهِ وَ خَلِيفَتِهِ فِي بَلَادِهِ وَ الدَّاعِي إِلَى اللّهِ وَ الْذَّابُ عَنْ حَرْبِ اللّهِ. Imam is the trustee of God on earth and among His people, and His proof for the servants and His representative in the cities and summoner towards Him and protector of divine sanctuaries.\(^1\) **Brief description** In this tradition, which is part of a detailed tradition on the concept of imamate, reference is made to five aspects of the heavy and important duties of an imam: 1. Imam is a treasurer and trustee of revelation and protector of all sciences, commands and knowledge of religion. 2. Imam is a living proof and introducer of divine religion. 3. Imam is a divinely appointed supervisor and authority and God’s representative among people. 4. Imam is the one who calls people towards goodness and forbids evil and is the greatest emissary of religion. 5. Imam is a protector of divine sanctuaries against the invasion of enemies. To carry out such tasks requires someone who has access to divine knowledge and is infallible. True imams are the --- \(^1\) Tohaful Oqool, pg. 328 ones with these qualities and nobody except God can appoint them. Lesson One Hundred Thirty One Piety Opens all Doors. Imam Mohammad Taqi (Javad) (a.s.) says: لو كَانَتِ السَّمَاوَاتُ وَالْأَرْضُ رَتِيْبًا عَلَيْهِ عَبْدٍ مُّتَّقِي الله تَعَالَى جَعَلَ اللَّهَ لَهُ مِنْهَا مُحْرَجًا. If the doors of heavens and earth are closed to someone, and he then adopts piety, God shall provide relief to him.\(^1\) **Brief description** Sometimes in life all doors are closed to man and wherever he turns, he finds himself surrounded by problems and difficulties. Such events in fact present an opportunity. They are a wake-up call, reminding him of realities of life and coaxing him to change direction, take corrective actions and return to the right path prescribed by God. At this time, if he reverts to God with sincerity and full concentration and seeks assistance from His pure essence, divine assistance shall be given to him, breezes of God’s mercy would embrace him and the closed doors would be opened in wonderful ways. --- \(^1\) Noorul Absaar, pg. 150 Lesson One Hundred Thirty Two Beware of mean people! Imam Ali ebne Mohammad Taqi (a.s.) says: مَنْ هَانَتْ عَلَيْهِ نَفْسُهُ فَلَا تَأْمُنُ شَرَّهُ. *Beware of malady of one who does not assume a dignity for himself!* **Brief description** In fact, one of the most important factors preventing corruption and malevolence is dignity or at least a feeling of dignity. Dignified people or those who assume a dignity for themselves even though others do not consider them dignified, tend to avoid evils and bad deeds in order to preserve their status. But those who feel that they do not have any reputation, respect and dignity, would heed nothing. Hence the need to be wary of such people! For this reason, one of the important goals of education especially for children is to inculcate in them the awareness of dignity and a feeling that they possess a special dignity. --- 1 Tohaful Oqool, pg. 362 Lesson One Hundred Thirty Three Greater Jihad Imam Hasan Askari (a.s.) says: The strongest warrior for the faith among people is one who gives up the sins. Brief description We know that struggle against one’s rebellious and sensual desires that lead to sins is called the ‘greater jihad’ in Islam, being more important and valuable than struggle with enemies. This warfare is the means of purification of the soul and requires a strong will to achieve victory. In societies stained with sin, the value of this warfare is more obvious and its importance in achievement of social objectives cannot be denied. Victories of the Prophet (s.a.w.a.) in Medina were actually the direct result of purification of souls and spiritual struggles of his companions. 1 Behaarul Anwaar, Vol. 78, pg. 373 Lesson One Hundred Thirty Four Occultation of Mahdi (a.s.) Imam Mahdi (a.s.) says: آمَّا الحوادِثُ الْوَاقِعَةُ فَارْجِعُوا فِيهَا إِلَى رُوَاةِ آخَادِيْنَا. In the various events happening during the major occultation, refer to the narrator of our traditions.\(^1\) **Brief description** Human societies cannot be optimally organized without proper leadership. For this reason, God has never left his servants without a leader. Divine leaders have always existed among them. Even during the occultation of Imam Mahdi (a.s.), may our soul be sacrificed for him, first special deputies, and after termination of their period, common deputies were selected by him for leadership of people. The leadership continues to be provided by those determined and faithful men who are well versed in the knowledge of Islam’s holy book, the quran, as well as the teachings and practices of the Prophet (s.a.w.a.) and the school of the Prophet’s household. Anyone who does not possess such credentials, under whatever name and title, who assumes himself to be worthy of such a rank, must be rejected. --- \(^1\) a part of famous decree mentioned in different books Lesson One Hundred Thirty Five Source of Evils The Prophet (s.a.w.a.) says: إِجْتَبِيْنَ الحُمْرَ فَإِنَّهَا مُفْتَاحُ كُلِّ شَرٍّ. Avoid wine which is the key of all evils.\(^1\) Brief description Many books and articles have been written in respect of the harmful effects of wine, including fatal effects on the nervous and digestive systems and the heart, arteries, liver, kidneys and other organs of body. Its painful social and economic consequences and shocking statistics have been investigated by thousands of scientists and contemplative minds. However, no phrase could be found as short, yet so comprehensive, as the valuable tradition of our Prophet which, in one short sentence, says it all. Yes, wine is indeed the key of all evils, obscenities and misfortunes. \(^1\) Nahjul Fasahaah, pg. 1 Lesson One Hundred Thirty Six Fulfillment of Obligations Whoever fulfils his obligations, will be among the most devout worshippers. Brief description Worship is neither restricted to serving the people, nor to praying and fasting. Rather, the greatest worship is that one should fulfil his obligatory duties in all areas of life. Which worship is higher and more manifest than the one which could change a society into a flower garden where goodness and prosperity abound. Fulfillment of obligations has a wide scope that includes obligations related to worship as well as to society, humanity, economic and other necessities of life. Those who are neglectful of their necessary obligations and yet consider themselves as highly devoted to Islam are under a serious delusion. 1 Wasaaelush Shia’. Volume 11, pg. 206 Lesson One Hundred Thirty Seven Inhabitants of Stars Imam Ali (a.s.) says: هَذِهِ النُّجُومُ الَّتِي فِي السَّمَااءِ مَدَائِنٌ مِثْلُ المَدَائِنِ الَّتِي فِي الأَرْضِ مَوْبُوطَةٌ كُلُّ مَدِينَةٍ إِلَى عَمُودٍ مِنْ نُورٍ. These stars in the heaven are cities like the cities of earth. Each of the cities is connected (with the other cities) through a column of light.\(^1\) Brief description It is very selfish to suppose that our earth is the only inhabitable planet and millions of other celestial planets are all unutilized, silent and without any inhabitant. Today, we know of detailed scientific studies into the conditions required for life to exist on other planets which suggest that millions and millions of these may be inhabited and it is likely that many of them may enjoy more developed civilizations because life had started there thousands or millions of years before it did on the earth. Such scientific knowledge did not exist fourteen centuries ago and hence the above tradition of Imam Ali (a.s.) is nothing less than a miracle. \(^1\) Safinatul Behaar, Vol. 3, pg. 574 Lesson One Hundred Thirty Eight Quran and The Law of Gravity Imam Reza (a.s.) says to one of his friends: أَلِيسَ اللَّهُ يَقُولُ بَعْدًا. عَمْدٍ تَرَوْنَهَا فَقَلْتُ: بَلِي قَالَ: ثُمَّ عَمْدٍ، لَكِنْ، لَا تَرَوْنَهَا. Does God not say that heaven is erected upon an invisible pillar? I said: yes. He said: so there is an invisible pillar that you do not see.\(^1\) Brief description Nowadays, it has been proved that celestial bodies are fixed in their circuits thanks to the balance of gravity and repulsive forces. Gravity attracts them towards each other like a great chain, and repulsive force separates them from each other and their complete balance enables them to revolve in their circuit without any change and deviation, suspended in the immense space on this invisible pillar. Was there any interpretation more eloquent than the above for expressing this reality in that time when these mysteries were not yet solved? And isn’t this one of the scientific miracles of our great leaders. --- \(^1\) Al-Burhaan fi Tafseer Al-Qur’an, Vol. 3, pg. 278 Lesson One Hundred Thirty Nine Mystery of Mountains! Imam Ali (a.s.) says: وَقَتَدَ بِالصُّحُورِ مِيَادَانَ أَرْضِه. Shaking and movement of the earth is prevented by mountains.\(^1\) Brief description Nowadays, it has been confirmed that just as the gravity of the moon effects the ebb and flow of seas (producing high tides twice a day, raising the water level one meter or more and even 15 meters in some parts) it also causes up and down movement of 30 centimeters in the solid crust of the earth. But solidity of earth’s crust due to existence of mountains, the roots of which are connected to each other creating a stabilising network round the earth, prevents any noticeable movement. Just imagine! if there were no mountains and earth’s crust was not solid, and in a state of continual flux and reflux, what would happen to our quiet and peace on this earth? Here is another example of Islamic leaders mentioning scientific facts 14 centuries ago which science has discovered much later. \(^1\) Nahjul Balaaghah, sermon 1 Lesson One Hundred Forty Microscopic Creatures Imam Reza (a.s.) says: إِنَّهُمَا قَلِيلَيْنَا (الْطَّيِّفُ) لِلْحَلْقِ الْطَّيِّفِ... وَمَا لَا يَكْنَدُ عُبُونَنَا يَا تَسْتَنِيْنَهُ لِدَمَامَةٍ خَلَقَهُمَا، لَا تَرَاهُ عُبُونَنَا وَ لَا تَلْمِسُهُ أَيْدِينَا. We say God is All-subtle due to His creation of very fine, minute creatures; so small that we cannot see them and our hand does not feel them.\(^1\) Brief description What you see above is a small part of a long tradition which Fat’h ebne Yazid Gorgani has narrated from Imam Reza (a.s.), in which it is described that ‘these animals are so tiny that they are never felt, and are scattered among the waves of the seas and barks of trees, and deserts and plains’. This is a miraculous tradition from our Imam dating back about one thousand years which means hundreds of years before the discoveries of microbiology founder Louis Pasteur (1822-1895 AD). \(^1\) Al-Waafi, Vol. one, pg. 106 Lesson One Hundred Forty One Only a name from Islam Imam Ali (a.s.) says: يَا أَيُّهَا النَّاسُ زَمَانٌ لَا يَبْقَى فِيهِمْ مِنَ الْقُرْآنِ إِلَّا رَمْلُهُ وَمِنَ الْإِسْلَامِ إِلَّا سُمُرُهُ، مَسَاءٌ بَجْدُهُمْ، نَوْمٌ عَامَرَهُ وَمِنَ الْبَيْتِ، خَرَابٌ مِنَ الْهُدْي. A day will come for people when only letters and drawings from Quran and Islam in name only will remain among them. Moslems’ mosques will be improved as regards the building structure and ruined as regards the guidance they provide.\(^1\) Brief description We cannot say whether this interesting prediction has already materialised fully in this present time or is yet to happen in future. But surely we are witnessing some examples of it here and there. It is surprising that in such cases the moslems complain about their backwardness when they themselves have caused it by their mistaken notion that it is sufficient to adopt muslim names and pay a nominal lip service to Islam, and that quran is there only for decorative purposes. They have not accepted quran’s real role as a “book” of unbeatable value for education, training and application in day to day life. Nor have they accepted Islam as a “school” that must engage and permeate their practical and intellectual lives. Can you find a real Islamic society (which follows Islam in substance, not just in form), which has been backward or has not enjoyed an honourable status in the world? \(^1\) Nahjul Balagghah, Aphorisms, word 369 Lesson One Hundred Forty Two Criterion for Assessment of Intellect and Ignorance Imam Ali (a.s.) says: اللسان معيار إطاشة الجهل و أرجحه العقل. Tongue is the criterion for assessment of insolence or ignorance and the scale of intellect and wisdom.\(^1\) Brief description Tongue is the most important window to man’s soul, the key to understanding his personality, and the best means for assessment of the degree of his intellect. Through a simple and seemingly unimportant rotation, this tongue of ours unveils the curtains and reveals the inner realities of man’s soul. For this reason, many Islamic instructions are focused on correction of tongue and we are admonished frequently by our great leaders to be careful in what we say. It is true that complete correction of tongue is not possible without correction of soul and mind, but we can avoid a lot of painful consequences of inappropriate movements of tongue through silence and self-control in our speech. \(^1\) Tohaful Oqool, pg. 143 Lesson One Hundred Forty Three Higher than Favor Imam Hadi (a.s.) says: الشَّاكِرُ أَسْبَعُ بِالشُّكْرِ مِنْهُ بِالنَّعْمَةِ الَّتِي أُوْجِبَتِ الشُّكْرُ لِأَنَّ النَّعْمَ مَتَاعٌ وَالشُّكْرُ نَعْمَ وَعُثْبٌ. One who is grateful for a favor derives more prosperity from his gratefulness than from the favor, because favors pertain to life in this world whereas gratitude is the capital of this world and the other world.\(^1\) Brief description Gratitude is more than mere appreciation by tongue; it includes actions that demonstrate appreciation in practical terms and it involves using each favor in a proper way. Such gratitude for a favor results in blessings and prosperity far greater than that provided by the favor itself. Using the favors for seeking God’s pleasure and meeting His servants’ needs is a capital that earns honor in this world as well as eternal prosperity in the hereafter, while a favor itself may confer only a material blessing. In other words, when one receives a favor, he receives something useful for this world and if he shows gratitude for it in appropriate ways, he then receives something additional which is even better: additional rewards both for this world and the hereafter. --- \(^1\) Tohaful Oqool, pg. 362 Lesson One Hundred Forty Four Revival of Doctrine of the Prophet’s Household Imam Reza (a.s.) says: مَنْ جَلَسَ مَجْلِسًا يُحْيِي فِيهِ أَمْرَنَا لَمْ يَمِيتْ قَلْبُهُ يَوْمَ تَمُوتُ الْقُلُوبُ. One who participates in a meeting in which our doctrine is revived, his heart shall not die when the hearts die! Brief description It is clearly inferred from the above sentence that the followers of the Prophet’s household are duty bound to revive the ideas and practices of the pure household by understanding their doctrine, perceiving the spirit of their speeches, and becoming familiar with their instructions. They should not allow their meetings to degenerate into channels of amusements and gossip or harping on their needs and personal problems and desires. Instead, they should concentrate on higher human and social concerns with efforts directed at inculcating correct Islamic values, beliefs and practices. Such meetings will revive hearts and awaken the thoughts. 1 Torasul Aimmah, pg. 443 Lesson One Hundred Forty Five Trust in Respect of Keeping Secrets Holy Prophet (s.a.w.a.) says: إِذَا حَدَّثَ الرَّجُلُ بِحِدْيَتِهِ، ثُمَّ اَلْتَفَتَ فَهِيَ آمَانَةٌ. When somebody says something and looks around himself, his speech is a trust and secret (and we shall try to keep it).¹ Brief description Trust has different forms in Islam, including faithfulness in keeping people’s secrets. This is considered so important in Islam’s view that disclosing a person’s secret is considered as one of the capital sins. Moreover, for something to count as a secret, it is not necessary that the speaker has said that it is a secret and requested that it be kept a secret. Rather, the least sign or hint is sufficient for understanding this reality. If, before speaking, somebody looks around himself to see if another person is within hearing distance, this would be adequate to give rise to the trust so that it becomes obligatory to treat what he says as a secret of a moslem brother. ¹ Nahjul Fasahaah, pg. 38 Lesson One Hundred Forty Six Signs of a Believer Holy Prophet (s.a.w.a.) says: إِذَا سَرَّتْكَ حَسَنَتُكَ وَ سَآَنَتْكَ سَيَّئَتُكَ فَأَنتَ مُؤْمِنٌ. When your good deed makes you happy and your bad deed disturbs you, you are a believer. Brief description Islam says that all men are born with a pure primordial nature, which believes in and loves to do good. Taints and sins begin to gradually affect his spirit and soul and change his nature and in time turn it totally. When you see that a man is interested in goodness and hates bad deeds, you know that the spirit of belief and first pure nature still exist in him. What a miserable lot are those who, instead of being disturbed by their bad deeds, take pleasure in them, or who are resentful of their deeds of self-sacrifice, righteousness, forgiveness and justice. They are the unbelievers. Lesson One Hundred Forty Seven First Prerequisite for Any Work Imam Ali (a.s.) says to Komeil: مَا مِنْ حَرْكَةٍ إِلَّا وَ أَنْتَ مُحْتَاجٌ فِيهَا إِلَىٰ مَعْرُوفَةٍ. There is no movement or work that does not need insight, familiarity and knowledge for its performance.\(^1\) Brief description If we reflect on the wide scope of the words ‘no movement’ used above, we will understand how all-encompassing the religion of Islam is. It is not merely a series of worship rituals and invocations or a set of beliefs without practical applications. Rather it provides a complete code of life for all personal and social concerns and endeavors, and its starting point is intelligence and knowledge of realities. It considers all movement and effort as fruitless or at best ineffective if it lacks adequate knowledge and correct guidance. \(^1\) Safinatul Behaar, Vol. one, pg. 15 Lesson One Hundred Forty Eight Importance of a Guest The Prophet (s.a.w.a.) said: إِذَا أَرَادَ اللَّهُ بِقَوْمٍ حَيْرًا آهِمَّهُمْ هَدَيَةً فَبَلُوْا وَمَيَا تُلُكَ الْهَدَيَةُ؟ قَالَ الْصَّيْفُ. When God wills happiness and prosperity for a nation, he will bestow on them a gift. They asked: ‘what is that gift’. He replied: ‘guest’. Brief description That is true. Guest is a gift from God, a valuable and honorable gift. But the material world, in which all affections are lost, has no value for a guest. It treats him as troublesome and strange and unwelcome. So it rarely happens that someone invites another or gets invited unless there is a selfish reason relating to business or wealth or politics. In the Islamic countries and families in which religious customs are still alive, a guest is honored and respected as a divine gift notwithstanding the absence of family relationship or any ulterior motives. 1 Behaarul Anwaar, Vol. 15, pg. 241 Lesson One Hundred Forty Nine Respect and Affection Imam Sadeq (a.s.) says: لَيْسَ مِنَّا مَنْ لَمْ يُوَفِّرْ كِبْرَنَا وَلَمْ يَرْحَمْ صَغْيَرَنَا One who does not respect the elders and does not show affection to the children, does not belong to us.\(^1\) Brief description Human societies are like an extensive caravan which is continuously moving. The infants are born and children grow up and adults become old and the old die and nobody is excepted from passing these stages. The older ones are more experienced and have deeper insight. The conscientious ones among them have contributed to society through numerous services during their life. All this supports the argument that they should be respected by the youth and adolescents. And since children are at the beginning stage of their life, tender, innocent and impressionable, they should be treated with love and affection. Foundations of their character and prosperity should be constructed lovingly by the adults. These are the ways and customs of a humanitarian and progressive society. \(^1\) Usoole Kaafi, pg. 253. Lesson One Hundred Fifty Provide for yourself in the Next World in Advance Imam Ali (a.s.) says: مَا تَقَدَّمَ مِنْ خَيْرٍ يَبْقَى لَكَ ذُخْرُهُ وَ مَا تُؤَخَّرَهُ يَكُونُ لِعَيْبِكَ خَيْرُهُ Whatsoever you send in advance shall be reserved for you and whatsoever you postpone, its benefit would be only for the others (and its responsibility is your burden).¹ Brief description Mammonism is found in today’s world more than before. The main objective and philosophy of wealth is not considered. Those who amass wealth madly, employing every means, howsoever illegitimate or unjust, fail to understand that they can neither consume all this wealth during their lifetime nor can they take it with them when they die. On the contrary, they will leave it for others to enjoy while they are left carrying a heavy responsibility and accountability for it in the divine court. What a loss! What a contrast to those who acquire only legitimate wealth and send it in advance as provisions for their next world by spending it in Allah’s way. ¹ Nahjul Balaaghah
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It is well understood that a stimulating and imaginative play environment for children encourages physical activity, social interaction and creativity. When Nixon Street Primary School in Devonport, Tasmania redeveloped its playground, the design intent was to provide an enriched play experience for children. A precast concrete pipe was chosen as the focus for a new section of the playground for its versatility, durability and cost-effectiveness. What was a bare space has been transformed into a series of versatile play elements, where children can crawl, hide, shelter, slide and climb. While typically used underground, the simplicity of a precast concrete pipe can serve a multitude of purposes. In this playground there is only one pipe. While its main purpose is to serve as a tunnel, its robustness and cylindrical shape encourages physical skills of coordination, balance and motor skills, plus the development of an active imagination. At the same time, this concrete pipe is fostering adaption to environment amid the surrounding structures and awareness of the contrasting natural environment. As a locally owned family company, Launceston based National Precaster Hudson Civil is invested in its community. With a goal of excellence in service and product, the company has been supplying precast and civil products throughout Tasmania for many years. With the pipe already in stock – and not something that could be poured on site – the company was able to supply the product to meet Benson’s Landscaping’s tight schedule. With a 1200 millimetre diameter and 2.5 metre length, the pipe is one of the many products manufactured off-site in the company’s factory. The precaster’s other precast elements include culverts, pits, manholes, lids, retaining walls and bridge beams. Building elements are also able to be manufactured. It’s a protected environment where worker safety is paramount and quality is tightly controlled, ensuring a durable and robust quality result. With its more than 100-year design life, and being manufactured to Australian Standard 4058, this pipe will serve generations of children. It adds a dimensioned blank canvas for the children, which is only constrained by their imagination. It also encourages outdoor activity, something especially important in today’s digital world. National Precast’s CEO Sarah Bachmann says the works exemplify the impact that local infrastructure can have on local communities. “This project is a great example of how construction materials are able to be repurposed to enrich community spaces and enhance recreational opportunities for young individuals. In this case, it demonstrates the versatility and adaptability of precast pipes in creating an exciting and inclusive play environment for children,” she says.
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Modulus-Argument Form of a Complex Number Starter 1. (Review of last lesson) Convert $240^\circ$ to an angle in radians, expressing your answer in terms of $\pi$. 2. (Review of last lesson) Find the modulus of $4 + 2i$. N.B. The argument of a complex number, $z$, is the angle that the line between the origin and $z$ makes with the positive $x$–axis, measured anti-clockwise. It is denoted $\arg z$ and is given in radians. 3. Calculate the argument of the complex numbers: (a) $1 + i$ (b) $4i$ (c) $-\sqrt{3} + i$ Hint: use an Argand diagram to help you. 4. You are given the modulus and argument of a complex number. Express the complex number in the form $x + yi$. (a) Modulus = 6, argument = $\frac{\pi}{3}$ (b) Modulus = 2, argument = $\frac{3\pi}{2}$ Hint: draw an Argand diagram to help. Notes The modulus-argument form of a complex number consists of the number, $r$, which is the distance to the origin, and $\theta$, which is the angle the line $Oz$ makes with the positive $x$–axis, measured clockwise. N.B. $r \geq 0$ The angle $\theta$ can take any real value but the principal argument, denoted by $\text{Arg } z$, is defined as $0 \leq \theta < 2\pi$ or $-\pi < \theta \leq \pi$ There are two forms of a complex number: Cartesian form $x + yi$ Modulus-argument form $[r, \theta]$ — we will see that this notation is rarely used Converting between Cartesian and modulus-argument forms Cartesian to modulus-argument form For the complex number $z = x + yi$ The modulus is given by $r = \sqrt{x^2 + y^2}$. To find the argument: 1. Calculate $\tan^{-1} \left| \frac{y}{x} \right|$ N.B. Notice that we ignore the signs of the components of the complex number when finding the initial angle. 2. Sketch a quick Argand diagram to decide which quadrant $z$ lies in and then decide what you need to do to the angle found in step 1. For example, if $z$ is in the 4th quadrant, subtract the angle found from $2\pi$ (since $2\pi \equiv 360^\circ$). **E.g. 1** Convert $-1 - \sqrt{3}i$ to $[r, \theta]$ form. *Working:* $$r = \left| -1 - \sqrt{3}i \right| = \sqrt{(-1)^2 + (-3)^2} = 2$$ *Ignore the signs:* $$\tan^{-1} \frac{\sqrt{3}}{1} = \frac{\pi}{3}$$ $-1 - \sqrt{3}i$ is in the 3rd quadrant so we need to add $\pi$ ($180^\circ$) to the acute angle $$\text{Arg}(-1 - \sqrt{3}i) = \pi + \frac{\pi}{3} = \frac{4\pi}{3}$$ $$-1 - \sqrt{3}i \equiv \left[2, \frac{4\pi}{3}\right]$$ **Modulus-argument to Cartesian form** **E.g. 2** For the complex number $z = [r, \theta]$, express the $x-$ and $y-$ coordinates in terms of $r$ and $\theta$. Use the diagram to help you. This gives us the more common way to express a complex number in modulus-argument form: $$z = r \cos \theta + i r \sin \theta = r(\cos \theta + i \sin \theta)$$ This is shortened to $z = r \text{cis} \theta$. **E.g. 3** Express the complex number $4 \text{ cis} \frac{\pi}{6}$ in Cartesian form. **Video:** Modulus-argument form of complex number **Solutions to Starter and E.g.s** **Exercise** p127 4E Qu 1i, 2i, 3i, 4i, 5i, 6i, 7-11 **Summary** **Cartesian form** $$x + yi$$ $$x = r \cos \theta \quad \text{and} \quad y = r \sin \theta$$ **Modulus-argument form** $$r \text{cis} \theta \quad \text{where} \quad r \geq 0 \quad \text{and} \quad 0 \leq \theta < 2\pi \quad \text{or} \quad -\pi < \theta \leq \pi$$ | Modulus | $r = \sqrt{x^2 + y^2}$ | |---------|------------------------| | Argument| 1st quadrant: $\theta = \tan^{-1} \left| \frac{y}{x} \right|$ | | | 2nd quadrant: $\theta = \pi - \tan^{-1} \left| \frac{y}{x} \right|$ | | | 3rd quadrant: $\theta = \pi + \tan^{-1} \left| \frac{y}{x} \right|$ | | | 4th quadrant: $\theta = 2\pi - \tan^{-1} \left| \frac{y}{x} \right|$ |
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Dear Parents, Today our students enjoyed a fresh fruit and vegetable tasting during their lunch periods, thanks to our Garden Committee and School Nutrition Office. Your child will also bring home some materials about healthy eating from the New York State Education Department. Because eating habits are developed in the early years, we know it is important to support parents’ efforts through education about nutrition and wellness. KidsHealth.org is a terrific resource for families. You will find information on topics from healthy eating to sleep habits to emotional wellness. It presents information for parents, children, and teens in language that helps parents tackle even the most difficult of topics. Here is a brief excerpt from the section on Healthy Eating: (http://kidshealth.org/parent/nutrition_center/healthy_eating/habits.html) Whether you have a toddler or a teen, here are five of the best strategies to improve nutrition and encourage smart eating habits: 1. Have regular family meals. 2. Serve a variety of healthy foods and snacks. 3. Be a role model by eating healthy yourself. 4. Avoid battles over food. 5. Involve kids in the process. Check out the website for details! Buddy Reading Over the next few weeks, our students will have an opportunity to read with an important audience—*their peers!* Every week, each kindergarten class will visit a first grade class for “Buddy Reading.” The first graders and kindergarteners will spend time reading their favorite books to each other. They have carefully chosen what they will read to their new friends and have been practicing so that they are able to read with fluency and expression. Buddy reading engages our students in purposeful reading practice for an authentic audience. It will also give our kindergarten students a chance to see the first grade classrooms in action. The teachers and I believe this experience will build excitement and help ease the transition to first grade for our kindergarten students. As you know, our first graders will visit West Side and Lloyd Harbor Schools on Friday, June 4th for the very same reasons. Please ask your child about the Buddy Reading experience in the coming weeks. I am pretty certain you will hear a sense of pride in your child’s voice as s/he shares what it was like to read and talk with a new friend. Have a wonderful weekend! Mrs. Herschlein **TABLE OF CONTENTS** | Item | Page | |----------------------------------------------------------------------|------| | CSH Library Programs | 3 | | East Woods School Spring Fair, May 17 and May 18th | 4 | Budget Vote The Annual Budget Vote and Board of Education Election will take place at the Ralph Whitney Field House, CSH High School on Tuesday, May 20th from 6 a.m. to 10 p.m. Thank you to our parents who have decorated the entryway bulletin board so creatively this year! Thank you Mrs. Henning, Mrs. Newman, Mrs. Attalienti, Mrs. Coco, Mrs. Moriarity, Mrs. Hinphy, Mrs. Reim, Mrs. Reford and Mrs. Eisenegger. Important Dates June 4 Current First Graders visit LHS/WSS for 2nd grade Orientation June 6 First Graders release turtles at the CSH Fish Hatchery June 10 Goosehill Primary School Field Day (Kindergarten 9:00-10:15, First Grade 10:30-11:45) June 16 First Grade attends the Symbols of America program at the High School PAC June 23 Goosehill Primary School Moving Up Day for First Graders Ms. Villa and Mrs. Riggles’ classes- 9:00-10:00 a.m. Mrs. Adams, DeRop, and Gonzalez-Condell’s classes- 10:30-11:30 a.m. (The ceremony is 30 minutes long, followed by a reception. You will receive an invitation next month.) NOTES FROM THE GPFA Thank you to all that helped at the Kindergarten Parent Orientation: Ellen Oster, Gina Jennings, Regina Schneider & Kristen Monge. To all Kindergarten parents: Keep an eye out for the Volunteer Spot sign-up for the 1st Grade Moving-up Day on June 23rd. Last call to help out with K screening next week! Please contact Kristen Monge and Kristen Kisner for details. We will be hosting a Kindergarten Welcome Tea for the parents of our incoming kindergartners on Wednesday, June 11th at 10:00 a.m. in the Goosehill Primary School Community Room. For Kids & Teens! Programs from Cold Spring Harbor Library’s Youth Services Department. Registration Required! Decorate Your Room: Doorhangers Monday, May 19th 4:30pm For children in grades K-2 Decorate a cool doorhanger for your bedroom! Preschool Paracute Play Wednesday, May 21 @ 3:30 pm For children ages 4-5 Join us for fun parachute games and songs Afternoon Art Friday May 23 @ 3:30 For children of all ages Join us to make spring windsocks TEEN PIZZA & a MOVIE Saturday May 17 @ 1:30 pm The Book Thief (PG-13, 131 min) For more information about any Kids or Teen Programs, contact a Youth Services Librarian at the Cold Spring Harbor Library - 631-692-6820 For Adults! Programs for Grown-Ups from Cold Spring Harbor Library’s Information Services Department For Job Seekers, Career-Changers and New Grads! Experienced recruiter and career transition counselor Mary Simmons will present two hands-on workshops: 10 Steps to Landing the Job of Your Dreams: Wednesday, May 28, 2014; 6:30pm-8:30pm Learn essential job search strategies that can help put you in the job you deserve! Utilizing LinkedIn for Networking, Job Search and Career Advancement: Thursday June 5, 2014; 6:30pm- Learn how to maximize networking and create a LinkedIn profile that stands out! For more information about any Adult Program, contact Information Services at the Cold Spring Harbor Library at 631-692-6820. EAST WOODS SCHOOL SPRING FAIR 31 YELLOW COTE ROAD, OYSTER BAY SATURDAY MAY 17 AND SUNDAY MAY 18 11AM—5PM RAIN OR SHINE Carnival Rides Games and Prizes * Barbeque Baked Goods * Photobooth Face Painting * Dunk Tank Ice Cream * Plant Sale Estate Sale * Vendor Boutique Raffle Prizes * Silent Auction * Free Parking ALL CHILDREN WHO ARRIVE IN LOCAL TEAM JERSEYS RECEIVE ONE FREE DRINK WITH LUNCH
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Drama International Labour Organization Scream Stop Child Labour Supporting Children’s Rights through Education, the Arts and the Media Supporting Children’s Rights through Education, the Arts and the Media Drama International Labour Organization This booklet is part of the SCREAM - Stop Child Labour Education Pack. SCREAM stands for Supporting Children’s Rights through Education, the Arts and the Media. The pack was produced in 2002 as part of IPEC/ILO Project INT/99/M06/ITA funded by the Government of Italy. IPEC/ILO encourages the reproduction, reprinting, adaptation or translation of part or all of this publication in order to promote action to eliminate child labour. In the case of adaptation or translation, please acknowledge the source and send copies to ILO/IPEC. SCREAM - Stop Child Labour. Supporting Children’s Rights through Education, the Arts and the Media, International Programme on the Elimination of Child Labour (IPEC), International Labour Office (ILO), Geneva, 2002. ISBN N. 92-2-113 240-4 For more information about SCREAM, please contact: International Programme on the Elimination of Child Labour (IPEC) International Labour Office (ILO) 4, Route des Morillons, CH-1211 Geneva 22, Switzerland Telephone: +41 22 799 77 47 Fax: +41 22 799 81 81 Email: firstname.lastname@example.org Web site: www.ilo.org/scream Graphic design and printing: International Training Centre of the ILO, Turin – Italy Aim: Develop and perform a theatre piece on child labour. Gain: Stimulates dramatic expression and provides an outlet whereby young people can express themselves in a powerful and meaningful way. Creates a strong platform for community integration and awareness-raising. Time frame 6 teaching sessions, plus rehearsal and performance time Note for the user This module is a perfect complement to the Image, Role-play and Creative Writing modules. It builds on what the group has learned through the emotional process they underwent in the Image, the introduction to literary expression in Creative Writing, and their preparation for acting and performing in Role-play. It is not recommended that you use this module too early on nor before implementing those three crucial modules. In some countries, adolescents, particularly boys, find it difficult to overcome peer pressure and concerns about their self-image especially when they have never worked in drama before. You must be very aware of these psychological barriers and help dismantle them slowly and sensitively. This is helped by using imagery first to get young people to personalize the child labour issue and then creative writing to help them express their emotions. Elicit the support of your group – do not demand it. Motivation Research has shown that the developmental and learning power of drama lies in the nature of dramatic experience. By following the path below, young people come to new perceptions about life and about themselves: - surrendering to the fiction; - projecting themselves imaginatively into a situation; - “knowing and living” the circumstances, dilemmas, choices and actions of fictitious characters, and their consequences; - playing all this back through their own personalities. The essence of drama is the making of a story through enactment. The building of a story will lead to the development of a plot (a series of actions and events) with a theme (a focus for reflection). In this case, the theme is child labour. In the Role-play module, the group will have begun to feel intimately what a child labourer might feel. Meanwhile, the Creative Writing module will have laid the foundations for the development of a script. The group must build on their sense of ownership and responsibility for the project by creating their own piece of drama – it must be their story, their vision and their statement. This module takes the emotional and personalization processes to a new level. Through their dramatic enactment, young people will be given the means to express the emotions that have been aroused throughout the pedagogical process. The essence of drama is the “story”, the creation of a fictional world in which certain characters live out the consequences of particular situations. Members of the group will assume a role in the drama piece and, as they work in that role, they come to characterize it, to take on the physical, emotional and intellectual make-up of the fictional character. The action in the drama springs from the interaction between the fictional characters and the situations in which they find themselves. Character, action and time constitute the “who, what and when” of drama. The element of place encompasses the “where”. Drama happens somewhere. Drama provides a unique gateway to learning and affords a dimension of knowledge that is otherwise inaccessible. It is clear that, in a world as interconnected as ours, human rights abuses such as child labour, cannot simply be dismissed as “happening out there somewhere”. Change must be brought about in the attitudes, behaviour and understanding of people in all geographic and economic areas. Drama and the arts are powerful tools for achieving this kind of change. The aim of this module is to create an understanding among young people of the need for change and how change starts within people themselves and develops from there. In this particular module, understanding is heightened through dramatic profile and the enactment of a story created by the young people themselves. Through drama, they seek to tell their story to a third party (the audience) and thereby enhance the multiplier effect of awareness-raising and community integration. What you’ll need As with other modules, the materials required are very limited. Your group should not develop a piece of drama that requires elaborate stage sets, construction, sound and lighting. It is likely that the story will be based on the lives of child labourers, who have very little they can call their own. They live and work under extremely difficult conditions, and any dramatic representation of their lives should reflect this reality. Your group should make do with what is available. You may be fortunate enough to have access to a theatre or at least a stage where the drama can be rehearsed and performed or you may have access to a hall or a large room. You will, of course, require some work in the classroom format in order to develop the script for the drama piece. The nature of the script will determine what materials, if any, will be required for the drama piece. Depending on the climatic conditions in your particular location, you may also be able to work with the group outside in a quiet environment. This module requires working with the full group together, so you would not be required to break the group down or find separate working spaces. **Note for the user** This module is exhausting both for you and the group. Take frequent breaks during the writing sessions and rehearsals. It is not possible for young people to remain so focused for lengthy periods of time and they will need appropriate rest and recreation breaks, otherwise you could turn them off. With frequent rest breaks, they will remain focused and they will appreciate your concern for their health and well-being. Give them time to exert themselves physically and to eat properly in order to keep their energy levels up during rehearsals. Make sure they get good rest prior to performances. Advise them on health and well-being during this very tiring module. And don’t forget your own health! **Preparation** Where possible and relevant, it is a good idea to conduct a certain amount of background reading and research on drama as a pedagogical tool. If drama is a part of the formal curriculum in your setting, educational textbooks may be available which would offer considerable support in implementing this module. If not, there is a wealth of written reference material on drama in education that may be available through public libraries or education institutions or on the Internet. In addition, you may know someone with experience of drama in education who would be willing to lend you reference material and support the implementation of this module. Unless you are an experienced drama teacher, have worked in drama/theatre in any way or have a passion for this art form, it will be useful to identify external support to help in the implementation of this module. Even if you feel relatively confident, it would help to talk to someone with experience or get professional advice. The extent to which you seek external support will depend largely on the aims and objectives of the group in developing a piece of drama. For example, if the drama is to be performed for other audiences and with the specific intention of promoting the work of the group (which should really be the case), you and the group will benefit from the experience of writing and drama professionals. Some drama professionals may also be able to help with creative writing and vice-versa. If you had assistance with the Creative Writing and Role-play modules, find out if those same individuals would be available to help out again if you feel that you and the group would benefit. Also note that because you may be contacting drama “professionals”, this does not necessarily mean that they have to be paid. Of course, everyone needs to earn a living and should be paid for services rendered. However, if the professional is known to you or someone in the group or is someone with a strong sense of social justice, then he or she might be willing to lend a hand for free or at least at a reduced rate. Do not be afraid to ask and emphasize the theme of the project. Nothing ventured, nothing gained. Activity one: Script development 3 teaching sessions There are two schools of thought on the issue of a script. Some drama professionals are against it on the principle that it inhibits freedom of expression. Others believe that it helps build the confidence of young people on stage, particularly those unfamiliar with drama. Our experience in the testing phase showed that most young people involved had little or no experience of drama and having a script helped to alleviate some of the pressure on them to perform. A script does not necessarily mean that the actors have to adhere to it in the strictest sense and not deviate from it in any way. The whole idea of script development is to have something prepared in advance that will possibly be completely reshaped when it comes to rehearsing with the group. Many different factors may influence the ideas used in script development. In effect, the script is the story that is to be told on stage. It is possible that the script might be based on real life experiences of individuals within the group. Perhaps some of them do work or have experienced child labour in some form or other when younger. It is also possible that the script might be based on one of the stories or profiles produced by someone in your group during the creative writing exercise or from an experience within the group during the implementation of the various modules. For example, an external resource person may have come to the group to talk about various child labour projects or situations and have made a lasting impression on the group. The idea here is to develop a story line for your drama piece based on the 4 squares method. Basically, Square 1 sets the scene, Squares 2 and 3 provide the body of the story and Square 4 is the end. The story is the progression from Squares 1 to 4. Refer to the Creative Writing module where this exercise is described in detail. On the basis of the more significant experiences in your project to date, encourage the group to brainstorm around a range of ideas, including: - **The message**: What message does the group wish to send to the audience? Do they want to encourage them to help? Do they wish to shock? Do they wish to arouse strong emotions? - **The setting**: both geographical and the type of workplace. Are the children bonded labourers? Are they street children? Do they still live at home? Do they go to school as well as work? - **The characters**: child labourers, employers, parents, outsiders, friends, enemies, etc. What names will be used? - **The opening scene**: How should this be portrayed? - **The closing scene**: How does the group wish to end the story? On a message of hope (preferable)? - **Participation**: Will the whole group take acting parts in the play? Will some help with stage management? - **Content**: Will there be music, song and/or dance? These are a small cross-section of the issues that should arise during the brainstorming exercise. As an educator, you should keep in mind that throughout the IPEC programme, the message of hope should become stronger. By implementing these modules, you and your group have already given a significant boost to the global campaign to eliminate child labour. Within this pedagogical exercise lies a message of hope. Drama has an inherent multiplier effect upon its audiences through its social commentary – exploit this characteristic to the full. Encourage the young people in your group to open their minds and voices fully to this brainstorming exercise. This will be their piece of drama, their own creation and they will have their moment in time to express themselves fully on an issue of major concern to all people around the world. Keep track of their ideas and comments on a black or whiteboard, flipchart or piece of paper. Once the steam has run out of the brainstorming exercise (i.e. the group begin to flag or tail off), bring it quickly to a close. Then give the group a rest while you summarize the comments. You should then assist the group in building the 4 squares of their story. Make sure everyone is as involved as possible and that certain groups or individuals do not absolve themselves of participation. It should be as comprehensive a group effort as possible. **Writing the story** Once your group has established the framework of their drama piece, it will be time to pad it out. This can be done either as a full group or in one or several smaller groups. The script will require verbal exchanges between the characters, actions and stage directions, it will require a thread that will join the beginning to the end and vice versa. It is possible that the full group would like to be a part of this exercise and this would require good chairing skills on your part. But if they want to be a part of the exercise then that is a very positive sign and you should be pleased. Once again, either take notes yourself or, better still, ask for one or two volunteers within the group to keep note of the comments so that no information is lost and the story can be constructed. Another possibility is that if the group is too large, i.e. more than ten, it could be broken down into smaller groups of at least two or three but no more than five. These smaller groups could then be assigned specific tasks. For example, one group might be asked to create the characters, another might be asked to develop the opening scene, another to develop the main body of the drama piece, and so on. Or else, you might ask each group to develop a full story and then you will end up with several scripts. This would be a very interesting exercise as the scripts could then be integrated to produce what the group feel would be the best story. Keep in mind that it is their story and it must be their work in order to reinforce their sense of ownership and self-confidence. Whichever format you decide to use in order to create the building blocks of the story, at some point these blocks will have to be refined and put together in order to create the final script for the drama piece. You will find as you progress with this exercise that the group will come up with some very original ideas and some very ambitious scenes. Once again, experience shows that being ambitious by no means compromises the ability of the group to perform the drama piece, no matter how limited their experience in theatre. Because they have written the script, the group will inevitably rise to the occasion and perform to the best of their abilities, providing they feel secure in the knowledge that they have your full support and commitment. In any case, the point of the exercise is not to produce dramatic masterpieces that will stun the theatre world – though don’t exclude it either! The drama module is all about reinforcing the full pedagogical process and heightening the young people’s awareness of child labour and what it really means. Another important point of the drama is that in all likelihood it will be performed for as many audiences as possible and thereby enhance the multiplier effect. This final drafting session should involve the group putting the different scenes and characters together. It will involve deciding what the characters actually say in the context of the story and what actions they perform. It will involve deciding if there is a place for music, song or dance. It will focus on what the group has decided on its message to the audience. Encourage the group to give the characters words that they and their contemporaries would use. When the characters are young people, they should speak the language that the group will understand and speak themselves. The words should come naturally and the emotions they express should be theirs. You should play a role of support and advisor in this process. For example, if one scene does not link well into the next, let the group know and help them to develop a suitable link. It is during this final drafting session that you may appreciate external support. A dramatist or writer would help the group to refine the text and stage directions. However, keep in mind that the point of the exercise is not the end script itself and its quality, but the process of producing this script and the level of involvement of the group. Your group may develop different forms of drama scripts through this exercise. So much will depend on the size of the group, their interrelationships, the message they wish to convey, geographic location, local culture and tradition. For example, the group might develop: - a play which involves every member of the group; - a play which involves most of the group, while others provide musical accompaniment or stage help; - a play in the form of a mime, with no text at all; - a series of short plays, played by the same or different actors; - a song, sung by all or some of the group; - a play that involves one main character, or two main characters. The forms are endless. All that matters is that these dramatic presentations are the result of the work of the young people and they feel a full sense of ownership. Music, like drama, transcends all boundaries while reinforcing cultural identity and can be used to great effect in the SCREAM process. Your group might consider either integrating music, song and dance into a drama piece or working on individual musical pieces. Much will depend upon the inclination of the group, various musical talents, available instruments and so on. Let the group decide what they would like to do. From here on, the group is ready to move into dramatic presentation of their script. The time frame of rehearsals and performances will depend entirely on the decision of the group as to what their objectives might be in this exercise: - Will it simply be performed within the group for the group? - Will it be performed for their school or several neighbouring schools as well? - Will it be performed for a community or several communities? - Will it be performed in a theatre, in a school hall, in a large room or in the open air? - Will it support another piece of drama in a local theatre? - Will it be a part of a drama festival or an entrant in a drama competition? - Will it be a once-off performance, or performed several times and to different audiences? - Will it be used as part of an awareness-raising campaign developed by the group? - Will the media be invited to performances? So much will depend on what the group decides and what is available in the form of materials, venues, resources, support, people, commitment, and so on. Each case will be different and our only advice is that drama is indeed a powerful means of raising awareness and empowering young people. Take it as far as it can go and be ambitious for your young group. They stand to gain so much from this exercise in terms of their personal and social development. Their attitudes, behaviour, beliefs and personalities will be changed forever and the global campaign for the elimination of child labour will benefit enormously. **Allocation of roles** Everyone in the group should have a say in deciding who plays what and who does what. The role of the educator should be as a facilitator/advisor. By this stage, you will have already implemented the Role-play module and you and the group will have a pretty good idea of the capabilities and strengths of different people. **Note for the user** Let the group decide who should play the various roles. It will always be difficult if there are characters who play the role of bad or cruel people as no one wants to be a “baddie”. However, one way around any potential problems or conflict is to make sure that when the group prepares the script that they already begin to discuss the allocation of roles. For example, why not use real names when developing characters? If the group feels that “Julie” would be the best person to play a particular character, and she agrees, why not call that character “Julie” in the play? It also makes learning lines a lot easier! Activity two: Drama 2 teaching sessions, plus rehearsal and performance time It is likely that the majority of your charges will not have had any experience with drama before. If you are fortunate, some or all of them will. Therefore, you should know from the outset that adolescents would benefit considerably from some preparatory work to help them to overcome their natural inhibitions and self-consciousness. This is why it is recommended that the Role-play module is implemented prior to this module. Basically, the objective is to put young people’s minds at ease, make them less self-conscious about their actions and the reactions or opinions of others and ultimately to build their self-confidence. Drama exercises can be used as a warm-up session before getting into full rehearsals. If you have a drama professional working with you, this person can conduct a series of these exercises to get the group back into an appropriate frame of mind and to help them to prepare to enter into their characters. Annex 1 of the Role-play module contains suggestions for drama games and exercises. There are thousands of different exercises, all of equal value. You can also purchase drama reference books in which further exercises will be described. Such reference books would be available in libraries for consultation. It is recommended that you conduct at least one session on drama exercises before starting rehearsals for the drama piece. Working with a group of young people to produce a drama piece is a very challenging task, but potentially very rewarding. How you decide to conduct the rehearsals for your group’s drama piece will depend upon the various factors raised above in terms of what the objectives of this exercise are. In addition, these objectives will, to a certain extent, decide how much time and energy you devote to rehearsals. For example, if the group decides to enter the play in a drama competition or perform it for the public, you may spend some time on rehearsals. In addition, the nature of the rehearsals will depend largely upon the resources and venue available. If you are working in a formal education setting, it may be possible that your school has its own theatre and/or stage and even workshop rooms. If you are working in an informal setting, you may have to search around for a suitable venue, such as a community hall, small theatre or even a large room. You may have to rely on outside venues. You might even consider the possibility of street theatre. Whatever the group decides will have a significant effect on how rehearsals are planned and conducted. You will need considerable amounts of patience and energy for rehearsals. By their very nature, they can be long and repetitive and young people will find they pall after a while. In addition, rehearsals require you focusing your attention on different groups or individuals on different occasions and for different amounts of time. For example, there might be one scene where only two people are involved but where the scene is full of pathos and requires a lot of coaching for the individuals concerned. What happens with the other 15 or so in the group during this time? When young people are bored and they have space, they will need to expend energy. So, be prepared. Encourage them to bring games with them to rehearsals: a soccer ball, tennis ball or basketball, or something that they can play safely with, board games, books, newspapers or magazines. If they have other work to do, such as school homework, let them to bring it with them to rehearsals. The drama piece may require some stage setting and you could involve other members of the group in preparing this. There may be music, song or dance, and these too can be practised. The main thing is to be aware that rehearsals are likely to be fraught with tension for different reasons and so prepare yourself well to defuse these situations and be pre-emptive in your preparation. The key to smooth rehearsals is good communication, especially when the group is new to drama. They will want to know exactly where they must go, stand, sit and take action. They will want to know when and how to say something. They will want to know where they should go and what they should do when they have said what it is they must say. If you are working with very specific theatre genres, such as mask theatre, this too will require careful explanation and support. It is important to them to know that they can ask a question which will be listened to and answered promptly. One method of helping the new actors is to make sure that the script is as detailed as possible and gives very good stage directions, for example, telling an individual that he or she must exit the stage, running in tears, on the left side once he or she has said the particular line. Do not underestimate the time and energy that rehearsals take, especially if preparing for a specific objective, and do not underestimate how the group will actually perform when the time comes. The build-up to the performance, the performance itself and the follow-up will again depend very much on the objectives of the drama piece set by the group. For example, if the drama performance is to be a part of a wider awareness-raising campaign, the group would implement the lessons learned from the Media modules in the build-up and follow-up. In addition, the key points taken from the Research and Information and Community Integration modules would also be very important in broadening the impact of the awareness campaign. The nature of the performance will also have implications on venue, timing and preparations. For example, it may not be a good idea to arrange a performance on an afternoon that is traditionally a family shopping day and when not many people may be available. Be conscious of the impact the group wishes to make and the characteristics of the target audience(s) when organizing performances. The owners or managers of the venue will also need to be kept fully informed of your rehearsal and performance time frame to ensure that it does not clash with other demands from other groups. The objective of any performance should be to have maximum impact on the target audience(s), which means prior knowledge of the nature and characteristics of these. Once you know your target audience(s) intimately, you can plan accordingly. Research is key and you should fully involve the group in conducting this research. It is their play and their performance and they must be actively involved in every aspect of its presentation. If you are going for a public performance, you will also want to consider such aspects as: - **Tickets** – Will you charge an entry fee? Will tickets be sold in advance or on the door? Will you just provide a box for people to place an optional contribution? - **Publicity** – How will you inform the public of the event? Will you send out a circular or put up posters around the locality? - **Programme** – Will you provide a printed programme for the event? Will you include advertising for local businesses to offset the production costs? Will you charge for it? Having a programme is also a good opportunity to credit your group and any helpers individually and to thank sponsors. Involve the group in all these decisions and preparations. Don’t go to any unnecessary expense; none of it is essential. Use what resources you have available, and rest assured that the drama performance is what counts and that these are only optional trimmings. You may also consider the benefits of having the performance filmed on video camera. This could help in several ways: - If the performance is part of a series, the video can help in refining rehearsals further. - The video could be used by the media in potential coverage of the drama performance. - The group and/or their families might like to have a copy of the performance as a souvenir of their work and commitment. It could be used as a pedagogical tool for other groups. It could be used as a promotional tool in an awareness-raising campaign on child labour. It could be sent to IPEC to enhance their pedagogical and promotional resources for the global campaign to eliminate child labour. **Do’s and don’ts** - Do make sure that the group dynamics are good and work positively in favour of the exercise. - Do make sure that every individual takes part. - Do make sure that momentum is sustained both in developing the script and rehearsing the drama performance or the group may lose interest and begin to seek other outlets for their energy and imagination. - Do allow repartee within the group as they present their texts and take part in rehearsals. Just make sure it remains light-hearted and good-natured. The objective is to build individual self-confidence, not undermine it. - Don’t allow criticism or strong language during any of the sessions. It could lead to antagonism and a fracture of the group dynamic. - Don’t allow a sub-group or an individual to humiliate themselves. If you sense that someone is struggling with the writing or drama, help them out. Take part in their work. If they “freeze” during rehearsals, enter into their space to help them along or simply allow them to bow out with dignity. - Do be especially gentle and sensitive towards members of the group with any form of disability. Theatre is powerful enough to help them deal with disability and, on occasion, to overcome it. This also applies to individuals who may have suffered trauma in their lives, whether it be emotional or physical. The drama may upset them or cause them some form of distress, and it is vitally important that you are aware of such developments and can support that individual as and when necessary. You should also keep the lines of communication open between parents and the authorities to assist in this process. Do use a video camera if you have one available. It helps in the evaluation process and the young people will get a kick out of seeing themselves on video. Do use the debriefing session of the drama module properly and let the group express themselves openly and freely. Let them relax and laugh at themselves and begin to let the lessons learned filter through their systems. Do be ambitious for your group and encourage them to be ambitious as well. Their piece of drama will create a significant impact within the immediate community and possibly wider. For young people to witness such a powerful reaction to something they have created themselves will have a major effect on their self-confidence, self-esteem and in understanding the power of theatre and their role as agents of social mobilization and change. Final discussion 1 teaching session The debriefing session of this module should take place after the actual drama performance. Choose a comfortable and peaceful setting. Do not try and do it when the group is on a high, for example, during rehearsals or immediately after the performance. Settle the group comfortably and assemble your notes. If you had external support, include that individual (or others if there were more) in this session. These modules are designed to progressively increase awareness among young people and heighten their emotional response to child labour in order to enlist their support for the global campaign to eliminate it. Through drama, we are moving to new levels of understanding and response. By acting out roles and going through a characterization process, young people have to enter into their characters, understand them and be able to reproduce their feelings and actions. It is a powerful learning method and it will have a significant impact on them. Of all these modules, drama will be the most effective method of helping young people understand and feel what child labour is and can do to children in vulnerable situations. It will heighten their awareness of fundamental children’s rights. In addition, it accelerates the empowerment process. They are developing a greater sense of ownership of the problem each time they complete a module and, by this stage, it is hoped that they are beginning to realize that it is an issue for which everyone world-wide is responsible and that they have a role to play in bringing it to an end. In addition, they should begin to understand the power of drama in transmitting messages to other members of society. Through the performing arts, they can reach all levels of society and get their message across. Express these objectives to the young people in your group. Talk to them at their level. Move among them and encourage their interest and motivation. Tell them that the campaign needs their help and support. We are looking to the youth of today’s society to inject a shot of vitamins into the campaign to eliminate child labour. Fill them with ambition, drive and pride. This is the positive note on which you should end this session. Their contribution is as important as those of other groups in society, if not more, as they are the peers of the child labourers they will help. This debriefing session will help the group realize the magnitude of what they have just done through their drama performance. They will pay much closer attention to the follow-up and to any further performances that they will give. It is a most rewarding experience to stand at the back of an audience and watch your group give their performance and see close-up how the audience reacts. The look on their faces as they take their curtain call makes it all worthwhile and will probably spur you on to either take the experience further and create a truly sustainable campaign, or to renew the experience with other groups. Evaluation and follow-up The main indicator upon which you can evaluate the impact of this module is the creation of a piece of drama and the level of participation of the group in this process. In addition, you should closely monitor the personal development of the group and individuals as they progress through the activities of this module. Note the growth in self-confidence and self-esteem and the change in their level of maturity and personal awareness. You should also note the performances of those individuals who embrace the power of drama and develop an appreciation and passion for this art form. Drama is a truly empowering tool. It helps young people to shape their ideas, how they feel about child labour and how they can help the global campaign to eliminate it. This module enhances the sustainable element of the programme as it leads to *action*. Effectively, by performing their drama for other audiences, the members of your group have become agents for social change. They are educating others in the community and helping them understand why they should change their behaviour and attitudes. They are helping them to understand the plight of child labourers world-wide and the need to take action to help them. You should keep the notes from all your sessions, and any video footage you might take, as some of the ideas and contributions will be both revealing and useful in other modules and activities. If your experience with this module has been positive and powerful, we recommend that you look at the Community Integration module next as a possible final step in the pedagogical process. You may feel that the performance of the piece of drama will be the culmination of your project and the implementation of these modules. However, remember that community integration is the platform upon which these modules have been built. You might consider embarking on a full-scale awareness-raising campaign, with the theatre performance as your centrepiece. Or you may choose to start all over again with a new group. Whatever is decided, it is important to keep in mind the impact this experience will have had on the young people with whom you have been working in the course of these modules. Quite literally, it will have changed their lives. International Programme on the Elimination of Child Labour (IPEC) Project INT/99/M06/ITA Funded by the Italian Government Stop Child Labour Produced by the International Training Centre of the ILO, Turin in collaboration with the ISBN 92-2-113240-4
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EDUCATION AND TRAINING OF WATER PRACTITIONERS IN SOUTH AFRICA: NEEDS AND PROGRAMMES C. F. Schutte Water Utilisation Division, Department of Chemical Engineering, University of Pretoria, South Africa ABSTRACT South Africa is facing severe water supply and water quality problems as a result of its limited water resources and other complicating factors. Adequately educated and trained water practitioners are needed to address these problems to ensure economic prosperity and a reasonable standard of living for all South Africans. Training and education needs are analysed in this paper and available programmes and initiatives to deliver the water practitioners needed are discussed. The main areas where training and education is needed include education at community level to educate local water committee members and community support personnel; training of technical staff to operate and maintain water treatment and supply schemes; and education of high-level scientists and engineers to develop new technologies, to improve performance, design and management of processes, plant and projects. © 1998 IAWQ Published by Elsevier Science Ltd. All rights reserved KEYWORDS Education needs; training programmes; water practitioners. INTRODUCTION South Africa is a country with a unique combination of circumstances affecting its water supply situation. These circumstances are the limited availability of water; the concentration of economic activities in certain areas; and the legacy of a political system which resulted in large disadvantaged communities. This combination of circumstances places difficult demands on those responsible for the optimal utilisation and protection of the country's water resources while ensuring equitable distribution of the available water to all water demand sectors. The experience gained in managing these demands and specifically the training and education of people at different levels and with different responsibilities should be valuable to other developing nations experiencing water supply difficulties. South Africa is a relatively arid country with an average annual rainfall of only 500 mm, compared to a world average of 800 mm. In addition, rainfall is poorly distributed. Over most of the country the average annual potential evaporation which ranges from 1100 mm in the east to 3000 mm in the west is well in excess of the annual rainfall which reduces surface runoff greatly (Department of Water Affairs, 1986). This means that the economically harvestable amount of water in the country is limited. Studies show that South Africa's water resources can support a total population of only 80 million people together with the economic activity required to ensure a reasonable standard of living. With a 1995 population of about 43.5 million, growing at an annual rate of 2.3% (Ministry of Welfare and Population Development, 1995) the demands on water resources and equitable distribution will continue to escalate. Projections show that if population growth continues at current levels the available water will be fully committed by the year 2020 (Department of Water Affairs, 1986). This means that demands on managers and engineers responsible for water supply will continue to increase and intensify in the following two decades, emphasising the need for quality education and training programmes in this field. In addition to the limited availability of water, a compounding factor is that the economic development of the country has been concentrated in a few areas. The main economic development (with concomitant high demands for water) and the main concentration of people is on the central-eastern plateau area where most of the gold mines, many coal mines and the cities of Johannesburg and Pretoria are located. A number of water transfer schemes such as the Tugela-Vaal and the Lesotho Highlands have already been implemented or are under construction to quench the thirst of this area. The third factor contributing to water supply problems is the historic political situation in South Africa which left a legacy of large disadvantaged communities with inadequate water supply and sanitation facilities. Large numbers of these people have moved since 1994 or are moving to the economically active areas such as Gauteng where large squatter communities are developing. This development increases the demand for water in these areas while at the same time causing large-scale pollution of water sources as a result of inadequate sanitation facilities. Diffuse pollution through stormwater runoff is causing severe problems which requires practitioners with knowledge and ingenuity to develop solutions for these problems. This paper firstly considers the need for the different categories of trained and educated people to address the water supply and resource protection problems in South Africa. Following the consideration of training and education needs, an overview is given of training and education programmes to address these needs with specific attention to the programmes of the National Community Water and Sanitation Training Institute and the Water Utilisation Division of the Department of Chemical Engineering of the University of Pretoria. EDUCATION AND TRAINING NEEDS The training and education needs discussed in this section are based on the main problem areas being experienced currently and those projected to become pressing in the near future. These problems can be grouped in three main categories: limited availability to meet total demands; equitable distribution to all users; preservation of water quality. Limited water resources The biggest growth in water demand is in the Gauteng province and surrounding areas which are located on the central-eastern plateau. The available water within this region is very limited and already has to be supplemented by water transfer schemes from the Tugela river in Kwazulu Natal. Currently the massive Lesotho Highlands scheme is under construction to transfer water from Lesotho to Gauteng. Other areas with high growth rates in water demand and with limited availability include Cape Town and the Western Cape, Port Elizabeth and East London areas in the Eastern Cape and the Bloemfontein area in the Free State. The need is for skilled people to address high-technology problems, i.e. managers, engineers and scientists to do project planning and design and to do research and development on processes and programmes to increase the availability of water to need demands. The skills that are required include those of process engineers to desalinate seawater and brackish water, to reclaim wastewater for reuse, to improve the efficiency of utilising available sources and to prevent or minimise pollution by employing waste minimisation and clean technology. Furthermore, since large volumes of water are used (and lost) through evaporative cooling at power stations, skilled people to design, implement and operate dry cooling (non-evaporative) systems are needed. South Africa has limited groundwater resources in terms of the volume contributed by groundwater to the total available volume. However, groundwater plays a most important role in the water supply to hundreds of small rural communities. Skills to explore groundwater resources, to improve understanding and determination of sustainable yields and to preserve groundwater therefore also need to be developed. **Equitable distribution to all users** The supply of water to the different use sectors in South Africa has not been equitable in the past. Water supply to the developed urban areas and to industry and mining has been of the highest quality and reliability. In contrast, most of the peri-urban or developing communities received a poor service. Rural communities suffered the most as they had to obtain water from unreliable hand pumps, untreated surface sources or standpipes. Since assuming power in 1994 the new government has identified reliable water supply and adequate sanitation facilities to everyone as one of the priorities in terms of allocation of funds. (Department of Water Affairs and Forestry, 1994). The provision of a reliable water supply to previously disadvantaged communities is an area where very large needs exist for education, training and capacity building to ensure successful and sustainable supply schemes. These needs cover a very wide spectrum including: - Education at community level through awareness programmes to make them aware of how their water supply system functions, the need to protect their water sources from pollution, the need to pay for services such as water, etc. This is required in order for the community to assume "ownership" of their scheme. Without such ownership the success of water supply schemes, especially in rural areas, will be very much in doubt. - Training and education at community level for development of administrative skills to manage rural water supply schemes. This would include skills such as general administration, financial control, communication skills, etc. These would typically be skills required by members of a local water committee or a similar group who will take the initiative and act as a communication channel between the community and a local or regional authority or other body responsible for water supply. - Training and education of "pump operators" to run and maintain low technology water supply schemes such as diesel-driven engines to pump groundwater to reservoirs, operation of a basic distribution system and doing basic maintenance. The skills required to operate these types of rural schemes would include a basic knowledge of the operation and maintenance of diesel engines, solar powered pumps, the different types of pumps on such schemes, operation and maintenance of valves, reservoirs and pipelines. - Training and education of maintenance teams to give support to pump operators. The skills required by these operators would be the same but higher level skills than those of the pump operators. They would provide back-up to a number of schemes to assist in those tasks which pump operators cannot carry out. - Training and education of plant operators (or process controllers) for conventional treatment plants. These people would require a basic understanding of treatment processes and skills for process control and plant operation. Preservation of water quality Because of the relatively small flows in South African rivers, return flows of purified sewage and industrial effluents make up a substantial fraction of total flows. This has resulted in a continuing deterioration in water quality of all major water resources. The main problems include eutrophication as a result of enrichment with plant nutrients in purified sewage effluents; salination due to irrigation return flows, industrial effluents and acid mine drainage, all of which carry high salt loads; pollution by micro-organisms and organic matter in surface runoff from squatter towns; specific problems in certain areas such as low pH levels as a result of acid mine drainage in mining areas. (Department of Water Affairs and Forestry, 1991). Training and education needed to address these problems fall in two categories: - Training of scientists and engineers at post-graduate level to do research and development of processes to treat wastewater to high levels of purity. Further, to design processes and treatment plants and to optimise operation. - Training and education of scientists and technicians in the field of water quality management. The required skills would include knowledge and understanding to evaluate water quality, to do impact assessments, to evaluate the potential impacts of discharges and diffuse pollution, to develop water quality guidelines and standards and to evaluate hydrological and geohydrological information. TRAINING AND EDUCATION PROGRAMMES This section gives an overview of existing training and education programmes and those under development and evaluates how the needs discussed in the previous section are being addressed by these programmes. South African universities and technikons have a reputation for the high quality of training and education offered to scientists, engineers and technicians. Undergraduate training offers basic skills in science and engineering and does not offer specialised training on water-related subjects. For specialised training at the higher level students have to follow post-graduate courses offered by a number of universities. These courses cover a fairly wide spectrum of subjects including water sciences, hydrology, geohydrology and engineering. In many cases specialisation only takes place at the Master and PhD level where education and training result from research projects on water related subjects. Training and education programmes can be grouped into the following categories: General water and sanitation awareness programmes at community level. These are not specific training programmes but rather general educational programmes providing information to communities through printed and electronic media such as pamphlets and radio and TV programmes as well as through verbal communication at community meetings, at clinics and at schools. The responsibility for these programmes does not lie with training institutions but rather with state departments such as the Departments of Health and Water Affairs and their agents. Training and education programmes to develop administrative skills to manage water supply schemes at community level. It is estimated that more than 10 000 communities do not have adequate water and sanitation services (Department of Water Affairs and Forestry, 1994). They also do not have the local government skills and structures to develop, implement and operate systems to provide these services. To build the capacity of such a large number of communities and to provide trained support staff is a massive undertaking that will require very substantial training inputs. The programmes required are of a "capacity building" nature and are typically offered by community development consultants, by non-government organisations (NGO) and by international aid organisations. In an attempt to address these needs a training institute was established in 1996 specifically to co-ordinate and facilitate the development of these capacity building types of programmes as well as other training programmes as discussed below. The National Community Water and Sanitation Training Institute (NCWSTI) was established in September 1996 as a non-profit non-government organisation within the framework of the International training Network (ITN) of the United Nations Development Programme (UNDP) and the World Bank Water and Sanitation Programme. The aims and objectives of the NCWSTI are as follows (The National Community Water and Sanitation Training Institute, 1996): - Developing and promoting appropriate training and capacity building for community based development in water supply and sanitation, on a national basis; - developing curricula, models and material on a national basis, to work towards standardisation and accreditation of water supply and sanitation courses, ranging from community capacity building to technical and engineering aspects; - supporting policy development to ensure an integrated development approach, improved methodologies and effective planning for targeted training and capacity building programmes for the water and sanitation sector; - advocating improved water and sanitation training to be offered by other educational and training institutions and Local Government; - providing support to enhance training capacity of governmental and non-governmental bodies; - networking and linking with national and international training organisations and offering information support services based on research and data collection; and - undertaking action centred research and piloting of curricula through workshops. **Education and training programmes to develop technical skills for plant operators and process controllers** Programmes in this category cover a wide spectrum from certificate programmes offering training in basic skills to tertiary diploma training at Technikon level and in-house training by larger water supply authorities and companies. The curricula at tertiary institutions are typically compiled under direction from an "advisory board" while those offered as in-house training or by private organisations usually reflect the views of the programme leader. In order to provide guidance on the suitability of training courses for specific purposes, the Water Institute of Southern Africa (WISA) decided recently to assume responsibility for the accreditation of training programmes in this field (Water Institute of Southern Africa, 1997). WISA is a national institute consisting of corporation and individual members representing the interests of the water industry (in both water and wastewater fields) in South Africa and providing a forum for the exchange of information to improve water resources management in Southern Africa. The Education and Training Division of WISA is currently in the process of developing the necessary protocols for accreditation of education and training programmes in South Africa. A further objective is to facilitate the development of new courses to fill gaps in order to cover all education and training needs in this field. **Education and training to develop high-level science and engineering expertise** Programmes to develop high-level expertise in the water field are offered at post-graduate level by a number of South African Universities. The programmes may consist of specific courses leading to an honours degree; or courses and a research project leading to a masters degree; or a research project only leading to a masters or doctors degree. The type of training offered depends on the focus of the university or department. This may, for example, be hydrology, geohydrology, water chemistry, treatment processes, membrane processes, etc. The courses offered by the Water Utilisation Division, Department of Chemical Engineering, University of Pretoria, have been developed over more than two decades to educate and train scientists and engineers to address South Africa's water quality problems. Graduates from this division should therefore fill the needs indicated above for high-technology scientists and engineers. The honours courses (water utilisation engineering and water utilisation technology) are presented over a period of two years part time study. Eight subjects are presented over this cycle in two modules. The first module consists of the following subjects with the focus on the water environment and treatment of drinking water: Water Chemistry, Water Quality Management, Water Purification and Water Treatment. The second module also consists of four subjects with the focus on wastewater treatment: Unit Processes, Water Microbiology, Sewage Treatment and Industrial Wastewater. The masters degree requirements include the eight subjects listed above together with a thesis based on a research project. The PhD is awarded for a thesis of the required standard. Over the past two decades the Water Utilisation Division has produced more than 200 graduates at honours, masters and doctorate level, many of whom are in senior positions in the different sectors of the water industry. In addition to the formal degree courses, the Division also offers specialised certificate courses for water practitioners on specific subjects. These are typically one-week courses, the presentation of which is demand driven. Examples of the certificate courses offered are: Water Quality Management, Operation of Activated Sludge Plants, Treatment of Industrial and Cooling Water, Operation of Small-Scale Water and Wastewater Treatment Plants. These courses are compact and intensive and are very popular as they are designed to meet specific industry needs. A total of more than 350 students have successfully completed certificate courses over the last three years. **CONCLUSIONS** South Africa is facing severe water supply and water quality problems as a result of limited resources and rapidly growing demands. A large number of well educated and trained practitioners is needed to solve problems, in particular those related to the supply of water and sanitation services to disadvantaged communities. The newly established National Community Water and Sanitation Training Institute has an enormous challenge as the driving force to meet these education, training and empowerment needs. On the tertiary level there are well established programmes in place which should be able to meet the education and training needs for scientists and engineers. REFERENCES Department of Water Affairs (1986). *Management of Water Resources of South Africa*. Pretoria. Department of Water Affairs and Forestry (1991). *Water Quality Management Policies and Strategies in the Republic of South Africa*. Pretoria. Department of Water Affairs and Forestry (1994). *Water Supply and Sanitation Policy. White Paper*. Cape Town. Ministry for Welfare and Population Development (1985). *A Green Paper for Public Discussion. Population Policy for South Africa*. Pretoria. The National Community Water and Sanitation Training Institute (1996). *Information Brochure*. Pietersburg. University of Pretoria (1997). *Post-graduate Training in Water Utilisation. Information Brochure*. Pretoria. Water Institute of South Africa (1997). *Report on Strategic Planning Conference*. Johannesburg. **Note:** Since submission of this paper (June 1997) a mission consisting of representatives of the Department of Water Affairs and Forestry of South Africa, UNESCO and the World Meteorology Organisation conducted a study on "Education and Training Needs of the Water Resources Management Services of South Africa". This study took place during the period November 1997 to May 1998 and culminated in a national workshop on 14 May 1998. A report on this mission will be available towards the middle of 1998.
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As summer approaches, millions of parents help their kids pack trunks for sleepaway camp. They write their children’s initials on the tags of their clothes with permanent markers and pre-address and stamp envelopes in the hopes that their youngsters will actually remember to write a couple of notes home during their time away. Sending your child off to camp for the first time is a huge emotional leap: Will he be homesick? Will she eat decent meals? Will the counselors keep my child safe? These questions loom even larger when your child has a significant neurologic condition—so much so that many parents of kids with seizure disorders, muscular dystrophy, cognitive delays, or brain cancer may conclude that sleepaway camp just isn’t an option. But almost every child, no matter his or her disability or medical condition, can enjoy all the experiences of a typical summer camp: arts and crafts, swimming, fishing, hiking, archery, capture the flag, s’mores and ghost stories by the fire, and making lifelong friends. In fact, camp can be even more beneficial for kids with neurologic conditions and their families than for their neurotypical peers, says pediatric neurologist Bruce H. Cohen, MD, FAAN, director of the NeuroDevelopmental Science Center at Akron Children’s Hospital in Ohio. “Children are very sensitive about the way they look and the way they act, and when a kid has a serious medical condition it amplifies the situation. Many teenagers won’t go to a party if they have a pimple on their face—imagine being in a wheelchair, or having seizures, or not having hair,” he says. “A specialized camp may be the first time these children meet others in a similar situation.” **SPECIALIZED PROGRAMS** While a standard camp may not be able to meet the needs of children with complicated medical conditions, hundreds of specialized ones can, Dr. Cohen says. “A medical team is on site, if necessary, but the child can still have a camping experience. The kids shed themselves of their parents, which is healthy, and are among other kids with the same condition. They play and learn together. They even have fights together. They develop a greater sense of independence and self-confidence. The vast majority of these kids can’t wait to go back every summer.” To help you choose the right one for your child, we spoke with camp directors and parents from four representative sets of camps for kids with neuromuscular conditions, seizure disorders, brain tumors, and cognitive delays. The Muscular Dystrophy Association (MDA) runs one of the oldest camping programs for children with special needs, dating back to 1955. As of 2016, the program serves about 3,800 children every summer in nearly 75 weeklong summer camps staffed by 4,000 trained volunteers and 400 medical staff, most of whom have specific training and expertise in neuromuscular conditions, according to Carolyn Drummond, national director of the MDA. Every child attends MDA camps at no charge. **FRIENDS FOR LIFE** “It really is a life-changing experience for our campers,” Drummond says. “They may have limited muscle strength and mobility, but they can still participate in adventures like horseback riding, swimming, fishing, and hiking. Even more important, they develop lifelong friendships with kids who understand what they’re going through.” **SATISFIED CAMPERS** In a recent MDA survey, Drummond says that 97 percent of parents agreed that camp increased their child’s confidence, 90 percent agreed that it motivated their child to try new things, and 81 percent agreed that it improved how their child asks for help with personal care. “Camp builds confidence and independence for all children, but it’s particularly important for our kids,” Drummond says. “It’s camping with a purpose. These children are living longer and stronger and going off to college, which wasn’t really happening too long ago, and we’re helping them get ready by taking them out of their comfort zones a little. Meanwhile, all the children know is that they’re having a great time!” **BUILDING INDEPENDENCE** Indianapolis mom Karen Russo sent her children, Natalie and JC, both of whom have spinal muscular atrophy type 2, to MDA camp when they each turned 6. Now in their 20s, both have graduated from college and live on their own; JC got married in 2016. Russo credits much of this independence to their experiences at camp. “Over 10 or 11 years of summer camp, my kids were exposed to different caregivers, and when they became young adults they weren’t afraid to be on their own,” she says. Anxious parents can stay with their kids during the first day at MDA camp, Russo says. “You meet the counselor and go over all the information about your child’s disability with him or her directly: strengths and weaknesses, what he or she can and can’t do. You’re not leaving a 6-year-old kid to explain to someone...” Karen Bayless Feldman wishes she wasn’t a helicopter parent, but she has good reason to be. Her son, Brennan, had his first seizure at age 8, and despite surgery to remove a benign tumor called a protoplasmic astrocytoma, he continued to have a persistent seizure disorder. “He would stop breathing during seizures sometimes. It could get really bad,” says Feldman. “So I didn’t trust anyone with him. If he went on school field trips I had to chaperone. He went back to sleeping in our room.” Then Feldman and her husband heard about Camp Candlelight, a one-week camp sponsored by the Epilepsy Foundation of Arizona in the cool pines near Prescott—one of dozens nationwide run by local Epilepsy Foundation affiliates—and decided to take the plunge and let Brennan go. “As a little kid, he didn’t understand why we were so paranoid and worried. We thought it would be good for him to have a chance to make friends who understood what he was going through, what it’s like to have epilepsy when no one else in your class has it.” Feldman admits she was worried. “I remember thinking, ‘Oh my God, some of these beds are bunk beds. If I tell Brennan I don’t want him on the top bunk, he’s going to be on the top.’ I’m glad now that I didn’t really know all the things they would do, like horseback riding and rock climbing.” **TALKS WITH DOCS** In addition to all those typical summer camp activities, Camp Candlelight hosts a series of “doc talks” with its team of pediatric epileptologists—two doctors and two to four nurses are always on site—about topics like different types of seizures, medications, and how to deal with bullying and other social issues, says executive director Suzanne Matsumori. “Many parents have difficulty letting go for a week. We tell them that their child is safer here than at school! But we’re not holding hands. One of our goals is to teach independence.” **LESSONS LEARNED** Brennan returned from camp with a host of new friends—and a new attitude to pass on to his parents. “I asked him what the people at camp did when someone had a seizure, and he told me they’d sit with them, talk to them, rub their back and tell them everything’s going to be okay,” Feldman recalls. “I thought that sounded a lot better than what I did, which was freaking out and crying and calling the paramedics and taking him to the ER. So after that, I just tried to channel camp. If he had a seizure, I’d take a deep breath, sit with him calmly, rub his back and tell him everything would be okay. I thought, ‘Wow, he went to camp for a week, and it made us all better.’” When Brennan’s seizures increased, the camp knew to assign a counselor specifically to him so he wouldn’t be alone. “They knew when a kid needed more freedom and when he needed someone with him all the time, but they did it in a way that didn’t make him feel smothered.” When Brennan was hospitalized for brain surgery at age 16, the majority of visits were from kids he’d grown up with at camp. “He didn’t have to explain anything to them. They knew what was going on.” Now 19, Brennan will be doing his second stint as a counselor at Camp Candlelight this summer. “He wouldn’t miss it for the world,” Feldman says. “The only time he missed camp was when it coincided with his high school graduation. He comes home from camp and he feels good about life.” --- **ONE STEP CAMP** - **BRAIN TUMORS** - **Locations:** Lake Geneva, WI; other camps throughout the country - **Duration:** Weekend; other One Step camps range from weekend to weeklong - **Special requirements:** Open to all families who have a child with a brain tumor ages 19 and under - **Cost:** Free - **More information:** bit.ly/OneStepCamp Children’s Oncology Services, Inc., based in Chicago, runs about a dozen different One Step camp programs for kids with cancer, including a dude ranch, summer camp, winter camp, and ski camp. One of their most specialized is the Brain Tumor Family Camp, a weekend program near Lake Geneva, WI, that includes not only the child, but parents and siblings too. “When a child has a brain tumor, it’s a family diagnosis,” says Jeff Infusino, president of Children’s Oncology Services, Inc. “This camp allows the kids to socialize with each other, talk about how they take their medicine, and what it’s like at school. It also allows parents to see how other families face their situation and ask questions. They build relationships with other parents who understand the journey they’re on.” **WEEKEND CONNECTION** Families arrive on a Friday evening, and parents and kids meet and connect with each other through games and activities. Saturday is full of crafts and outdoor activities for parents and kids, together and separately. Later that night, parents network with each other while counselors take the kids off to play games. On Sunday parents and kids watch a slideshow and videos that recap... the weekends experiences, as they eagerly trade phone numbers, email addresses, and Facebook links. The camp also has its own online social group, which helps families, who come from a five-state area in the Midwest, to maintain connections with each other throughout the year. **BRANCHING OUT** “Attendees become like second families,” says Infusino. “They call each other for advice, rely on each other in tough situations, even go on vacations together.” After a weekend at the camp, parents often feel more comfortable sending their children on their own to one of One Step’s other sleepaway camps—all of which are staffed with full volunteer teams from major hospitals who can treat children with complex conditions. That’s what happened with Peggy Rider, now 18, who began attending Brain Tumor Family Camp with her mom, Mary, at age 13. Diagnosed with a benign brain tumor at age 6, Peggy “falls through the cracks,” her mom says. “They resected her tumor when she was 7, and we thought everything was fine, but it wasn’t. She lost half her vision and had some cognitive problems, and four years later she started having seizures, which led to more cognitive problems,” Mary explains. “Kids with benign brain tumors aren’t ‘cancer kids’ per se, but they have enormous issues just the same.” The family had tried other camps and support groups, but found they didn’t fit. “We were a square peg in a round hole,” says Mary. She thought Brain Tumor Family Camp would be another mismatch, but Mary and Peggy agreed to give it a try. **HOME AWAY FROM HOME** “I didn’t see how she would fit in, but after 24 hours there, it was like being home,” Mary says. “The kids go off to age-appropriate activities, and parents sit in breakout sessions where we can talk with other parents without the children overhearing. It’s the only group of people I can talk to, and they truly understand. It doesn’t matter if your child’s tumor is malignant or benign or what kind of treatment he or she has had, we’re all there for the same reason: to support each other and learn and take away as much as we can.” Mary and Peggy return to Brain Tumor Family Camp every year, and Peggy has since attended the dude ranch, the regular summer camp, and a winter camp that features skiing, snowboarding, and tobogganing. “Camp was the first time Peggy has really had friends,” says her mom. “Her medical experience segregated her from most kids her age. When she was back in school, they put her in this bubble wrap and didn’t let her be a kid. At camp, no one’s looking at her funny and asking her questions. It was the first time she wasn’t embarrassed for others to see her scar. She’s gained self-confidence and the understanding that she’s likeable and capable of having friends.” **CAMP RAMAH TIKVAH PROGRAM** - **COGNITIVE DELAYS** - **Locations:** Palmer, MA, and multiple locations nationwide - **Duration:** Two to six weeks - **Special requirements:** Different age and special needs requirements by program; all programs emphasize Jewish life and traditions - **Cost:** Varies based on duration and location; typically ranges between $2,300 and $8,500, with some financial aid offered - **More information:** CampRamah.org Most camps for kids with neurologic conditions are freestanding, specialized camps focused on one condition alone. At some other camps, a specialized program runs alongside a regular summer camp. That’s how it works at Camp Ramah, a network of nine Jewish summer camps that is a pioneer in the inclusion of campers with... disabilities. Its national Ramah Tikvah program has locations at Ramah camps throughout the country. For example, the Tikvah program at Camp Ramah Darom in Clayton, GA, serves children with autism spectrum disorder, social anxiety, pervasive developmental disorder, and nonverbal learning disorders. **INTEGRATIVE CAMPING** “Each camp is a little bit different,” says Howard Blas, who directs the National Ramah Tikvah Network. “The one in New England is our oldest and largest and probably has the widest range of campers with disabilities. Some are on the autism spectrum, some have intellectual disabilities like Down syndrome or Williams syndrome, others have seizure disorders or cerebral palsy—we have campers with many different conditions.” The Tikvah program runs alongside Ramah’s typical camp, and big chunks of the day happen together, like mealtimes and campfire get-togethers. Some campers with disabilities participate in Ramah’s inclusion program, taking part fully in the typical camp experience, while others spend part of their days with Tikvah and the rest in the typical program. “We are really able to customize and individualize the program; there are many different ways through camp,” Blas says. Long Island parents Carrie and Alan Chalup first sent their daughter Alexa, now 20, to Tikvah at Camp Ramah in western Massachusetts when she was 9. The middle child of three siblings, Alexa, who has Down syndrome, watched her older brother go off to sleepaway camp and assumed her turn would come. The Chalups visited several other camps before finding Camp Ramah. “We went to visit, and she turned around and immediately said, ‘I want to go here!’ She didn’t say that about any of the other camps,” says Alan. “Ramah integrates neurotypical peers and peers with special needs really well, and everyone respects everyone else.” **FOREVER CAMPER** Alexa began at Camp Ramah as an inclusion camper in a cabin with neurotypical kids, with special needs staff assigned to her. At 16, her parents transitioned her to Tikvah because participants in that program can stay at camp longer than their neurotypical peers who are “aging out.” “There is quite a range of diagnoses at Camp Ramah,” says Carrie. “There are kids like Lexi who are more independent, can read and write, and just need more help with certain things, but also kids with more severe impairments—some have hearing problems, some are blind with neurologic impairments. The camp makes it work for everyone. We’ve referred many families there, and every parent has said to us after their first year, ‘I can’t believe the change in my child. She’s become so much more independent!’” **ONLINE RESOURCES** ASPIRES (Asperger Syndrome Partners & Individuals Resources, Encouragement & Support) keeps a list of camps for kids and adults with a variety of disabilities at [bit.ly/ASPIRE-Camps](http://bit.ly/ASPIRE-Camps). NeedyMeds, best known for helping people find discounts on prescription medications, has a searchable database of camps and retreats at [bit.ly/NeedyMeds-Camps](http://bit.ly/NeedyMeds-Camps). The Federation for Children with Special Needs maintains a camp directory at [bit.ly/FCSN-Camps](http://bit.ly/FCSN-Camps). **5 Ways to Find the Perfect Camp** 1. **Ask your child’s neurologist or the nurse or social worker in the neurology practice or at the nearest children’s hospital.** 2. **If you know other families who have children with a similar condition, either in your area or somewhere else in the country, ask them for a recommendation.** 3. **Reach out to national organizations representing your child’s condition.** 4. **Post a message in online support groups you frequent.** 5. **Search online for “camps for children with (name of condition).”** **BE PREPARED AND STAY IN TOUCH** Once you’ve sent your child to sleepaway camp, he or she will probably beg to go back the next year. And you can expect him or her to experience a bit of a letdown when coming home, Dr. Cohen cautions. “It’s back to the world as it exists, and there’s a loss. It’s important to keep fostering those camp friendships.” In addition to the camps profiled here, there are literally hundreds, if not thousands, of other camps that serve children and young adults with neurologic needs, either in separate stand-alone camps or as part of an inclusion program. Whatever your child’s needs, there’s almost certainly a camp out there for you. “Don’t give up until you’ve found that perfect match,” Mary Rider says. “I was so ready to throw in the towel. You will eventually find the right camp!” **WEB EXTRA** For important questions to ask a camp director, visit [bit.ly/NN-Camps](http://bit.ly/NN-Camps).
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CHAPTER III RESEARCH METHOD In this chapter, it will be described methodological activities to examine the teaching writing narrative text through Praise Question Polish technique. This chapter concerns with the research design, subject of the research, research variable and the operational definition, instrument of the research, procedure of collecting data and technique of data analysis. 3.1 The Research Design In this research the researcher used quantitative research because the researcher wanted to know the improvement of students’ writing narrative text using Praise Question Polish technique. This study had been held in pre-experiment study, in this study involved one class of the eleventh grade at MA DDI LIL BANAT parepare. The test gave to the students in XI IPA were pre-test and post-test. Pre-test gave before implementation of Praise Question Polish technique, post-test was given after implementation of Praise Question Polish technique. The formula of this research as follows: \[ E = O1 \times O2 \] Notation: - \( E \) : Experimental - \( O1 \) : Pre-Test - \( X \) : Treatment - \( O2 \) : Post-Test\(^1\) \(^1\)Sugiono, *Metode Penelitian Kuantitatif* (Bandung: Alfabeta, 2010), p. 111. 3.2 Location and Duration of the Research The research location and duration took place at MA DDI Lil Banat Parepare. The researcher would use the quantitative and it needed several times to analyzed the data, so that the duration of the research would use six meeting for collecting and analyzed the data. 3.3 Population and Sample 3.3.1 Population The Population of the research is the eleventh grade of MA DDI Lil-Banat Parepare academic year 2019/2020. Table 3.1 The students’ data of MA DDI Lil Banat Parepare. | No | Class | Number of students | |----|---------|--------------------| | 1 | XI IPA | 23 Students | | 2 | XI IPS | 20 Students | (Source: MA DDI Lil Banat Parepare) 3.3.2 Sample In this research, the sample of the data would take from class XI IPA, the researcher choose the class because the researcher used the random sampling technique, The total numbers of the students are 23. 3.4 The instrument of the Research The instrument of this research was writing test. The test gave before and after doing treatment. 3.4.1. Procedure of Collecting Data For collecting the data, the researcher would use three steps as follows: 188.8.131.52 Pre-Test Before giving the treatment, the researcher gave pre-test to the students for the first meeting to identify the student’s writing ability. Before the researcher gives the test, the researcher explained the aim of the research. 184.108.40.206 Treatment After giving pre-test, the researcher gave treatment to the students and it was done for fourth meetings. In these meetings, the researcher used the Praise Question Polish technique in teaching writing. The procedure of the treatment by using Praise Question Polish technique in teaching as follows: 220.127.116.11.1 The First Meeting 1. The researcher opened the lesson. 2. The researcher would give greeting and motivation to the students about the important to learn English. 3. The researcher introduced material of writing about definition, structure, the criteria of good writing Narrative text and kinds of writing Narrative text. 4. The researcher gave some minutes for students to understand the material. 5. The researcher asked one of the students comes in front of the class to read the text and identified the structure of the text. 6. The researcher gave a reward to the student who had read the text given by the writer. 7. The researcher concluded the material. 8. The researcher closed the meeting. 18.104.22.168.2 The Second Meeting 1. The researcher opened the lesson. 2. The researcher gave motivation to the students. 3. The researcher asked the students about the material in the last meeting. 4. The researcher introduced material about the definition of Praise Question Polish, the procedure of PQP technique and form of PQP. 5. The researcher gave instruction to make a group work. 6. The researcher gave instruction to write a narrative text to all the group. 7. The researcher closed the meeting. 22.214.171.124.3 The Third Meeting 1. The researcher opened the lesson. 2. The researcher gave motivation to the students. 3. The researcher continued about the material in the last meeting. 4. The researcher gave instruction to come to their group work. 5. The researcher gave instruction to read aloud their tasks in front of other group. 6. The researcher directed each group to hear and check the task of the other group by using PQP form. 7. The researcher directed the students back to the group and discuss about their task and repair their text by seeing the PQP form from other group. 8. The researcher would collect their task. 9. The writer closed the meeting. 126.96.36.199.4 The Fourth meeting 1. The researcher opened the lesson. 2. The researcher gave motivation to the students. 3. The researcher concluded all the material from the first meeting until the last meeting to refresh the students’ memory of the material that has been taught. 4. The researcher closed the meeting. 188.8.131.52 Post-test After giving treatment, the researcher would give the students post-test. Its purpose is to measure the students' development in improving writing ability using Praise Question Polish technique. In the post-test, the researcher will not give treatment again. 3.5 Technique of Data Analysis The researcher would collect the data through quantitative analysis, the formula as follows: 3.5.1 Classifying the students' scores in writing into the following criteria. Table 3.2 The Classification of Students' Writing Score | No. | Aspects | Criteria | Scores | |-----|-----------|--------------------------------------------------------------------------|--------| | 1. | Content | • Relevant to topic. | 4 | | | | • Mostly relevant to topic but lacks detail. | 3 | | | | • Inadequate development of topic. | 2 | | | | • Not relevant to topic. | 1 | | 2. | Organization | • Ideas clearly stated and supported, well organized (generic structure), cohesive. | 4 | | | | • Loosely organized but main ideas stand out, not well organized (generic structure). | 3 | | | | • Ideas confused or even no main ideas, bad organization (generic structure). | 2 | | | | • Does not communicate, no organization (generic structure). | 1 | --- 2 Dzaky Mubarak Fasy, *Improving the Grade VIII Students Writing Ability of Narrative Text Through Dictogloss at SMPN I Mungkid Magelang* (Yogyakarta: Published Thesis English Education Department, 2015), p. 132. | | | | |---|---|---| | 3. | Vocabulary | • Effective word / idiom choice and usage. • Occasional errors of word / idiom form, choice and usage. • Frequent errors of word / idiom form, choice and usage. • Little knowledge of English vocabulary, idioms and word form. | | | | 4 | | | | 3 | | | | 2 | | | | 1 | | 4. | Language Use | • Few errors of agreement, tense, number, word order, articles, pronouns or prepositions. • Several errors of agreement, tense, number, word order, articles, pronouns or prepositions. • Frequent errors of agreement, tense, number, word order, articles, pronouns or preposition. • Dominated by errors. | | | | 4 | | | | 3 | | | | 2 | | | | 1 | | 5. | Mechanics | • Few errors of spelling, punctuation, capitalization and paragraphing. • Occasional errors of spelling, punctuation, capitalization, and paragraphing. • Frequent errors of spelling, punctuation, capitalization and paragraphing. • Dominated by errors. | | | | 4 | | | | 3 | | | | 2 | | | | 1 | *Adapted from Jacob et al.’s (1981)* 3.5.2 Scoring of the students’ answer by dividing the correct answer with the total by using with this formula: \[ \text{Score} = \frac{\text{students' correct answer}}{\text{The total number of item}} \times 100 \] 3.5.3 The Classification of the students’ scores in following criteria as follow: Table 3.2 Classification Students’ Score | No | Score | Classification | |----|---------|----------------| | 1 | 86-100 | Excellent | | 2 | 71-85 | Good | | 3 | 56-70 | Fair | | 4 | 41-55 | Poor | | 5 | <40 | Very Poor\(^3\) | (Source: Depdikbut 1997) 3.5.4 Calculating the frequency and percentage of the students: \[ P = \frac{F}{N} \times 100\% \] Where: - \(P\) : Percentage - \(F\) : Frequency - \(N\) : Total number of students 3.5.5 Calculating the mean scores, the researcher will use the formula: \[ X = \frac{\sum x}{n} \] Notation: - \(X\) : Mean score --- \(^3\)Depdikbud, *Petunjuk Pedoman Belajar dan Sistem Penelitian* (Jakarta: depdikbud, 1997), p. 25. $\sum x$: the sum of all score $n$: The numbers of students 3.5.6 Calculating of standard deviation of the students’ pre-test and post-test scores by using the formula as follow: $$SD = \sqrt{\frac{ss}{n}}, \text{where } ss = \sum X^2 - \frac{(\sum X)^2}{n}$$ Notation: - $SD$: The Standard Deviation - $SS$: The Square Root of the Sum Of Square - $\sum x^2$: The Sum of Square - $(\sum X)^2$: The total Square of the Sum - $n$: Total number of Sum$^4$ 3.6 Test of Significance Finding out the significant difference between the mean score pre-test and post-test by calculating the value of the test using formula as follow: $$t = \frac{D}{\sqrt{\frac{\sum D^2 - \frac{(\sum D)^2}{n}}{n(n-1)}}}$$ Where: - $T$: Test of significant - $D$: The mean score of different analysis - $\sum D$: The sum of total score different - $\sum D^2$: The square of the Sum score different - $n$: The total number of the students$^5$ --- $^4$L. R. Gay, *Educational Research Competencies for Analysis and Application* (Pearson Education Itd: Merril Prentice Hall, 2006), p. 297-298. $^5$L.R Gay, *Educational Research Competencies for Analysis and Applications Second Edition* (Columbus Ohio: Person Merrill Prentice Hall, 1981), p. 331.
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Achievable outcomes Ready empowers students to write and speak with confidence Systematic course structure 01 Input - vocabulary - grammar - text types 02 Reinforcement - grammar tasks - text type feature practices 03 Output - module tasks - writing - speaking Achievable outcomes Well-organized input Vocabulary 6 I see a monster! Sophie is playing at Iris and Irene’s home. They dress up as different animals. Can you describe them? Grammar 2 How tall is the giraffe? How long is the snake? It is five metres (tall). It is three metres (long). We do not need these words when the meaning is clear. Reading Anny finds a magazine article about a Korean pop star’s coming trip to Hong Kong. What attractions does the pop star want to visit? Let’s find out with her. K-Pop Super Star Yuna in Hong Kong for Christmas Concert Text: Eva Photo: Sam Korean pop singer Yuna Kim will come to Hong Kong for the fourth stop of her Christmas concert. It will be her first time visiting Hong Kong. During her interview with K-Pop Weekly, Yuna talked about her concert and travel plans. Eva: Hello, Yuna. Your new CD album Candy Congratulations! Yuna: Thank you, Eva. I’m glad that my fans will be singing some of the songs from Candy Time and Christmas songs at the concert. I’ll perform on stage! I hope all my fans will dance with me on Christmas Eve. Eva: Is this your first concert in Hong Kong? Yuna: Yes! It’ll be my first time in Hong Kong. I’m forward to my trip. I have a lot of fans in Hong Kong. I tell me Hong Kong is a beautiful city and I want to go everywhere! I’ll go and visit some famous places. I want to take some photos and buy some souvenirs. A strange meal Characters Jason, Thomas, waitress Scene 1 Narrator: Jason and Thomas just woke up on a bench. Jason: Oh! Where are we? Thomas: We know we were tired after the football practice. We slept on the train. And now we’re here! Jason: I’m hungry. Let’s go to the restaurant over there. Scene 2 Narrator: Jason and Thomas are in the restaurant. Waitress: Hello, may I take your order? Jason: Yes. Can I have a bowl of noodles and a can of cola, please? Waitress: I’m sorry, we don’t have these. Andy played an online game last Sunday. He wanted to tell his friends about it. Help him complete the notes. A monster 1 __________ (catch) the princess. The prince 2 __________ (go) into the castle and 3 __________ (fight) the monster. The monster 4 __________ (hurt) the prince. The prince 5 __________ (hide) in a dark room. There he 6 __________ (see) a bottle of blue smoke. The prince 7 __________ (smell) the smoke and 8 __________ (become) strong again. He beat the monster and saved the princess. --- **Text type feature practices** **Text type** Catalogues A catalogue is a list of items that people can buy from a shop. | Type of item | Name of item | Features | Price | |--------------|-----------------------|--------------------------------------------------------------------------|---------| | Tablets | Jolly FUN Tablet F2 | • A basic 8-inch tablet for surfing the Internet and sending emails. Very light. | $1,500 | | | Jolly FUN Tablet F4 | • A high speed 10-inch tablet. Great for playing games, music and videos. | $3,200 | | | Smart FLASH X5 | • The best tablet for learning and reading. Available in black, silver and white. | $1,899 | | Smartphones | XM Art 3 | • Draw and write freely on this smartphone with your fingertip. | $3,900 | | | Jolly Blue Notes N1 | • Top speaker for the best music playback. Comes with free earphones. | $4,600 | | | ZMobile Z-Wing | • 5-inch display. Great camera for perfect photos. | $5,200 | Buy at Happy Electronics Shop online: www.happyelectronics.com Name of shop Website Answer the questions. Write short answers or tick (√) the correct box. 1 How much is the ZMobile Z-Wing? 2 Which smartphone is the best for listening to music? 3 Betty’s dad wants a new tablet to watch videos. Which model should he choose? - A Jolly Blue Notes N1 - B Jolly FUN Tablet F4 - C Smart FLASH X5 - D XM Art 3 --- **Grammar tip** to help students understand the use of the target grammar in context. Write a formal letter to the principal of a school You’ve had an unforgettable experience on public transport. A student behaved very well. You don’t know his/her name, but you know his/her school’s name from his/her uniform. You’re going to write a formal letter to his/her school principal to praise him/her. Get ready! A What happened? Choose one of the pictures or think of your own incident. 1. What was the problem? (e.g. My grandmother needed to sit down.) 2. What did the student do? (e.g. The student let my grandmother have his seat.) 3. How did that make you feel? (e.g. I felt touched./It was touching.) Get set! B Write some notes about what happened. 1. What was the problem? (e.g. My grandmother needed to sit down.) 2. What did the student do? (e.g. The student let my grandmother have his seat.) 3. How did that make you feel? (e.g. I felt touched./It was touching.) Purposeful output Go! Now write your formal letter to the school principal. The Principal __________________________ __________________________ __________________________ Dear _________________, Polite greeting A good student from your school I am writing to you today to praise the behaviour of one of your students. I do not know the student’s name, but I saw that ( his / her ) uniform was from your school. I had an unforgettable experience ________________________. I was on the __________________ with ________________________. 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Student Voice YOUR VOICE MATTERS Good morning, and welcome to the English Campus TV program. Today, we will have the Student Voice program where we, the students, can share our thoughts and opinions on a topic. My name is Hebe Lam and today I would like to talk about Emotional Intelligence. Emotional Intelligence, or E.Q, is the ability to understand the way people feel and react and use this skill to make good judgments and to avoid or solve problems. It is generally said to include at least three skills: emotional awareness, or the ability to identify and name one’s own emotions; the ability to harness those emotions and apply them to tasks like thinking and problem solving; and the ability to manage emotions, which includes both regulating one’s own emotions when necessary and helping others to do the same. Why is EQ important? IQ determines 20-25% of business success EQ determines 75-80% of business success It’s important that we build our E.Q as it will help us achieve IQ determines 20-25% of business success EQ determines 75-80% of business success personal and professional success. IQ determines 20 – 25% of business success. EQ determines 75 – 80% of business success. Actually, I believe that I have good E.Q. I can handle my emotions very well. For example, when I am doing something serious or important, despite being unhappy or feeling frustrated, I will try hard to calm down and try to focus on my work. Another reason I think I have good E.Q is that for the majority of the time I can maintain good interpersonal relationships with my friends. In Hong Kong at present, the academic system puts students in a rat race. Students always learn by rote and lack critical thinking. A lot of students and parents ignore the cultivation of E.Q. Schools also seem to ignore it, perhaps because it is difficult to assess. How can we develop this important skill? First, I think parents can teach their children that their relationships are critical. If you want to have a good relationship with friends or classmates, the essential ingredients you need are honesty and humility. Also, teachers should develop empathy in students. Teachers should be role models for students and share their personal experiences. We all experience emotion such as sadness, fear and jealousy. Parents should not conceal their emotions. Rather they should share the reality of being human with their children and teach them how to cope. I hope my sharing has raised awareness on this topic Thank-you.
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Left - in December a new greenhouse is constructed at the HPC Resource Centre/office in Dapka village. U/v resistant plastic is used to cover the structure made from local resources. Right - inside the greenhouse a winter crop of broad-leaf mustard greens is harvested. This region traditionally doesn't see green vegetables between November to April due to the cold winter climate, so the greenhouses are a great way of extending the season to eat fresh greens. Above - in February, outside the greenhouse the greens are still small but already several crops have been harvested and eaten from inside. Right - Mrs Chameli Budha of Dapka with her improved stove: less smoke, less firewood, less fire-risk; cheap to build, home-made entirely of local resources. Left - Mrs Janaka Rokaya with a specimen blackcurrant originally from Herefordshire, grown in her kitchen garden in Seri village (Masta Dev Krishi group). Below - Mr Dhurba Aidi and Mrs Padamkali Aidi of Bhadaura village (Bahu Baikalpik Krishi group) sowing wild rootstock seed into a newly constructed nursery. Left - the nursery is then mulched over winter to keep weeds down and conserve moisture. This is Mr Bhumi Kami's nursery in Chihi village (Kailash Dev Krishi group). Right - in the Spring the rootstock starts to germinate. They will grow on for another season or 2 before grafting. Humla is blessed with rich bio-diversity including wild varieties of apple, pear, peach, plum, apricot, almond, walnut and sweet chestnut that can all be used as rootstock on which to graft improved varieties. Farmers are also planting more of the wild varieties to maintain the biodiversity but also because there is a growing market for rootstock seeds. Right - Pardip Jaycee of Pandebada village (not one of HPC's working member villages) went on a farmers' training and has established a root stock nursery at his home - wild apple and wild pear seen germinated here. This demonstrates how HPC's approaches are spreading beyond its direct activity areas. Below - Mrs Amrita Rawal and Mrs Padmakala Aidi grafting new apple trees outside their home in Bhadauda village (Bahu Baikalpik Krishi group). There are literally dozens of such skilled women now in Humla, and sale of plants is a significant income. Below - HPC Humla coordinator Paumal Aidi starts to graft peach onto its rootstock, growing as a wild tree outside a house in Badechaur village - also outside of HPC's working area. Left - checking the grafted apples in Mr Bikas Budha's nursery in Chihi village (Kailash Dev Krishi group). Left - grafting training for Mastadev Krishi group, here in the nursery of Mrs Mani Rokaya. This winter 267 farmers (115 women and 152 men) have been trained in nursery construction and operation, grafting, fruit tree planting and pruning in Humla. Right - participants on a farmers training learn how to plant fruit trees, here thickly mulching around the newly planted tree and establishing companion planting of comfrey, garlic and other aromatic herbs. Left - Participants on a farmers' training learn how to prune established fruit trees. For many deciduous fruit trees such as apple, pear, walnut, almond, apricot and plum this can be done in winter or summer, but farmers usually have more spare time in winter when there is less farm work. Right - cuttings of mulberry planted in a nursery in Bhadauda village. Mulberry is a useful tree primarily used for summer leaf-fodder, also good for fruit, firewood and bee forage, and will grow on terrace edges in agro-forestry systems. Right - on a mobile 3-day Farmers’ training held in Pandebada village, participants learn how to make a fruit nursery. Pandebada is outside of HPC’s working area but villagers there have requested training, so HPC sends its barefoot consultants (BCs) - local skilled farmers - to train anywhere they are invited. Left - Man Bahdur Budha of Chihi village (Kailash Dev Krishi group) plants an apple on his land following a farmers’ training. Right - A fruit tree planted in Tallo Barigaun village (Phulbari group). In Humla, 17 groups have planted nearly 2800 fruit trees this winter, including 1880 apples. Left - Farmers learn to re-cycle waste plastic bags to use as planting pots for growing orange seedlings in a home nursery. Left - HPC technician Sagun Bohora prunes an apple tree during a farmers' training in Chihi village. Pruning removes any dead or disease branches and opens up the canopy for more light and air movement, as well as resulting in larger fruit. There is also a valuable firewood yield. Right - women's health consultant Hommaya Gurung, herself an accomplished grafter and agro-forestry practitioner, inspects the pruning of a grafted fruit tree in Chihi village where farmers have planted 379 fruit trees including 250 apples this winter. Left - participants at the end of a 5-day integrated Farmers' Training at the resource centre in Dapka all take home a free grafted fruit tree of their choice. Right - participants of a 3-day Livestock health training held at HPC resource centre in Dapka. Right - participants from Satti village (Pragatishil Krishi group) at the end of their menstrual pad-making training, one of 5 provided to village women's groups in Humla this year. Left - trainees on a training in Dalitabada learn how to make menstrual pads. A total of 112 women have now received the training and learned how to make the pads. Right - women's health barefoot consultant Hommaya Gurung with a "live model" during a workshop on "The Golden 1000 days" given to 23 women in Humla. The 1000 days represent the first 3 years after conception, and the workshop covers essential issues of diet and hygiene for both mother and child. Left - the Golden 1000 workshop was run for 2 groups in collaboration with the ward municipality. More workshops were planned but were postponed due to lockdown. Left - 19 women representatives from different groups in HPC's working areas during a 5-day Women's Health training held at Dapka Resource Centre. Right - members of Pragatishil Krishi group in Satti village receive one of 5 stretchers distributed to groups in Humla. Above - carpenters learn how to construct solar dryers during a 5-day training at HPC's resource centre in Dapka village in Humla. The dryers are based on an imported model, copied using local timber and raw materials bought from the market at a fraction of the cost. Right - Dev Prasad Dhakal of Gallabada village and Nande Damai of Dalitbada take their group's completed solar dryers. A single dryer will be shared between 3-4 families. Right - Mr Gore B.K. of Dalitbada village has received support to raise chickens under an HPC livelihoods program to support particularly disadvantaged households in the area. HPC provide training, the breeding chickens, and some materials to build a coop. Note Gore has home-made the chickens' drinking water vessels out of wood, suspended above the ground to keep the water clean. Left - members of Mastadev Kriishi group in Seri village try out the sugar cane press provided in Humla. Sugar cane is grown on a small scale and mainly for domestic use in Humla. It is an important source of energy and nutrition, and can be grown in diversified and integrated kitchen gardens, orchards and agro-forestry systems. Right - grafted fruit trees, mainly apple, leave the villages in Humla on their way to the remote villages of Linjho and Puru in northern Dhading district, of Central Nepal. The area was near the epicentre of the earthquake that hit Nepal in 2015, and the trees are part of a regeneration program that HPC is involved with. Left - the bundles of seedlings are opened and distributed in Puru village after a 7-day journey across Nepal. Over 1600 trees have been provided this year, part of a target of 3000. Right - Humla coordinator Paumal Aidi demonstrates how to plant the fruit trees to farmers of Puru and Linjho. There are currently 2 barefoot consultants working in the area to help design and maintain orchard areas, where locals have planted HPC’s fruit trees on their own land.
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Group 7 Question Paper 1 Level: International A Level Subject: Chemistry Exam Board: CIE Topic: Group 7 Sub-Topic: Paper Type: Multiple Choice Booklet: Question Paper 1 Time Allowed: 46 minutes Score: /38 Percentage: /100 Grade Boundaries: | Grade | Percentage | |-------|------------| | A* | >85% | | A | 77.5% | | B | 70% | | C | 62.5% | | D | 57.5% | | E | 45% | | U | <45% | Section A For each question there are four possible answers, A, B, C, and D. Choose the one you consider to be correct. 1 Chlorine is widely used in water treatment plants. Which reaction takes place when chlorine dissolves in water? A \( \text{Cl}_2 + \text{H}_2\text{O} \rightarrow \text{HCl} + \text{HClO} \) B \( 2\text{Cl}_2 + 2\text{H}_2\text{O} \rightarrow 3\text{HCl} + \text{HClO}_2 \) C \( 3\text{Cl}_2 + 3\text{H}_2\text{O} \rightarrow 5\text{HCl} + \text{HClO}_3 \) D \( 4\text{Cl}_2 + 4\text{H}_2\text{O} \rightarrow 7\text{HCl} + \text{HClO}_4 \) 2 Astatine, At, is below iodine in Group VII of the Periodic Table. Which statement is most likely to be correct? A AgAt(s) reacts with excess dilute aqueous ammonia to form a solution of a soluble complex. B Astatine and KCl(aq) react to form KAt(aq) and chlorine. C KAt(aq) and dilute sulfuric acid react to form white fumes of HAt(g). D NaAt(s) and concentrated sulfuric acid react to form astatine. 3 A test-tube of HBr(g) and a test-tube of HI(g) are heated to the same temperature. Which combination of observations is possible? | | tube of HBr(g) | tube of HI(g) | |---|----------------|---------------| | A | a brown vapour appears | no change is apparent | | B | a purple vapour appears | no change is apparent | | C | no change is apparent | a brown vapour appears | | D | no change is apparent | a purple vapour appears | 4 Under standard conditions, which statement is correct? A \( Cl^-(aq) \) can oxidise \( Br_2(aq) \). B \( Cl^-(aq) \) can reduce \( Br_2(aq) \). C \( Cl_2(aq) \) can oxidise \( Br^-(aq) \). D \( Cl_2(aq) \) can reduce \( Br^-(aq) \). 5 A powder is known to be either a single sodium halide or a mixture of two sodium halides. A sample of the powder was dissolved in water. Aqueous silver nitrate was added, and a pale yellow precipitate was formed. When concentrated aqueous ammonia was added, the precipitate partly dissolved leaving a darker yellow precipitate. What might the powder have consisted of? A sodium bromide only B sodium iodide only C a mixture of sodium chloride and sodium bromide D a mixture of sodium chloride and sodium iodide 6 Element 85, astatine, is in Group VII. Concentrated sulfuric acid is added to sodium astatide. The mixture of products includes astatine, hydrogen astatide, hydrogen sulfide, and sodium sulfate. Which product is formed by the oxidation of one of the constituents of sodium astatide? A astatine B hydrogen astatide C hydrogen sulfide D sodium sulfate 7 Y is a salt of one of the halogens chlorine, bromine, iodine, or astatine (element 85). The reaction scheme shows a series of reactions using a solution of Y as the starting reagent. \[ \text{Y(aq)} \xrightarrow{\text{HNO}_3(\text{aq})} \text{a precipitate} \xrightarrow{\text{AgNO}_3(\text{aq})} \text{a colourless solution} \] What could Y be? A sodium chloride B sodium bromide C potassium iodide D potassium astatide 8 Many modern cars are fitted with halogen lamps. When such lamps are first switched on, a distinct purple colour can be seen. Which species is responsible for this purple colour? A \( \text{I}_2(\text{s}) \) B \( \text{I}_2(\text{l}) \) C \( \text{I}_2(\text{g}) \) D \( \text{I}(\text{g}) \) 9 The halogens exist as diatomic molecules, \( \text{X}_2 \). The boiling points of the Group VII elements increase as the group is descended from chlorine to iodine. Which statement helps to explain this increase in boiling point as Group VII is descended? A The electronegativity of X decreases as the group is descended. B The number of electrons in each \( \text{X}_2 \) molecule increases as the group is descended. C The size of the permanent dipole in the \( \text{X}_2 \) molecule increases as the group is descended. D The X–X bond strength increases as the group is descended. 10 Two students, P and Q, were asked to draw bar charts to represent how some properties of the halogens and their compounds differ in magnitude. Their diagrams are shown. Which of the student’s diagrams are correct? A both P and Q B P only C Q only D neither P nor Q 11 How do the strengths of the covalent bonds within molecules, and the van der Waals’ forces between molecules, vary going down Group VII from chlorine to bromine to iodine? | | strength of covalent bonds | strength of van der Waals’ forces | |---|----------------------------|----------------------------------| | A | decrease | decrease | | B | decrease | increase | | C | increase | decrease | | D | increase | increase | 12 Transition elements and their compounds are important as catalysts. In which process is a transition element compound used, rather than the element itself? A catalytic converters B Contact process C Haber process D hydrogenation of oils 13 Solid potassium halides react with concentrated sulfuric acid, according to the following equations. reaction 1 $2KCl + H_2SO_4 \rightarrow K_2SO_4 + 2HCl$ reaction 2 $2KBr + 2H_2SO_4 \rightarrow K_2SO_4 + SO_2 + Br_2 + 2H_2O$ reaction 3 $8KI + 5H_2SO_4 \rightarrow 4K_2SO_4 + H_2S + 4I_2 + 4H_2O$ What is the largest change in the oxidation number of sulfur in each of these reactions? | | reaction 1 | reaction 2 | reaction 3 | |---|------------|------------|------------| | A | 0 | 0 | 4 | | B | 0 | 2 | 4 | | C | 0 | 2 | 8 | | D | 0 | 4 | 8 | 14 What trend is observed on descending Group VII? A The colours of the elements become lighter. B The elements become more volatile. C The hydrides of the elements become more thermally stable. D The reactions of the elements with hydrogen become less vigorous. 15 The following two experiments are carried out with anhydrous potassium chloride and observations X and Y are made at the end of each experiment. Concentrated sulfuric acid is added to the potassium chloride and the fumes produced are bubbled into aqueous potassium iodide solution - observation X. The potassium chloride is dissolved in aqueous ammonia and this is then added to aqueous silver nitrate - observation Y. What are the observations X and Y? | | X | Y | |---|--------------------|--------------------| | A | brown solution | colourless solution| | B | brown solution | white precipitate | | C | colourless solution| colourless solution| | D | colourless solution| white precipitate | 16 X, Y and Z represent different halogens. The table shows the results of nine experiments in which aqueous solutions of $X_2$, $Y_2$ and $Z_2$ were separately added to separate aqueous solutions containing $X^-$, $Y^-$ and $Z^-$ ions. | | $X^-(aq)$ | $Y^-(aq)$ | $Z^-(aq)$ | |---|-----------|-----------|-----------| | $X_2(aq)$ | no reaction | no reaction | no reaction | | $Y_2(aq)$ | $X_2$ formed | no reaction | $Z_2$ formed | | $Z_2(aq)$ | $X_2$ formed | no reaction | no reaction | Which row in the following table contains the ions $X^-$, $Y^-$ and $Z^-$ in order of their decreasing strength as reducing agents? | | strongest | weakest | |---|-----------|---------| | A | $X^-$ | $Y^-$ | $Z^-$ | | B | $X^-$ | $Z^-$ | $Y^-$ | | C | $Y^-$ | $Z^-$ | $X^-$ | | D | $Z^-$ | $X^-$ | $Y^-$ | 17 A student observed the reactions when sodium chloride and sodium iodide were each reacted separately with concentrated sulfuric acid and with concentrated phosphoric acid. The observations are recorded in the table. | | sodium chloride | sodium iodide | |----------------|-----------------|---------------| | conc. $H_2SO_4$ | colourless acidic gas formed | purple vapour formed | | conc. $H_3PO_4$ | colourless acidic gas formed | colourless acidic gas formed | Which deduction can be made from these observations? A Concentrated phosphoric acid is a stronger oxidising agent than concentrated sulfuric acid. B Concentrated phosphoric acid is a stronger oxidising agent than iodine. C Concentrated sulfuric acid is a stronger oxidising agent than chlorine. D Concentrated sulfuric acid is a stronger oxidising agent than iodine. 18 Why do the halogens become less volatile as Group VII is descended? A The halogen-halogen bond energy decreases. B The halogen-halogen bond length increases. C The number of electrons in each molecule increases. D The van der Waals’ forces between molecules become weaker. 19 Chlorine can be manufactured from brine in a diaphragm cell. Which row represents the correct electrodes? | | nature of anode | nature of cathode | |---|-----------------|-------------------| | A | graphite | titanium | | B | steel | titanium | | C | titanium | graphite | | D | titanium | steel | 20 X is a salt of one of the halogens chlorine, bromine, iodine, or astatine (proton number 85). The reaction scheme shows a series of reactions using a solution of X as the starting reagent. \[ X \xrightarrow{\text{HNO}_3(\text{aq})} \text{a precipitate} \xrightarrow{\text{an excess of dilute NH}_3(\text{aq})} \text{a colourless solution} \xrightarrow{\text{an excess of HNO}_3(\text{aq})} \text{a precipitate} \] What could X be? A sodium chloride B sodium bromide C potassium iodide D potassium astatide 21 Which statement describes the halogens chlorine, bromine and iodine? A Their bond energies decrease with increasing proton number. B Their first ionisation energies increase with increasing proton number. C They are all coloured gases at room temperature. D They are all good reducing agents. 22 What happens when chlorine is bubbled through aqueous potassium iodide? A Chlorine is oxidised to chlorate(V) ions. B Chlorine is oxidised to chloride ions. C Iodide ions are oxidised to iodine. D There is no observable reaction. 23 Which statement about bromine is correct? A Bromine is insoluble in non-polar solvents. B Bromine vapour is more dense than air. C Bromine will not vapourise significantly under normal conditions. D Gaseous bromine is purple. 24 Over half a million tonnes of bromine are manufactured annually and are mainly used for making other compounds. One important use is for agricultural chemicals. What is another important use for bromine? A antiseptic agents B bleaches for textiles and the paper industry C flame-retardants and fire extinguishers D water purification 25 Which statement is most likely to be true for astatine, which is below iodine in Group VII of the Periodic Table? A Astatine and aqueous potassium chloride react to form aqueous potassium astatide and chlorine. B Potassium astatide and hot dilute sulfuric acid react to form white fumes of only hydrogen astatide. C Silver astatide reacts with dilute aqueous ammonia in excess to form a solution of a soluble complex. D Sodium astatide and hot concentrated sulfuric acid react to form astatine. 26 Which graph correctly describes a trend found in the halogen group? [X represents a halogen atom.] A bond length in $X_2$ B strength of van der Waals' forces C boiling point of $X_2$ D bond energy of $HX$ 27 Properties of chlorine, iodine and their compounds are compared. Property Q for chlorine is smaller than for iodine. What is property Q? A oxidising ability of the element B solubility of the silver halide in NH$_3$(aq) C strength of van der Waals' forces between the molecules of the element D thermal stability of the hydrogen halide Section B For each of the questions in this section, one or more of the three numbered statements 1 to 3 may be correct. Decide whether each of the statements is or is not correct (you may find it helpful to put a tick against the statements that you consider to be correct). The responses A to D should be selected on the basis of | | | | | |-------|-------|-------|-------| | A | B | C | D | | 1, 2 and 3 are correct | 1 and 2 only are correct | 2 and 3 only are correct | 1 only is correct | No other combination of statements is used as a correct response. 28 The element astatine, At, is below iodine in Group VII of the Periodic Table. Which statements concerning At can be predicted to be correct? 1 At₂ reacts with hydrogen more slowly than I₂ does. 2 At⁻ ions react with I₂(aq) to form At₂ molecules. 3 At₂ is a dark coloured solid at room temperature. 29 The intermolecular forces between iodine molecules are instantaneous dipole-induced dipole forces. Which statements explain why iodine has these intermolecular forces? 1 An iodine molecule is polar and experiences an attraction from a lone pair of electrons on an adjacent molecule. 2 An iodine molecule has a fluctuating dipole because the electrons in a molecule are more mobile than the nuclei. 3 The electron charge cloud within an I₂ molecule may become unsymmetrical and may then attract other I₂ molecules. 30 On being heated, hydrogen iodide breaks down more quickly than hydrogen chloride. Which statements explain this faster rate? 1 The HI bond is weaker than the HCl bond. 2 The reaction of the breakdown of HI has a smaller activation energy than that of HCl. 3 The breakdown of HI is more exothermic than that of HCl. 31 When a red-hot platinum wire is plunged into a test tube of hydrogen iodide, the gas is decomposed into its elements. If the experiment is repeated with hydrogen chloride, no change occurs. Which factors contribute to this behaviour? 1 the strength of the hydrogen-halogen bond 2 the size of the halogen atom 3 the standard enthalpy of formation, $\Delta H_f^\circ$, of each of the products of decomposition 32 Which properties increase in the sequence hydrogen chloride, hydrogen bromide and hydrogen iodide? 1 thermal stability 2 bond length 3 ease of oxidation 33 Which statements are correct for all three halogens, chlorine, bromine and iodine? 1 They all form hydrides that are strong acids in aqueous solution. 2 They all react with aqueous sodium hydroxide to form oxo-anions. 3 They all require one more electron to fill the p orbitals of their outer shells. 34 The element astatine, At, is below iodine in Group VII of the Periodic Table. Which statements concerning At will be correct? 1 It is a dark-coloured solid at room temperature. 2 It is a more powerful oxidising agent than iodine. 3 Its hydride is thermally stable. 35 Use of the Data Booklet is relevant to this question. The element astatine lies below iodine in Group VII of the Periodic Table. What will be the properties of astatine? 1 It forms diatomic molecules which dissociate more readily than chlorine molecules. 2 It reacts explosively with hydrogen. 3 It can oxidise iodide to iodine. 36 Which of the halide ions, chloride, bromide or iodide, acts as a reducing agent when its sodium salt reacts with concentrated sulfuric acid? 1 at least one of $Cl^-$, $Br^-$ and $I^-$ 2 at least two of $Cl^-$, $Br^-$ and $I^-$ 3 all three of $Cl^-$, $Br^-$ and $I^-$ 37 Which properties in the sequence hydrogen chloride, hydrogen bromide and hydrogen iodide steadily increase? 1 thermal stability 2 bond length 3 ease of oxidation 38 Which statements about the reaction of solid sodium bromide with concentrated sulfuric acid are correct? 1 Hydrogen bromide is a product of the reaction. 2 Sulfuric acid is oxidised to sulfur dioxide. 3 Bromide ions are reduced to bromine.
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A rain barrel is a container that captures and stores rainwater from roof downspouts. Barrels usually range from 50 to 80 gallons. Smaller rain barrels may be explicitly repurposed. All have a spigot for filling watering cans and sometimes a soaker hose connection. Installing rain barrels at childcare centers reduces water bills, slows storm-water run-off, and models responsible natural resource stewardship for children and adults. **STEPS** Identify downspouts suited for rain barrels and calculate the number needed. For a large roof area, consider interconnecting barrels at their upper level or a single, higher capacity cistern—available in various sizes from agricultural suppliers and home improvement stores. Ensure selected downspouts are free-flowing and functioning properly. Create a stable base for each rain barrel. Remove rocks, grass, and other vegetation from desired location. Level the soil. Apply a 2-inch layer of leveling sand if necessary. Rain barrels provide a “hydraulic head” for irrigation and rapid flow to fill watering cans. Elevate barrels so watering cans fit under the spigot by supporting the barrel base on a double stack of cinder blocks on the leveled ground. Stack the second row rotated in the opposite direction. Turn the block openings inward, to prevent children from climbing (Figure 2). Cut the downspout (Figure 2). With the barrel on top of stacked cinder blocks, mark the downspout connection point approximately 12 inches above the top of the barrel and cut to size with a hacksaw. Attach downspout connectors. Adjust the downspout height above the barrel so low-flow events can drip into the barrel and high flow events will not gush over the barrel edge. Downspout connectors or “elbows” may need to be purchased, or can be repurposed from the downspout pieces cut during the previous step. Connect an overflow hose. If an existing surface drainage system exists, connect a length of garden hose to the overflow spigot on the barrel (or end one of a series) and the other end to the existing system. If surface drains are absent, consider one of several possibilities. Connect the overflow hose to a dry stream bed (see InfoSheet 36: Dry Stream Beds) or with sufficient hydraulic head, connect a soaker hose... installed in a planting bed. As a last resort, overflow water should be directed via a hose away from the building to prevent standing water. Attach support strap. Attach an eye hook to a secure, stable part of a solid post or wall (Figure 3). Wrap the strap around the barrel and attach to the eye hook. This safety step prevents the rain barrel from tipping over. Discuss with staff, parents, and children the benefits of collecting rainwater and provide them with a link or print copy of this InfoSheet to encourage installation at home. Consider holding a rain barrel workshop to engage community members in helping with installation and sharing knowledge (see Resource 1 below). Engage children. Children love watering and will go back-and-forth endlessly filling watering cans and delivering water to plants (Figure 4). Rain barrel water can be used for all plants except vegetables. In periods of drought, use collected water more deliberately and discuss with children how life depends on water and the importance of not wasting it (see Resources 2 & 3 below). Discuss with children what messages could be painted on the barrel to help everyone understand what water does. Facilitate execution of the ideas (Figure 1). HEALTH AND SAFETY - Recycled rain water is not suitable for consumption, water play, or watering vegetable gardens. - Ensure that children wash their hands with potable water after handling recycled rain water. RESOURCES 1. NC State University Rainwater Harvester Model User Guide: https://content.ces.ncsu.edu/rainwater-harvesting-guidance-for-homeowners 2. How to Teach Preschoolers About Water Conservation: https://homeguides.sfgate.com/teach-preschoolers-water-conservation-78769.html 3. All the Water in the World, by George Ella Lyon & Katherine Tillotson An inspiring poem about the importance of water for plants, animals, humans, and other living things. Includes facts about water conservation for the health of all life on earth. Disclaimer: The Natural Learning Initiative (NLI), NC State University, its partners, and supporting entities assume no responsibility for consequences arising from physical interventions using information contained in this InfoSheet. Under no circumstances will liability be assumed for any loss or damage, including without limitation, indirect or consequential, incurred during installation, management, and use of such interventions. Highly recommended is adherence to relevant local, state, and national regulatory requirements concerning but not limited to health and safety, accessibility, licensing, and program regulation.
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Welburn is a linear village. It was part of a joint parish with Bulmer until the 19th Century when it gained its own church and cemetery. Consecrated in 1865, the spire and tower-topped Church of St. John the Evangelist was mostly funded by the late Earl of Carlisle. The pews are made of oak and several of the stained glass windows are memorials to the Howard family. Dial House, on the main street, is on the site of the former poorhouse or workhouse. The workhouse ran as a business, taking in paupers from other parishes. Traditional features in Welburn include the red phone box that stands on the main street. Welburn Village Hall is situated on the same lane as the church. It was completed in 2007 and uses sustainable technology to light and heat it. The village obtained a grant towards the cost of an air-source heatpump and sunpipes from the AONB Sustainable Development Fund (SDF). As well as reducing running costs, these features will decrease the amount of fossil fuels being burnt when the building is in use. The hall is equipped for use by residential groups and a toilet is available for use by the public (locked at night). Richard Spruce (1817-1893) was one of the most accomplished botanists and explorers of the Victorian era. He travelled extensively in South America, sending specimens of more than 7,000 plants back to England, many of which were new to science. He gathered seeds of the quinine-producing cinchona tree from the slopes of the Andes – these were used by the Empire in India as a source of this anti-malarial drug. Born in Garthorpe, his family moved to Welburn in 1841. When not abroad he spent much of his adult life in Welburn, occasionally deputising for his father as the teacher at Welburn School. The main building of Welburn School was built in 1841 and it opened as a boys school in that year. Today both boys and girls travel from Welburn and the outlying villages and farmsteads to attend the school. With the support of the Howardian Hills AONB SDF, the children and teachers have worked hard to create an organic kitchen garden and a wildlife area. As well as providing an educational resource these features have added greatly to the biodiversity value of the grounds. The Howard family have lived at Castle Howard for three centuries. Today Castle Howard is a modern working Estate of 10,000 acres. More than 6,000 acres of the Estate are given over to agriculture. Environmental stewardship is at the heart of the wider management of the Estate and includes schemes for regeneration of hedgerows. Forestry is also an important activity, with nearly 2,000 acres of woodland (divided equally between coniferous and deciduous plantings) which are managed for commercial timber production, amenity and wildlife value. In April 2006, Castle Howard was given UKWAS accreditation: the UK Woodland Assurance Scheme (UKWAS) recognises forests and woodlands which are managed to the highest standards. There are almost 200 buildings and monuments across the Estate – a major programme of restoration work is dedicated to preserving these unique structures. The Pyramid was built in 1728 to a design by Hawksmoor. Inside is a colossal bust of Lord William Howard, the Tudor founder of the Carlisle branch of the Howard family. Standing 90 feet into the air and supported by 20 pillars, the Mausoleum has been the final resting place of the Howard family from the 18th Century to the present day. Ray Wood stands on the site of an ancient woodland – over the past 300 years it has gone through many transformations. By 1720 the wood was filled with statues, cascades, fountains and pavilions, but all of these features disappeared by the middle of the 18th Century. All that remains today is the Reservoir at the top of the hill, which was rebuilt in 1850 to supply both of Nesfield’s Fountains. In the 1940s the wood was clear felled, but twenty years later re-planting began under the guidance of award-winning plantsman James Russell. Almost 800 varieties of rhododendron, providing an impressive array of colour during May and June, were planted. There are glades of piers, wild roses, rare magnolias, viburnums, maples and rowans, creating year-round interest with a diversity of flower, autumn colour and fruit. Welburn Mill was recorded in the Domesday Survey; it has since become known as Todd Mill. Both Todd Mill and Todd Wood, in which it is situated, gained their names from the Todd family, who operated the mill in the 18th and 19th Centuries. In the 19th Century some of the machinery in the by now disused mill was restored to pump water to the village of Welburn. A First World War prison camp was situated to the north of Welburn on Water Lane, where the bridleway enters the woods at the base of East Moor Banks. Bluebells HISTORY AND HABITATS Three circular walks starting from Welburn Photos: AONB Unit. Except: G. Megson: Yellowhammer. M. Hunter: Small tortoiseshell, Peacock butterfly. Castle Howard Estate: Aberdeen Angus, Arable farming, Atlas Fountain. Whitefield Benson: Welburn (front cover), Temple of the Four Winds. Supported by Leaflet designed by PLB – www.plbltd.com **PURPLE ROUTE** Grade: Moderate Distance: 5.5km (3.5 miles) with an option to shorten to 3.5km (2 miles) Terrain: Farmland and woodland paths and tracks. Some short ascents and descents. Can be muddy and slippery in places. Walking boots recommended. 1. Leave Welburn in an easterly direction. Approximately 80m after passing the last house, budleway on the left go through the hedgegate in the hedge. Bear in a northerly direction to walk diagonally across the field. In the distance to your left are the coniferous plantations and deciduous woodlands of the Castle Howard Estate. 2. Keep the hedge to your right hand side and walk along this field boundary towards a fingerpost sign. From this sign head up the slight rise in front of you towards the next fingerpost sign. 3. Follow a wooden post and wire fence. After 25m you reach, and follow, another fingerpost sign signalled a bridleway ‘Cirencester Way’ 2½ miles (The Centenary Way). Go through the wooden fieldgate and, keeping the mature mixed hedge to your right, walk along the field margin. Skylarks can often be heard overhead; try to catch them using the binoculars! 4. Pass through a gate into a hedged and dandelion-filled Todd Wood Coppice (cp), peacock and small tortoiseshell butterflies can all be seen along this woodland edge. The large black bracket fungus *Fomes fomentarius* (Hoff fungus) can be seen on the silver birch trees to your right. Approximately 150m further on, you will pass through a gate into Pretty Wood (a Site of Importance for Nature Conservation SIINCI). Pretty Wood has been classified as a SIINCI in recognition of its biodiversity value. The wood contains pedunculate, native hybrid and Turkey oak, with patches of sycamore and hazel. Further into the wood you reach a wooden fingerpost sign; continue straight ahead towards Cirencester. 5. Go over the stile next to a wooden fieldgate and continue to follow the footpath waymark discs as you ascend the slope. Carpets of bluebells can be seen flowering in May. If rattling or hard walking you may call of wrens can be heard from the base of broom bushes at this oak-dominated woodland. 6. On reaching the top of the rise, before turning left along the Centenary Way, visit the Four Faces Monument to your right, partially obscured from view by trees. Designed by Nicholas Hawksmoor, the monument was restored between 1987 and 2003. 7. The next fingerpost sign is on the left. The Centenary Way is East Moor Banks; initially it is dominated by a mix of native broadleaved species. As you progress it becomes plantation, firstly of sycamore and then larch and spruce. 8. To your right, through the first opening in the trees and across the open field, you can see a white dome on the horizon. This is the roof of the Mausoleum. 9. This wooden fingerpost sign marks your decision point. Either turn left (Welburn) to shorten the walk, or bear right along the brideway in the direction of Cirencester to complete the full route. Proceed through the wooden gate and along the track to the fingerpost sign. 10. Here at the crossing point, we leave the Blue Route and continue along the footpath road towards Bulmer Hall. At the next fingerpost sign, right to see Ray Wood, Castle Howard and the landscaped gardens and parklands. Contrast these with the woods and farmland of the Estate. Listen for skylarks and keep an eye out for buzzards. 11. As you leave Welburn with Castle Howard take the left turn onto a footpath through Welburn Wood. As you walk in a southerly direction look to the left and you see the Derwent Gorge with the rise beyond of the Yorkshire Wolds. Descend on this path towards Wellburn. On the right hand side you pass through a gate. You are entering a section of the Monk Fortifications that extend from the Gatehouse. The Monk Fortifications, identified by Vanbrugh and begun c.1720, recall the medieval walls of York, Chester (Vanbrugh’s hometown) and Rome. Note the cross-shaped window openings. 12. On passing the first turret continue downhill, heading directly towards Monument Farm. Monument Farm was built as a holiday home for 12 or 13 dwellings, including a row of thatched cottages. Pass through a kissing gate at the corner of the wood, then walk straight across the field to the second kissing gate. 13. At this gate bear left to pass through another one into the corner of the field. Follow the waymarking and after 15m leave the farmyard through a fourth kissing gate. Having exited the farmyard keep the hedge immediately on your right hand side as you walk in an easterly direction. Pass through a fifth kissing gate and then a wooden fieldgate. Carry on, keeping the hedge to your right. Native hedgerow species include hazel, blackthorn, hawthorn, apple, ash, holly and elder. 14. Leave this field through a kissing gate, cross a small stream and emerge into an open area. Immediately turn right to follow the footpath alongside a field boundary. After 100m the hedgerow to your right takes a right turn; you head at this point and continue straight ahead, following the stone sign. 15. At this fingerpost, whilst Welburn lies slightly to your left, you turn right as indicated on the sign. Follow this crossfield track through a gap in the hedgerow and turn left as indicated on the waymarker on the far side of the hedgerow. Continue along the field boundary, keeping the hedge to your left hand side and continue along the grassy track, pass to the right of a collection of sheds and barns and emerge onto the main street of Welburn. Turning left along the road brings you back to the centre of the village. --- **BLUE ROUTE** Grade: Moderate/Hard Distance: 10km (6 miles) Terrain: Farmland and woodland paths and tracks. Some short ascents and descents. Can be muddy and slippery in places. Walking boots recommended. 1. Leave Welburn along Water Lane and after a short distance pick up the bridleway signposted ‘Cirencester’. 2. At the crossing of rights of way continue straight ahead. 3. Enter the plantation on East Moor Banks through a wooden bridgegate then cross the footbridge and follow the path. Keep with the track as it widens out, climbing to the top of the bank. This area is carpeted with bluebells in the spring. Occasionally, a peacock, red squirrel, roe deer and sycamore. 4. As you leave the woodland continue straight ahead through the wooden gate and along the track. Ahead you can see the Mausoleum. 5. At the wooden fingerpost sign continue towards Cirencester over the stone bridge. On a bright day you can see the golden dome of Castle Howard. The Temple of the Four Winds comes into sight to your left as you approach the bridge. 6. After the bridge follow the footpath over the brow of the hill. Aberdeen Angus cattle graze this field. The rise and fall of the land to your right is evidence of ring-furrow farming in the past. Descend towards a fenced wet boggy area and a fingerpost sign. 7. At the next turn left towards ‘Ray Wood’. It is a short walk to the corner of the wood. Bury the fingerpost in the lime mortar and feed it in the moss on top of it. Go through the hedgegate next to the white gate, onto the track between two pieces of woodland. Immediately take the grassy track which forks to the left. This is a good place to stop and watch the warmer months brimstone butterflies feed on bramble and nettle under the mature oak trees. Nostale bats roost in mature trees on this part of the Estate. 8. On reaching the wooden fingerpost you turn right along the stone track, towards Bog Hall. In contrast to the mature oaks you can see modern forestry plantations on the bank to the north, here trees are commercially grown for harvest. 9. Walk through the grass field. Cross a small stream then go straight ahead along the track towards Bog Hall. 10. Just before reaching Bog Hall there is a meeting of four rights of way. Here you turn right, towards ‘Bog Hall’, following the waymarking through the field towards Bog Hall. On leaving the building you can see the Temple of the Four Winds again on the hillside. Follow Centenary Way signage and keep the dense hedge to your left until the next area of woodland is reached. 11. Cross a small stream and continue along the stone track towards Gaterley, look out for the black pheasants. Follow to the right over another small stream and the Mausoleum can be seen. A Centenary Way signpost guides you along the way. Approaching Low Gaterley Farm, two lengths of wooden fencing. Just before the buildings, a fingerpost directs you to the right (along the Centenary Way). Continue along this track, pass between the coniferous trees and after no more than 100m you reach a three-way signpost at which you turn left and the brideway towards Eastmoor. 12. Follow this track as it takes a sharp left and then turns right just before the fingerpost ‘High Gaterley Farm’. Continue along the stone track. 13. At the signpost continuing along the stone track, signposted ‘364 1¾ miles to Welburn’, ‘Wolterhammers’ can often be heard calling from the hedgerows in the area. 14. Turn right, ‘Hutton Hill AB41, bridleway’, through a farm gate. Keep the hedge immediately to your left as you descend this field. 15. Cross through the two gates and bridleway. Continue along this open field towards the church spire, an opposite a distance of approximately 150m. Cross the small stream in this hedgerow on a wooden footbridge and continue straight ahead across a large arable field. 16. Pass through the hedge and follow the waymarker on the post that takes you straight ahead to the next field boundary. On reaching this boundary cross the track to the left and come near side of the hedge. 17. Halfway down this boundary, where there is a large gap in the hedge, go through a bridlegate to enter a smaller field. Cross this field diagonally, towards the buildings of Hutton Hill. Enter the yard of Hutton Hill via the bridlegate and turn diagonally to your right. 18. The fingerpost sign directs you out of the yard along the track to ‘Wellburn Village Hall’. Through the metal gate follow the footpath marker straight ahead, along the track between two hedges. When the track ends walk along the field edge, keeping the hedge to your right. The purple flowers under this hedgerow, flowering in May and June, is meadow vetchling. Cinnabar moth caterpillars feed on the yellow-flowered ragwort in the summer. 19. Enter Todd Wood through a bridlegate at the corner of the field. Turn left, then the path descends to take you over a small stone bridge, ahead you can see the remains of ‘Todd Mill’. 20. Pass the field and ascend the slope toward. Towards the top of the rise you pass the vestigial gate in the boundary and emerge into open grassland. Proceed to the second fingerpost then bear left. 21. Pick up the end of the stone track and proceed along, following signs to ‘Chesnut Avenue’. On reaching the road turn right along the footpath to return to Welburn. --- **GREEN ROUTE** Grade: Easy Distance: 3.5km (2 miles) Terrain: Farmland paths and tracks. A gradual ascent and descent. Strong shoes or boots recommended. 1. Leave the stone street and footpath under a black metal archway, signed ‘Welburn Primary School’ and ‘Public footpath’. Ignore the entrance gate to the school and continue straight ahead, following the public footpath. At the corner of the wooden fencing, where a public footpath joins from the left, you carry on straight ahead up the hill and through a gap in the hedge. 2. Continue up the steep crossfield path towards Bank Wood. Follow the public footpath sign through the wood. 3. Leave the wood through a wooden gatekeeper. Follow to the left hand side of the hedgerow that stretches out ahead of you, towards Monument Farm. Please follow the waymarker discs as you walk through the farmland. 4. Leave the farmland and walk along the field-edge path for approximately 200m, passing through the gate and stile, and ignoring the footpath signs. Walk diagonally across the field you have just entered in a south-eastern direction, towards the church spire, to reach the gate halfway along the far boundary. 5. Having gone through the gate follow the fence-line that stretches out ahead of you, towards the church in the distance and a three-way fingerpost sign. 6. At this sign turn left, keeping the fence to your right. After 250m your path intersects with a hedgeway, at the T-junction turn right following the footpath waymark through a wooden ‘handgate’. 7. Now pick up the right hand side of this boundary hedgeway, dropping slightly downhill alongside the field margin. Look out for the dead trees standing in this boundary. Dead trees provide invertebrate habitat and the gnarled holes where branches have decayed are a good place to find fungi. 8. After 50m turn left through the hedge you have been walking alongside, following the footpath waymark on the gatepost. Walk along the right hand bank of the small stream in an easterly direction. After 120m the stream disappears under a track. 9. Turn left onto the stone-surfaced track and follow it to Bank Wood, away from the stream. 10. Emerge out of the woods through the stone pillars known as White Gates. Ahead of you Castle Howard nestles in a magnificent Howardian Hills panorama. This view would have greeted visitors as they arrived along the track from Castle Howard Station in 1850. Monks’ day nursery and school house remains at Great Gaterley Farm. Beyond the spire of Wellburn Church, you can also see the Mausoleum on the hill and to the north-west the Monk Fortifications. The intended impression was that of an outstanding Estate landscape seated in beautiful countryside. Go through the gate, following the sign to ‘Welburn’, keep to the left hand side of the field boundary and you soon discover... 11. Pass through the opening in the stone wall, an extension of the boundary of Welburn Church. The lane ahead of you brings you back into the village, past the recently constructed Village Hall. --- **KEY** - Purple Route - Blue Route - Green Route - Public Footpath - Public Bridleway - Other route with public access --- **Arable farming is integral to this part of the Howardian Hills AONB. Many of the fields you pass through stock and mixed have evolved into Environmental Stewardship Schemes. These schemes and habitats that enhance biodiversity value such as wider field margins, skyline plots, taller and thicker hedgerows and scrubby woodland edges.** **Aberdeen Angus** are integral to this part of the Howardian Hills AONB. Many of the fields you pass through stock and mixed have evolved into Environmental Stewardship Schemes. These schemes and habitats are recognised as a Rare Breed. The meat from these animals is sold at the Estate Farm Shop. **Wellburn Village Hall** was constructed using many recycled materials. It is heated by an air-source heat pump and sunpumps are used to bring light into the building. **The Temple of the Four Winds** is a pavilion that stands at the south-east corner of Ray Wood. Designed in 1724 by Vanbrugh and originally known as the ‘Temple of the Winds’, it was modelled in part on the 18th Century Villa Rotonda in Vicenza. **Greater stitchwort** is most commonly found growing in woods, under hedgerows and in banks, tracks, fields and road verges. The white flowers have deeply cut petals and are 18-30mm in diameter. **Small tortoiseshell** are one of the most colourful butterflies found in the UK. The forewing has a white spot close to its tip and both fore and hind wings have dark spots with blue spots. The caterpillars feed on nettles.
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BLESSING THE HANDS A Curriculum on Farm Workers for Faith Communities Leader’s Booklet Produced by the National Farm Worker Ministry Blessing the Hands Revision December 2008 by the National Farm Worker Ministry 438 N. Skinker Blvd., St. Louis, MO 63130 (314)726-6470 fax: (314) 726-6427 email@example.com This national version of the curriculum was adapted from *Hands of Harvest*, which was originally developed by the North Carolina Council of Churches Farm Worker Ministry Committee and the National Farm Worker Ministry, North Carolina Office First published in 2004. Original Curriculum Editor: Lori Fernald Khamala, National Farm Worker Ministry Assistance provided by: Susan Alan, Alice Kunka, Denise Long, Jose Villaseñor, Melinda Wiggins Original Curriculum Authors: Farm Worker Ministry Curriculum Subcommittee: Connie Gates, Church Women United Lori Fernald Khamala, National Farm Worker Ministry Sister Evelyn Mattern, NC Council of Churches Ellen Phelps, Episcopal Farm Worker Ministry 2008 Revision Writer & Editor: Susan Alan Assistance provided by: Dan Parziale, National Farm Worker Ministry Cover design by Virginia Druhe, National Farm Worker Ministry Photo front cover by Ken Light Cartoon on Session 1: Learning Activity reprinted with permission, David Horsey, Seattle Post-Intelligencer Cartoon on Session 7: Learning Activity reprinted with permission, Don Addis, St. Petersburg Times Cartoon on Session 9: Participant’s Handout reprinted with permission, Lalo Alcaraz, UPS All artwork of fruit and vegetables by Sr. Gen Cassani, SSND Dedicated to the memory of Sister Evelyn Mattern, who began the process of creating this curriculum but never got to see its final version. Her faith and activism have inspired many. CONTENTS The Farm Worker Prayer Introduction Session 1: Food: A Sacred Exchange Session 2: God Has No Borders Session 3: Immigrants in the U.S. Session 4: Labor in God’s Harvest Session 5: Health and Wholeness Session 6: Community and Culture Session 7: Children and Family Session 8: Racism & Farm Workers Session 9: Faith in Action Session 10: Farm Workers for Young People Glossary A Brief History of Farm Worker Organizing Resources to Learn More Organizations Supporting Farm Workers Curriculum Evaluation United Farm Workers Prayer by César Chávez, co-founder of the UFW (1927-1993) Show me the suffering of the most miserable, so I may know my people’s plight. Free me to pray for others, for you are present in every person. Help me to take responsibility for my own life, so that I can be free at last. Grant me courage to serve others, for in service there is true life. Give me honesty and patience, so that I can work with other workers. Bring forth song and celebration, so that the Spirit will be alive among us. Let the Spirit flourish and grow, so that we will never tire of the struggle. Let us remember those who have died for justice, for they have given us life. Help us love even those who hate us, so we can change the world. Amen. Oración del Campesino en la Lucha Enséñame el sufrimiento de los más desafortunados; así conoceré el dolor de mi pueblo. Líbrame a orar por los demás; porque estás presente en cada persona. Ayúdame a tomar responsabilidad de mi propia vida; sólo así seré libre al fin. Concédeme valentía para servir al prójimo; porque en la entrega hay vida verdadera. Concédeme honradez y paciencia; para que yo pueda trabajar junto con otros trabajadores. Alúmbranos con el canto y la celebración; para que levanten el Espíritu entre nosotros. Que el Espíritu florezca y crezca; para que no nos cansemos entre la lucha. Nos acordamos de los que han caído por la justicia; por que a nosotros han entregado la vida. Ayúdanos a amar aún a los que nos odian; así podremos cambiar el mundo. Amen. “We can choose to use our lives for others to bring about a better and more just world for our children. People who make that choice will know hardship and sacrifice. But if you give yourself totally to the non-violent struggle for peace and justice you also find that people give you their hearts and you will never go hungry and never be alone. And in giving of yourself, you will discover a whole new life full of meaning and love.” Cesar Chavez, co-founder, United Farm Workers **Curriculum Objective** Thank you for using *Blessing the Hands*. The curriculum was written to assist congregations and groups in examining and reflecting on farm worker issues. It is our hope that through the use of *Blessing the Hands*, your faith community will lift up farm workers and become a part of the historic farm worker movement to improve the living and working conditions of those who harvest our fruits and vegetables. In each session and especially in the last one, “Faith in Action,” there are listed some ideas of how to stay involved. **Intended Use** The curriculum is intended for use with adult and high school worship groups, Sunday schools or Bible studies. There are nine class sessions, each approximately 45-60 minutes long. We hope that your group will use all of them; however the curriculum is designed so that a group can use Session 1 and as many others as desired. Session 10 is specifically geared for middle school age children. **Curriculum Organization** Each session has a *Leader’s Instructions*, a *Participant’s Handout*, and a *Learning Activity* page. Additional sections are: *Glossary*, *A Brief History of Farm Worker Organizing*, *Resources to Learn More*, and *Organizations Supporting Farm Workers*. Throughout the curriculum, terms in bold are in the *Glossary*. **Leader’s Instructions** The *Leader’s Instructions* page is a guide for conducting the session. The leader will need to review this in advance of each scheduled session, as there may be some preparation to be done prior to class time. Suggested time allowances are given. **Session Organization** Each session contains: a *Theme*, *Opening and Closing Prayers*, *Farm Worker Realities*, *Reflection*, *Learning Activity*, *Serve/Advocate/Act* (suggested follow-up actions), and a *Learn More* section. Inclusion of *Serve/Advocate/Act* actions is based on the concept that in ministry, in addition to prayer and reflection, we must walk on two feet: the foot of mercy and the foot of justice. We urge you to take time during each session to do this with the group. At the end of the curriculum, there is a more complete listing of resources with further information on farm workers. For other information about the curriculum, contact the National Farm Worker Ministry’s national office: firstname.lastname@example.org or 314-726-7470. **Curriculum Evaluation** There is an evaluation form at the end of the booklet. Please take a little time to fill out the evaluation and return it to the national NFWM office. *We invite you and your group to support the work of the National Farm Worker Ministry by contacting one of our offices and getting involved in the struggle for justice for farm workers.* *Farm workers are empowered by the churches lending their voices to the struggle, while those of us in the church find ourselves energized and empowered by acting on our faith.* Note: If possible, use this session in the context of a meal (simple foods like beans and rice would be best). If time or place does not allow for a meal, offer some healthy snacks or produce picked by a farm worker. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer from the Handout. Theme: Food is basic to life, and those who provide it enable us to live. Sharing food, the means to life and livelihood, is what a community does. Breaking bread suggests that those of us who receive the food pledge ourselves to act justly toward those who provide it. Step 2: Farm Workers’ Reality (10 min.) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) Read Luke 11:2-4 and discuss the following: Why do you think Jesus included in the Lord’s Prayer the phrase about requesting daily bread? Read Matthew 26:26 and discuss the following: What is the significance that Jesus’ last meeting with his community was in the setting of a meal? Read Isaiah 58:6-7 and discuss the following: What are our responsibilities to those who provide our food and yet may not have enough to eat for themselves and their families? Step 4: Learning Activity (15 min.) Materials: food for meal. Copy the Learning Activity page for each participant. Optional: photos of farm workers to hold up during the reading of the dialogue. You can download sample photos from the curriculum website. Process: Using the food provided, have participants solemnly feed each other, actually placing food in each others’ mouths. The intention is to perform this intimate act feeling the dependence that we have on each other. This can be an uncomfortable activity for some people. Encourage everyone to try it. Afterwards, pass out the Learning Activity page and have volunteers read aloud the words of the four farm workers and the reader. After the reading, let the group sit in silence for a few minutes to reflect on the readings. Have participants briefly share their feelings about what they heard and the feeding activity. ALTERNATE ACTIVITY: If you feel this activity is not appropriate for your group, do the Learning Activity for Lesson 10. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. Closing Prayer God, our Creator, help us to feel in our hearts and bodies our deep connection with those who touch our food as it is grown and prepared. May we treat our food as a sacred gift from them and from you. Theme: Food is basic to life, and those who provide it enable us to live. Sharing food, the means to life and livelihood, is what a community does. Breaking bread suggests that those of us who receive the food pledge ourselves to act justly toward those who provide it. Opening Prayer My plate, empty now, will soon be filled with precious food. In this food, I see the presence of the entire universe supporting my existence. Many beings are struggling for food today. I pray that they all may have enough to eat.\(^1\) Farm Workers’ Reality - Migrant farm workers move from place to place to work in agriculture, living in temporary housing; seasonal farm workers work primarily in agriculture, but live in one community year round.\(^2\) - Each year, two to three million migrant & immigrant farm workers and their families labor in United States’ fields.\(^3\) - Eighty-five percent of US fruit and vegetable crops are still harvested by hand.\(^4\) - North Americans spend a smaller percentage of expenditures (11%) on food as compared to other industrialized nations (Australia:15%, Japan: 18%, Mexico: 25%).\(^5\) - A farm worker’s average annual income is $11,000 a year\(^6\) and it is estimated that up to ten percent of US farm workers are forced to work without pay in “debt slavery.”\(^7\) - Farm workers are often paid by the bucket, called “piece rate”. In some states they earn as little as 40¢ per bucket of tomatoes or sweet potatoes. At that rate, farm workers have to pick around two tons of produce (125 buckets) to earn $50.\(^8\) - Most major US labor laws (such as those governing minimum wage, overtime, workers’ compensation and protection when joining unions) are different for farm workers or exclude them altogether. Most workers are immigrants who, without legal protections, fear firing or deportation if they complain. Reflection Luke 11:2-4, Matthew 26:26, Isaiah 58:6-7 Learning Activity (see handout) Serve, Advocate, Act - For a week, as part of table grace, reflect on all the foods farm workers have helped bring to your table. - For one day, eat no food that a farm worker had a hand in producing (e.g. eliminate fresh, frozen and canned produce and dairy products). - Fast for a meal or a day and donate the money you save to a farm worker organization. Learn More - Read *Food and Faith*, edited by Michael Schut. - Visit www.nfwm.org for more information on farm worker conditions or Agricultural Missions (www.agriculturalmissions.org) for information on global agricultural issues. “Every time we sit at a table to enjoy the fruits and grain and vegetables from our good earth, remember that they come from the work of men and women and children who have been exploited for generations.” Cesar Chavez, Co-founder, United Farm Workers of America --- 1. From Thich Nhat Hahn. 2. Farmworker Factsheet, North Carolina Farmworker Institute, 2007. 3. Thompson and Wiggins, *The Human Cost of Food*, 2002. 4. NC Farmworker Health Alliance Factsheet, “Facts About North Carolina’s Farmworkers,” 1997. 5. Alabama Farmers Federation, (http://www.alfafarmers.org/ag_facts/food_dollar.phtml), 2004. 6. National Agricultural Workers Survey, US Department of Labor, 2005. 7. Coalition of Immokalee Workers, 2003. 8. Farmworker Factsheet, North Carolina Farmworker Institute, 2007. Copy and pass out to participants. Note: Worker quotes are words of actual farm workers in North Carolina documented by Sister Evelyn Mattern in the 1990’s, except Worker 4, an apple picker in Washington state, documented by the United Farm Workers of America, 2003. Worker 1: We are only shoulders here, wanted because we do the work no one else wants to do. Worker 2: The other day that we were at mass, I couldn’t feel my face because it was cracked and that comes from the fertilizers. The fertilizer is alive. It is alive. It is alive in the soil! You pick it up and you start with this rash. Then it starts penetrating…. Worker 1: We are only shoulders here, wanted because we do the work no one else wants to do. Worker 3: We were all shaking because it was so hot, almost dehydrated. You know what I did? I left them…. It was less than an hour before finishing, and I thought for $6 I am not going to die here. I’m leaving. In the field, there were no shade trees. It is just a ditch full of weeds, but that’s where I stayed, and it didn’t matter if there were snakes or thorns. It didn’t matter…. All I wanted was shade. Worker 1: We are only shoulders here, wanted because we do the work no one else wants to do. Worker 4: My husband, my five children and I had to move out from the apartment we rented because the landlord didn’t want children in the building. So we went down by the river to live. We put a mattress in a big van and all slept there. People from Seattle donated food and clothing to us. We had to bathe in the river; this was during September, October, and November when it gets cold here. We didn’t have electricity. We had to cook over an open fire with wood. We suffered a lot during that time. Worker 1: We are only shoulders here, wanted because we do the work no one else wants to do. Reader: Our food, which nourishes our bodies, hasn’t yet been totally reduced to technological process. Some would have us forget where food comes from. They seem to believe it is a product of biology labs and machines, with a heavy sprinkling of fertilizers thrown in for good measure. Food nevertheless, at its most nourishing, remains a product of the wholly and holy cycle of nature: seed placed in earth, blessed by rain, harvested and cooked by human hands (and shoulders) as a meal for the body - and the body is community. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** Human law, not God’s law, creates borders and boundaries. As people of faith, we look for ways to overcome these human barriers and divisions between peoples by showing hospitality and mercy towards strangers. Seeing God in them, we are “entertaining angels.” Step 2: Farm Workers’ Reality (10 min.) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) “States have a right to control their borders, but not an absolute right. The right to feed yourself and your family comes first. These people aren’t breaking the law; the law is breaking them.” Bishop Thomas Wenski, Orlando Diocese, former Chairman, U.S. Conference of Catholic Bishop’s Migration Committee *What are some things that are more important than the “absolute” borders of a country?* *What are some of the borders in our own lives that act as barriers to connecting to others not like ourselves?* *How might we break these barriers down?* Step 4: Learning Activity (15 min.) **Materials:** Copy Learning Activity page for each participant. If possible, have pictures that graphically express what’s being read and have two volunteers hold them up during the reading. You can find photographs on the curriculum webpage. **Process:** Ask for volunteers to read the border crossing stories to the whole group. Let the group know that these are real individuals who have worked in U.S. fields. Afterwards, discuss the questions that follow the stories. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** We pray that we may learn to show mercy, justice, and love towards all those who we, as a country, neither welcome nor accept into our borders. And we pray for your help in tearing down the borders and fences we have built around our own hearts, that we may learn to love and welcome each of your children as members of one body. Theme: Human law, not God’s law, creates borders and boundaries. As people of faith, we look for ways to overcome these human barriers and divisions between peoples by showing hospitality and mercy towards strangers. Seeing God in them, we are “entertaining angels.” Opening Prayer God of us all, who brought Jesus into the world a refugee, we pray for your blessing on those who are strangers in a strange land, forced to leave the homes they love because of poverty and injustice. We pray that you protect and keep them on their journeys. We pray for those who would persecute your pilgrims. Open all our hearts so that we might see and welcome God in all, neighbors and strangers alike. Farm Workers’ Reality - Pervasive poverty and joblessness in Mexico and Latin America force thousands of people to cross to “the other side” to work in the US both legally and without proper documentation. At least 52% of farm workers are undocumented.\(^1\) - Border crossing is very dangerous and expensive - coyotes (border smugglers) often charge thousands of dollars to assist immigrants. They cross walking through the desert, swimming, crawling through tunnels, or in the backs of vans. - The number of southwestern border-crossing deaths began increasing in 1995; and by 2005, the officially recorded deaths had more than doubled to 472, despite the fact that there was no corresponding increase in the number of undocumented entries. More than three-fourths of the doubling was attributed to increases in deaths occurring in the Arizona desert.\(^2\) - Policies such as the North American Free Trade Agreement (NAFTA) have contributed to much of the poverty faced by communities in Mexico. As part of NAFTA, the US demanded an end to Mexican farm subsidies, while US farmers continue to receive disproportionately large subsidies. Under NAFTA, U.S. corn exports to Mexico increased 240%. Over two million Mexican farmers have lost their employment since 1994.\(^3\) - About 85% of the Mexican rural labor force has gone from being poor, but getting by, to watching their children go hungry.\(^4\) Many decide to seek work in the US rather than watch their children starve. - For decades, the US agriculture industry has counted on and courted the cheapest available labor in order to earn the greatest possible profits. By offering low wages and poor working conditions, US employers deter US workers from seeking these jobs. Reflection “States have a right to control their borders, but not an absolute right. The right to feed yourself and your family comes first. These people aren’t breaking the law; the law is breaking them.” Bishop Thomas Wenski, Orlando Diocese, former Chairman, U.S. Conference of Catholic Bishops’ Migration Committee Learning Activity (see handout) Serve, Advocate, Act - Invite immigrant groups to speak to your congregation about local issues. - Attend multi-cultural events in your neighborhood to break down barriers that may exist between different ethnicities in your community or church. - Learn about the work of BorderLinks at http://www.borderlinks.org or another group which serves the needs of immigrants crossing the border into the United States. Learn More (See full citation on Resource page) - Watch Dying to Live, a documentary about the immigrant experience crossing the border. Visit http://dyingtolive.nd.edu/ or contact NFWM. - Read Shadowed Lives: Undocumented Immigrants in American Society by Leo Chavez. - Read Mexican Lives by Judith Adler Hellman. --- 1. National Agricultural Workers Survey, US Department of Labor, 2000. 2. GAO-06-770 Illegal Immigration:Border-Crossing Deaths Have Doubled Since 1995.” United States Government Accountability Office, August 2006. 3. Farmworker Factsheet, North Carolina Farmworker Institute, 2007. 4. Susskind, Yifat, “Some Basics on the Global Economy,” Madre Speaks, Fall 1998. My wife is having health problems and I could not earn enough building houses in Mexico to pay for her care. Unless her health gets worse I think I will stay another year, because I should be able to make enough to get us back on our feet. If I left now I would just break even because the coyote [a guide people hire to help them cross the border between the U.S. and Mexico] charged me $1,200 to cross. Faustino, 38, Idaho. “In Our Own Words: Immigrants’ Experiences in the Northwest, Northwest Federation of Community Organizations, February 2006 “Sometimes we come here without our families in order to work so that we can earn money and there is too much rain, or there is too little rain and there is not enough work. This is the worst because we are here to work and we can’t do it. And all the while my children love their father and want us to be together. For the family it is very difficult.” Zaul, an H2A Guestworker farm worker in Nash County, North Carolina was interviewed in the summer of 2007 by Hannah Johnston, NFWM’s Intern from Student Action with Farmworkers. I saw a lot of mistreatment by the coyotes. After crossing the border, I was kept under armed guard in a house with about 150 other people. Some of the women in the room were sick, and they gave us very little food. They harassed the women and they had large firearms. They prevented us from looking out the windows to see where we were – if you did they would hit you with the butt of the rifle. They wouldn’t let us talk with each other, just with them. People were constantly being moved in and out – they would move ten or twenty people at a time – depending on when they got payment from family members already here, who would wire money to them through Western Union in order to have family released. Once my brother paid, they took me to Atlanta and then got me a bus ticket to Florida. Enrique, 47, Washington state. In Our Own Words: Immigrants’ Experiences in the Northwest, Northwest Federation of Community Organizations, February 2006 I came through the desert the first time ten years ago and it wasn’t as dangerous then as it is now. I went back last December to see my parents and my son and it was hell trying to cross back. I won’t do that again unless there is an emergency. Some people don’t make it across and there are some that are left out there in the desert and they don’t even get a decent funeral. Alejandro, 27, Idaho. In Our Own Words: Immigrants’ Experiences in the Northwest, Northwest Federation of Community Organizations, February 2006 Discussion Questions: How did hearing these stories make you feel? Does putting a human face on immigration issues change your perception of immigrants? Can you imagine being so desperate to take care of your family that you would risk death? Have you heard first-hand an immigrant’s story about coming to United States that would help the group understand what compels people to migrate? Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** Immigration plays a large role in our country’s history. The United States is truly a nation of the immigrant. The US is a melting pot of cultures, faiths and ideologies and we define ourselves by our diversity. We need to respect and appreciate immigrants for the role they play in our communities and society. Step 2: Farm Workers’ Reality (10 min) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) “There shall be one law for the native and for the stranger who sojourns among you” *Exodus 12:49* What might society look like if there truly were one law for all people, both native born and immigrant? How does the statement in our Declaration of Independence “All men are created equal” apply to the Exodus verse? Does this seem to be true in the U.S.? How could we prescribe more closely to this ideal of equality for all people? Step 4: Learning Activity (15 min.) **Materials:** Copy Learning Activity page for each participant. **Process:** Ask for a volunteer to read aloud “The Virtuous Illegal Alien” and use the question following it to discuss the reading. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** Dear God, we thank you for the opportunity we have had today to meditate upon your favor for the Sojourners among us. We pray that we may learn to show mercy, justice, and love towards all those who we neither welcome nor accept into our borders. And we pray for your help in tearing down the borders and fences we build around our own hearts, that we may learn to love and welcome each of your children as members of one body. Theme: Immigration plays a large role in our country’s history. The United States is truly a nation of the immigrant. The US is a melting pot of cultures, faiths and ideologies and we define ourselves by our diversity. We need to respect and appreciate immigrants for the role they play in our communities and society. Opening Prayer God, full of love and mercy, please care for my sister and brother immigrants. Have pity on them and protect them; they suffer mistreatment and humiliations on their way; are looked on as dangerous by most; and are marginalized for being foreigners. Help us to respect them and appreciate their dignity. Touch with goodness we who see them pass by. Take care of their families until they return home, not with broken hearts but with their hopes fulfilled.¹ Farm Workers’ Reality - Today, just over half of all immigrants to the United States come from Latin America with another 25% coming from Asia.² - In 2004, about 70% of Latinos in the U.S. were either native born or naturalized citizens.³ - In 2006, it was estimated that there were between 11 and 12 million undocumented immigrants in the United States. Over 75% of undocumented workers come from Latin America with the vast majority of these workers coming from Mexico.⁴ - Immigration has no discernible negative effect on U.S. employment or wage rates.⁵ - While most undocumented immigrants do pay their taxes - payroll, sales & consumer - most do not receive any government benefits because of their immigration status. Over the course of their time in the US, it is estimated that an immigrant will pay $80,000 more in taxes than he or she receives in government benefits.⁶ - Although 30% of farm worker families live in poverty, less than 10% use food stamps and under 1% use general assistance welfare.⁷ Reflection “There shall be one law for the native and for the stranger who sojourns among you” Exodus 12:49 Learning Activity (see handout) Serve, Advocate, Act - Pray for those immigrants who risk their lives to come into the United States every day and pray for those who have prejudices against immigrants, that they learn to see the love of God in all people. - Support legislative efforts for comprehensive immigration reform and against legislation that marginalizes or discriminates against immigrants. - Support legislative efforts to provide legal residency to farm workers. Visit www.nfwm.org for the most current legislative updates. - Volunteer to tutor at a local community organization that helps to teach English to recent immigrants. Learn More - Take an online quiz about immigration or see a slide show at the US Census website: http://www.census.gov/population/www/socdemo/foreign/graphics.html --- ¹ Adapted from the prayer on the wall of Our Lady of Guadalupe Parish Church, Altar, Mexico ² U.S. Census Bureau, (http://www.census.gov/population/www/socdemo/foreign.html). ³ U.S. Census Bureau, Current Population Survey 2004. ⁴ Pew Hispanic Center, Immigration & Naturalization Services: http://aad.english.ucsb.edu/basicfacts.html ⁵ Cato Institute study: (http://www.cato.org/pubs/policy_report/pr-insum.html). ⁶ Immigrants’ List, Fact vs Myth: (http://www.immigrantslist.org/pages/myths_vs_facts). ⁷ Farm-worker Factsheet, North Carolina Farmworker Institute, 2007. The American Immigration Law Foundation, http://www.aifl.org/pubed/facts%20_immigration.shtml. A Virtuous Illegal Alien (Dedicated to Pete Wilson and supporters of California Proposition 187.) Rosalvo Welsch, Yale University. Printed in the American College Personnel Committee on Multicultural Affairs Newsletter, Vol. 1995, Winter Issue. What makes an illegal alien virtuous? A virtuous illegal alien must cross the border only when you need him. When your factories are low and your goods need assembling, he may cross. When your fields need hands to gather your harvests, he may cross. And when your children need nannies to walk them to school, he may cross. But a virtuous illegal alien must not carry across that which you cannot use; namely his language, his children, and his ways. Only his hands and his back must cross that line. A virtuous illegal alien must make your economy swell. He must labor hard, buy your goods, and pay taxes into your system, but he must not request any services in return. He must remain sick rather than seek hospital care. He must keep his children ignorant rather than to educate them. And he must leave his assaults unreported, rather than seek police protection. A virtuous illegal alien must be silent. He must never complain when he cannot afford to feed his family on the wages you give him. He must never gripe when he cannot bear to work in unsanitary conditions you have placed him in. He must never protest when you blame him for all the ills of society that you yourself have sown. A virtuous illegal alien must disappear when you tell him to. When your factories are full, he must fade. When his work is done, he must withdraw. When you are scared of his numbers, he must shrink. And as he is leaving, a virtuous illegal alien must never stop — not even to point out that it was your forefathers who were once the aliens on this land you now call your own. Discussion Questions: What does it do to the humanity of a person when they are looked at simply as a means of cheap and necessary labor? By seeing a person as a machine, how does that change what we see as acceptable treatment of that person? How loyal to a group, company or country would you be if you were being taken advantage of? How might those feelings, your attitude and your commitment change if you felt as though you were appreciated and valued? What are some of the terms we use and hear, especially in the media, for immigrants? How do these language choices influence the debate about immigration? Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** Jesus brings “Good News” to the poor and “proclaims release to the captives.” Those who labor to provide our food deserve this good news too: fair wages, work with dignity, a day of rest. Step 2: Farm Workers’ Reality (10 min.) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) “If you dehumanize people, then they lose their self-worth and they won’t fight for their rights. The union gives workers self-worth, it gives them faith in their ability to really change their situation.” *Dolores Huerta, Co-founder, UFW* *What do you think are some of the basic rights of every worker? Why?* *Do you think the pay difference between a corporate CEO and a farm worker is fair? What does that say about how our society values different types of work?* *Why might farm worker self-determination be more effective in changing working conditions than only receiving charity?* Step 4: Learning Activity (15 min.) **Materials:** Four copies of the role play (found on Learning Activity page); four giant “name tags” for each part. (Copies of the Learning Activity page for each participant.) **Process:** Ask for four volunteers from the group; if possible, choose four who are successively taller. Assign the “Farm Worker” role to the shortest person, then the “Grower,” “CEO,” and “Consumer” roles to the progressively taller persons. Ask the “Farm Worker” to stand in front of the group and read his/her part first. Then the “Grower” stands directly in front of the worker and reads her/his part. The “CEO” stands directly in front of the grower to read her/his part, and the “Consumer” stands directly in front of “CEO” to read. At the end, there will be a line, with the “Consumer” at the front, blocking the view to the rest of the readers. After the role play, discuss the following: *What happened to the farm worker as everyone else played his or her part?* *Do individuals have the responsibility to make purchases that are produced under fair working conditions? What are some ways we can determine which products to buy?* *How could a farm worker union help to equalize the roles highlighted in the role play?* *How can consumers demand fair treatment for the laborers who pick and pack the food we eat?* Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** *Bless the hands of the people of the earth, the hands that plant the seeds, the hands that bind the harvest. Soften the hands of the oppressor and strengthen the hands of the oppressed. Bless the hands of the workers; bless the hands of those in power above them, that the measure they deal will be tempered with justice and compassion.* Theme: Jesus brings “Good News” to the poor and “proclaims release to the captives.” Those who labor to provide our food deserve this good news too: fair wages, work with dignity, respect. Opening Prayer God, help us to understand the way of freedom and power proclaimed by Jesus. May we learn how to live in a way that brings good news to the poor and freedom to those held captive by oppressive economic systems. Farm Workers’ Reality - Farm workers are usually employed by farm owners (growers) or by crew leaders (intermediaries between the growers and the workers). - At the height of the harvesting season, farm workers often work 12-14 hours a day in the hot sun with few breaks. - Seventy-one percent of every food income dollar goes to corporate food processors; 23% goes to growers; and 6% goes to farm workers.\(^1\) - Increasing farm workers’ wages by 35% would cost the average consumer just 65¢ more for fresh produce a week.\(^2\) - A union is an association of workers who seek to improve their wages and working conditions. A UFW contract in the strawberry industry provided 1,700 workers in California with a 7% wage increase and health, dental, and life insurance. - Many things in a farm worker union contract are like personnel policies in an office. They include provisions for breaks, availability of bathrooms and fresh drinking water. - Farm worker union contracts usually provide for a grievance procedure, allowing workers to address problems on the job, such as underpayment of wages or no water breaks, without fear of retaliation and allowing workers to enforce standards rather than rely on overworked, understaffed state agencies. - Farm workers are specifically excluded from the National Labor Relations Act. Without this legal protection, farm workers rely on consumer support and sometimes need to resort to boycotts as a means to gain a voice on the job. Reflection “If you dehumanize people, then they lose their self-worth and they won’t fight for their rights. The union gives workers self-worth, it gives them faith in their ability to really change their situation.” Dolores Huerta, Co-founder, UFW Learning Activity (see handout) Serve, Advocate, Act - Pray for the resolution of labor conflicts involving farm workers. - Hold a fundraiser, such as a movie night or food fast for a farm worker organization. - Honor farm worker-called boycotts, purchase union label products, and follow farm worker campaign developments; visit www.nfwm.org. Use NFWM produced wallet-size shopping guides to make your purchases. Learn More - To learn more about improvements in living and working conditions gained by farm workers through collective bargaining and legislation, visit the websites of farm worker organizations: www.ufw.org, www.floc.com, www.ciw-online.org, www.pcun.org. - See Learn More: *A Brief History of Farm Worker Organizing*, page 32 --- 1. Student Action with Farmworkers factsheet, “Farmworkers in the United States,” 2000. 2. Farm Workers: Their Contributions to the California Economy, Philip Martin and Mark Madamba, July 6, 2000 Farm Worker: I am a farm worker from Chiapas, Mexico. I come to the United States to pick crops - tomatoes, sweet potatoes, apples – in fields from Florida to Michigan, from Texas to Washington. I do not mind the work, but I earn so little. My wages come to only $11,000 a year. Also, I had to pay $1500 to a coyote - or smuggler - to bring me across the border. I’m still paying it off! In every place the contratista - labor contractor - takes us to work the housing is run down and I often have to live with as many as 12 other workers. Last year, I had to go back home in July because I got sick from the pesticides sprayed on the plants. I would rather stay in Mexico with my family, but we really need the money and back home there is no work. Grower: I am Mr./Ms. Grower. I am very good for the community because I provide jobs, though most Americans don’t want my jobs. I know these migrants are happy working for me. Some of them complain about the wages I give them, but it’s better than what they make back in their home countries, so I don’t pay any attention to that. I am proud to sell my produce to big companies like Tasty Foods Corp. They support my business and even provide me with the seeds to grow and tell me when to plant. Even if I wanted to pay my workers more and provide decent housing, it wouldn’t be economically viable unless the corporations paid me a higher price for my produce. I depend on my partnership with the company. Tasty Foods Corp CEO : I am the CEO of the Tasty Foods Corp. We make several very popular food items sold all over the US. In fact, our earnings are in the $100 millions. To our customers, Tasty Foods means quality and value. We are able to keep our cost to the customer low and our profits high because we are so big that we can negotiate the lowest prices for the fresh produce we use. We think that the growers from whom we buy mean well, and we trust that they follow the law when it comes to the farm workers. Besides, we don’t hire the farm workers and we don’t want to interfere with how the growers run their businesses. That’s not our responsibility. Consumer: Every week when I do my shopping, I look for Tasty Foods. My family likes their products and they are so often on sale. Last week, I got another two for one deal. But these farm worker advocates are telling me I shouldn’t buy Tasty Foods. How will that help farm workers? ("Tasty Foods Corp." is intended as an illustration only and does not represent a real corporation.) Labor Agreements Remedy Injustice Conditions in the fields do not have to be oppressive and dehumanizing. Farm workers have been organizing since the 1960’s to win representation and to improve their living and working conditions. Farm workers and their allies are standing up to the exploitive agricultural system by holding growers and corporate food processors accountable to the workers from whom they profit. A three-way contract is one way to achieve fairness. In September 2004, after a four year boycott of Mt. Olive Pickles, the Farm Labor Organizing Committee (FLOC) negotiated this type of labor agreement with the Mt. Olive Pickle Co. and the North Carolina Growers Association, which resulted in more than 8,000 H2A farm workers becoming the first such guest workers in the U.S. and the first farm workers in NC to win union representation. The contract included improved wages, grievance procedures and safety protections, especially from toxic exposures, as well as the right to receive visitors in camps, compensation for the day of an injury, a paid bereavement leave, and a half-day off for religious worship. The contract was renewed in February 2008. Labor agreements not only benefit workers, but consumers and companies too. Consumers benefit because contracts often require stricter enforcement of sanitation and pesticides regulations. Companies often find that the relationship between labor and management grows from being adversarial into a partnership and improves their productivity. After Jackson and Perkins, the nation’s largest rose producer, signed its first contract with the United Farm Workers in 1995, plant production increased 35% and the company turned a profit for the first time in years. To learn more, read A Brief History of Farm Worker Organizing, page 32. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. Theme: Those who labor to provide us with food to strengthen our bodies have their own bodies, minds and spirits broken by the living and working conditions under which they suffer. Step 2: Farm Workers’ Reality (10 min.) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (10 min.) “In the US] farm workers exhibit the type of health status that one sees in the Third World. We see a lot of infectious diseases because of poor sanitation, poor nutrition, and exposure…Whenever you have a population with poor access to health care, then you have a public health problem.” Dr. Ed Zuroweste, Migrant Health Provider, Chambersburg, PA How does failing to provide access to health care for all affect our community at large? What does it say about our society that there are people here who live in third world conditions? Step 4: Learning Activity (20 min.) Note: There is no separate Learning Activity page. Materials: flip-chart paper and markers Process: Use the “But why?” method of analysis to identify problems as they relate to farm workers in general, health issues in particular. The goal is to try to move to a deeper understanding of root causes. Pick one of the health problems already mentioned in the Farm Workers’ Reality section. The leader asks, “But why does this happen?” Write the answers on a large flip chart. Choosing one answer, ask again, “But why?” List those answers and pick one. Continue to ask, “But why?” As more answers come up, try to find the connections between causes and effects. The process should result in a list of issues that impact each other. There should be a single course of causes/effects, but also branches. Causes include medical, physical, social, economic, political, environmental, and religious situations. The group should discuss some of the causes and talk about some possible solutions to the problems. EXAMPLE Health problem: A farm worker boy has tetanus. But why? He stepped on a rusty nail. But why? He didn’t have shoes on; he lives in poor housing conditions. But why? His family didn’t have money to buy him shoes because farm workers earn such low wages. But why? His family had to leave Mexico because there were no jobs available. But why?… ALTERNATE Learning Activity (25 min.) Show the 21 minute documentary “Standards of Living” from North Carolina TV station WRAL about farm worker conditions. It can be viewed at: http://www.wral.com/news/local/documentaries/story/1029935/ or a DVD borrowed from NFWM. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. Closing Prayer God, we pray that our brothers and sisters working in the fields may be comforted in their suffering and made whole. When they are afraid, give them courage; when they feel weak, grant them your strength; when they are lost, offer them hope; when they are alone, move us to their side. May we be your agents of healing. Theme: Those who labor to provide us with food to strengthen our bodies have their own bodies, minds, and spirits broken by the living and working conditions under which they suffer. Opening Prayer God of health and wholeness, we pray for those who toil in conditions that result in disease or injury, limiting their ability to be whole. We pray for those who create the conditions and for those who allow the conditions to continue. May farm workers feel your healing touch on their bodies, minds, and spirits. Farm Workers’ Reality Dangerous Work: Agriculture is consistently ranked as one of the most dangerous occupations in the U.S. Working conditions: Farm workers labor long days exposed to intense sun and heat. They often work stooped over, which leads to chronic back injuries. There are often no toilets or handwashing facilities in the fields and drinking water is often warm and/or dirty. Pesticide Risks: Agricultural workers face a great threat of suffering from pesticide-related illnesses - including acute poisonings and long-term effects such as cancer and birth defects - than any other sector of society.¹ Housing conditions: Most farm workers live in overcrowded, substandard housing and may experience lead poisoning, poor plumbing, broken screens, inadequate washing and laundry facilities, missing beds or beds with thin, filthy mattresses. Obstacles to Health Care: Most farm workers do not have reliable access to health care due to frequent relocation, the isolation of living in remote rural areas and complete reliance on crew leaders or growers for transportation. Other barriers include language, lack of knowledge and information about available services, and fear of deportation when accessing government institutions. Limited Insurance: Only ten percent of farm workers report having employer-provided health insurance.² Most do not have sick leave or workers’ compensation and risk losing their jobs if they miss work. Reflection “In the US] farm workers exhibit the type of health status that one sees in the Third World. We see a lot of infectious diseases because of poor sanitation, poor nutrition, and exposure…Whenever you have a population with poor access to health care, then you have a public health problem.” Dr. Ed Zuroweste, Migrant Health Provider, Chambersburg, PA Learning Activity Serve, Advocate, Act - Volunteer to translate at a health clinic serving farm workers. - Collect first-aid items to be distributed in labor camps. - Plan actions supporting farm worker unions whose contracts provide some type of health care. For campaign actions, visit www.nfwm.org. Learn More - Visit the websites of the Migrant Clinicians Network (www.migrantclinician.org) or the National Center for Farmworker Health (www.ncfh.org). - Read Chapters 6 and 7 of *The Human Cost of Food* on farm worker housing and health. ¹. *Fields of Poison: California Farmworkers and Pesticides*, 2002, www.panna.org/campaigns/docs/Workers/CPRreport.pdf. ². National Agricultural Workers Survey, US Dept. of Labor, 2005. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** Farm workers offer us the richness of their culture and traditions as they seek to form communities in the United States and integrate themselves and their families into our communities. We can embrace these new traditions with open arms as well as invite them into our culture. Step 2: Farm Workers’ Reality (10 min) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) “We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” Jimmy Carter, 39th U.S. President *What are some of the ways US society is adopting latino customs and language?* *What are some ways that latinos are adopting US customs?* *How might the United States benefit from the influx of culture (language is just one example) that we sometimes are hesitant to accept?* Step 4: Learning Activity (15 min.) **Materials for Farm Worker Repollo:** “Repollo” is Spanish for cabbage. This is a fun way to get the facts. Write questions and the answers from Learning Activity page on twenty 8x10 sheets of paper, preferably of various shades of green (one question on each paper). Ball up one paper and then ball up each successive piece of paper around the ball to make a cabbage-like ball of paper. **Process:** Form the group in a circle. Person One starts with repollo, and takes the outermost sheet of crumpled paper off the cabbage. He or she asks the question to the group, the group decides on an answer and then Person One gives the correct answer. Then Person One says the name of someone else in the group and throws the repollo to them. Person Two takes the next sheet of paper and the game continues until everyone has had a chance, or until you run out of paper. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** O God our Creator, open our eyes to the beauty of cultures and traditions different from our own. Help us to understand that the crafts we create, the songs we sing, the stories we weave are your creations. Guide us on the path towards a day when each person is able to discover her/his talents and be valued for those gifts. Be with us as we discover the joy of the diversity of your people. Theme: Farm workers offer us the richness of their culture and traditions as they seek to form communities in the United States and integrate themselves and their families into our communities. We can embrace these new traditions with open arms as well as invite them into our culture. Opening Prayer O God of many cultures and many nations, we thank you for the varied gifts and talents you have given us. Help us to recognize the value of ways other than our own, and give us guidance in accepting other traditions into our hearts. We know that in you, we are all one people. Reflection “We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” Jimmy Carter, 39th U.S. President Learning Activity Serve, Advocate, Act - Attend a mass or other worship service in Spanish to learn more about Latino culture. - Talk to congregations in your area doing Hispanic ministry and find out how you can support them. - Write letters to the editor of your local paper denouncing discrimination against immigrants. - Support bilingual education and other ways that preserve diverse cultures. - Encourage your local library to purchase bilingual or Spanish language books or collect books and Bibles in Spanish and donate them to a local organization. Farm Workers’ Reality - The Latino population grew from 12.5% of the US population in 2000 to 14.8% in 2006.¹ Latinos are now the US’s largest minority group. Most farm workers are latino immigrants. - Immigrant farm workers “acculturate,” adopting many US customs. In turn, local communities “transculturate,” adopting new traditions.² - According to the 2000 Census, of the people who report speaking Spanish at home, 72% report also speaking English “well” or “very well”. Second generation Latino immigrants are largely bi-lingual and third generation generally speak English only.³ - More than 90 cents out of every dollar earned by immigrants stays in their adopted communities, creating a huge boost to local economies. In 2003, that was well over $400 billion.⁴ - The majority of Latino farm workers are Roman Catholic. Religious beliefs and practices are often a mix of Catholic practice and indigenous traditions and are more likely to be passed on through the family than the church. Learn More - Read Chapter 1 (Culture) in *The Human Cost of Food*. - Read *Y No Se Le Tragó la Tierra (And the Earth Did Not Devour Him)* by Tomás Rivera. --- ¹ Pew Hispanic Center tabulations of 2000 Census (5% IPUMS) and 2006 American Community. ² Thompson and Wiggins, *The Human Cost of Food*, University of Austin Press, 2002. ³ “From Immigrant To Citizen”, Janet Murguia and Cecilia Muñoz, *The American Prospect*, October 23, 2005. ⁴ “Immigrants Spend Earnings in U.S.,” Joel Millman, *The Wall Street Journal*, May 17, 2004. Repollo Questions & Answers: (See Process on the Leader’s Instruction page.) Q. What is the name of the traditional Mexican celebration of girls on their fifteenth birthday? A. Quinceañera Q. How many indigenous languages are still spoken in Mexico? A. 60 Q. Name one the main indigenous peoples of Mexico. A. Nahuati, Mayan, Mixtec, Zapotec Q. What is the practice of sending Money back to an immigrant’s home country called? A. Remittances Q. What is the Spanish Word for ‘store’? A. Tienda Q. Who is the patron saint of Mexico? A. Virgin of Guadalupe Q. What is the name of the largest Spanish language television company in the US? A. Univision Q. About how many Spanish language radio stations are there in the US? (come within 100). A. 700 Q. Name three of the six states with the highest number of farm workers. A. California, Texas, Florida, Oregon, Washington, North Carolina Q. Name the co-founders of the United Farm Workers (the first successful farm worker union). A. Cesar Chaves and Dolores Huerta Q. What is the slogan of the farm worker movement (also used in immigration reform rallies)? A. ¡Si se Puede! Q. What does ¡Sí se Puede! mean? A. “Yes, it can be done!,” or “Yes, we can!” Q. What is the fastest growing religion in Latin America? A. Evangelical Christianity Q. What is the traditional Mexican celebration introducing a three year old to the church? A. tresañeras Q. What is the traditional Mexican celebration at Christmas which reenacts the holy family seeking refuge? A. Posadas Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** We take special care to acknowledge and value the children of farm workers in our local and national community, many of whom work in the fields themselves or are separated for long periods, maybe years, from one or both parents. Step 2: Farm Workers’ Reality (10 min.) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (15 min.) If we don’t stand up for children, then we don’t stand for much. *Marion Wright Edelman, President & Founder of the Children’s Defense Fund* What challenges might young immigrants face that adults do not? In what ways does our current agricultural system put road blocks in the way of migrant farm workers meeting their responsibilities as parents? In what ways does it benefit? Many farm workers are separated from their families for long periods. What do you think are some of the consequences of that separation? Step 4: Learning Activity (15 min.) **Materials:** pens or pencils **Process:** COMPOSE A PRAYER: Read or have volunteers read the two narratives on the Learning Activity Handout. Then, have the group sit in silence for several minutes and reflect on the readings and on what they have learned today about children who work in the fields and farm worker families. Ask each person to compose a prayer (or song) for these children and their families, using a faith tradition with which they are comfortable; and write it in the blank space at the bottom of the Handout. Then, ask participants to share what they have written. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** O God of the harvest, despite the prosperity of this good earth, there are children in our fields, children who work to help their families, children who cannot go to school regularly, children who are exposed to pesticides, children whose parents cannot support them from the wages they earn. Bring a harvest of love into our hearts so that we may work for justice in our world and justice for the children in the fields. Theme: We take special care to acknowledge and value the children of farm workers in our local and national community, many of whom work in the fields themselves or are separated for long periods, maybe years, from one or both parents. Opening Prayer O God, bless your children working in the fields and bless those children who sit in comfort. Give bread to those children who hunger and a hunger for justice to those of us who have bread. Farm Workers’ Reality - Forty-five percent of adult immigrant farm workers are married and have children but leave their families behind while working in the United States. Most live in isolated labor camps provided by employers. About 90% of the families left behind live in Mexico.\(^1\) - Before increased border patrol, 95% of Mexican immigrants returned to Mexico within 5 years and the average trip length was 1.7 years. By 2004, only 76% returned within 5 years and the average trip length duration grew to 3.5 years.\(^2\) - The Fair Labor Standards Act sets 12 as the minimum age for farm work, making agriculture the only industry that allows children under the age of 16 to work.\(^3\) - There are an estimated 400,000 to 500,000 child farm workers, children who work on farms not owned by their families, in the US.\(^4\) - Forty-eight percent of farm worker children working in the fields have been sprayed with pesticides.\(^5\) Children are more vulnerable to pesticide exposure because they have a high skin to body weight ratio and are in a more rapid stage of development.\(^6\) - The average migrant child may attend three different schools in a year. For many migrant children, it takes three years to advance one grade level.\(^7\) - In an increasingly common occurrence, youth aged 14 to 17 are immigrating alone to the U.S. to perform farm work to support their family members back home. The Department of Labor reported in 2000 that 80 percent of migrant teens did not live with any other family member.\(^8\) Reflection If we don’t stand up for children, then we don’t stand for much. Marion Wright Edelman, President & Founder of the Children’s Defense Fund Learning Activity Serve, Advocate, Act - Volunteer at a school that has a migrant education program (or an English as a Second Language site). - Start a collection in your congregation of school supplies for migrant students. - Support national legislation like the DREAM Act, granting in-state college tuition to undocumented students (www.nilc.org for more information). - Encourage youth/young adults to join YAYA (NFWM’s Young Adult & Youth Action Network) to support organizing efforts that result in farm worker parents earning a living wage. Go to: www.nfwm-yaya.org Learn More - Read Fingers to the Bone: US Failure to Protect Child Farmworkers by Human Rights Watch. - Read Children in the Fields: An American Problem, from the Association of Farmworker Opportunity Programs. www.afop.org --- \(^1\) National Agricultural Workers Survey, US Dept. of Labor, 2000. \(^2\) “In Our Own Words: Immigrants’ Experiences in the Northwest”, Northwest Federation of Community Organizations, February 2006. \(^3\) Student Action with Farmworkers factsheet, “Farmworkers in the United States,” 2000. \(^4\) “Children in the Fields: An American Problem”, Association of Farmworker Opportunity Programs, May 2007. \(^5\) The Child Labor Coalition, www.stopchildlabor.org, March 2004. \(^6\) “Children in the Fields: An American Problem” ---. \(^7\) Student Action with Farmworkers factsheet, “Farmworkers in the United States,” 2000. \(^8\) “Children in the Fields: An American Problem”, Association of Farmworker Opportunity Programs, May 2007. Narrative of a Mother I first came to the United States eight years ago. My son was with me for a while but he didn’t like it, so he went back to live with my family. Now he thinks of my parents and sister as his parents. If you have a child you can imagine how painful that is for me, and how hard it is to live without him. He is graduating from high school and I have decided that I have to be at his graduation. Now my father is really sick. I know that this will probably be the last time I see him alive. I am undocumented, so when I come back I will have to spend thousands of dollars to hire a coyote to help me cross illegally. The first time I came with my son we got caught and sent back. The second time we got lucky. Last time I came back the coyote made us wait for a long time in a small apartment with no ventilation. It was terrible – you can’t sleep, you can’t eat, you can’t rest because you are too afraid, and you don’t know how long you will have to wait or what will happen. I would like to bring my son back with me, but I do not want to put him in danger again. - Adriana, Washington Narrative of teenager I pitched watermelons. Now that’s some hard work. You throw it down the line, one to the other, standing about five feet apart. That’s when I was fourteen. I worked pitching watermelons from about 4:00 to 8:00 pm. Because in the morning I was doing other work. I chopped cotton from four or five in the morning until noon. Then they make you go home and rest. Then watermelon. So it was like, eight hours in the morning, then four hours at night. Cotton and watermelon is hard work. I’d get home about eight, go to sleep around ten, then get up at four...It’s hard. You can faint. You have to drink lots of water. - Dean S. interviewed in 1998 in Casa Grande, AZ COMPOSE A PRAYER OR SONG: --- 1. “Immigrants’ Experiences in the Northwest: In Our Own Words”, Northwest Federation of Community Organizations, February 20062 2. Human Rights Watch, “Fingers to the Bone: United States’ Failure to Protect Child Farmworkers”, 2000. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. **Theme:** Racism keeps us from seeing others for who they truly are and prevents us from developing relationships with people we see as unlike ourselves. Racism limits the progress of society and unjustly suppresses the ability of groups of people to be truly free. Step 2: Farm Workers’ Reality (10 min) Read the facts aloud from the Handout and briefly discuss with the group what was surprising about these facts and what the group already knew or didn’t know about farm workers. Step 3: Reflection (10 min.) “We used to own our slaves; now we just rent them.” *Farmer quoted in the 1960 CBS Documentary, “Harvest of Shame”* What in this farmer’s statement do you think is still true and what not? How does hearing this statement make you feel? Learning Activity (20 min) **Process:** Clear enough space and have everyone line up next to one another in about the middle of the room. Tell participants that the front wall is their goal and to keep their eyes on it. Read aloud the statements and have people step forward or backward, as appropriate. After the last statement, ask everyone to freeze in place, without looking around, and to notice briefly where they are, who is in front of them and who they can and cannot see. Then tell participants that they are in a race to the front wall for some well paying, good jobs. They should imagine that they need one of those jobs to support themselves and their families. When told to, they are to run to the wall as fast as they can. The first few to the front wall will get those jobs. Quickly say, “Ready, set, go,” to start the race and get out of the way! Have the group discuss the following: How did it make you feel to have to step backward? Forward? Did you sometimes have to step forward or backward because your life experience to which the statement referred was not under your control? How does that make you feel? Were you so focused on your own answers and the front wall - your goal - that you failed to see the people behind you. How might that apply to real life? Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action as an individual and consider engaging in some actions as a group. Close with the following prayer or with a prayer offered by one of the participants. **Closing Prayer** We too often do not pay attention and we do not stop to think that, even in this day and age, injustice remains an ingredient in much of the food we eat. God, shake us awake and open our eyes and help us to work to put things right. **Theme:** Racism keeps us from seeing others for who they truly are and prevents us from developing relationships with people we see as unlike ourselves. Racism limits the progress of society and unjustly suppresses the ability of groups of people to be truly free. **Opening Prayer** *We plant the seeds that one day will grow. We water seeds already planted, knowing that they hold future promise. It may be incomplete, but it is a beginning, a step along the way, an opportunity for the Lord’s grace to enter and do the rest. We may never see the end results, but that is the difference between the master builder and the worker. We are workers, not master builders; ministers, not messiahs.* 1 **Farm Workers’ Reality** - Non-European immigrant labor has been critical to the US agricultural economy beginning with African slaves in the 1600’s, Chinese workers in the 1880’s, and Filipinos and Mexicans in the early 21st Century.2 - Hate crimes against Latinos increased by 35% between 2003 and 20063 and latinos currently comprise more than 60% of all hate crime victims, according to the FBI.4 - 2006 & 2007 saw the birth of at least 144 “nativist extremist” groups, active across 39 states. These are organizations that do not merely target immigration policies they don’t agree with, but instead confront or harass individual immigrants. These groups increasingly popularize bigoted theories and dubious statistics.5 - Since mid-2006, record numbers of anti-immigrant aimed at Latinos have been introduced in over 20 states.6 - According to the 2002 census, over 20% of Latinos live below the poverty line compared to under 10% of whites in the United States.7 - A series of studies have found that darker-skinned Mexican Americans, presumably highly indigenous in appearance, experience substantially greater labor market barriers than their lighter-skinned counterparts.8 **Reflection** “We used to own our slaves; now we just rent them.” *Farmer quoted in the 1960 CBS Documentary, Harvest of Shame* **Learning Activity** **Serve, Advocate, Act** - Pray both for those who are targets of racism and nativist extremists and for those who act in a racist way toward others. - Work to eliminate racist jokes, innuendos and language from your conversations. - Fight the passage of local and state anti-immigrant laws and ordinances. - Write letters to Congress asking for their support for immigrants’ legal residency and comprehensive immigration reform and against legislation that marginalizes or discriminates against immigrants. - Support legislative efforts to provide legal residency to farm workers, such as AgJOBs. Visit www.nfwm.org for current legislative updates **Learn More** Visit the websites of the National Council of La Raza at www.nclr.org and the Southern Poverty Law Center at www.splcenter.org. --- 1. Adapted from *The Long View* by Bishop Oscar Romero. 2. A Brief History of Farm Labor in the US, NFWM (http://www.nfwm.org/nfwmresources/resources.shtml) 3. Southern Poverty Law Center. Intelligence Report: “The Year in Hate”, David Holthouse and Mark Poto. Spring 2008. 4. Mexican American Legal Defense and Educational Fund, (http://www.maldef.org/news/press.cfm?ID=444&fromIndex=yes). 5. Southern Poverty Law Center. Intelligence Report: “Shoot, Shovel, Shut Up”, Susy Buchanan and David Holthouse. Spring 2008. 6. American Civil Liberties Union. (http://www.aclu.org/immigrants/discrimr/27848res20070105.html). 7. US Census, 2002, (http://www.census.gov/prod/2003pubs/p60-222.pdf). 8. Remarks of Charles Kamasaki, Senior Vice President, National Council of La Raza, U.S. Equal Employment Opportunity Commission Meeting on Race and Color Discrimination, April 19, 2006, Washington D.C. (http://www.eeoc.gov/abouteeoc/meetings/4-19-06-kamasaki.html). 1. If you or your ancestors were forced to come to this country, either temporarily or permanently, to try to make a living, take one step backward. 2. If you identify yourself primarily as an "American," take one step forward. 3. If you grew up with people of color or working class people who were servants, maids, gardeners or babysitters in your house, take one step forward. 4. If you ever worked instead of attending school when growing up, take one step backward. 5. If you have immediate family members who are doctors, lawyers, or other professionals, take one step forward. 6. If you studied the history and culture of your ethnic ancestors in elementary and secondary school, take one step forward. 7. If you started school speaking a language other than English, take one step backward. 8. If in school or work, you have always been in the racial or ethnic majority, take one step forward. 9. If you ever skipped a meal or went away from a meal hungry because there wasn't enough money to buy food for your family, take one step backward. 10. If you or a family member has never had to go to the emergency room because you had no health insurance, take one step forward. 11. If one of your parents was ever laid off, unemployed or underemployed not by choice, take one step backward. 12. If you or anyone in your family ever lived in a home without a lock, take one step backward. 13. If you, as an adult, have always lived where you can have visitors anytime you want, take one step forward. 14. If you have ever felt embarrassed or afraid in public because people were staring at you because you look different than they do, take one step backward. 15. If you come home from work at the end of the day and need to take a shower right away to wash off dirt, oil, or pesticides, take one step backward. 16. If you know who to contact with grievances about your job, and you trust that your grievances will be addressed, take one step forward. 17. If, prior to your 18th birthday, you took a vacation outside of your home state, take one step forward. 18. If you moved around as a child because one or more of your parents could not find steady work, take one step backward. 19. If your parents owned their own house, take one step forward. 20. If you have been paid less than minimum wage doing piece rate work or had your wages withheld for reasons you didn’t understand, take one step backward. 21. If you were trained in a trade or profession in another country, but cannot now work using those skills, take one step backward. 22. If you ever inherited money or property, take one step forward. 23. If you have easy access to a vehicle, take one step forward. 24. If you do not have access to a telephone, take one step backward. 25. If you generally think of the police as people that you can call on for help in times of emergency, take one step forward. 26. If your parents did not grow up in the United States, take one step backward. Note: This session is intended to be done only after the group has completed previous sessions. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. Theme: We can begin to act according to the view that life is a round table, where everyone brings gifts to the meal, and leave behind the view that life is a ladder, where some inevitably perch on the higher rungs. Step 2: Reflection (15 min.) Read Luke 16:19-31 and discuss the following: In our society, who is the rich man? Who is Lazarus? How does faith make possible the sacrifices implied? What prophetic appeals regarding farm workers have you heard? “We can choose to use our lives for others to bring about a better and more just world for our children. People who make that choice will know hardship and sacrifice. But if you give yourself totally to the non-violent struggle for peace and justice you also find that people give you their hearts and you will never go hungry and never be alone. And in giving of yourself, you will discover a whole new life full of meaning and love.” Cesar Chavez, co-founder, United Farm Workers What in this quote resonates with you? Step 3: Course Review (15 min.) Guide discussion around the following questions: - What has been the most meaningful part of this course for you? - How has this experience affected your understanding of and relationship to farm workers? - How does what you have learned affect your understanding and relationship to food? - What strikes you as common threads in the lives of farm workers? - How does what you have learned in this curriculum affect your feelings about the agriculture industry in our country? - What do you think are the most effective ways to empower farm workers? - In what specific ways are you willing to make part of your life some consistent practice on behalf of farm workers? Step 4: Planning Ahead: Commitments to the Farm Worker Struggle (15 min.) Note: There is no separate Learning Activity page. Materials: flip chart, markers Process: Briefly discuss which follow-up actions from previous sessions participants have done and what their experiences were. Ask the participants to brainstorm what they would like to do to continue their involvement with farm workers, both as individuals and as a group. Consider the suggestions on the Handout. 1. While the group is brainstorming suggestions, write them on the flip chart for all to see. 2. Have the group prioritize which items are most important to them. 3. Gauge the group’s interest and determine a timeline - what needs to be done by when, and then ask individuals to volunteer for each task. 4. If appropriate, set up another meeting for ongoing support of farm worker issues. Step 5: Closing Prayer Close with the following prayer or with a prayer offered by one of the participants. God, we understand that the farm workers among us are like Lazarus at the gate. For their sake and for ours, may we open the gate now by finding ways to admit farm workers into our thoughts and into our lives. By welcoming Lazarus may we be different from the rich man who does not rest with God. Theme: We can begin to act according to the view that life is a round table, where everyone brings gifts to the meal, and leave behind the view that life is a ladder, where some inevitably perch on the higher rungs. Opening Prayer God, we believe that your spirit is present wherever people strive to make it present. Be with us today as we seek to empower those whom we often cannot see and as we discover our own capabilities to reach out in new ways. This we ask in your name. Amen. Biblical Reflection Luke 16:19-31, “We can choose to use our lives for others to bring about a better and more just world for our children. People who make that choice will know hardship and sacrifice. But if you give yourself totally to the non-violent struggle for peace and justice you also find that people give you their hearts and you will never go hungry and never be alone. And in giving of yourself, you will discover a whole new life full of meaning and love.” Cesar Chavez, co-founder, United Farm Workers Ideas for Long-term Commitments to the Farm Worker Movement Serve, Advocate, Act • Incorporate farm workers into your worship in a regular way, e.g. every Labor Day Sunday invite farm workers to address the congregation. • Utilize National Farm Worker Ministry worship and Harvest of Justice materials. • Hold Sunday School or study group sessions using this curriculum. • Develop a Farm Worker Sunday when prayers, sermon, and materials are focused on food and farm workers. • Plan an annual collection within your congregation of items farm workers need during the summer: gloves, hats, handkerchiefs. • Donate your congregation’s offering once or twice a year to a farm worker organization. • If your congregation would like the opportunity for direct contact with farm workers, contact one of NFWM’s state offices or our national office. • Hold an NFWM Harvest for Justice event as a fundraisers for a farm worker organization. • Develop a farm worker committee within your congregation or denominational network to promote knowledge and support of justice for farm workers. • In your congregation or committee, study and support farm worker organizations and their campaigns & boycotts. • Write to your elected officials supporting state and federal legislation favorable to farm workers. For resources or assistance to help with any of the above activities, and for legislative and farm worker campaign information: visit www.nfwm.org Learn More • See the pages Organizations Supporting Farm Workers and Resources to Learn More. Step 1: Theme and Prayer Read the theme aloud and then ask a volunteer to read the opening prayer on the Handout. Theme: Farm workers are the men, women, and children who work in the fields and orchards of the United States to plant, weed, pick and pack the vegetables, fruits and dairy we eat. In the same way that we should care about the people who make our toys and clothes, we should know and care about the people who provide us the food we eat every day. Step 2: Farm Workers’ Reality (10 min.) “Repollo” is Spanish for cabbage. Create a repollo as a fun way for kids to get the facts. Write the Farm Worker’s Realities found on the Participant’s page on 8x10 sheets of paper, preferably of various shades of green - one Reality per sheet. Starting with the last Reality, ball up one paper and then ball up each successive piece of paper around the ball to make a cabbage-like ball of paper. The outer layer should be the first Reality listed. Toss the cabbage to one participant and have them read the Reality aloud. Repeat the process until all the Realities have been read aloud. Step 3: Reflection (15 min.) The purpose of the Reflection time is to lead the participants to an understanding that BECAUSE they eat, they have a connection to farm workers. We have vegetables and fruits because a farm worker touched them (picked them) first. Even if the food is processed, ie, pizza uses tomatoes and a fast food hamburger has a pickle (cucumber). Materials: flip-chart paper and markers Ask: Did you eat today? Then ask the participants to begin listing what they ate and, as food items are mentioned, write each on the flip chat. When all food items are on the board, go through the list circling those foods which are produce or have some produce in it. Once everyone has participated, ask: How are we connected to farm workers? How are they a part of our lives? Elicit as many answers as possible. Step 4: Learning Activity (15min.) See instruction on the Learning Activity Handout. Step 5: Serve, Advocate, Act (5 min.) Read aloud the suggested follow-up actions from the Handout and ask which of the suggestions are most feasible for participants to do during the following week. Encourage participants to commit to at least one action. Close with the following prayer or with a prayer offered by one of the participants. Closing Prayer God, bless those working in the fields and bless we who sit in comfort. Give bread to those who hunger and a hunger for justice to those of us who have bread. Theme: Farm workers are the men, women, and children who work in the fields and orchards of the United States to plant, weed, pick and pack the vegetables, fruits and dairy we eat. In the same way that we should care about the people who make our toys and clothes, we should know and care about the people who provide us the food we eat every day. Opening Prayer God, help us to feel in our hearts and bodies our deep connection with those who touch our food as it is grown and prepared. May we treat our food as a sacred gift from them and from you. Farm Workers’ Reality - Migrant farm workers move from place to place to work in agriculture and live in temporary housing; seasonal farm workers work most of the time in agriculture, but live in the same place year round. - Of farm workers in the U.S., 75% were born in Mexico and migrate here.\(^1\) - Each year, two million immigrant & migrant farm workers and their families labor in United States’ fields.\(^2\) - Sometimes farm workers are paid by the hour, but more often they are paid by the bucket, called “piece rate”. In some states they earn as little as 40¢ per bucket of fruits & vegetables. At that rate, farm workers have to pick around two tons of produce (125 buckets) to earn $50.\(^3\) - Farm workers earn an average of $11,000 a year,\(^4\) often not enough to feed their families. - Increasing farm workers’ wages by 35% would cost the average American consumer just 65¢ more for fresh produce a week.\(^5\) - Almost one half of adult immigrant farm workers are married and have children but leave their families behind while working in the United States. Most live on the farms where they work in isolated labor camps provided by employers.\(^6\) - Children as young as 9 work in the fields, even though U.S. law sets 12 as the minimum age for farm work, making agriculture the only industry that allows children under the age of 16 to work.\(^7\) - Agricultural workers face the greatest danger from pesticide-related illnesses - including poisoning and long-term effects such as cancer and birth defects - of any other group.\(^8\) - The best way to improve working and living conditions for farm workers is for the workers themselves to have a say in the agricultural industry so that they are able to solve problems without being afraid they will be fired from their jobs. - Consumers, the people who buy and eat vegetables and fruits, can help farm workers get a voice by supporting farm worker organizations and their campaigns for justice. Reflection Did you eat today? Learning Activity Serve, Advocate, Act - For a week, as part of table grace, reflect on all the foods farm workers have helped bring to your table, naming each one out loud. - For one day, eat no food that a farm worker had a hand in producing (e.g. no fresh, frozen and canned produce or fast food with the same in it or dairy). - Fast for a meal and donate the money you save to a farm worker organization. - Visit the web site of the National Farm Worker Ministry Youth & Young Adult Action Network at www.nfwm-yaya.org for more information or to get involved. --- 1. National Agricultural Workers Survey, US Department of Labor, 2005. 2. Farmworker Factsheet, North Carolina Farmworker Institute, 2007. 3. Farmworker Factsheet, North Carolina Farmworker Institute, 2007. 4. Thompson and Wiggins, *The Human Cost of Food*, 2002. 4. National Agricultural Workers Survey, US Department of Labor, 2005. 5. Farm Workers: Their Contributions to the California Economy, Philip Martin and Mark Madamba, July 6, 2000. 6. National Agricultural Workers Survey, US Dept. of Labor, 2000. 7. The Fair Labor Standards Act. 8. *Fields of Poison: California Farmworkers and Pesticides*, 2002, www.panna.org/campaigns/docs/Workers/CPRreport.pdf. Materials: Create a 32 lb bucket of ‘tomatoes’. Get a 5 gallon bucket (restaurants often have one they will give you or a paint supply store). Fill the bucket with 32 lbs of something - 5lb bags of rice work well; and then the rice can be given to a food pantry. You can make ‘tomatoes’ to layer on top by balling up red and green paper. An alternative is to use 32 lbs of potatoes, spaced along the floor. Participants then go down the row picking the potatoes until the bucket is full and then carry it back to the start. You might also download photos of farm workers from the curriculum web site and pass these around during the activity. Process: Have each participant carry the bucket for some distance; and even try to lift it. While they are carrying the bucket, explain the following: Most farm workers are paid by the bucket (piece rate), not by the hour like in most jobs. In south Florida where a lot of tomatoes are grown, a tomato picker picks a bucket full this weight, carries it down the long row and then hoists it up above his or her head to another worker standing in a truck, who dumps the tomatoes in a bin. The farm worker then takes the empty bucket back down the rows, picks another bucket full and so it goes all day long. Workers pick about 125 buckets full a day. Farm workers aren’t working just a few hours. Tomato pickers will pick up to 12 hours a day during the harvesting season – the crops have to be brought in. And they do it usually in the hot sun…and even when its raining. And during the harvesting season when the produce is ready and must be brought in, farm workers will often be required to work 6 days a week. Once everyone has carried the bucket, ask: - How much do you think you should get paid to pick all the tomatoes in this bucket? (answer: $.40-$$.50) - Do you eat fast food? What is your favorite fast food? How much does it cost to eat a meal at ... McDonalds, Burger King, Taco Bell, etc? (answer: $4.50 or $5) - How many buckets would a farm worker have to pick to buy a meal at McDonalds? (answer: at least 10) - Farm workers can pick about 6 buckets per hour. How many hours would a farm worker have to work to make enough to buy a meal? (answer: 1 ½ hours, maybe 2) - What do you think it would be like to do this work? - Do you think you could do this work? Share your thoughts. **Border Patrol** – a government agency that controls border crossing between the United States and neighboring countries. The Border Patrol became increasingly militarized in the mid-1990s. **Boycott** – the practice of abstaining from purchasing, using, or dealing with a specific business or organization in order to bring about a change in policy, including wages and working conditions. A boycott is a nonviolent tool to bring about social change through moral and economic pressure. **César Chávez** – (1927-1993) founder of United Farm Workers, along with Dolores Huerta, in 1962. The UFW was the nation’s first successful farm worker union. Chávez was an early leader in nonviolent efforts for farm worker rights, often fasting and rallying supporters in the farm worker struggle. **Collective bargaining** – a tool used by unions to negotiate for fair wages and working conditions with their employers. Workers and their union representatives negotiate with the employer to create an agreement stipulating fair working conditions and workers are then able to enforce the terms such an agreement. **Corporate Food Processor** – a company that produces a consumer food product after receiving the crop from farms. The processor is usually responsible for setting the purchasing price of the crops, and thus has a direct effect on wages and working conditions of farm workers. **Coyote** – also known as a “border smuggler,” this individual may charge thousands of dollars to assist undocumented migrants in their dangerous attempts to cross the US border to find work. Coyotes may “sell” workers to a labor contractor to pay off the workers’ transit debt. **Debt slavery** - Workers are held in involuntary servitude through threats and actual violence against them and their families because of the system of perpetually accruing debt, in which they are overcharged for housing, food, water and transportation. **Fair Labor Standards Act (FLSA)** – initially enacted in 1938, this Act excluded farm workers entirely until 1978. The FLSA requires a minimum wage only for farms where 10 or more workers are employed. Additionally, the FLSA excludes farm workers from receiving overtime pay and establishes the minimum age for farm workers at 12, whereas in all other industries the minimum age is 16. **Guestworker** – a farm worker recruited by the US government to come to the US to work for a specified period of time. Guestworkers cannot apply for Legal Permanent Residency and can only work for the employer who applied for their visa.” (See H2A) **H2A** – the guestworker program created by the US government to alleviate perceived labor shortages in the agricultural industry. This program brings workers from Latin America, the Caribbean, Thailand and elsewhere to work legally in US fields for a specified period of time. Although standards have been set to regulate H2A working conditions, abuses are well documented, including: blacklisting, witness tampering, visa fraud, and violations of wage and hour laws. **Labor contractor (or crew leader)** – an intermediary between some farm owners and the farm workers. The crew leader, many times a former worker, often hires the workers. The farm owner pays the crew leader, who then pays the workers, usually after taking a cut for himself. The crew leader is often the only person on the farm who speaks both Spanish and English. Crew leaders have been used by growers to shift the blame for labor violations. Migrant farm worker – a person whose principle employment is seasonal agricultural labor and moves into temporary housing for farm work. They may be employed by the actual farm owner, by a crew leader, or by an H2A contract. Migrant workers may continue in the migrant stream, traveling from state to state for work, or they may go back to their home country after the harvest. Seasonal farm worker – someone who works in agriculture during the harvest season and who works in other jobs during the off season. Seasonal workers are permanent residents of the community and do not move into temporary housing. ¡Si se puede! – a popular slogan of the UFW attributed to its co-founders Cesar Chavez and Dolores Huerta as they rallied farm workers in the seemingly impossible task of changing working conditions. This is typically translated as “Yes, it can be done!,” or “Yes, we can!” Tri-party agreement – a labor agreement between three parties: in this case, the farm workers, the farm owners, and the corporate food processors. The tri-party agreement works so as not to apply undue pressure on the farm owners alone, but rather places responsibility for working conditions on the processor as well. This type of agreement was pioneered by the Farm Labor Organizing Committee in its agreement with Campbell Soup in the 1980’s. Undocumented – individuals in the US without legal documents. As of the year 2000, approximately 52% of farm workers in the US were working without the proper documentation necessary to make them legal residents. Because of this, many farm workers fear they will be deported by their employers, and therefore do not complain about poor working conditions. Union – an association of workers who seek to improve their working conditions and wages through collective bargaining with a given employer. Unions enable workers to receive fair wages, job security, and the enforcement of safe working conditions. Virgin of Guadalupe – a vision of the Virgin Mary who appeared to a native Aztec man in the 16th century. The shrine in Mexico City which commemorates this vision is a pilgrimage site for Mexican Catholics, and the Virgin’s image has become a central aspect of Catholicism in Mexico and the rest of the world. Wage Theft - the intentional theft of services by either not paying the wage that was promised or not paying overtime for work completed. Wage theft also includes misclassifying a worker as an independent contractor rather than an employee in order to avoid certain financial obligations. Workers’ Compensation – provides medical coverage for employees injured on the job. Despite the fact that farm labor is one of the most dangerous occupations in the country, an overwhelming majority of farm workers do not receive workers’ compensation. A Brief History of Farm Worker Organizing National Farm Worker Ministry (NFWM) NFWM’s origins date back to the 1920’s, providing services to farm workers through state based ministries. When Cesar Chavez began organizing in the 1960’s, he called on religious groups to move from charity to justice. NFWM became the national vehicle to respond to that call, educating and mobilizing national, regional and state religious groups and concerned individuals to act together with the farm workers to achieve structural change. Collective Bargaining Labor agreements ensure workers a voice in the industry and provide a means to address concerns on the job without jeopardizing their employment. A union contract can mean decent wages, medical benefits, grievance procedures, and job security for farm workers. A contract fundamentally changes the relationship between the workers and their employers. For many workers, it means that they will be treated for the first time with dignity and respect. United Farm Workers of America (UFW) Denied many of the legal protections afforded other workers, Cesar Chavez and the UFW pioneered the use of consumer boycotts in the 1960’s as a non-violent tool for farm workers and consumers together to call agribusiness to accountability. During the table grape and lettuce boycotts, farm workers called on churches, unions, and community organizations for support. The boycott spread and resulted in 1966 in the first ever union contract for farm workers. Today, thousands of workers in fields, orchards, vineyards and dairies now work under UFW contract in California, Florida, Washington and Oregon. Farm Labor Organizing Committee (FLOC) Following an 8-year boycott of the Campbell Soup Company, Ohio-based FLOC, in 1986, negotiated the first three-way contracts in US labor history. In this type of collective bargaining agreement, companies pay more for the crop they purchase from the farms, resulting in more money for workers and farmers alike. Wages increased, a grievance procedure was instituted, and FLOC created a fund to improve housing and effectively lowered the farmers’ cost of such improvements. FLOC negotiated a three-way agreement in 2004 for farm workers in North Carolina, a first for H2A guest-workers and farm workers in the state, which is being re-negotiated. Pineros y Campesinos Unidos del Noroeste (PCUN) (Northwest Treeplanters and Farmworkers United) PCUN in Oregon was founded in 1985 and now has more than 5,000 members engaged in community and workplace organizing. PCUN’s successes include winning the first union contract for Oregon farm workers, maintaining workers’ rights to picket and strike, doubling the state minimum wage since 1985, and gaining paid breaks for Oregon farm workers, a right most other US workers have enjoyed for decades. Coalition of Immokalee Workers (CIW) CIW began organizing in South Florida tomato fields in the 1990’s. A tomato picker was paid a per bucket piece rate that had not changed significantly since 1978. CIW asked Taco Bell, one of the major purchasers of Florida tomatoes, to pay one penny more per pound, which growers would then pass on to the pickers, doubling their wage. Taco Bell refused to talk to the workers. After a four year boycott, Taco Bell and its parent company YUM Brands signing an agreement with CIW in March of 2005, which included the penny a pound increase and a code of conduct. Since then, CIW’s Campaign for Fair Food has achieved similar agreements with McDonalds, Burger King, Subway and Whole Foods. CIW also works to expose and eliminate modern-day slavery in the fields. Since 1997, CIW has helped in the prosecution of seven cases of servitude in Florida, involving over 1,000 workers. Farmworker Association of Florida Members of the Farmworker Association of Florida, formed in 1984, have created credit unions and food co-ops, demanded pesticide protections and equal treatment in the face of disasters, and together addressed workplace and community concerns. Farm workers are also organizing in the fields and canneries of Minnesota with Centro Campesino and in Western New York with CITA (Centro Independiente Trabajadores Agrícolas.) Contact NFWM’s national office for more information on any of these groups. We do not boycott to put anyone out of business; we boycott to put justice into business.” Rev. Martin Luther King, Jr. Resources to Learn More Resources in bold are those referred to in this curriculum. Books Anzaldua, Gloria. 1987. *Borderlands: La Frontera*. San Francisco: Aunt Lute Books. Atkin, S. Beth. 1993. *Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories*. New York: Little, Brown and Co. Barger, W. K. and Reza M. Ernesto. 1994. *The Farm Labor Movement in the Midwest: Social Change and Adaptation among Migrant Farmworkers*. Austin: University of Texas Press. Barndt, Deborah, ed. 1999. *Women Working the NAFTA Food Chain: Women, Food and Globalization*. Toronto, Canada: Second Story Press. Bus, Fran Leeper, ed. 1993. *Forged Under the Sun: The Life of Maria Elena Lucas*. East Lansing: University of Michigan Press. *California’s Broken Promises: The Laws on the Books are Not the Laws in the Fields*: Stories and photos of California Farm Workers. Published by the UFW, 2007. Chavez, Leo. 1992. *Shadowed Lives: Undocumented Immigrants in American Society*. Ft. Worth: Harcourt Brace College Publishers. Ferriss, Susan, Ricardo Sandoval and Diana Hembree, eds. 1998. *The Fight in the Fields: Cesar Chavez and the Farmworkers’ Movement*. New York: Harcourt Brace. Hellman, Judith Adler. 1994. *Mexican Lives*. New York: New Press. Hoffman, Pat. 1987. *Ministry of the Dispossessed: Learning from the Farm Worker Movement*. Los Angeles: Wallace Press. Human Rights Watch. 2000. *Fingers to the Bone: United States Failure to Protect Child Farmworkers*. New York: Human Rights Watch. Krebs, A. V. 1992. *Corporate Reapers: The Book of Agribusiness*. Washington, DC: Essential Books. Light, Ken. 1998. *To the Promised Land*. New York: Aperture Foundation, Inc. Nahmias, Rick. 2008. *The Migrant Project: Contemporary California Farm Workers*. Univ. of New Mexico Press. Northwest Federation of Community Organizations. 2006. *In Our Own Words: Immigrants’ Experiences in the Northwest*. Oxfam America. 2004 *Like Machines in the Fields: Workers Without Rights in American Agriculture*. Boston: Oxfam America. Perez, Ramon. 1991. *Diary of an Undocumented Immigrant*. Houston: Arte Publico Press. Rivera, Tomas. 1987. *Y No Se Lo Trago la Tierra (And the Earth Did Not Devour Him)*. Houston: Arte Publico Press. Rothenberg, Daniel. 1998. *With These Hands: The Hidden World of Migrant Farmworkers Today*. Harcourt and Brace. Schut, Michael, ed. 2002. *Food & Faith: Justice, Joy and Daily Bread*. Denver: Living the Good News. Smith, Sydney. 1987. *Grapes of Conflict*. Pasadena: Hope Publishing House. Thompson, Charles D. and Melinda Wiggins. 2002. *The Human Cost of Food: Farmworkers’ Lives, Labor and Advocacy*. Austin: University of Texas Press. This book can be ordered from Student Action with Farmworkers at http://cds.aas.duke.edu/saf/support/store.htm, as well as retail book stores. Videos “Cesar Chavez: Celebration of Life,” 1994. United Farm Workers of America, Inc. (UFW), AFL-CIO. “Children of the Harvest,” December 1998. NBC *Dateline*. Andy Court and Victor Anrango (producers), Dennis Murphy (reporter). “El Jardin de Eden.” (“The Garden of Eden.”) 1994. Vanguard Studios. “Justice on the Table.” 2003. Farmworker Justice Coalition. Eugene, Oregon: Moving Image Productions. “El Norte.” 1983. Gregory Nava and Anna Thomas. CBS/Fox. “Dying To Live - A Migrant’s Journey”, 2006. Groody River Films Production. “The Invisible Chapel”. 2007. John Carlos Frey. Gatekeeper Productions. Standards of Living. WRAL Documentary on Migrant Housing in North Carolina. August 2005. Farmworkers’ Lives & the Work of NFWM. 2007. Eleven minutes. Free download at www.nfwm.org or $5.00 for mailed dvd. Farm Worker Worship Resources by National Farm Worker Ministry Harvest of Justice Table Prayer Pamphlets (English and Spanish). Materials for hosting a Feast for Justice event, wallet-size shopping guide, and worship resources in English and Spanish including: prayers, litanies, responsive readings, farm worker related Scripture listing, and more. These and more are available at www.nfwm.org or by contacting NFWM. ORGANIZATIONS SUPPORTING FARM WORKERS National Farm Worker Ministry (NFWM) 438 N. Skinker Blvd., St. Louis, MO 63130 (314) 726-6470 email@example.com www.nfwm.org National Farm Worker Ministry, NC Office 4907 Garrett Rd., Durham, NC 27707 (919) 489-4485 firstname.lastname@example.org National Farm Worker Ministry, Florida Office P. O. Box 1589, DeLand, FL 32721 (386) 738-2269 email@example.com Oregon Farm Worker Ministry P.O. Box 30115, Portland, OR 97294 (503) 990-0611 firstname.lastname@example.org YAYA—Youth & Young Adult Action Network (386) 801-1232 email@example.com United Farm Workers of America (UFW) Arturo Rodriguez, President P.O. Box 62, Keene, CA 93531 (661) 822-5571 ~ www.ufw.org Pineros Y Campesinos Unidos Del Noroeste (PCUN) Ramon Ramirez, President 300 Young St., Woodburn, OR 97071 (503) 982-0243 ~ www.pcun.org Coalition of Immokalee Workers (CIW) Greg Asbed & Lucas Benitez, Co-Directors P.O. Box 603, Immokalee, FL 34142 (239) 657-8311 ~ www.ciw-online.org Farmworker Association of Florida Tirso Moreno, Director 815 S. Park Ave., Apopka, FL 32703 (407) 886-5151 www.thefarmworkerassociationofflorida.org Centro Independiente Trabajadores Agricolas P.O. Box 7109, Albion, NY 14411 (585) 589-7460 Email: firstname.lastname@example.org Centro Campesino 301-A 4th Ave. NE, Austin, MN 55912 (507) 433-1031 Email: email@example.com El Comité de Apoyo a Los Trabajadores Agrícolas P.O. Box 510, Glassboro, NJ 08028 (856) 881-2507 Email: firstname.lastname@example.org Advocacy Farmworker Justice www.fwjustice.org Student Action with Farmworkers www.saf-unite.org Assn. of Farmworker Opportunities www.afop.org National Council of La Raza www.nclr.org Agricultural Missions, Inc. www.agriculturalmissions.org Health and Housing Farmworker Health Services www.farmworkerhealth.org Migrant Clinicians Network www.migrantclinician.org National Center for Farmworker Health www.ncfh.org Farm Worker Demographics and Statistics National Agricultural Workers Survey: www.dol.gov/asp/programs/agworker/naws.htm Blessing the Hands — CURRICULUM EVALUATION Please respond to the following questions and return this form to the National Farm Worker Ministry, 438 N. Skinker Blvd., St. Louis, MO 63130 or fax: 314-726-6427. Thank you for helping us improve this resource. In what venue did you use Blessing the Hands? When? Were the curriculum materials useful in generating discussion and interest in within your group about farm worker issues? Were the session materials appropriate for use without major revision? Were the instructions accompanying the sessions clear? Which parts of the curriculum did you (or your group) find most meaningful? If you were to use these materials again, what changes would you make? Did your church group commit to any follow up actions? If so, which ones? How could NFWM support you in your efforts to follow through with these actions? Name: Address: Phone: Email: THE NATIONAL FARM WORKER MINISTRY ~ WWW.NFWM.ORG ~ 314-726-6470 ~ email@example.com NATIONAL FARM WORKER MINISTRY is an interfaith organization that supports farm workers as they organize for empowerment, justice and equality. www.nfwm.org
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Be Active & Beyond A Guide to Exercise and Wellness for People with Parkinson’s Disease This booklet was written for the American Parkinson Disease Association by Terry Ellis, PT, PhD, NCS Tami Rork DeAngelis, PT, DPT, GCS Diane Dalton, PT, DPT, OCS Jonathan Venne, PT, DPT The Center for Neurorehabilitation College of Health & Rehabilitation Sciences: Sargent College Boston University, Boston, MA © The American Parkinson Disease Association 2017 # Table of Contents **Foreword** ........................................................................................................ 1 **Introduction** - How Research Informs Exercise Recommendations .................................. 2 - Overcoming Barriers to Exercise ................................................................. 3 - Exercise Guidelines ..................................................................................... 4 - The Role of Physical Activity ....................................................................... 5 - Exercise Basics ............................................................................................ 6 **Exercise Program** - Section I: Endurance Exercise ...................................................................... 7 - Section II: Strength Exercise ........................................................................ 9 - Squat ........................................................................................................... 10 - Bridge ........................................................................................................ 12 - Hip Rotation ............................................................................................. 14 - Trunk Stabilization ................................................................................... 16 - Push-up ..................................................................................................... 18 - Heel Raise ............................................................................................... 20 - Section III: Flexibility Exercise .................................................................... 22 - Hip Flexor Stretch .................................................................................... 23 - Trunk Twist .............................................................................................. 24 - Hamstring Step Stretch ............................................................................ 25 - Calf Stretch .............................................................................................. 26 - Section IV: Balance Exercise ....................................................................... 27 - Exercise Log ................................................................................................. 28 **Acknowledgments** ......................................................................................... 30 FOREWORD It is with great pleasure that I introduce you to the latest edition of the BE ACTIVE manual. This booklet has been updated to provide timely information on exercises designed specifically for people with Parkinson’s disease (PD). In addition, it is intended to describe the tools that will get you started, or keep you going, on your journey toward improved wellness. As a Movement Disorders Specialist, I strongly encourage my patients to engage in regular exercise and to be as active as possible. Exercise is now recognized as a vital part of the treatment of PD. There is a growing body of literature describing the benefits of exercise for people with PD. The research reveals the importance of endurance, strengthening, balance, and stretching exercises to optimize function and enhance quality of life. The American Parkinson Disease Association (APDA) has recognized the importance of exercise and established the APDA National Rehab Resource Center at Boston University for people with Parkinson’s disease. This booklet was developed by the physical therapists at this Center who are experts in the treatment of people with PD. This Center provides a toll-free telephone helpline that people with PD, family members, and healthcare professionals can call with questions about exercise and resources in their local area. If you have a question about exercise call the helpline at 1-888-606-1688 or email email@example.com. As a physician, I feel this manual is a great springboard toward helping you make exercise a part of your life. The new edition encompasses national guidelines for exercise and reflects the most current evidence on exercise in PD. Clear photos with simple instructions are easy to follow. The manual addresses all levels of fitness, allowing people to safely initiate an exercise program, but also to continue to be challenged over time. I applaud you for your interest in enhancing personal well-being through exercise and encourage you to “BE ACTIVE & BEYOND,” keep moving and feel good! Marie Saint-Hilaire, MD, FRCPC Medical Director APDA Center for Advanced Research Department of Neurology Boston University Medical Campus INTRODUCTION How Research Informs Exercise Recommendations Over the last decade there has been a tremendous increase in the number of studies demonstrating the benefits of exercise for people with PD. Importantly, the field has seen a recent expansion in the number of high-quality exercise trials, revealing the importance of long-term exercise to reduce disability. Exercise studies consistently reveal that people with PD can improve in the following areas: - Strength - Endurance - Balance - Mobility - Walking ability - Flexibility Studies in older adults without PD reveal the benefits of exercise in improving cognition, depression, fatigue, and sleep. There is emerging evidence suggesting that people with PD who exercise may also experience improvement in these symptoms. Does Exercise Slow the Progression of PD? Studies investigating the impact of exercise in animal models of PD reveal improved motor symptoms and enhanced dopamine transmission with exercise (dopamine is a brain chemical that helps control movement). Exercise may also increase levels of chemicals called neurotrophic factors that may protect against dopamine depletion and cell loss. Although the impact of exercise on the human brain in people with PD is not fully understood, this research suggests that exercise may enhance overall brain health. Studies reveal that persons with PD who exercise experience less disability and better function compared to those who do not exercise. Given the potential impact of exercise on the brain and its known benefits in reducing disability, the research suggests that exercise should be part of the standard treatment of PD. Starting Exercise Early and Sticking With It The key to exercise is to make it a part of your life. Research suggests that exercise must be carried out regularly over the long term at an appropriate intensity to optimize the impact. While exercise is important at any time over the course of the disease, starting as early as possible is recommended. In this manual, we have included recommendations on how to determine the appropriate intensity for you and on how to stay motivated over the long term. Numerous studies over the last two decades reveal that people with PD are able to exercise safely and successfully, and experience numerous benefits. Despite the many benefits of exercise, it can be difficult for many people living with PD to exercise on a regular basis. Challenges include lack of motivation or simply trying to fit exercise into busy family and work schedules. People with PD may also have symptoms such as fatigue, apathy, or depression that may make it challenging to exercise regularly. Based on recent studies of people with PD, it has become clear that a person’s expectation of success and their confidence in their ability to succeed, are important factors in the decision to participate in exercise. This means that people with PD who believe they will benefit from exercise and who feel they can exercise successfully are more likely to engage in exercise. **Tips to Exercise Successfully:** - Choose something you enjoy – you’ll be more likely to stick to it! - Partner up – an exercise buddy can make exercise more enjoyable and may make you more accountable. - Mix it up – variety is good and reduces boredom. - Plan ahead and schedule your exercise – if you treat it like a meeting, you’ll be more likely to fit it in. - Join an exercise class, such as aerobics, Tai Chi, yoga, boxing, or dance. Socialization can increase enjoyment and the class schedule can help with regular participation. - Feedback helps – use an activity tracker (i.e., Fitbit® or a pedometer) or a similar device, and see how many steps you are taking per day. Set goals and gradually increase your step count. Experiencing success can increase outcome expectation and self-efficacy. Exercise Guidelines As we have discussed, research reveals the benefits of exercise for people with PD. More research is needed to determine the optimal amount of exercise specifically for those with PD. We refer to national exercise recommendations for adults in addition to the exercise studies in PD to inform our decisions. Several groups have provided guidelines for adults about physical activity and exercise. Some of these include: - Department of Health and Human Services (HHS) - American College of Sports Medicine (ACSM) - World Health Organization (WHO) - National Institute on Aging Information Center / National Institutes of Health (NIH) Although there are some differences in the recommendations among these organizations, there is general agreement about the key aspects of a well-rounded exercise program. We’ve incorporated important elements from these guidelines into the table below considering the specific needs of those living with PD. | ENDURANCE | 2 hours and 30 minutes of moderate-intensity exercise each week (30 mins, 5 times per week). | | Start slow and gradually add more time. | | People unable to meet these minimums can still benefit from some activity. | | STRENGTH | Train each major muscle group on 2 to 3 non-consecutive days per week. | | Two sets of each exercise, 8-12 repetitions. | | Use machines, bands, weights, or your own body weight to provide resistance. | | FLEXIBILITY | Perform at least 2-3 days each week. | | Hold each stretch for 30-60 seconds to the point of tightness or slight discomfort, repeating 3-4 times. | | Flexibility exercises are most effective when the muscle is warm (after exercising). | | BALANCE | Perform 2-3 days per week for 20-30 minutes. | | Exercises should challenge balance, agility, and coordination. | | Dance and Tai Chi are examples of activities that may improve balance in people with PD. | The Role of Physical Activity The health benefits of leading an active lifestyle are well established. However, most adults in today’s society lead fairly sedentary lives (sit too much) and do not engage in sufficient physical activity. People with PD are at risk of becoming too sedentary due to potential challenges related to mobility, mood, and motivation. Yet, with some guidance, it is possible to get on track to better health by becoming more active and by engaging in exercise. What is the difference between “exercise” and being “physically active?” Engagement in exercise and adopting an active lifestyle are different but equally important issues. Exercise refers to participation in a planned, structured program that may include endurance, strength, flexibility, and balance exercises. Endurance exercise, for example, can be accomplished in as little as 30 minutes per day. What you do in the remaining hours of the day is also very important and can have a significant impact on your overall health. Being physically active includes engaging in non-sedentary behaviors throughout the day (e.g., walking the dog, grocery shopping, and household chores). Your physical activity level can influence the effect that PD has on your general mobility. How can I increase my physical activity? In general, it is important for people with PD to minimize the amount of time spent sitting, reclining, or lying down and to maximize the amount of time spent standing and walking. Too much sitting can contribute to greater stiffness making mobility more challenging. These are some ways to increase your physical activity: - For every hour of sitting during the day, get up and walk for at least 5-10 minutes. - Participate in routine activities such as housework and yard work. - Engage in community recreational activities to help increase overall activity level. - Wear a pedometer (step counter) and gradually increase the number of steps you take per day. This will help you monitor your physical activity level over time. Exercise Basics Before beginning any exercise program, it is recommended that you consult with your physician or physical therapist. They can help you determine if exercise is safe for you and the type and intensity of exercise most appropriate for you. Chair against the wall: For clarity, all exercises in this manual have been shown using a chair against a plain background. However, in your home, always place your chair up against a wall. This increases the stability of the chair and improves your safety. Consider your posture: In order to ensure that you are getting the maximum benefit of the exercises without placing strain on your back, pay careful attention to your posture. Use the pictures accompanying each exercise as a guide. Support your head: Place a folded hand towel on the floor under your head to keep your neck in a neutral position during exercises that you do lying down. Do not place it under your neck. Make it challenging: This manual includes different challenge levels for strengthening exercises. It is designed to ensure you are properly challenged at all times, thereby maximizing the benefit you get from each exercise. Select a level of each exercise so that your last few repetitions in the set are difficult. If it would be easy for you to continue the particular exercise without resting, then you should slowly increase the repetitions or progress to the next level. Breathe: It is important that you do not hold your breath during any of the exercises in this manual. If you find yourself holding your breath, try counting your repetitions out loud. Keep a log: Keeping a daily log of your exercise is a good way to track your activity, and to develop a daily exercise habit. There is a sample log included at the end of this booklet. EXERCISE PROGRAM Section I: Endurance Exercise Endurance or cardiovascular exercise increases your breathing and heart rate. Also referred to as aerobic activity, these exercises can improve your overall fitness. Types of Endurance Exercise: - Brisk walking - Biking - Jogging - Swimming Recommended Amount of Endurance Exercise: Per week: 2 hours and 30 minutes total per week. Sample endurance programs: - 30 minutes, 5 times per week - 50 minutes, 3 times per week - 10 minutes, 3 times a day, 5 times per week Recommended Intensity of Endurance Exercise: DEFINING “MODERATE INTENSITY” - **Talk test:** One way to determine if you are exercising at a moderate intensity is to use the talk test. During moderate intensity exercise you should be able to talk, but not sing. If you can only get a few words out that would be considered vigorous intensity exercise. - **Rate your exertion:** Use a standardized scale such as the Rating of Perceived Exertion, or RPE. This scale measures your perceived exertion on a scale from 6 (no exertion) to 20 (max exertion). Aim to exercise at approximately a level 13 or what you would describe as “somewhat hard.” Work with your physical therapist to learn how to effectively use this rating scale. | Rating of Perceived Exertion | Description | |------------------------------|----------------------| | 6 | Very, very light | | 7 | Very light | | 8 | Fairly light | | 9 | Somewhat hard | | 10 | Hard | | 11 | Very hard | | 12 | Very, very hard | Walking as an Endurance Exercise: While there are many different types of endurance exercise, we would like to highlight walking because it can be done almost anywhere and may already be part of your routine. In addition, you may have noticed changes to your walking as one of the early signs of PD. Some people may notice decreased arm swing, smaller steps, and/or a slower pace. Research has shown that, over time, people with PD tend to walk more slowly and spend less time walking. However, studies also reveal that people with PD are able to improve the quality, the amount, and the speed of walking with participation in a walking program. Keys to Improve the Quality of Your Walking: - Take bigger steps - Land on your heel - Swing your arms - Stand up tall - Walk faster - Walk to a beat* *Many people with PD can improve both the quality and speed of their walking by using a metronome or by listening to music at a particular beat. The beat provides a cue to help make walking more automatic. A physical therapist can teach you how to best use the cues to improve your walking.* Section II: Strength Exercise Strength training is another very important part of any exercise program. Research shows that strength exercises can improve strength, balance, walking, and general mobility in people with PD. Types of Strength Exercise: - Use your own body weight (e.g., push-ups or squats). See pages 10-21.* - Lift free weights or use exercise bands. - Try strength training machines/gym equipment. Recommended Amount of Strength Exercise: - Perform 2-3 times per week, on non-consecutive days. - Complete 8-12 repetitions and 2 sets of each exercise (some muscle groups benefit from more repetitions as seen with some of the exercises in this manual). Recommended Intensity of Strength Exercise: - Start slowly and monitor response: If you are just starting a strength training program, begin with the level 1 exercises listed in this booklet and increase based on your response. A small amount of muscle soreness that lasts 1-2 days is normal. - The last 1-2 repetitions of the exercise should be challenging. If you are able to complete the last 1-2 repetitions easily, it may be time to increase the repetitions or move to the next level of that exercise. *In this manual, we illustrate exercises that use your own body weight because you can do them anywhere with minimal equipment. Squat – Level 1 Goal: Strengthen the large muscles in your legs that help you stand up from a chair, walk, and climb stairs. - Place a standard height (17-19 inches) chair against the wall - Stand facing away from the wall with your heels about 6 inches in front of the chair and your feet hip distance (or slightly wider) apart. - Lower yourself into a seated position. Make sure to keep equal weight on both feet. - Slowly return to standing. - Perform 8-12 repetitions 2-3x/week: 3 sets of 8-12 repetitions COMMON MISTAKES DO NOT allow knees past toes. DO NOT allow knees to dip together Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 Mini-squat: Slowly lower your body as if to sit, but stop midway between standing and sitting; slowly return back to standing. Level 3 Full squat: Slowly lower your body as if to sit. Stop just short of sitting then return to standing. Arm position: Arms can be crossed or straight out in front of you for any of the 3 levels of this exercise. Choose what is most comfortable for you. 2-3x/week: 3 sets of 8-12 repetitions Bridge – Level 1 Goal: Strengthen the large muscles in your legs that help you stand up from a chair, walk, and climb stairs. - Lie on your back with your knees bent, feet flat on the floor, and arms at your sides. - Place a folded hand towel under your head as needed to keep your neck in a neutral position. - While keeping your shoulders and feet in place, raise your hips. Try to create a straight line from your shoulders to your knees. - Lower back down to the starting position. - Perform 8-12 repetitions. 2-3x/week: 3 sets of 8-12 repetitions COMMON MISTAKES DO NOT lift your upper back off the floor. Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 Arm up: Raise your arms straight up with palms facing one another. While keeping arms in that position throughout, perform Level 1 bridge. Level 3 Arm out: Spread your arms out to the side and at an angle. While keeping arms in that position throughout, perform Level 1 bridge. 2-3x/week: 3 sets of 8-12 repetitions Hip Rotation – Level 1 Goal: Strengthen the muscles of your hips, which help to stabilize you as you walk. - Lie on your side with your head supported by a rolled towel or pillow. - Bend your knees and your hips so that there is a straight line from your shoulders to hips to feet. - Keeping your feet together and your trunk still, lift your top knee. - Perform 8-12 repetitions. 2-3x/week: 3 sets of 8-12 repetitions COMMON MISTAKES DO NOT allow your hips to rotate back as you lift your knees. Your top hip should remain directly above your bottom one throughout the motion. Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 Hands & knees: While on hands and knees, lift your knee in the same motion as Level 1 hip rotation exercise on the previous page. Only lift as far as you can without rotating or twisting your lower back. 2-3x/week: 3 sets of 8-12 repetitions DO NOT allow your spine to twist when you lift your leg. Keep your back straight. Trunk Stabilization – Level 1 Goal: Strengthen the muscles in your trunk that support your spine and help you maintain upright posture. - Kneel on the floor on your hands and knees. Keep your chin tucked and your gaze down. - Keep your back in a neutral position (not arched or rounded). Take note of this position and how it feels. The goal of this exercise is to maintain this position throughout. - Slowly raise and lower your left arm without allowing any motion in your trunk. Perform 10-20 repetitions. - Repeat 10-20 repetitions on your right arm for one full set. 2-3x/week: 3 sets of 8-12 repetitions Note: You do not have to raise your arm completely. Only lift as far as you are able while keeping a straight back. COMMON MISTAKES DO NOT look up or extend your neck. DO NOT allow your shoulders or hips to rotate. Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 One leg: Raise your left leg. Perform 10-20 times on the left side. Switch to the right side. Level 3 Alternating legs: Alternate raising your left and right legs. Repeat 10-20 times. DO NOT arch your back. As with the Level 1 exercise, only lift your leg as high as you can while maintaining a flat back. Push-Up – Level 1 Goal: Strengthen your chest, arms, and trunk to help improve posture. - Stand facing a wall. - Place hands on the wall in front of you in line with your shoulders, and slightly wider than shoulder distance apart. - Bend at your elbows to slowly lower yourself toward the wall. Keep your body straight and chin tucked. Push yourself up to the starting position. - Perform 8-12 repetitions. 2-3x/week: 3 sets of 8-12 repetitions COMMON MISTAKES DO NOT bend forward at your hips or allow your chin to lead your head toward wall surface. Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 Counter push-up: Place your hands in line with your shoulders on the edge of a counter or heavy table (be sure the table will not slide as you lean against it). Use washcloths or towels to cushion hands as needed. Level 3 Push-up on knees: Perform standard push-up with bent knees and your ankles crossed. 2-3x/week: 3 sets of 8-12 repetitions Heel Raise – Level 1 Goal: Strengthen the muscles in your legs that help you walk and climb stairs. - Stand facing a wall and place your hands on the wall for balance. - Raise yourself up onto your toes. - Perform 8-12 repetitions with a full range of motion. 2-3x/week: 3 sets of 8-12 repetitions Ready for a challenge? If you’ve mastered the basics, why not try the next level? Level 2 Single leg on floor: Get into the starting position for a Level 1 heel raise. Bend one knee. Perform heel raise on one leg. Switch sides, and repeat. Level 3 Single leg on the stairs: While holding onto a railing for balance, perform the heel raise on one leg on the edge of a stair. The stair allows you to increase the range of motion of the exercise by dropping your heel slightly lower than your toes. 2-3x/week: 3 sets of 8-12 repetitions Section III: Flexibility Exercise Flexibility exercises or stretching exercises are another important component of an exercise routine for people with PD. Two of the main symptoms of PD, bradykinesia (slowness of movement) and rigidity (stiffness), can put persons with PD at risk for losing muscle length or joint range of motion. This is because the stiffness may contribute to moving in smaller ranges during motions such as swinging your arm or taking smaller steps when walking. Stretching may also help reduce discomfort from stiffness and muscle spasms. Types of Flexibility Exercises: - Static self-stretch (see pages 23-26) - Yoga - Passive stretch (stretch is applied by another person) Recommended Amount of Flexibility Exercise: - Hold each stretch for 30-60 seconds and repeat 3-4 times. - For most adults, stretching 2-3 times a week is recommended. - However, people with Parkinson’s may benefit from doing some stretching exercises every day. Recommended Intensity of Flexibility Exercise: - Do not bounce while you stretch; simply hold the position. - Do not stretch to the point of pain. STRETCHING TIPS! - Do not hold your breath while stretching. - Stretching may be more effective if done after a muscle has been warmed up, such as after a walk. Hip Flexor Stretch **Goal:** Increase the range of motion of your hips to improve your posture. - Stand in front of a chair and lower yourself down onto one knee. Use a pillow or folded towel to cushion your knee. - While maintaining upright posture, shift your hips forward in a lunge until you feel a stretch in the **front of your back leg**. If you don’t feel a stretch, take a bigger step forward with the front leg and tuck your hips under you. - Hold for 30-60 seconds and switch to other side. - Repeat 3-4 times. **2-3x/week: 3-4 sets of 30-60 second hold** **COMMON MISTAKES** **DO NOT** arch your lower back. Trunk Twist Goal: Increase the range of motion of your neck, trunk, and shoulders in order to improve your ability to move with greater ease during daily activities. - Lie on your back with your knees bent and feet flat on the floor. - Place your arms in “T” (out to the sides, palms facing up). - Gently tuck your chin and turn your head to one side. Drop both legs down to the opposite side, while keeping your arms and shoulders on the mat. - Hold this position for 30-60 seconds. - Return knees and head slowly to upright position, and slowly repeat procedure in the opposite direction. - Repeat 3-4 times. 2-3x/week: 3-4 sets of 30-60 second hold COMMON MISTAKES DO NOT allow your arm and/or shoulder to lift up when you drop your legs. Hamstring Step Stretch Goal: Increase the flexibility of your hips, which may improve your ability to take bigger steps while walking. - Stand on the bottom of a flight of stairs with a safe and secure railing. You may also use a small box or footstool. - Place one foot on the first step. Keep your knee straight and your ankle relaxed. - While maintaining a straight back, hinge forward slightly at the hips and bend your back knee until you feel a stretch in the back of the leg on the step. - Hold 30-60 seconds and repeat on other side. - Repeat 3-4 times. 2-3x/week: 3-4 sets of 30-60 second hold COMMON MISTAKES DO NOT round your back or slump your head. DO NOT reach for your toes with your hands. Calf Stretch Goal: Increase the flexibility of your ankle to improve your ability to take bigger steps while walking and to transition from a sitting to standing position. - Face a wall, rest your forearms on the wall, and take a large step back with one leg. - Bend your front knee while keeping your back knee straight (in a lunge position). - Push your back heel into the ground. You should feel a stretch in the back of your lower leg. - Hold for 30-60 seconds and switch to the other leg. - Repeat 3-4 times. 2-3x/week; 3-4 sets of 30-60 second hold COMMON MISTAKES DO NOT rotate heel. Both feet should be pointing directly at the wall. DO NOT allow your rear heel to lift off the ground. Section IV: Balance Exercise It is common for people with PD to have some difficulty with their balance. Many of the exercises in this booklet can help improve balance by increasing strength and flexibility of the muscles in your legs and trunk. However, if you have concerns regarding your balance (i.e., feeling unsteady and experiencing trips, near falls, or falls), a complete balance assessment with a physical therapist is recommended. Types of Exercises to Improve Balance: - Walking at a moderate intensity (see page 8) - Strength exercises (see pages 9-21) - Flexibility exercises (see pages 22-26) - Tai Chi or dance classes Recommended Amount of Balance Exercises: - Strength training can be done 2-3 times per week on non-consecutive days. - Flexibility exercises can be done daily or at least 2-3 days per week. - Walking at a moderate intensity in bouts of 10-30 minutes most days for 150 minutes total per week. - Tai Chi or dance can be done daily or 2-3 times per week. Recommended Intensity of Balance Exercises: - See Sections I, II, and III of this booklet for specific information regarding intensity of endurance, strength, and flexibility exercises. - For other balance activities, we recommend that you consult with a physical therapist to help guide you in appropriate, safe, and challenging balance program. | Exercise Log | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday | |--------------|--------|---------|-----------|----------|--------|----------|--------| | **Endurance Exercises** | | | | | | | | | Steps per day | | | | | | | | | **Other Physical Activity** | | | | | | | | | **Strength Exercises** | | | | | | | | | Squat | 2-3x/week: 3 sets of 8-12 repetitions | | | | | | | | Bridge | 2-3x/week: 3 sets of 8-12 repetitions | | | | | | | | Hip Rotation | 2-3x/week: 3 sets of 8-12 repetitions | | | | | | | | Trunk Stabilization | 2-3x/week: 3 sets of 10-20 repetitions | | | | | | | | Push-up | 2-3x/week: 3 sets of 8-12 repetitions | | | | | | | | Heel Raise | 2-3x/week: 3 sets of 8-12 repetitions | | | | | | | | **Flexibility Exercises** | | | | | | | | | Hip Flexor Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | | | | | | | | Trunk Twist | 2-3x/week: 3-4 sets of 30-60 second hold | | | | | | | | Hamstring Step Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | | | | | | | | Calf Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | | | | | | | | Balance Exercises | | | | | | | | How do you feel today? | Exercise Log | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday | |--------------|--------|---------|-----------|----------|--------|----------|--------| | **Endurance Exercises** | | | | | | | | | Steps per day | 5765 | 5957 | 6209 | 6890 | 8209 | 9830 | 103451 | | **Other Physical Activity** | | | | | | | | | **Strength Exercises** | | | | | | | | | Squat | 2-3x/week: 3 sets of 8-12 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Bridge | 2-3x/week: 3 sets of 8-12 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Hip Rotation | 2-3x/week: 3 sets of 8-12 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Trunk Stabilization | 2-3x/week: 3 sets of 10-20 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Push-up | 2-3x/week: 3 sets of 8-12 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Heel Raise | 2-3x/week: 3 sets of 8-12 repetitions | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | **Flexibility Exercises** | | | | | | | | | Hip Flexor Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Trunk Twist | 2-3x/week: 3-4 sets of 30-60 second hold | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Hamstring Step Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Calf Stretch | 2-3x/week: 3-4 sets of 30-60 second hold | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Balance Exercises | | | | | | | | | Tai Chi Class | | | | | | | | | Dance | | | | | | | | | **How do you feel today?** | | | | | | | | | | Great! | Good | Good | Great! | Great! | | | *Note: The table is partially filled with exercise details and checkmarks indicating completion.* ACKNOWLEDGMENTS A special thanks to our exercise models for all of their time and support in developing this manual. Without their generous contributions, this manual would not be possible: Mary O’Donnell John Wardley Frank Driscoll We would also like to acknowledge the valuable insights we have received from the Parkinson’s disease community over the years. These insights have shaped the contents of this manual in ways we hope will benefit others with Parkinson’s disease. We would also like to thank those individuals who have assisted with thoughtful review and support: Marie Saint-Hilaire, MD, FRCPC Cathi Thomas, RN, MS, CNRN Katy Hendron, PT, DPT, NCS Rochelle Panichelle, PT, DPT Cristina Colon Semenza, PT, MPT, NCS Nicole Sullivan, OTS Kimberly Neuffer Notes The following is a list of the most common types of software that are used in the field of computer science: 1. Operating Systems: These are the programs that control and manage the hardware and software resources of a computer system. 2. Programming Languages: These are the languages used to write computer programs. 3. Database Management Systems: These are the programs that allow users to store, retrieve, and manipulate data. 4. Web Development Tools: These are the tools used to create websites and web applications. 5. Graphics Software: These are the programs used to create and edit digital images. 6. Video Editing Software: These are the programs used to edit and manipulate video files. 7. Audio Editing Software: These are the programs used to edit and manipulate audio files. 8. CAD (Computer-Aided Design) Software: These are the programs used to create and edit technical drawings and designs. 9. Animation Software: These are the programs used to create and edit animated graphics. 10. Game Development Tools: These are the tools used to create and develop video games. 11. Data Analysis Software: These are the programs used to analyze and interpret data. 12. Project Management Software: These are the programs used to manage and track projects. 13. Collaboration Software: These are the programs used to collaborate with others on projects. 14. Security Software: These are the programs used to protect computers from viruses and other security threats. 15. Virtual Reality Software: These are the programs used to create and interact with virtual environments. Generous support for this publication was provided by: Medtronic Further. Together
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Introduction About the book With 111 species of reptiles (96 terrestrial and 15 marine), Oman harbors approximately 50% of the total number of reptile species in the Arabian Peninsula, ranking as one of the countries with the highest reptile diversity. Due to an increased interest in the systematics of Oman’s reptiles, the pace of species descriptions and taxonomic knowledge has increased exponentially within the last 10 years and shows no sign of reaching a plateau (Fig 1). Because of the recent interest in Oman’s herpetology, the country’s current level of taxonomic knowledge ranks among the highest in Asia. Most of the groups have been investigated using an integrative approach, including both morphological and molecular data, analyzed with multivariate, phylogenetic, population genetic, genomic, and geospatial methods. This approach has uncovered considerable levels of undescribed diversity, including several remarkable examples of cryptic diversity. The main objective of this book is to provide an updated account on the systematics, diversity and distribution of Oman reptiles. This work is based on 16 years of intensive field and laboratory work by the authors, the work of many past and present collaborators (see acknowledgements), and all the previous knowledge compiled by several researchers in books, book chapters, scientific journals and other publications, some of which have been listed in the bibliographic section at the end of the book. Although the book includes accounts for all the 111 currently described species of Oman reptiles, the reptile diversity analyses by governorate and using a 10 arc-minute grid are presented for the 96 described species of Oman terrestrial reptiles. The 15 marine reptiles include 10 sea snakes and 5 marine turtles that visit the Oman territorial waters and the immediate sand beaches sporadically for breeding (marine turtles), or get stranded on the beach after storms or when they are weak, ill or disoriented (sea snakes). Fig 1: Number of species displayed in a cumulative way. Dots represent the years with species descriptions. Dashed lines divide the graph into intervals of 25 years. The 111 Oman reptiles are classified into seven main groups and the 96 terrestrial reptiles into six main groups. The number and proportion of species within each group for all the Oman reptiles, including endemic species, is shown in Fig 2. The dataset used for the analyses of species richness, endemicty, conservation, ecology, and for the species accounts of all 96 terrestrial reptiles of Oman covered by the book includes 5,986 records. As can be seen in the spatial distribution of the samples using a grid of 10 arc-minutes of latitude and longitude covering the entire country, 429 (38.72%) out of 1,108 grids have information (Fig 3 on page 15). As a result of the origin of our data, it is impossible to differentiate between grids that have been visited without success (no observations) and grids that have not been visited (unsampled grids). In any case, reptiles are a major component of the vertebrate fauna of Oman and in the records obtained by S.Carranza’s research team there was not a single grid that had been visited without success (no observations). This suggests that most of the grids without presence data are the result of the lack of exploration rather than lack of reptile presence. The sampled grids cover the entire Hajar Mountains and adjoining areas (the coastal Batinah plain and the inland areas) and the Dhofar Mountains (including both the lush south-facing side and, to a lesser extent, the dry north-facing side of the mountains) (see Fig 3 on page 15 & Fig 4 on page 16). The eastern coastal area of the Arabian Sea is also well sampled. The less sampled areas are the Rub’ Al Khali Desert in the western part of the country, in the border area with Saudi Arabia, and the barren desert areas of Jiddat Al Harasis. The distribution of all 5,986 observations in the two-dimensional climatic space of Oman (Fig 3B) indicates that the samples are widespread across the whole climatic space defined by annual precipitation and mean annual temperature, with no important gaps. The maximum number of observations cluster around the area of the graph defined by high annual mean temperatures and low values of annual precipitation, which is also the most dominant climate in Oman. The area of Oman with lower mean annual temperatures (10–15 °C) and relatively higher values of precipitation (around 350 mm/year), include fewer observations but also have less area available and are, thus, proportionally well sampled. As shown in Fig 5 on page 17, the observations are also well distributed across the climatic space defined by the Principal Component Analysis of 12 climatic variables. However, when the area is divided into clusters grouping 10% of the explained climatic variance by PC1 and PC2 (see Fig 5A & B), not all 20 resulting clusters include observations. Some of the clusters, such as clusters 18 and 19, cover very large areas across the whole country (Fig 5C), including the Rub’ Al Khali Desert, Jiddat Al Harasis and the Al Sharqiyah Sands. Other clusters are only present in northern or southern Oman (clusters 6 and 13, respectively) and some, such as clusters 15 and 16, are present in both areas of Oman. The highest number of clusters is found in the Hajar Mountains, with 15 clusters, including clusters 1 and 4, both with just 2.52 km², the smallest of all 20 clusters. In the South, the highest number of clusters is found in the Dhofar Mountains and the Salalah Plain. **Fig 3:** A: Map of Oman indicating the sampling effort. Grids of 10 arc-minutes (~18km) with observations (red dots). Empty grid cells are either due to no observation or no sampling. B: Two-dimensional climatic space of Oman (gray dots; 1x1 km) defined by total annual precipitation (BIO12) and mean annual temperature (BIO1). Red dots represent the distribution of the 5,986 observations in this climatic space. From Carranza et al. (2018) with updated number of records. Fig 4: Physical map of Oman showing the topographical relief and names of the most relevant toponymies mentioned in the book. Reptile diversity and systematics With 11,570 species (August 2021), reptiles represent the world’s most diverse group of terrestrial vertebrates and a major component of the global biodiversity, remarkable from an ecological and evolutionary point of view. Despite their relevance, their evolutionary relationships and their taxonomy have been very contentious and could not be clarified until genetic and, more recently, genomic data have been available. An updated taxonomic hypothesis based on the most recent phylogenetic results is necessary for a correct interpretation of the biogeography, ecology, behavior, and evolution of reptiles and has also played an important role in the organization of the present book. These relationships are summarized in the phylogenetic tree presented in Fig 6 on page 18. Fig 5: A: Principal Component Analysis (PCA) of the climatic space of Oman (gray dots) using 12 BIOCLIM variables. Dashed lines delimit the climatic clusters that group 10% of the explained variance by PC1 and PC2. Red dots represent the distribution of the 5,986 observations in the PCA of the climatic space; B: Principal Component Analysis (PCA) of the climatic space of Oman using 12 BIOCLIM variables showing the 20 climatic clusters that group 10% of the explained variance by PC1 and PC2 painted in different colors and numbered from 1 to 20 with the following order: from left to right and from bottom to top; C Map showing the geographic distribution and extension of the 20 climatic clusters of Oman that group 10% of the explained variance by PC1 and PC2. From Carranza et al. (2018) with updated number of records. Fig 6: Phylogenetic tree of Sauropsida showing the evolutionary relationships between the different families of Rhynchocephalia, Squamata, Testudines and Crocodilia. Notice that crocodiles (Crocodilia) are more closely related to birds (Aves) than to the rest of reptiles. All the different reptile families with representatives in Oman are indicated in bold and with red silhouettes. Present-day reptiles consist of four major Orders: 1.- Turtles, belonging to the order Testudines, include approximately 361 species. They are one of the easiest groups of reptiles to recognize, because all of their representatives have a shell composed of two parts: the ventral plastron and the dorsal carapace, which protect the animal’s trunk. There are turtles living on land (tortoises), in fresh water (freshwater turtles), and a few groups that have conquered the seas (marine turtles). 2.- Crocodiles, alligators, and gharials, belonging to the order Crocodilia, include 26 species of aquatic predators, among which is the largest reptile on earth - *Crocodylus porosus*, the saltwater crocodile of southeast Asia and North Australia, which can reach over 6 meters and weigh over 1,200 kg. Crocodiles are oviparous, and their habits are generally crepuscular and nocturnal. Interestingly, they are more related to birds (Class Aves) than to other reptiles (see Fig 6), a relationship that makes reptiles a paraphyletic group. To solve this systematic problem, it has been suggested to abandon the term “reptiles” and use the more inclusive term Sauropsida (sauropsids) to refer to the monophyletic group formed by “reptiles” and birds. Like birds, Crocodilia have a heart divided into four chambers and their cerebral cortex is more developed than that of other reptiles. 3.- Tuataras, with only one extant species belonging to the genus *Sphenodon*, are the only survivors of the order Rhynchocephalia. The order includes diverse families and a great number of genera and species, now extinct, that diversified during the Mesozoic Era. Because the tuataras have changed very little morphologically, they are considered living fossils, which makes them very interesting from an evolutionary point of view. Noteworthy, among the unique characteristics of tuataras are the presence of two or three teeth fused to the bone of the premaxilla, a double row of teeth in the upper mandible (maxillary and palatine teeth) and the absence of a copulatory organ in males. 4.- The order Squamata (squamates) is the most numerous group of reptiles, with 11,182 described species (August 2021). Their taxonomy has changed in recent years and the following groups are now recognized: Dibamidae (25 species), Gekkota (2,095 species), Scincoidea (1,870 species), Lacertoidea (1,029 species), Anguimorpha (239 species), Iguania (2,003 species), and Serpentes (snakes) (3,921 species) (see Fig 6). They are characterized by a diapsid-type skull in which some structures have been lost and others have been modified, converting the skull into a moveable structure with equally moveable joints that help them to capture and better manipulate prey. The skull modifications and especially the appearance of venom more than 100 million years ago in the ancestor of the clade Toxicofera (Fig 6), venom glands, and specialized structures to inject venom and subdue prey without fighting in some snake groups, are considered one of the major factors of their great diversification. Squamates have lost limbs partially or completely in more than 25 occasions during their evolution, and have developed viviparous reproduction about 100 times independently. In summary, they present a high level of morphological and physiological plasticity that has allowed them to colonize very different habitats. They have a skin with epidermal keratinized scales that is replaced with time. All squamate groups present internal fertilization, and are the only group of reptiles in which the males have hemipenes (paired copulatory organs). There are oviparous, ovoviviparous, viviparous, and parthenogenetic species. Sex-determining mechanisms in reptiles are broadly divided into two main categories: genotypic sex determination (GSD) and temperature-dependent sex determination (TSD). In temperature-dependent sex determination, it is the environmental temperature during a particular point of the embryonic development that determines whether an egg becomes a female or a male. This thermosensitive period occurs after the egg has been laid, so sex determination in these reptiles depend on the thermal conditions affecting the eggs. Moreover, new evidence indicates that both sex chromosomes and temperature can be involved in the sex determination of some reptile species. The most successful group of squamates, the snakes, is the group of reptiles with more modifications to their general body plan. This group with 3,921 species is an example of adaptive radiation, having conquered nearly all environments. There are marine, freshwater, and terrestrial snakes and they are distributed through all continents with the only exception of Antarctica. All snakes have elongated bodies, absence of limbs, ear canal, outer ear (no eardrum but inner ear) and left lung (due to elongation). Jaws join at the anterior side by an extensible ligament and have a very flexible skull. Their eyelids are fused into a transparent membrane with little eye mobility. They have a forked (bifid) and extensible tongue that carries the captured scent molecules to the vomeronasal organ (Jacobson’s organ) located on the roof of the mouth that acts as an organ of smell to complete the olfactory areas of the nose. Some vipers (pit vipers) have sensory organs to perceive infrared radiations from warm bodies, allowing them to locate prey even in the most absolute darkness. Pythons and boids also have infrared receptors on their lips but are thought to be of independent origin than those of vipers. All snakes, like all members of the Toxicofera clade, are thought to have toxins and many groups of snakes have developed teeth specialized in venom inoculation that cause more than a million envenomations and 100,000 deaths worldwide every year. The importance of reptiles for ecosystem functioning Reptiles are major components of current biotas globally. They have successfully colonized all continents of the world (with the exception of Antarctica), including the continental and marine waters and thousands of islands. Reptiles have played a crucial role in the origin and subsequent radiations of amniote vertebrates, and in the function of past and modern day ecosystems. The role of reptiles as main ecological players in our planet started a long time ago, when reptiles acquired water-independent reproduction that resulted in their establishment as the first fully-terrestrial vertebrates, and triggered their diversification during the Mesozoic Era, between the Triassic (245 million years ago) and the end of the Cretaceous (65 million years ago), when reptiles ruled the earth for 150 million years. Within the reptile lineage appeared some of the most incredible animals that have ever lived on our planet, including many different dinosaur species, very large marine reptiles like the mosasaurs and plesiosaurs, and a radiation of flying reptiles, the pterosaurs, which included the largest animal that has ever flown, *Quetzalcoatlus northropi*, with a wing span of 10 m. *One of several specimens of the Jebel Akhdar endemic Asaccus montanus Mountain Leaf-toed Gecko found preying on insects on a hotel wall at night.* The 5th mass extinction (occurred approximately 65 million years ago) brought the reign of the dinosaurs to a sudden end and also triggered the extinction of all flying reptiles and the large marine reptiles. This catastrophic event, opened a window of opportunity for several groups of small vertebrates. Thanks to the extinction of most large reptiles, mammals (constituted by small, nocturnal species at that time), birds, and small reptiles, had the opportunity to radiate and diversify. As a result of radiations occurring over hundreds of millions of years, reptiles have accumulated a vast diversity of morphological, behavioral, ecological, life history, and defensive strategies to cope with the selective pressures that they have encountered. Since the last mass extinction, reptiles have consolidated as the most successful lineage among terrestrial vertebrates in terms of species richness, morphological and ecological diversity. Indeed, with 11,570 species, reptiles represent the world’s most diverse group of terrestrial vertebrates and include some of the most remarkable examples of vertebrate evolutionary radiations. Particularly notorious cases are the hyper diverse iguanian genus *Anolis*, with 436 species known from tropical America, the geckos of the genus *Cyrtodactylus*, with 314 species distributed across Southeast Asia, or the geckos of the genus *Hemidactylus*, with 173 species widely distributed across the world, including 14 species in Oman. Apart from the high number of species, some reptile species also have large populations and therefore play an even more vital role in ecosystems functioning. For instance, the most abundant terrestrial vertebrate in the Hajar Mountains is a very small gecko of the genus *Pristurus* (*P. rupestris*), which preys on... ants and other small insects that can harm crops, and therefore it is a natural source of pest control. Some snakes can also live close to human settlements, preying on rats and mice, keeping their populations in check. At the same time, reptiles fall prey to a large number of other vertebrates, including birds and small mammals, being a very important food source for them. Some species of geckos of the genus *Hemidactylus* and other genera live in or around human habitations and are usually seen at night by lights preying on insects, therefore acting as a natural source of pest control and even as a control of vector-borne diseases transmitted by some mosquito species. Other terrestrial groups also consume other insects like grasshoppers that, depending on their abundance, can pose a serious threat to cultivated areas. Apart from the important role of reptiles in the food web of ecosystems as both predators and prey, there are other less studied and less known roles of reptiles that have a pivotal role for ecosystem functioning, at least in some particular environments where reptiles are one of the major components (or the only component) of the terrestrial vertebrate faunas, as for instance in remote archipelagos. Under these circumstances, reptiles can play a crucial role as both pollinators and seed dispersers for endemic plants. For instance, it has been recently discovered that an endemic gecko, *Hemidactylus dracaenacolus* from Socotra Island, acts as a pollinator of the Dragon’s Blood Tree (*Dracaena cinnabari*), a unique tree endemic to the Socotra Archipelago, highly valuable from a natural and economic point of view. Another well-studied example includes the lacertid lizard radiation of the genus *Gallotia* endemic to the Canary Islands, Spain. *The Socotran endemic species Hemidactylus dracaenacolus, Dragon Blood Tree’s Gecko, on the tree trunk of the endemic Socotran tree Dracaena cinnabari, Dragon’s Blood Tree.* These large lizards eat plant material on a regular basis, consuming seeds. It has been shown that seeds of some Canary Islands’ endemic plants that passed through the guts of lizards had a better chance of germinating, and did so faster, than plants that were not consumed by lizards. One of the main characteristics of islands is that they show low species richness, sometimes being devoid of any terrestrial mammals and with very few bats and birds. That means there are few species that could potentially take the place of lizards. If plants lose a pollinator or a disperser, they probably do not have another species to fall back on. Pristurus rupestris, Rock Semaphore Gecko, one of the most abundant terrestrial vertebrates of the Hajar Mountains. They can be very useful as pest control and, at the same time, they are an important source of food for other animals. The snake Echis carinatus sochureki, Sindh Saw-scaled Viper, eating a mouse in a garden. It can help to keep rodent populations in check. Stenodactylus doriae, Dune Sand Gecko, preying on a grasshopper. These insects sometimes cause important damages to cultivated areas. The snake *Spalerosophis diadema cliffordii*, Clifford’s Diadem Snake, eating a Brown Rat (*Rattus norvegicus*) in a farm. This snake species is usually found close to cultivated areas and helps to control rodent populations. Like islands, extremely arid areas or sand dune deserts show low levels of species richness, not only of terrestrial mammals but also of birds and bats. Under these extreme conditions that constitute a large part of the Arabian Peninsula, reptiles thrive. They have been able to adapt and diversify, pushing to the limits their physiology and modifying their behavior to cope with these extreme conditions. Therefore, reptiles have become the main vertebrate component of the world’s arid ecosystems in terms of both species numbers and individuals. Some of these reptiles (the Spiny-tailed Lizards of the genus *Uromastyx*; pictured above) are also plant eaters and therefore their role as seed dispersers remains to be studied. **Importance of conserving reptile diversity** Reptiles play an important role in natural ecosystems, as predators, prey, grazers, seed dispersers, commensal species, and as natural pest control. This role is even more accentuated in arid environments and islands, with overall low levels of species richness but high levels of reptile diversity. Apart from the obvious affectation to the ecosystem, conserving reptile diversity can also have important benefits for our medical health. Modern science gives us the ability to investigate the chemistry of compounds in search of more powerful pharmaceutical drugs, and even build them from scratch, but nature continues to be a huge source of drug discovery. In fact, the World Wildlife Fund says that of all small molecule drugs introduced in the last 25 years, at least 70% were derived from natural sources. For instance, a hormone in the saliva of the Gila Monster (*Heloderma suspectum*), a venomous lizard from southwestern USA and northwestern Mexico, produces insulin to keep the animal’s blood glucose levels in check. A synthetic version of this hormone called exenatide is now used to treat type 2 diabetes in humans. The Gila Monster, meanwhile, is classified as Near Threatened as a result of climate change and habitat loss resulting from development in southwestern USA. Other pharmaceutical drugs have been developed from snake venoms. Venoms are not composed of single toxins but cocktails of complex chemical mixtures of pharmacologically active components including proteins, peptides, and enzymes with specific biological activities, as well as some non-protein compounds such as carbohydrates, lipids, metal ions and other unidentified substances. Despite their medical interest, less than 0.01% of these toxins have been identified and characterized. For instance, Captopril® (Enalapril), Integrilin® (Eptifibatide), and Aggrastat® (Tirofiban) are drugs used to treat cardiovascular diseases based on snake venoms. Many more compounds beneficial for humans are awaiting to be discovered, reinforcing the necessity of preserving reptile diversity, and especially venomous snakes. A key factor in conservation are endemic species. Endemic species are species that do not live anywhere else in the world and therefore their protection and global survival falls completely in the hands of the country where they are found. If the country fails to protect them, they can go extinct, meaning that we would lose a branch in the tree of life (see Fig 6 on page 18). Depending on the depth of the branch, we could loose from a few thousand to millions of years of evolutionary change and, with it, many unique adaptations to the particular ecological and environmental conditions. This would consequently affect the ecosystem and the food web, with the added danger of losing compounds of medical relevance. Reptiles have the highest level of endemicty of all Oman vertebrates. As a result of its geographical position in southeastern Arabia, surrounded by sea to the North, East and South, and especially its varied climatic conditions and the presence of very high mountain ranges, Oman presents high levels of reptile diversity and especially endemicty. Out of the total of 111 species of reptiles, 16 are endemic. This represents a proportion of 14.4% of species that do not live anywhere else in the world and therefore their conservation falls completely in the hands of Oman. *Heloderma suspectum*, *Gila Monster*. *Crotalus atrox*, *Western Diamondback Rattle Snake*. The high level of endemicity found in reptiles contrasts with other terrestrial vertebrate groups. In birds, there are about 494 species, but none of them are endemic to Oman, and there are about 60 species of terrestrial mammals of which there is only one endemic species. This highlights the relevant role of reptiles as surrogates for conservation studies in Oman and other arid countries. They can play a very important role in defining priority conservation areas and to evaluate the coverage of the current network of protected areas. As a result of that, more resources should be devoted to study the Oman reptile fauna, especially the 16 endemic species in order to know more about their population structure, biology, ecology and threats. Reptiles are of paramount importance for the health of the environment. However, their small home ranges, high levels of endemicity, thermoregulatory constraints, and morphological specialization, mean that they are especially sensitive to some of the alterations that humans make to their habitats. However, some reptile species are very resilient and can adapt well and even thrive in man-modified environments and man-made structures, such as tunnels and buildings. A study of the threats and conservation status of all the Data Deficient and Not Evaluated species of Oman reptiles (see page 45) would be very important in order to plan the appropriate conservation actions and to tackle any threats, especially threats that might affect the endemic species. **Oman geography and climate** Oman borders with the UAE to the North and northwest, with Saudi Arabia to the West and with Yemen to the southwest (Fig 7 on page 29). The country is divided into 11 governorates, Musandam being the smallest, with just 1,805 km$^2$, and Dhofar the largest, with 104,498 km$^2$ and covering nearly 33% of the country. The population in the country is mainly concentrated in the capital, Muscat, and surrounding areas, making Muscat the most populated governorate, with approximately 1,421,409 inhabitants in 2019. The country does not have a large network of tarmac roads and motorways but there is an extensive and excellent network of off-road trails that communicates villages, sometimes across desert areas, and connects oil refineries from the interior of the country with the main harbor in the Al Wusta Governorate. Some of these roads have been used to survey the biodiversity of remote and previously inaccessible areas, sometimes resulting in unexpected discoveries. About 60% of the approximately 330,000 km$^2$ of Oman consist of flat arid areas below 250 m (Fig 4). These vast areas are mostly barren, vegetated by small areas of widely spaced low perennial shrubs, interspersed between much broader areas of bare sand, gravel and rocks. The mean annual temperatures are high (28 °C) and annual precipitation is very low (<150 mm). Fig 7: Political map of Oman showing the limits of the 11 governorates. Sand Dune Deserts The hot arid environment of Arabia, with evaporation exceeding rainfall by more than one hundred times, has triggered the origin of several types of deserts. The great sand dune deserts of Arabia are amongst the largest in the world. In Oman there are two sand dune deserts that are very important from a biodiversity point of view: The Rub’ Al Khali (Empty Quarter) is the world’s largest continuous sand desert, with sand dunes extending for hundreds of Km and up to 250 m in elevation, covering an area of over 640,000 Km$^2$. It is mainly distributed across southern Saudi Arabia and southern UAE. In Oman, the Rub’ Al Khali desert occupies a relatively small area in the western side of the country, right next to the western border with Saudi Arabia and the UAE (Fig. 4). Despite its extreme aridity, there are several species of sand desert adapted reptiles such as *Scincus mitranus*, *Eryx jayakari*, *Phrynocephalus arabicus*, several species of *Acanthodactylus*, *Trigonodactylus arabicus*, and *Stenodactylus doriae*, among other taxa that thrive in this extreme and hostile environment. Rub’ Al Khali Desert, western Oman, autumn 2013 expedition. The Sharqiyah Sands is a relatively small aeolian sand dune desert situated in the extreme northeast of the country, between the Hajar Mountains and the Arabian Sea (Fig 4). It extends across an area of approximately 12,500 km$^2$. The eastern side of the desert lies very close to the coast and therefore this side of the desert receives important amounts of fog that have a positive impact into its biodiversity. The sands are arranged in a mega-ridge sand system on a North-South line believed to have been formed by the monsoons. The largest dunes in the northern part of the desert can reach up to 100 m in elevation. This desert was the subject of a thorough exploration organized by the Royal Geographic Society between 1985 and 1987 and the published reports indicated the existence of a rich reptile fauna. More recent surveys and analyses have resulted in the description of two endemic reptiles to the Sharqiyah Sands (*Phrynocephalus sakoi* and *Trigonodactylus sharqiayahensis*). Although sand dunes occupy 27% of the Arabian Peninsula and a large part of Oman, vast areas are occupied by gravel plains. One of the largest is the Jiddat Al Harasis. *Northern edge of the Sharqiyah Sands, Oman, autumn 2013 expedition.* Gravel Plains and Sabkha The Jiddat Al Harasis is a limestone plateau ranging between 100 and 150 m in elevation, covering a very large area of approximately 27,000 km$^2$. It is situated between the Arabian Sea in the East and the Rub’ Al Khali in the West (Fig 4). It is an extremely arid, flat area with very low levels of rainfall. Like the Sharqiyah Sands, the fog plays a very important role in the areas close to the Arabian Sea coast, supporting some vegetated areas with trees. Despite its extreme aridity, it is inhabited by several reptile species, including some endemic species such as *Hemidactylus inexpectatus* endemic to Al Wusta Governorate and *Uromastyx thomasi*. Sabkhas (salt flats) are another important habitat type in Oman and are one of the harshest environments on the planet. They are hypersaline areas of sand or slit often containing layers of gypsum or anhydrite. Crusts of halite and gypsum may be present in some parts. Sabkhas can occur by the sea or far inland. Despite being an inhospitable habitat, some reptiles have been able to adapt to these conditions and one of them, *Pseudoceramodactylus khobarensis*, has become a specialist and is mainly found in this harsh environment. Sabkha in the Rub’ Al Khali Desert, western Oman, autumn 2013 expedition. Sabkha in the Rub’ Al Khali Desert, western Oman, autumn 2013 expedition. Islands Islands represent outstanding examples of biodiversity, endemicity and species extinctions. Island species are often unique, yet are highly vulnerable to novel disturbances, such as invasive species. As the risk of extinction is highest on islands, it is very important to know their diversity in order to monitor and conserve it. One of the most important islands of Oman is Masirah Island. Masirah Island is the largest island in Oman (approx. 700 km$^2$). It is situated in the Arabian Sea, approximately 15 km off the east coast of Barr Al Hikman and has relatively large hills of ophiolitic origin, especially on its eastern side. It is the Oman island with the highest number of reptile species, 21, which represent 21.8% of Oman’s terrestrial reptiles. Only two reptile species, *Hemidactylus masirahensis* and *Pristurus masirahensis*, are island endemics and both of them are endemic to Masirah Island. Other islands like Al-Hallaniyah or Al-Sawda, the first and second largest islands of the Khuriya Muriya Islands, off the coast of southeastern Oman, are much smaller (less than 60 km$^2$ each), and have a remarkable diversity of reptiles, although there are no endemics. The Ad Dimaniyat Islands, off the Batinah Plain coast of North Oman, are a group of 9 small islands (1 km$^2$ of total area) with rather low levels of reptile diversity, although they include a population of the rare skink *Heremites septemtaeniatus*. Al-Hallaniyah Island, Oman, autumn 2013 expedition. Ad Dimaniyat Islands, Oman, spring 2013 expedition. Mountains If aeolian deserts, gravel flat plains, sabkhas and islands harbor moderate levels of reptile diversity in arid areas, mountains represent hotspots of biodiversity. Mountains offer essential vertical environmental gradients for life over short areas otherwise only seen over several thousands of kilometers of horizontal distance. A steep diverse topography provides opportunities for species diversification, leading to high levels of biodiversity and endemism. Mountains are at the same time centers of speciation and refugia of diversity and, given the wide spectrum of environmental conditions that they cover, they are key to conservation, containing half of the currently defined biodiversity hotspots in the world. In Oman, there are two mountain ranges with high levels of reptile diversity and endemism: The Hajar Mountains in the North of the country and the Dhofar Mountains in the South. The Hajar Mountains are the highest in eastern Arabia, forming a spectacular isolated wall of mountains that rises dramatically from the ocean below. The Hajars run northwest to southeast in a 650 km continuous arc paralleling the Oman and UAE coast of the Gulf of Oman and are surrounded by the sea to the East and by a very large desert to the West. Cut by deep canyons, these arid mountains have a complex topography and can be divided into three distinct areas or blocks, the Western Hajars, the Jebel Akhdar massif, and the Eastern Hajars; separated by some topographical discontinuities (Fig. 4). With a maximum elevation of 3,009 m, Jebel Shams in the Jebel Akhdar massif is the highest peak in the Hajar Mountains, although high mountains also occur in the Western (2,087 m at Jebel Harim) and Eastern (2,200 m at Jebel Khadar) Hajars. The Hajar Mountains are the only area in eastern Arabia with habitats above 2,000 m in elevation and with an annual mean temperature of 13 °C at the highest peaks. Despite the altitude, annual rainfall is low (between 250–300 mm), evapotranspiration is high, and the almost treeless, barren nature of the terrain has made some scientists to consider the Hajar Mountains a mountain desert. However, recently published analyses using a Principal Component Analysis (PCA) of the climatic space of Oman using 12 environmental variables, indicate that the Hajar Mountains are one of the most climatically variable areas in Oman. The Hajar Mountains have a complex geological history and have long been known to have more structural and petrological features in common with the Zagros Mountains of southwestern Iran than with neighboring parts of Arabia. They originated around 200 million years ago, with orogeny taking place during the Oligocene and Miocene, triggered due to the tectonic motions that resulted in the opening of the Red Sea and the Gulf of Aden. The final uplift probably occurred approximately 4–6 Mya. Owing to its old geological origin, high elevations, very deep canyons, geographic isolation from other mountains, and relative diversity of ecological niches, high levels of species richness and endemism are recorded in varied animal and plant groups, including an endemic genus and species of mountain goat (*Arabitragus jayakari*). The Hajar Mountains contrasts sharply with the Dhofar Mountains of southern Oman. *Wadi Shab, Eastern Hajar, Oman, autumn 2008 expedition.* The Dhofar Mountains are bound to the North by the Rub’ Al Khali (also known as the Empty Quarter), the largest desert in Arabia, to the South by the Arabian Sea, and are separated from the rest of Oman in the northeast by the gravel desert plain of Jiddat Al Harasis (Fig 4). The summit of the mountain range is a relatively wide (10–25 km) flat plateau that runs for about 150 km, mostly between 700 and 900 m in elevation, from Jebel Qamar in the West, through Jebel Qara in the central part, to Jebel Samhan, an independent massif that can be considered an eastern extension of the Dhofar Mountains. The highest point is over 2,000 m in elevation in Jebel Samhan, where temperatures reach the lowest values in southern Oman. The Dhofar Mountains lie within the monsoon belt, and most rain falls in July and August, during the summer monsoon season. This results in the unique green vegetation on the south-facing (sea) side of the mountain range, where the clouds form a variable belt along the coast from Jebel Qamar to Jebel Samhan that press against the mountain ridges causing frequent fog and light rain that does not surpass 200 mm per year. Clouds only occasionally spill over the top of Jebel Qamar but on the much lower Jebel Qara they ride up to the summit. However, the northern slopes across the whole mountain range are in a rain shadow. As a result, the north-facing (inland) side of the Dhofar Mountains is much drier and less vegetated than the lush south-facing side. These climatic differences have played an important role in shaping the flora and fauna of this interesting biodiversity rich region. Wadi Ayun, northern side of the Dhofar Mountains, Oman, autumn 2005 expedition. Patterns of terrestrial reptile species richness in Oman The 96 species of terrestrial reptiles, including endemic species, are not equally distributed across the whole territory of Oman. If we analyze species richness by governorate, Dhofar has the highest diversity, with 60 species, and is followed by Ash Sharqiyyah South with 48. The remaining governorates have 42 or less species, being Musandam (21), Al Buraymi (29) and Al Batinah North (27) the governorates with the lowest number of species (Fig 8A). When the species richness is analyzed using the 10 arc-minutes grid, the highest number of species appear in the high elevation parts of the Hajar Mountains (Jebel Akhdar), the coastal area and wadis around the capital (Muscat), and in the Dhofar Mountains and the Salalah Plain in the South (Fig 8B). In total, 16 species are endemic to Oman. The governorate with the highest endemicty is Ash Sharqiyyah South, in the extreme northeast part of the country, which has 8 out of the 16 endemic Oman reptiles (50%). It is followed very closely by Ad Dakhliyyah and Al Wusta, with 5 endemic species (31.2%) (Fig 9A on page 40; Table 1 on page 41). However, when the endemicty richness is analyzed at a finer scale (10 arc-minutes grid), the areas with the highest values are found in the Hajar Mountains in northern Oman and, more specifically, in the Jebel Akhdar massif, that contains as many as 5 endemic species in some grids. Other grids with relatively high levels of endemicty richness are found in the northeast of the country, including Masirah Island. Endemicty is not very high in Dhofar, with the highest values of grid endemicty being two grids situated in the south-facing sea side of the Dhofar Mountains, and one grid in the north-facing land side of the mountains (Fig 9B on page 40). Fig 8: Maps of species richness of the 96 Oman terrestrial reptiles. A: Species richness by governorate; B: Species richness by grids of 10 arc-minutes of latitude and longitude. Most of the grids with the highest values of species richness are situated in the Hajar and the Dhofar Mountains. Two very contrasting areas within the same country that highlight the incredible diversity of landscapes in Oman, with very arid mountains in the North and lush tropical mountains in the South. The Hajar Mountains of Oman and the UAE are one of the most biodiversity rich regions in Arabia and have 19 described endemic species of reptiles and several other species in the process of being described. Of all the species endemic to the Hajar Mountains, six are endemic to Oman (are not found in the UAE). The highest levels of species richness within the Omani part of the Hajar Mountains concentrate in the Jebel Akhdar massif. Interestingly, some areas of high species richness are around the capital, Muscat, and most probably result from the combination of two factors: 1) it is a diverse and ecologically rich area, including well preserved beaches, plains, wadis, mountains and wetlands, and 2) as a result of its proximity to the capital, it has been surveyed very thoroughly or many records were assigned generically to Muscat. In the South, the highest diversity is concentrated in the Dhofar Mountains, where the climatic differences between the lush south-facing sea side and the dry north-facing land side of the mountains have played an important role in shaping the flora and fauna of this interesting biodiversity rich region. The pattern of endemic species richness in Oman changes dramatically and is mainly concentrated in the Jebel Akhdar massif (Fig 9B), with some areas with relatively high endemic species richness in the Eastern Hajars and especially in Masirah Island. Interestingly, Dhofar has very low levels of endemicity. This pattern does not match with the map of species richness, where it’s much higher in Dhofar than in the north (compare Figs 8B and 9B). This can be explained by the fact that some species in the Omani side of the Dhofar Mountains extend their range to the Yemeni side of the mountain range, and other species have disjoint distributions in Dhofar and the Western Mountains of Yemen and Saudi Arabia (similar to the situation in the Hajar Mountains, where many species also occur in the UAE side and are therefore not considered endemic to Oman; Fig 9 on page 40). All these species found in the Dhofar Mountains of Oman that also occur elsewhere in Yemen and Saudi Arabia (and are therefore not endemic) include: *Acanthocercus adramitanus*, *Chamaeleo arabicus*, *Pseudotrapelus dhofarensis*, *Uromastyx benti*, *Hemidactylus alkiyumii*, *H. festivus*, *H. lemurinus*, *H. minutus*, *Ptyodactylus dhofarensis*, *Trachydactylus spatulurus*, *Tropiocolotes scorteccii*, *Acanthodactylus felicis*, *Mesalina austroarabica*, *M. ayunensis*, *Atractaspis andersonii*, *Bitis arietans*, *Echis coloratus*, *E. khosatzkii*, *Naja arabica*, *Platyceps thomasi*, and *Rhynchocalamus arabicus*. **Table 1:** Endemic species by governorate. From left to right ordered from higher to lower diversity. The three governorates without endemic species (Musandam, Al Buraymi, and Al Batinah North) are not represented in the table. | SPECIES | Ash Sharqiyyah South | Al Wusta | Adh Dhahirah | Dhofar | Al Batinah South | Ash Sharqiyyah North | Ad Dakhliyyah | Muscat | |--------------------------------|----------------------|----------|--------------|--------|------------------|----------------------|---------------|--------| | *Acanthodactylus masirae* | ✓ | ✓ | | | | | | | | *Asaccus arnoldi* | ✓ | | | | | | | | | *Asaccus montanus* | | | | ✓ | | | | | | *Asaccus platyrhynchus* | | | | ✓ | | | | | | *Hemidactylus endophis* | | | | | | | | ✓ | | *Hemidactylus hajarensis* | ✓ | | | ✓ | | | | ✓ | | *Hemidactylus inexpectatus* | | | | ✓ | | | | | | *Hemidactylus luqueorum* | | | | | | | | | | *Hemidactylus masirahensis* | ✓ | | | | | | | | | *Hemidactylus paucituberculatus* | | | | | | | | | | *Phrynocephalus sakoi* | ✓ | ✓ | | | | | | | | *Pristurus gallagheri* | | | | ✓ | | | | ✓ | | *Pristurus masirahensis* | ✓ | | | | | | | | | *Tropiocolotes confusus* | | | | | | | | | | *Trigonodactylus sharqiyahensis* | ✓ | ✓ | | | | | | ✓ | | *Uromastyx thomasi* | ✓ | ✓ | | | | | | | The Dhofar and the Western Mountains of Yemen and Saudi Arabia are partially or totally affected by the moisture-laden southwestern monsoon winds that blow against the sea-facing cliffs between July and August. These are responsible for the unique green vegetation on the coastal side of the mountain ranges, creating an ecosystem similar to a tropical forest with a patchy distribution across more than 2,000 km that has facilitated the dispersal of tropical taxa. **Ecology of Oman reptiles** The Oman reptiles include some generalist and specialist species. For instance, the skink *Trachylepis tessellata* is distributed across the Hajar and Dhofar Mountains in the North and South of the country, respectively, and in Masirah Island. The species is found from sea level up to 1,900 m in elevation, and covers most of the bioclimatic area defined by the mean annual temperature and annual precipitation. It is the only lizard species with such generalist ecological preferences. Of the 21 species of terrestrial snakes, three show a similar generalist pattern: *Psammophis schokari*, *Telescopus dhara*, and *Platyceps rhodorachis*, the latter having the greatest elevational range (from sea level up to 2,600 m) and a distribution across the entire climatic space of Oman. The remaining species of reptiles are more restricted in elevation, climatic space, and land cover preferences and are linked to specific areas, such as coastal deserts, inland deserts, arid mountains (high and low elevation), tropical mountains, islands, and coastal plains, among others. Within Iguania, there are the families Agamidae and Chamaeleonidae. Within Agamidae, the genus *Phrynocephalus* is restricted to the arid areas of Oman with high temperatures and low precipitation and has never been found above 400 m in elevation. The genus *Pseudotrapelus* has two morphologically very similar species with very different bioclimatic and elevation preferences. *Pseudotrapelus dhofarensis* is found in the Dhofar Mountains and some arid areas to the North, mainly at low elevation, while *P. jensvindumi* is mainly restricted to the Hajar Mountains of North Oman, with many *Trapelus flavimaculatus, Yellow-spotted Agama.* records at high elevation. Nevertheless, both species seem to have similar preferences for the land cover type (bare areas with gravel and rocks). The two subspecies *Uromastyx aegyptia leptieni* and *U. a. microlepis* also have completely different ecological preferences in Oman, the latter inhabiting the Hajar Mountains between sea level up to 1,000 m in elevation with preference for bare areas with gravel and rocks, and the former inhabiting mainly lowland (up to 500 m in elevation) hot and dry desert areas of the interior, with preference for bare areas with gravel and rocks or sand. The only Chamaeleonidae in Oman, *Chamaeleo arabicus*, is mainly distributed across the monsoon affected areas of Dhofar up to 1,400 m, but it has an introduced population in Masirah Island. This population is within a private fenced area dedicated to water purification with high trees and bushes. The population seems stable. With 41 species, Gekkota are the most diverse terrestrial reptile group in Oman and include the genera *Hemidactylus* (14 species); *Pristurus* (seven species); *Asaccus* (six species); *Ptyodactylus* (three species); *Stenodactylus* (two species); *Trigonodactylus* (two species); *Trachydactylus* (two species) and *Tropiocolotes* (two species). At the generic level, *Hemidactylus*, *Pristurus*, and *Trachydactylus* independently cover most of the climatic space of Oman, but at the specific level many ecological specializations are found, such as *Pristurus gallagheri* or *P. minimus*, restricted to high elevation areas of the Hajar Mountains and to the lowland hot and dry desert areas, respectively. The genus *Asaccus* is only found in the rocky and arid Hajar Mountains of North Oman and the genus *Tropiocolotes* is restricted to the tropical Dhofar Mountains and some arid areas of southern Oman. As a result, both genera show very different ecological preferences. The genus *Stenodactylus* is restricted to low elevation (usually below 800 m in elevation) in hot and dry desert areas, with preference for bare areas with gravel and rocks or sand. The three species of the genus *Ptyodactylus* inhabit mountainous areas in both the North (Hajar Mountains) and the South (Dhofar Mountains). The two species from the North (P. orlovi and P. ruusaljibalicus) and the southern species (P. dhofarensis) occupy a very similar habitat, but a rather different climatic space. The 13 species of Lacertoidea include two families and four different genera: Family Tropgonophidae, genus Diplometopon (one species), and the Family Lacertidae with Acanthodactylus (seven species), Mesalina (three species), and Omanosaura (two species). Acanthodactylus and Mesalina are mainly restricted to elevations usually below 1,000 m in hot and dry desert areas, while the two species of Omanosaura are restricted to the Hajar Mountains, with some populations reaching up to 2,800 m in elevation in environments with relatively high precipitation and low temperature. Diplometopon is a sand-dweller, restricted to low elevation areas in sand dune deserts. The Scincoidea inhabit the entire ecological space of Oman and, with the exception of the generalist Trachylepis tessellata (see above), the other species are restricted to particular areas with different ecological preferences. Varanus griseus is the largest Oman terrestrial lizard (more than 1.2 m including the tail) and exploits a very particular habitat characterized by low elevation (up to 600 m), hot and dry bare and rocky areas with sparse vegetation. The 21 species of terrestrial snakes compose the most ecologically heterogeneous group. Three of them are generalists (see above); others such as Cerastes gasperettii gasperettii only dwell at elevations below 500 m, in hot and dry sandy areas, and others such as Pseudocerastes persicus are only found in the highest parts of the Hajar Mountains (between 500 and 2,500 m in elevation), under relatively cold and humid conditions, and associated with rocky environments. Finally, of the 96 species of terrestrial reptiles, five have been introduced into Oman. Three originally from India: the Agamidae Calotes versicolor, and the Gekkonidae Hemidactylus flaviviridis and H. leschenaultii. The Gekkonidae Cyrtopodion scabrum and the Typhlopidae (snake) Indotyphlops braminus are of unknown origin. The introduced snake is the most widespread snake species in the world and is parthenogenetic. It is now present in at least 118 countries, in all continents except Antarctica and South America, and in more than 543 islands. It gets transported in the soil of commercial plants all over the world. **Conservation status of Oman reptiles** The IUCN Red List categories of all 111 Oman reptiles (terrestrial and marine) include species under the following categories (Fig 10): NE (Not Evaluated), DD (Data Deficient), LC (Least Concern), NT (Near Threatened), VU (Vulnerable), EN (Endangered), and CR (Critically Endangered). There are no EW (Extinct in the Wild) or EX (Extinct) species. Therefore, in Oman, the only threatened taxa are eight VU species (the terrestrial reptiles *Uromastyx aegyptia leptieni*, *Uromastyx aegyptia microlepis*, *Uromastyx thomasi*, *Asaccus montanus*, and *Acanthodactylus felicis*, and the marine turtles *Caretta caretta*, *Lepidochelys olivacea*, and *Dermochelys coriacea*), one EN species (the marine turtle *Chelonia mydas*), and one CR (the marine turtle *Eretmochelys imbricata*). The remaining taxa include six DD, 70 LC, one NT (*Pristurus gallagheri*) and 24 NE species. Importantly, 11 endemic species are classified as NE and one endemic species as DD, one LC, one NT, and two VU. Therefore, 12 species out of the 16 (75%) Oman endemics do not have an IUCN category. As a result of the small distribution of most of the endemic NE and DD species, some of them will be assessed in the future as threatened species through the B criteria (geographic range) in the red listing process. ![Pie charts showing the percentage of species of Oman reptiles by IUCN conservation category according to the IUCN web page at 18th of December 2020. A: all 111 reptile species, including marine reptiles; B: the 96 terrestrial reptiles; and C: the 16 endemic reptiles.](image-url) Medically important venomous snakes of Oman As shown in the species accounts of both terrestrial and marine snakes, there are 19 medically important venomous snakes in Oman. In other words, snakes that have enough venom that can cause serious medical complications and require immediate medical attention in the unlikely event of being bitten by one of them. Of these 19 species, 10 are sea snakes of the family Elapidae and nine are terrestrial snakes of the Families Elapidae, Atractaspididae, and Viperidae. Sea snakes The 10 Sea Snakes that can be found in Omani waters are fully aquatic, which means that they do not need to leave the sea to breed (they are viviparous), drink (they drink from the falling rain), mate (they mate in the water), or eat (they eat fish). In principle, if they are found on the beach it is because they are stranded and will die if not returned to the sea quickly. They usually get stranded on the beach (sometimes in high numbers) after storms or when they are weak, ill, disoriented, or as a result of changes in water temperature, especially between seasons: April to June and September to November. This can cause concerns, as sometimes there are several specimens stranded on the beach. Despite all 10 sea snakes that can be found in Omani waters are highly venomous and there is no antivenom available for them, they have never caused a single reported case of envenomation. Globally, sea snake bites are extremely rare with no recorded bites in decades, with the exception of intentional handling by snake catchers. That is because they are very shy and docile, preferring to swim away from humans and other creatures. If they are in the water, they will almost never bite unless you grab them and handle them with bare hands. When they are stranded on the beach they are vulnerable and more likely to bite, so it is very important not to handle them with bare hands. Table 2: List of medically important venomous snakes of Oman separated by families. TS = Terrestrial snakes; SS = Sea snakes. | Family Elapidae | Family Atractaspididae | Family Viperidae | |--------------------------|------------------------------|-----------------------------| | Naja arabica (TS) | Atractaspis andersonii (TS) | Bitis arietans (TS) | | Hydrophis cantoris (SS) | | Cerastes g. gasperettii (TS)| | Hydrophis curtus (SS) | | Echis carinatus sochureki (TS)| | Hydrophis cyanocinctus (SS) | | Echis coloratus (TS) | | Hydrophis gracilis (SS) | | Echis khosatzkii (TS) | | Hydrophis lapemoides (SS)| | Echis omanensis (TS) | | Hydrophis ornatus (SS) | | Pseudocerastes persicus (TS)| | Hydrophis platurus (SS) | | | | Hydrophis schistosus (SS)| | | | Hydrophis spiralis (SS) | | | | Hydrophis viperinus (SS) | | | What to do if Sea Snakes are found stranded on the beach Like in the picture, sea snakes can be removed from the beach using a large bucket and a stick. They hardly move and are very easy to handle. Trash pickers also work very well. Once you have placed the snake in the bucket, it can be safely returned to the sea or transported to a marine rescue center for treatment. Terrestrial Snakes As a result of their relevance from a human health and conservation point of view, the species richness of the nine species of terrestrial venomous snakes of Oman is shown for each governorate and each sampled grid of 10 arc-minutes (Fig 11). At the governorate level, Dhofar has the highest number of venomous species (six species), followed by Al Wusta (four species). With just one species, Example on how to manipulate a sea snake, Hydrophis platurus, Yellow-bellied Sea Snake, stranded on the beach. Echis omanensis, Al Buraymi is the governorate with the lowest number of venomous snakes (Fig 11A). The analyses at a finer scale (10 arc-minutes grid) reveal that species richness is also highest in Dhofar; more specifically in some areas of the eastern Dhofar Mountains (Fig 11B). Fig 11: Maps of medically important venomous snake species richness. A: Venomous snake species richness by governorate; B: Venomous snake species richness by grids of 10 arc-minutes of latitude and longitude. Of the nine terrestrial venomous snakes, *Naja arabica*, *Atractaspis andersonii*, and *Bitis arietans* are only found in Dhofar. *Echis coloratus* and *E. khosatzkii* are found in Dhofar and Al Wusta. *Cerastes gasperettii gasperettii* and *E. carinatus sochureki* have wider distributions. Finally, *E. omanensis* and *Pseudocerastes persicus* are restricted to the Hajar Mountains and immediate surrounding areas. The venoms of these nine species have different effects. Although terrestrial venomous snakes are more aggressive than sea snakes, they will always try to escape and will warn before striking. It is recommended not to approach them or handle them, especially when they are in defensive (warning) mode. Among venomous snakes, different groups express various defensive behaviors to deter potential threats: *Defensive behavior of Bitis arietans, Puff adder, Dhalkut, Oman.* *Defensive behavior of Cerastes gasperettii gasperettii, Arabian Horned Viper, Sharqiyah Sands Oman.* Defensive behavior of *Naja arabica*, Arabian Cobra, Asir Mountains, Saudi Arabia. - *Bitis arietans* and *Pseudocerastes persicus* will hiss loudly by exhaling air through the nostrils, as warning before striking. - *Cerastes g. gasperetti*, *Echis carinatus sochureki*, *Echis coloratus*, *Echis khosatzkii*, and *Echis omanensis* will make a warning rasping hiss with the serrated scales on the flanks of the body. - *Naja arabica* will expand the sides of the neck if threatened, showing the characteristic cobra hood. - *Atractaspis andersonii* may try to confuse the attacker with spasmodic movements to direct the attack to the tail. Defensive behavior of *Atractaspis andersonii*, Arabian Small-scaled Burrowing Asp, Wadi Dharbat, Dhofar, Oman. Snake bite first aid It is very important that the bitten person is transported to a medical facility as quickly as possible. The following guidelines are only essential first-aid procedures. 1. Move the victim to safety from the area where people might be bitten again. It is important to bear in mind that all venomous snakes are capable of biting and envenomating repeatedly. If possible, take a picture of the snake for identification or try to remember some characteristics such as size, head shape and coloration. 2. It is VERY IMPORTANT to calm down and reassure the victim, who may be terrified as a result of the snakebite. This step is crucial and is justified as in many occasions venomous snakes give “dry bites”, in which venom is not injected and therefore they do not produce any medical complications. Even if the victim is envenomed, there should be enough time to arrive to the nearest medical facility in Oman. 3. Immediately remove constricting clothing, rings, bracelets, bands, socks, shoes, etc. from the bitten limb, as in most occasions swelling occurs after the bite. 4. Immobilize the patient, especially the bitten limb, using a sling and try to keep the bitten limb below the level of the patient’s heart. Muscular contractions anywhere in the body, but especially in the bitten limb help to spread the venom from the site of the bite, thus it is very important that the patient does not move excessively. Transport the patient to a medical facility without any further delay. IT IS VERY IMPORTANT THAT AFTER A BITE • **DO NOT** give the victim any food, water or medication until reaching a medical facility. If there is a considerable delay before reaching medical aid (several hours to days) then give clear fluids by mouth to prevent dehydration. • **DO NOT** use tourniquets, cut, suck, scarify, press or touch the wound, or apply ice, hot water, chemicals or electric shocks. These measures are useless and potentially dangerous.
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ROGUE VALLEY STORMWATER QUALITY DESIGN MANUAL Revised July 2018 Amended July 2019 Amended January 2020 Amended July 2020 CREATED FOR: City of Ashland City of Central Point City of Medford City of Phoenix City of Talent Jackson County Rogue Valley Sewer Services AMENDMENTS since Issuance of July 2018 Revision A detailed table of changes and the reasons for them is available upon request. July 2019 Section 1.3 1st paragraph: removed 2nd sentence that confounded first sentence 1.3 Added second exemption 3.2 Added SCS method as allowable 3.3 Added SCS method as allowable 3.3.1 Added allowance for storage within the effective porosity of the SW soil mix 4.3.3 Revised pervious paving section including removal of minimum infiltration rates and allowing simplified designs that don’t require an engineer 4.4.1 Added Curb Cut design criteria 4.4.2 Revised UIC Authorization (not always required) language for clarity Definitions: Added effective porosity, field capacity and total porosity. General Notes for Vegetated BMPs: revised to improve clarity and standard testing methods added. Standard Drawings: BMP 9.1 added January 2020 Section 4.3.3 Revised geotextile language to require an impervious barrier when the surface is within 10 feet of an impervious surface General Notes for Pervious Surfaces added July 2020 | Section | Changes | |---------|---------| | 3.3 | added design requirements for detention basins designed exclusively for flow control | | 3.4 | removed design methodology language | | 4.4.2 | increased required spacing of observation wells from 50 to 200ft. | | | added void space language of 35% | | 6.6 | added statement that provided template must be used | | BMP 2.01| removed 35% void space text | | BMP 2.02| removed 35% void space text | | BMP 2.03| removed 35% void space text | | BMP 6.01| added UIC authorization language | | BMP 6.02| added UIC authorization language | | App A. Irrigation Guidelines | clarified required duration of irrigation for establishment | | Section | Changes | |---------|---------| | 4.4.4, pg 4-33 | clarified required duration of irrigation for establishment | | General Notes for Vegetated BMPs | changed soil requirements to be consistent with ODOT | # Table of Contents **CHAPTER 1 - INTRODUCTION** ................................................................. 1-1 1.1 PURPOSE .................................................................................. 1-1 1.2 APPLICABILITY ........................................................................ 1-1 Exemptions to Rogue Valley Stormwater Design Manual ................... 1-2 1.3 LOW IMPACT DEVELOPMENT STORMWATER MANAGEMENT .... 1-2 Exemption to LID Stormwater Management .................................... 1-2 **CHAPTER 2 – PERFORMANCE STANDARDS** ........................................ 2-1 2.1 EROSION AND SEDIMENT CONTROL ....................................... 2-1 Performance Standard: .................................................................. 2-1 Design Storm: ............................................................................. 2-2 2.2 POLLUTION REDUCTION ............................................................ 2-2 Performance Standards: ................................................................ 2-3 Design Storm: ............................................................................. 2-5 2.3 FLOW CONTROL ....................................................................... 2-5 Performance Standards: ................................................................ 2-5 Design Storm: ............................................................................. 2-6 2.4 DESTINATION .......................................................................... 2-6 Performance Standards: ................................................................ 2-6 Design Storm: ............................................................................. 2-6 **CHAPTER 3 – ANALYSIS METHODOLOGY** ........................................... 3-1 3.1 INTRODUCTION ....................................................................... 3-1 3.2 POLLUTION REDUCTION ............................................................ 3-1 3.2.1 24-Hour Rainfall .................................................................. 3-1 3.2.2 Time of Concentration ......................................................... 3-1 3.2.3 Land Area ........................................................................... 3-1 3.2.4 Runoff Curve Number ......................................................... 3-1 3.2.5 Removal Efficiency .............................................................. 3-2 3.3 FLOW CONTROL ....................................................................... 3-3 3.3.1 Design Requirements ........................................................... 3-3 3.4 DESTINATION .......................................................................... 3-4 **CHAPTER 4 – APPROVED STORMWATER TREATMENT SYSTEMS** ........ 4-1 4.1 INTRODUCTION ................................................................. 4-1 4.2 BMP SELECTION PROCESS .................................................. 4-2 4.3 SOURCE CONTROL BMPS..................................................... 4-3 4.3.1 Vegetated Roof (Green Roofs) BMP .............................. 4-3 4.3.2 Trees ........................................................................... 4-7 4.3.3 Pervious surface BMP .................................................... 4-9 4.3.4 Contained Planter BMP .................................................. 4-14 4.4 COLLECTION BMPS ............................................................ 4-17 4.4.1 Rain Garden, Stormwater Planter, and LID Swale (aka Vegetated Stormwater Facility) BMPs . 4-17 4.4.2 Soakage Trench BMP .................................................... 4-25 4.4.3 Dispersion BMPs: Vegetated Filter Strips and Disconnected Downspouts .......................... 4-28 4.4.4 Water Quality Conveyance Swales .................................. 4-31 4.4.5 Extended Detention Basin .............................................. 4-36 4.4.6 Proprietary Treatment Devices ....................................... 4-38 4.4.7 Underground Detention ................................................ 4-38 CHAPTER 5 – ALTERNATIVE TREATMENT SYSTEMS .......................... 5-1 5.1 INTRODUCTION ................................................................. 5-1 5.2 TREATMENT PROCESSES ..................................................... 5-1 5.2.1 Gravity Separation ....................................................... 5-1 5.2.2 Coagulation and Precipitation ....................................... 5-1 5.2.3 Inert Media Filtration .................................................... 5-1 5.2.4 Sorptive Media Filtration ............................................... 5-2 5.3 PERFORMANCE CRITERIA ................................................... 5-2 5.3.1 Design Storm .............................................................. 5-2 5.3.2 Performance Criteria .................................................... 5-2 5.4 TECHNOLOGY ASSESSMENT PROTOCOL ............................... 5-2 Chapter 6- SUBMITTAL REQUIREMENTS ........................................ 6-1 6.1 INTRODUCTION ................................................................. 6-1 6.2 DRAFTING STANDARDS ....................................................... 6-1 6.3 LANDSCAPE SUBMITTAL REQUIREMENTS ............................. 6-1 6.4 STORMWATER CALCULATION REPORT .................................. 6-2 6.5 PROPRIETARY SYSTEMS ...................................................... 6-3 6.6 OPERATIONS AND MAINTENANCE PLAN .................................. 6-3 APPENDICES Appendix A – Plant Specifications Criteria for Choosing Plants ........................................................................................................... A-1 Recommendations for Stormwater Management ............................................................................ A-1 Soil Depth Influences Plant Choice ............................................................................................... A-1 Plant Spacing, Density & Container Size ......................................................................................... A-1 Safety & Crime .................................................................................................................................. A-3 Choosing Plants from Plant Lists Generated Using USDA PLANTS Database ............................. A-4 Planting Techniques ......................................................................................................................... A-12 Planting in Containers .................................................................................................................. A-12 Planting in the Ground ................................................................................................................ A-12 Establishment Period Maintenance .................................................................................................. A-13 Irrigation ...................................................................................................................................... A-13 Integrated Pest Management .......................................................................................................... A-13 Sourcing Plants ............................................................................................................................... A-14 References ...................................................................................................................................... A-15 Appendix B – Infiltration Testing Methodology Applicability ..................................................................................................................................... B-1 Timing ............................................................................................................................................. B-1 Location ........................................................................................................................................ B-1 Number of Tests ............................................................................................................................. B-1 Testing depth ................................................................................................................................. B-2 Falling Head Test for the Simplified Design Approach ................................................................. B-4 Ribbon Testing ............................................................................................................................... B-6 References ...................................................................................................................................... B-8 Appendix C – Santa Barbara Urban Hydrograph Spreadsheet Example Appendix D – NRCS Method Details and Curve Numbers NRCS Method: Time of Concentration Calculation, Runoff Curve Numbers Medford IDF Curve Numbers Appendix E – Standard Drawings Standard Drawings Index PDF Drawings DWG drawings General Notes for Vegetated BMPs (pdf) General Notes for Vegetated BMPs (dwg) Appendix F – RVSS Stormwater Credits INTRODUCTION .................................................................F-1 VOLUME CONTROL.........................................................F-1 TREES .............................................................................F-2 COMBINED CREDIT .......................................................F-2 RVSS STORMWATER QUALITY MANAGEMENT FEE CREDIT WORKSHEET ........................................F-3 Appendix G – SWAT Pre-Approved Proprietary SW Treatment Technologies Appendix H – Stormwater Operation and Maintenance Plan Template O&M Manual Template (word) O&M Manual Template (pdf) SW Facility Inspection and Maintenance Worksheets Hazardous Material Spill Fact Sheet RVSS Declaration of Covenants (formerly the SW O&M Agreement) Medford Declaration of Covenants Medford Subdivision O&M Agreement Appendix I – Stormwater Quality Structure Easements Appendix J – Bear Creek and Rogue River TMDL documents CHAPTER 1 - INTRODUCTION 1.1 PURPOSE Managing stormwater is an essential part of maintaining livability in an urban area while trying to preserve the natural state of local rivers and streams. Typical urban development often interferes with the hydrologic process of rain filtering through the soil, recharging the groundwater, and slowly reaching the nearby streams. Most rooftops, parking lots, roadways, and other impervious surfaces collect stormwater, often increasing the temperature and amount of pollutants, and quickly discharge the flow to the closest water body. Both the quantity and quality of stormwater runoff from urban areas can have detrimental effects on the aquatic life and ecosystem of surface waters, further affecting local recreation and drinking water quality. Properly managing urban stormwater helps to prevent these detrimental effects and can lead to environmental, recreational, and economic benefits, such as reducing the cost of water treatment. City/public planners, engineers, and developers have traditionally held to the concept of collecting and discharging stormwater as quickly as possible to avoid the potential for urban flooding. This concept is currently being modified to encourage reducing the amount of runoff from the source, providing some filtering or treatment, and slowly releasing the stormwater by infiltration into the ground or to a local water body. By designing stormwater management systems to mimic a natural hydrologic process during a rain event, urban stormwater should have minimal adverse effects on local surface waters. The overall purpose of this design manual is to provide stormwater management principles and techniques that mimic the natural hydrologic process and meet new water quality goals. More specifically, this manual intends to do the following: 1) Establish water quality standards for stormwater discharges from public and private developments in the Rogue Valley; 2) Provide guidance to design professionals on how to meet applicable water quality standards; 3) Identify Best Management Practices (BMPs) that meet water quality standards; and 4) Establish review procedures for stormwater management plans. 1.2 APPLICABILITY The standards set forth in Rogue Valley Stormwater Quality Design Manual (RVSQDM) apply to all development or redevelopment that creates 2,500 square feet or more of impervious surface, both public and private, within the MS4 boundaries of any jurisdiction that adopts this manual. This requirement applies to the total amount of impervious surface that will be developed or redeveloped at full build-out of the project. Public roadway projects including ‘Development and/or Redevelopment’ as defined in the definitions require special attention. It is suggested that jurisdictions require staff and consultants meet with the reviewing agency to discuss stormwater management requirements and options prior to the design phase of each project. **Exemptions to Rogue Valley Stormwater Design Manual** Development or redevelopment of a single family dwelling or duplex, constructed on a single tax lot, that is not part of a larger common plan of development will be exempt from the requirements of the Design Manual. ### 1.3 LOW IMPACT DEVELOPMENT STORMWATER MANAGEMENT Development or redevelopment of impervious surfaces greater than 2,500 sq. ft. on soils classified as belonging to the Type A or B hydrologic soil groups, by the Natural Resources Conservation Service, and on slopes of 5% or less, will require the use of Low Impact Development (LID) stormwater Best Management Practices (BMP). Several example LID techniques are detailed in the Design Manual. **Exemptions to LID Stormwater Management** 1. Road development and road redevelopment may use any stormwater BMP that meets the performance standards outlined in Chapter 2. 2. If infiltration testing in soils mapped as hydrologic soil group A or B, reveals that the measured infiltration rate is less than 1.5in/hr, then the site is exempt from the LID requirement. Infiltration testing must be done following the methods specified in Appendix B. CHAPTER 2 – PERFORMANCE STANDARDS The overall goal of the stormwater manual is to allow engineers and designers the freedom to design a stormwater management plan within a set of usable parameters without dictating specific Best Management Practices (BMPs). To accomplish this, the following performance standards have been developed for four major stormwater management issues: Erosion and Sediment Control, Pollution Reduction, Flow Control, and Stormwater Destination. Specific BMPs that meet these standards are included in this manual in Chapter 4 for those who wish to use a standard method/design. When a project must meet stormwater management requirements for multiple agencies, the local jurisdiction will determine whether or not their requirements have been met (e.g., meeting Oregon Department of Transportation or Federal-Aid Highway Program requirements does not automatically mean local requirements are met). Please note: Chapter 3 “Analysis Methodology” provides detailed information on how individual stormwater management plans are reviewed for compliance and Chapter 6 “Submittal Requirements” provides details on the submittal requirements for these plans. 2.1 EROSION AND SEDIMENT CONTROL Erosion rates increase significantly when ground cover is removed on a construction site. The rate of erosion may be 1000 times greater on disturbed land than land in its natural condition\(^1\). The typical rate of erosion on a site can vary from 100 up to 500 tons per acre annually depending on the site conditions, climate, and soil types\(^2\). Erosion is a stormwater management issue because of its potential to move soil off the site thereby impacting the downstream waters and/or drainage systems. Erosion and Sediment Controls (ESC) are necessary during the construction phase of developments. All construction activities that affect more than one acre of land are currently required by the Oregon Department of Environmental Quality (DEQ) to obtain an NPDES 1200-C permit that addresses ESC measures specific to that project. Those projects that have obtained and are in compliance with an NPDES 1200-C permit are considered to be in compliance with the ESC performance standards described below. However, the standards in this manual apply to all land development projects. **Performance Standard:** The purpose of Erosion and Sediment Controls is to prevent the discharge of significant amounts of sediment to surface waters. As stated in the NPDES 1200-C Permit, the following conditions describe “significant amounts of sediment” and shall be prevented from occurring: \(^1\) Clean Water Services: “Erosion Prevention and Sediment Control Planning And Design Manual” December 2000, Chapter 1, Page 1-1 \(^2\) Ibid. • Earth slides or mud flows that leave the construction site and are likely to discharge to surface waters. • Evidence of concentrated flows of water causing erosion when such flows are not filtered or settled to remove sediment prior to leaving the construction site and are likely to discharge to surface waters. Evidence includes the presence of rills, rivulets, or channels. • Turbid flows of water that are not filtered or settled to remove turbidity prior to leaving the construction site and are likely to discharge to surface waters. • Deposits of sediment at the construction site in areas that drain to unprotected storm water inlets or catch basins that discharge to surface waters. Inlets and catch basins with failing sediment controls due to lack of maintenance or inadequate design will be considered unprotected. • Deposits of sediment from the construction site on public or private streets outside of the permitted construction activity that are likely to discharge to surface waters. • Deposits of sediment from the construction site on any adjacent property outside of the permitted construction activity that are likely to discharge to surface waters. Turbid flows entering the stormwater conveyance system including catch basins and ditches will be considered a violation if the turbidity is greater than 10 percent over background or receiving water. Sediment is considered “likely to discharge to surface waters” if there is no physical barrier between the sediment source and surface waters or municipal storm drain inlets. **Design Storm:** Most ESC measures, such as silt fences, biofilter bags, etc., are not designed based on a design storm. ESC measures are designed to be used as tools to help control erosion during routine storm events and usually consist of multiple structures. ESC measures, where used, should be designed and installed in accordance with the most recent edition of the DEQ Erosion and Sediment Control Manual or Oregon Department of Transportation Hydraulics Manual, Volume 2, Erosion and Sediment Control. Unless otherwise specified in the ODOT Hydraulics Manual, ESC measures that require flow calculations will be designed based on a 10-year, 24-hour rainfall level of 3.0 inches\(^3\). ### 2.2 POLLUTION REDUCTION Urbanization typically generates new sources of pollution and provides transport mechanisms to deliver those pollutants to local water bodies. To mitigate the adverse effects of pollutants on surface waters, pollution reduction standards are essential for stormwater management. The first step in managing these pollutants is to identify which pollutants are of primary significance to the Rogue Valley area. Bear Creek and several of its tributaries have been identified in the 303(d) list (referring to Section 303(d) of the Clean Water Act) as not meeting federal water quality standards (see Appendix J). The Bear Creek watershed is currently monitored for pollutants by the Rogue Valley Council of Governments (RVCOG). In order to improve water quality, the DEQ has developed standards by creating the Total Maximum Daily Load (TMDL) requirements for each parameter of --- \(^3\) NOAA Atlas 2, Volume X, Figure 27. Isopluvials of 10 year 24 hour precipitation in tenths of an inch concern in the Bear Creek watershed. In July 2007 TMDLs for temperature, bacteria, and sedimentation were approved for the Bear Creek watershed. The water quality parameters in 1992 and 2007 TMDLs include: Table 2.1 Bear Creek Total Maximum Daily Load Parameters | 1992 TMDL Parameters | 2007 TMDL Parameters | |----------------------|---------------------| | Ammonia (as Nitrogen) | Fecal Coliform | | Biological Oxygen Demand (BOD) | E. Coli | | Dissolved Oxygen (DO) | Temperature | | Phosphorous | Sedimentation | | Habitat Modification | Habitat Modification| | Flow Modification | Flow Modification | Other pollutants typically caused by urbanization can be classified as follows: - Suspended solids - Heavy metals - Nutrients (such as nitrogen and phosphorous) - Bacteria - Organics (oil, grease, hydrocarbons, etc.) - Floatable debris - Thermal load (temperature) The purpose of the pollution reduction standard in this manual is to minimize, to the maximum extent practicable, the amount of all pollution that enters a water body from a particular development. However, to simplify the design process and water quality monitoring, the performance standards described below address two specific parameters that are assumed to help reduce other pollutants of concern. **Performance Standards:** Standards for pollution reduction are based both on the impact pollutants can have on a water body and the ability to measure the pollutant. The primary pollutants of concern in this manual are **Suspended Solids** and **Organics** (oil and grease). This manual assumes that by meeting standards for these two pollutants, the stormwater management system will also effectively limit the discharge of heavy metals, nutrients, bacteria, and floatable debris. Temperature loading is a concern mostly during summer months and is not addressed in this manual. Performance standards can be set based on the percent of removal of pollutants, maximum discharge concentrations, or a combination of both. The City of Portland has developed a protocol for assessing pollution reduction that was used as a basis to create the following standards. **Suspended Solids:** For influent concentrations of less than 70 mg/l the maximum effluent concentration leaving a development is 20 mg/l. For influent concentrations of 70 mg/l to 130... mg/l stormwater treatment facilities must remove 70% of suspended solids. For influent concentrations of 130 mg/l to 400 mg/l the allowable effluent concentration will increase linearly to a point corresponding to 89% removal at an influent concentration of 400 mg/l. Above 400 mg/l, the required removal will be 89% of total suspended solids. (See Chart Below). **Figure 2.1 Allowable concentration of Total Suspended Solids in stormwater effluent** **Oil/Grease:** The maximum concentration of oil/grease discharged from a site is **10 mg/l\(^4\)**. The lack of a visible sheen of oil/grease on stormwater effluent is not considered measurable proof of meeting this standard. As defined below, only sites expected to generate runoff containing oil and grease at a concentration equal to or greater than 10mg/l will be required to treat for oil and grease. All of the following site conditions are expected to generate runoff containing oil and grease at a concentration equal to or greater than 10mg/l: 1. Non-employee parking areas of commercial or industrial sites with daily trip end counts greater than 100 vehicles per 1,000 square feet gross building area or greater than 300 total trip ends. 2. A commercial or industrial site storing and/or transferring petroleum, not including locations where heating fuel is routinely delivered to end users; --- \(^4\) Ibid, Page B-5 3. Fueling stations and facilities; 4. A commercial or industrial site with the capacity to use, store, or maintain a fleet of 25 or more vehicles that are over 10 tons gross weight (trucks, busses, trains, heavy equipment, etc.); 5. Maintenance and repair facilities for vehicles, aircraft, construction equipment, railroad equipment or industrial machinery and equipment; 6. Commercial on-street parking areas located on streets with an expected total Average Daily Traffic (ADT) count equal or greater than 7,500; 7. Outdoor storage yards and other sites subject to frequent use or storage of forklifts and/or other hydraulic equipment; 8. Railroad yards; 9. Any road with an expected ADT count equal to or greater than 30,000 (assumes a straight stretch of road, where intersecting ADTs are low); and, 10. Road intersections with expected ADT count equal to or greater than 25,000 on the main roadway and equal to or greater than 15,000 on any intersecting roadway. **Design Storm:** Facilities designed to remove pollutants from stormwater must be properly sized in order to be effective. Undersized facilities will not adequately detain stormwater and will not provide adequate pollutant removal; oversized facilities will be prone to stagnation and place an undue burden on development. The ideal system should treat at least 90% of the precipitation in a given year. The Bear Creek Valley receives an average of 18.37 inches of rain per year\(^5\). On average, the area receives measurable rainfall 102 times per year and an excess of 1.0-inch of rain in a 24-hour period 1.8 times per year\(^6\). Based on this data, a design storm of **1.0-inch in 24-hours** will capture over 98% of the rainfall events and is assumed adequate to capture close to 90% of annual precipitation. ### 2.3 FLOW CONTROL Flow control standards are intended to prevent an increase in the peak flow of runoff from a particular property. The purpose of maintaining the peak flow is to preserve the capacity in downstream storm drains and prevent flash flooding and erosion. Most Cities in the Rogue Valley currently require some peak flow attenuation. In all cases, the post-development peak flow is not to exceed the pre-development peak flow as described below. Flow controls do not apply to the residential area of White City. *Note: Standards relating to total runoff volume are not included in this manual at this time.* **Performance Standards:** --- \(^5\) Medford WSO AP weather station, Oregon Climate Service – www.ocs.oregonstate.edu \(^6\) Ibid • Post-development peak flow ≤ pre-development peak flow. (See definition for pre-development in Chapter 1). **Design Storm:** Peak Flow: 10-year event, 24-hour rainfall depth of 3.0 inches Overflow: 25-year event, 24-hour rainfall depth of 3.25 inches ### 2.4 DESTINATION Destination standards are designed to ensure that downstream storm drainage systems have adequate capacity to carry additional stormwater flows. Consult with the local jurisdiction to determine applicable destination requirements. **Performance Standards:** Stormwater runoff from a site must not increase the flow in any downstream storm drain system to the extent that one of the following conditions occurs during the design storm: - Overtopping of roadways - Flooding of buildings In addition, pollution control and flow control facilities must be designed to safely bypass flows greater than their respective design storm without damage to private property. **Design Storm:** Design storm for the destination performance standard is a **10-year storm**. The design storm for bypass routing is a **25-year storm**. --- 7 NOAA Atlas2, Volume X, Figure 27. Isopluvials of 10-year, 24-hour precipitation in tenth of an inch 8 NOAA Atlas2, Volume X, Figure 28. Isopluvials of 25-year, 24-hour precipitation in tenth of an inch CHAPTER 3 – ANALYSIS METHODOLOGY 3.1 INTRODUCTION This chapter defines the methodology that will be used by staff when evaluating the performance and adequacy of stormwater controls. Engineers submitting plans are not required to use the same methodology, however the results should be comparable. Engineers may be required to submit additional data and calculations to support their results if they use alternate methodologies. 3.2 POLLUTION REDUCTION Peak flow and total volume for water quality storms may be calculated using the Santa Barbara Urban Hydrograph Method (SBUH) with a Type 1A rainfall distribution, or the Soil Conservation Service Curve Number (SCS) method, or any other method acceptable to the reviewing jurisdiction. The key parameters in this calculation are the 24-hour rainfall, time of concentration, land area, and runoff curve number. When using the SBUH method, two hydrographs must be developed and then summed together for the calculation of peak flow and total volume from the connected and unconnected areas of the project. Refer to section 3.2.4 for definitions of connected and unconnected areas. The Santa Barbara Urban Hydrograph method lends itself easily to spreadsheet applications. A sample printout of the spreadsheet is included in Appendix C and an Excel file of the calculations is available on the Rogue Valley Sewer Service’s website under Appendix C. 3.2.1 24-Hour Rainfall The 24-hour rainfall used to analyze pollution reduction capabilities is 1.0-inch as described in Section 2.2. 3.2.2 Time of Concentration The time of concentration is the time it takes for a theoretical drop of water to travel from the furthest point in the drainage basin to the facility being designed. The traveled path typically includes a combination of sheet flow, shallow concentrated flow, and channel flow (as defined on page 3-3 of the NRCS TR-55 method), or any other comparable method. The time of concentration may be calculated using the NRCS method as described in TR-55 (Worksheet No. 3). A sample worksheet for this calculation is included in Appendix D. 3.2.3 Land Area The land area used in the calculation is provided by the design engineer as part of the plan submittal. 3.2.4 Runoff Curve Number Runoff curve numbers are used to categorize runoff potential based on soil types and land use. The curve numbers were developed by the Natural Resources Conservation Service (NRCS) and are published in TR-55, Table 2.2, which is included in Appendix D. For Predevelopment conditions, the highest allowed Curve Number is 80 for any soil type, without prior approval. A curve number of 80 represents average values for brush found in Table 2-2c of TR-55. Runoff curve numbers must be determined independently for the unconnected and connected areas of the project site as defined below. The separate hydrographs must then be summed to determine the total flow from the project site. **Unconnected Areas** include *both* impervious and pervious land use areas from which stormwater runoff originates and then sheet flows over a pervious surface before reaching an outlet. For example, a tennis court surrounded by lawn or runoff from roofs that sheet flows over a lawn. Curve numbers for unconnected areas in a project can be averaged on a weighted basis and a single hydrograph can be developed for the project site. Note: if curve number values for the unconnected areas differ by more than 20 points, then separate hydrographs must be generated for each land use area and the hydrographs shall be summed for the resultant flow. **Connected Areas** include *only* impervious land use areas that are directly connected to the outlet of the project site. For example, driveways, sidewalks and streets that discharge from a project site without passing through a pervious surface are considered to be connected areas. The curve numbers for connected areas shall not be weighted with those of unconnected areas. ### 3.2.5 Removal Efficiency Pollution removal efficiency will vary with the type of stormwater controls used. The sizing guidelines for stormwater controls included in Chapter 4 are presumed to meet pollution reduction standards. For stormwater approaches not described in Chapter 4, the primary method of pollution reduction is assumed to be sedimentation governed by Stokes Law. The system must be designed with sufficient detention time to allow a design particle to settle out before passing through the system. If a soil analysis is available, the design particle will be sized smaller than 70% of the sample, by mass. If no soil analysis is available, the following is required: - Design particle is assumed to have an effective diameter of 75 microns (0.003 inches) and a specific gravity of 2.65. - Oil and trash must be trapped. - Maintenance performed within four hours. - Design for percent removal of 75 micron particle or OK 110 in accordance with chart on page 2-4. If vendor sizing table uses another design particle size then the water quality flow will be reduced in proportion to the particle size. Therefore if a vendor uses an average particle size of 125 microns and the water quality flow in the vendor table is 2 cfs, then the adjusted water quality flow in the vendor table for that model will be $2 \times \frac{75}{125} = 1.2$ cfs. Approaches that use treatment processes other than sedimentation will be analyzed on an individual basis. 3.3 FLOW CONTROL Peak flow for flow control measures may be calculated for a 10-year, 24-hour rainfall event using the SBUH, the SCS, or any other method acceptable to the reviewing jurisdiction. The key parameters in this calculation are the 24-hour rainfall depth, time of concentration, land area, and runoff curve number. An expanded discussion of the SBUH is presented in Section 3.2. A detention basin receives stormwater and releases it slowly over time to provide peak flow control. The basin completely drains between storm events. This type of pond does not provide water quality treatment. An additional BMP needs to be used for water quality treatment, such as a water quality conveyance swale upstream or downstream or within the pond. 3.3.1 Design Requirements 1. All stormwater discharges must be legally authorized. 2. Where practical, only “off-line” facilities, which only receive flow from the site to be managed, shall be used. In-line facilities that will receive flow from sources other than the required flow to be managed, will only be permitted in areas where site limitations won’t allow an “off-line” facility. If a facility is “in-line”, it shall be designed to pass the incoming flow without damage to the facility or its function, and the storage increased accordingly. 3. Maximum outflow rate for flow control = pre-development peak discharge rate. 4. Maximum soil side slope = 3 horizontal to 1 vertical. 5. Minimum orifice size = 1 inch. 6. Minimum freeboard at design depth is 6 inches for ponds with a floor area less than 800 square feet and 1 foot for ponds with a floor area greater than 800 square feet, unless approved otherwise. This does not apply to parking lot ponds. 7. Provide a minimum of one foot of dead storage at or near the control structure for sediment accumulation, or an additional 10% in the entire system. 8. Maximum depth of pond at overflow level shall be 4 feet, unless otherwise approved by the jurisdiction. Parking lot ponds shall have a maximum depth of 9 inches. 9. A forebay shall be provided if the pond base is more than 300 square feet in size (this does not apply to parking lot ponds). The forebay shall be placed to segregate the first 25% of the pond area. 10. All exposed soils must be stabilized per approved methods. Access. The outlet control structure must be accessible to maintenance vehicles via an all-weather road. Additional requirements for road width and loading may apply to roads used by public jurisdictions for the maintenance of public ponds. Man access is to be provided, with access at the control structure, and at the farthest upstream end of the system. Materials. Detention basins are appropriate for all soil types. Forebay berms shall be built of non-erodible material such as rock or concrete. Parking lot detention ponds may be placed in asphalt and concrete areas. Sizing. Detention basins are sized based on the volume which must be detained to meet the pre-development peak flow rate. Time of Concentration: Refer to Section 3.2.2 for time of concentration methodology. Land Area: The land area used in the calculation is provided by the design engineer as part of the plan submittal. Runoff Curve Number: Refer to Section 3.2.4 for runoff curve number methodology. Effective Porosity for Storage Volume: An effective porosity of 20% may be utilized in calculating storage volume of the stormwater facility. This only applies to the imported treatment soil meeting the specifications in the General Notes for Vegetated BMPs. Storage within the treatment soil may be utilized in any of the BMPs discussed in Chapter 4, as long as a control structure is used to prevent bypassing of the detention storm event. Operations and Maintenance. The primary maintenance concern with detention basins is the potential for the outlet control structure to become clogged by debris. These structures should be cleared of debris and trash annually in the fall and inspected at least quarterly, under both wet and dry conditions, to ensure that they are operating properly. Sediment within the pond and forebay should be removed as needed to maintain the required pond volume. If sediment is removed, the area needs to be revegetated. Excessive vegetation is generally not a problem unless it blocks the outlet controls, becomes a fire hazard, or becomes an eyesore. Under these conditions, the vegetation should be pruned or mowed. 3.4 DESTINATION All stormwater detention facilities must have an overflow structure capable of safely passing the 25-year storm to an approved stormwater facility. Designated overflows shall be constructed of non-erodible materials. The flow calculations are the same as described above for flow control measures. CHAPTER 4 – APPROVED Stormwater TREATMENT SYSTEMS 4.1 INTRODUCTION Chapter 4 focuses on approved treatment systems for stormwater management. Design criteria have been developed by the approving jurisdictions for these treatment systems (also called Best Management Practices or “BMPs”) to meet the required performance standards (described in Chapter 2). Developments that require additional or alternative BMPs should reference Chapter 5 – Alternative Treatment Systems. The following steps should be taken to select appropriate stormwater management facilities for the site and develop submittals for review and approval: 1. Characterize the site drainage area, soil type, slopes 2. On sites characterized by the NRCS as having soils belonging to Hydrologic groups A and B, soils infiltration rate testing must be done per Appendix B. 3. Develop a conceptual plan 4. Develop a landscape plan for any vegetated stormwater facilities (described in Chapter 6) 5. Write a Stormwater Calculation Report (described in Chapter 6) 6. Complete a stormwater Operations and Maintenance Plan (described in Chapter 6) 7. Submit plans and report to the reviewing jurisdiction. Simplified versus Performance Design Approach Two design approaches, Simplified and Performance, are allowed by this manual, for some BMPs either design approach can be utilized and for others only the performance approach may be utilized. **Simplified Design Approach:** - There are no specific education requirements for use of this approach. - The Falling Head Test, described in Appendix B, may be used for infiltration testing requirements. - Only applies to projects developing or redeveloping less than 10,000 square feet. - Must use a design sizing factor of 0.05. - The wetted area of the SW facility shall be sized using the following equation: \[ SWF \, A = IA \times SF \] Where: - \( SWF \, A = \) stormwater facility wetted area - \( IA = \) impervious area to be treated by the facility - \( SF = \) sizing factor of 0.05 **Performance Approach:** - Must be performed by an engineer licensed in the state of Oregon. - See Appendix B for infiltration testing requirements. - Must be used for projects developing or redeveloping 10,000 square feet or more. - Sizing factors may not be used. BMPs for Large Sites Depending on site characteristics including drainage area and slope, a single BMP may not be able to treat or detain runoff from the entire site. In these cases, two or more BMPs may be required to treat and detain runoff from the entire site. When using more than one BMP on a site, the total impervious surface area should be divided among the systems to achieve treatment for the effective total impervious area. 4.2 BMP SELECTION PROCESS Green Infrastructure As defined in Chapter 1, Low Impact Development BMPs are required to be used on sites with soils classified as belonging to Type A or B hydrologic soil groups. Source versus Collection BMPs The approved BMPs are listed below in order of their location in the overall system: from the source of rainfall to the collection system. Source BMPs intercept rainfall directly and infiltrate or evapotranspire it, thereby reducing effective impervious area. The area of these BMPs should not be included in the impervious area requiring treatment and detention. Collection BMPs concentrate runoff from across a site for treatment and/or flow control in a confined area. Flow Control: Some BMPs can be designed for both treatment and flow control. Those that can be used for flow control are indicated in Table 4.1 below. Table 4.1. Stormwater Management BMPs | BMP | Source/Collection | LID BMP? | Flow Control | Section | |----------------------------------------------------------------------|-------------------|----------|--------------|---------| | Vegetated Roofs | Source | LID | N | 4.3.1 | | Trees | Source | LID | N | 4.3.2 | | Pervious surface | Source | LID | Y | 4.3.3 | | Contained Planter Boxes | Source | LID | Y | 4.3.4 | | Rain Garden, Stormwater Planter and LID Swale (Vegetated Stormwater Facilities) | Collection | LID | Y | 4.4.1 | | Soakage Trench | Collection | LID | Y | 4.4.2 | | Vegetated Filter Strips and Disconnected Downspouts | Collection | LID | Y | 4.4.3 | | Water Quality Conveyance swales | Collection | | Y | 4.4.4 | | Extended Detention Basins | Collection | | Y | 4.4.5 | | Proprietary Treatment Systems | Collection | | N | 4.4.6 | | Underground Detention Systems | Collection | | Y | 4.4.7 | 4.3 SOURCE CONTROL BMPS 4.3.1 Vegetated Roof (Green Roofs) BMP Figure 4.1. Growing medium on this small vegetated roof was stabilized with lumber to keep it from sliding down the steep slope. Vegetated roofs are roof system assemblies that manage stormwater by holding rainfall in the pores of the growing medium, the drainage layer below if used, and by plants. While the term “green roof” is a more commonly used term, the term “vegetated roof” is more appropriate for much of Oregon which has dry summers, where some plants are dry and inactive until the rainy season begins again. Evaporation from the growing medium and evapotranspiration from the plants releases a high volume of the moisture back into the atmosphere, even in winter, which is unique amongst all the BMPs in this guidance. Vegetated roofs usually consist of a waterproof membrane, an optional drainage layer, an engineered growing medium or soil, a layer of plants and optional mineral mulch for non-irrigated systems. Siting Roof Slopes. Roofs up to a slope of 20 degrees generally will not slump and need no special design to keep the growing medium in place. Those with slopes greater than 20 degrees require a system such as horizontal strapping, laths, battens, or grids that prevents the growing medium and vegetation from slumping (Figure X). These systems will also slow water flow through the assembly. Roof Aspect. Roof aspect is the direction that a sloped roof is facing. North and east directions are considered excellent aspects for vegetated roofs, since they have reduced exposure to the sun and require less, and sometimes no, irrigation, depending on plant choices. South and west directions may require increased growing medium depths and more irrigation to support plant life. Shading from nearby vegetation and structures may reduce the need for permanent irrigation; reflection of light from nearby structures may increase it. Design Depending on the scale and complexity of the project, the design of vegetated roofs may involve a number of licensed professionals, including a structural engineer, landscape architect, architect, and/or a “Green Roof Professional” (Green Roofs for Healthy Cities, GRP Accreditation). Refer to local building codes for load bearing requirements. Sizing. Vegetated roofs receive only direct precipitation and replace impervious surfaces at a 1:1 ratio. Waterproofing Membrane. A watertight membrane must be placed at the very bottom of a vegetated roof and must not be exposed to sunlight. Refer to building codes for specifications on appropriate membrane material. Root Barrier. A root barrier is always needed when an asphalt roof material is specified. Many other membranes such as EPDM, PVC and TPO offer sufficient root penetration protection for shallow low profile vegetated roofs. For roofs with deeper soils and larger plants and potentially trees, a root barrier may be desired. Root barriers should not be manufactured with pesticides or chemicals, which could pollute stormwater. Drainage Layer. A drainage layer is sometimes placed above the waterproof membrane and root barrier. This layer collects water seeping from the growing medium and directs it to downspouts or gutters. Filter Fabric. If a drainage layer is incorporated, place a filter fabric geotextile between the drainage layer and the growing medium to keep the fine soil particles of the growing medium from draining out of the system. However, almost all proprietary drainage layer products come with the fabric already attached. Access. Provide year-round access for people and maintenance equipment, regardless of roof type, for operations and maintenance. Some common maintenance equipment and materials for vegetated roofs include rakes, buckets, ladders, irrigation supplies, plants, and hoses. Overflow Routing. All vegetated roofs shall include an overflow drain to deliver excess runoff to an approved discharge point, in a manner that is safe and protects infrastructure. Most jurisdictions require a double drain for conventional roofs which would also apply to vegetated roofs. Growing Medium. The growing medium is an engineered soil mix that provides nutrition to the plants and helps manage peak runoff volumes. The minimum depth for stormwater management is 4 inches, but must be deep enough to contain adequate water and nutrients to support the chosen plants. The growing medium should consist of a mix of 70% porous material such as screened pumice or sandy loam, 30% organic material such as compost or fiber compost. Other growing medium mixes may be proposed by a licensed professional willing to sign and stamp the design. Water retention rates should be 40% by weight or greater. Bulk dry densities should be 20 to 50 pounds per cubic feet. Mulch. If mulch is used, it must be a gravel mulch or alternative mineral mulch. Vegetation. Follow the plant densities specified in Table A-1 of Appendix A, a landscape plan in accordance with Chapter 6.3 must be submitted. Plantings should cover 95% of the vegetated roof area within 3 years of planting, excluding gravel areas for buffers, maintenance access, and other intentionally non-vegetated areas. 80% of the plants should be evergreen and active during most of the year except the coldest parts of the winter to provide runoff reduction through interception and evapotranspiration. When locating plants, consider that the growing medium is likely to drain more rapidly at peaks and remain saturated longer near gutters or drains. Selected plants should only require irrigation during periods of extreme heat. Criteria for plant selection are as follows: - Native species - Adapted to the pH of the chosen growing medium. - Sun, heat, wind, and drought tolerant. - Successful colonizers, perennial or self-sowing. - Easy to maintain (such as those that outcompete weeds and don’t require mowing/trimming). - Self-sustaining (no need for fertilizers or pesticides). - Fire-resistant if not irrigated. - Appropriate for the soil depth and composition. - Will not require fertilizers, pesticides, or herbicides. **Irrigation.** An irrigation system is required for the first three years to establish the plants. Irrigation should be no more than 1 inch every 10 days. After establishment, an irrigation system is recommended, but its use should be limited to periods of extreme heat. Piping should be covered with at least 2 inches of growing medium. Examples of irrigation systems for various roof sizes are described in the LID Guide Chapter 3. **Standard Drawings.** No standard drawings are provided for Vegetated Roofs. **Construction and Cost Considerations** Guidance on construction process and cost considerations are provided in Chapter 3 of the LID Guide. **Maintenance** Designers should include the landscape plan in the operations and maintenance manual. Plants other than those specified in the landscape plan should be removed. This might include plants with deep roots such as trees that might damage the membrane, plants that might become a fire hazard, and plants on the Oregon Noxious Weed List. Maintenance is most demanding during the 3-year plant establishment period. Ongoing inspection and maintenance activities (including during the plant establishment period), include: - For roofs with irrigation, water plants during the dry season with no more than 1 inch of water every 10 days. During the wet season, do not irrigate at all. Wet summers or over-irrigation may encourage weed growth. - Inspect the irrigation system annually. Look for exposed piping, broken irrigation heads, and especially leaks, which could be very detrimental to the stormwater performance of the vegetated roof and greatly increase vegetation related maintenance activities. Winterize and de-winterize the irrigation system and make repairs as needed. - Inspect plants in early summer and early fall for overall health and coverage. If plants are struggling, correct the causes, which may include too much or too little water, pests, condensate from the HVAC system, or chemical spills from rooftop equipment maintenance. • Replace plants as needed in the fall. Sedums can be replaced by casting cuttings over the soil in the fall. • Install erosion control fabrics, or mineral mulch, to prevent wind erosion of growing medium when replanting. • Perform weeding in early summer and early fall and more often as needed, removing weeds before they go to seed. In Western Oregon, checking for weeds in late May or early June may limit the necessary weeding to once a year. Irrigation encourages weed growth, so weeding may be needed more often when irrigating. Do not apply herbicides or pesticides since these pollutants will be efficiently exported downstream. • Inspect structures such as membrane (if visible), irrigation system, drains, parapets, and access structures annually. As necessary, remove sediment and debris around drains and unclog. Repair the structural integrity of the systems. Contact the manufacturer to repair leaks or tears in the membrane. • Inspect for and correct any erosion after large storms (i.e. 1 inches in 24 hours or extreme/high intensity cloud bursts) until plant coverage has been achieved. • Remove trash as needed, frequency will depend on whether and how the roof is utilized by people. 4.3.2 Trees **General Description:** Tree canopy can intercept rainfall and thereby reduce the overall amount of runoff collected on an impervious surface below a tree canopy. For the purposes of stormwater management, existing tree canopy may decrease the runoff curve number used for calculating design flows. New trees are often planted with developments as part of overall landscaping requirements. The canopy of new trees shall not be included in the runoff curve reduction due to the time required for a tree to mature enough to infiltrate rain. However, new trees will be included in stormwater credits for a given site (Appendix F). The following guidelines should be used to calculate the runoff curve number as it is reduced by tree canopy. The calculation for the runoff curve number is a weighted average of the runoff curve number multiplied by the associated area with specific surface characteristics. As described below, existing tree canopy can reduce the impervious surface area ($C=98$) for the runoff curve number calculation. *Please note that in flow calculations the impervious surface area shall not be reduced by tree cover, only the runoff curve number is reduced.* **Existing Tree Canopy** Existing tree canopy must be preserved during and after construction to qualify as a reduction in impervious surface area treatment. The minimum caliper of existing trees included in this calculation shall be 4-inches at breast height. Existing tree trunk must be within 30-feet of impervious surface. Divide total canopy area (in square-feet) by 2 for applicable decrease in impervious surface area in the runoff calculation. *Example:* The spreadsheet below provides an example of calculating the runoff curve number for a 5-acre site proposing 3-acres of impervious surface, leaving 2-acres of landscaping, one acre of which is existing trees. This example assumes that half an acre of the existing trees are within 30 feet of the proposed impervious surfaces. The first example calculates the weighted C-value not including the area reduction associated with tree cover. The second example calculates the weighted C-value with a decrease in impervious surface area associated with tree canopy (note the total impervious area is reduced by half of an acre). Note the difference in the C-values. Though the reduction in the C-value is slight, this modification can result in a significant flow reduction when calculating flow. | Runoff Curve Number (CN) | Soil name and Hydrologic Group | Cover Description | Table 2-2 | CN | Fig. 2-3 | Fig. 2-4 | Area | Product of CN x Area | |-------------------------|--------------------------------|-------------------|-----------|----|----------|----------|------|---------------------| | | C | Impervious (paving, building) | 98 | | | | 3 | 294 | | | C | Open Space, Good condition | 74 | | | | 1 | 74 | | | C | Existing tree cover, woods-grass combination, good condition | 72 | | | | 1 | 72 | | | | Totals | | | | | 5 | 440 | | | | Weighted CN | | | | | | 88.00 | | Runoff Curve Number (CN) | Soil name and Hydrologic Group | Cover Description | Table 2-2 | CN | Fig. 2-3 | Fig. 2-4 | Area | Product of CN x Area | |-------------------------|--------------------------------|-------------------|-----------|----|----------|----------|------|---------------------| | | C | Impervious (paving, building) | 98 | | | | 2.5 | 245 Area reduced by one half of tree area. | | | C | Open Space, Good condition | 74 | | | | 1 | 74 | | | C | Existing tree cover, woods-grass combination, good condition | 72 | | | | 1 | 72 | | | | Totals | | | | | 4.5 | 391 | | | | Weighted CN | | | | | | 86.89 | **Figure 4.2.** Example of curve number calculations **New Deciduous Trees** The minimum caliper of new deciduous trees included in stormwater credit calculations shall be 2-inches at breast height. Trees must be planted within 30-feet of impervious surface to be eligible for stormwater credits. Assume a canopy area of 100 square-feet per tree planted when determining stormwater credits. **New Evergreen Trees** The minimum height of new evergreen trees included in stormwater credit calculations shall be 6-feet. Trees must be planted within 30-feet of impervious surface to be eligible for stormwater credits. Assume a canopy area of 200 square-feet per tree planted when determining stormwater credits. **Maintenance:** Care must be given to ensure the health and viability of trees to be included in stormwater management calculations. Pruning, mulching, and treatment for disease is required for maintaining healthy trees. Dead trees must be replaced to continue stormwater credits. 4.3.3 Pervious Surface BMP Figure 4.3. Permeable pavers intercept rainfall and infiltrate it into the ground, the catch basin will only receive runoff from large storm events. Pervious surfaces (also known as permeable pavements and porous pavements) are stormwater management facilities that allow water to move through void spaces within the pavement surface and rock below and infiltrate into underlying soils. Siting Rainfall versus Runoff. Pervious surfaces should be designed to only receive direct rainfall. Porous surfaces that will receive runoff in addition to rainfall must be approved on a case by case basis. Site Suitability for Pervious surfaces Managing Runoff. Pervious surfaces that receive runoff from impervious areas in addition to rainfall should be located using the same criteria as soakage trenches (see 4.4.2 “Soakage Trench BMP”, “Siting”). Site Suitability for All Pervious surfaces. - Where the seasonal high groundwater table, bedrock, or other impermeable layer is more than 18 inches from the bottom of the base rock. If in an area of known high groundwater, the reviewing agency can request verification of groundwater depth or bedrock. - Where surface slopes are <8% - Where the pavements will be hydraulically isolated, meaning that they do not receive runoff from any other areas, unless approved by the local jurisdiction. If the pervious surface will receive runoff from other areas, see section 4.4.2 for Soakage Trench siting. - Preferably, situate pervious surface on native, uncompacted soil. - Where any fill material is structural material capable of infiltrating at the design rate. • Should not be located at sites with high incidence of fine aggregate materials, soils, dirt or other materials which would readily clog the pervious surface. These sites may be home improvement stores, aggregate or soil supply businesses, concrete contractor yards, etc. **Pavement Surface Types Overview** **Porous Asphalt and Pervious Concrete.** Porous asphalt and pervious concrete are similar to their impervious counterparts but are made with “open-graded aggregate”, which includes few to no fines (i.e. small particles). When bound together, interconnected voids between the aggregate allow water to flow through. **Permeable Pavers.** Permeable pavers are paver units of stone, concrete or other durable impervious material with gaps between or within the pavers that provide voids for water to reach sub-soils. Porous commercial pavers, like pervious concrete discussed above, are now available and may not need space between them. **Porous Flexible Paving Systems.** Porous flexible paving systems are prefabricated grids made of plastics or other solid materials finished with clean sand/gravel or turf. Grids with porous media provide a stable surface and sometimes resemble lawn. **Porous Gravel.** Conventional gravel surfaces (i.e. without a permeable sub-base) are not inherently free draining. During conventional gravel pavement installation, soil is compacted to support vehicular loads, and gravel with many small particles (usually a material like “¾-inch minus drain rock”, discussed above) is installed and compacted in lifts (i.e. smaller portions of the total depth). This results in a low void ratio with little storage for stormwater. Gravel driveways and walkways are pervious surface alternatives that can be especially helpful in retrofit situations where drainage problems exist. To create a porous gravel pavement, specify AASHTO No. 3 or 5, as described on BMP 2.01, which is the same material used as base rock in other pervious surfaces and has no fine particles. **Design** **Hydrologic Design Criteria.** Requirements vary based on the anticipated use of the pervious surface. **Simplified Design Approach:** Base rock depth and pavement thickness should be as recommended by the manufacturer. This approach may only be used for sites with all of the following characteristics: • Pervious surface is not intended for vehicular use. Typical non-vehicular applications include paths or patios. • Pervious surface is hydraulically isolated, meaning that the surface does not receive run-on from any other areas. • Underdrains are not used. **Performance Approach:** If the Simplified Design Approach cannot be used, the pervious surface facility must be designed and modeled by a licensed engineer using the methodology in Chapter 3 of this manual. Infiltration Testing: Must be performed per Appendix B. Base Rock Depth: The pervious surface itself should be modeled as if it were impervious and draining to the base rock with 35% void ratio equal in size to the pervious surface area. If additional runoff onto the pervious surface has been approved, add these “real” (additional) impervious areas to the model and model these to drain to the base rock too. Alternatively, offsite runoff could be directed to a soakage trench constructed under the pervious surface (see Soakage Trench BMP for details). Underdrains: If used, underdrains or auxiliary overflow systems should be placed in such a way as to ensure that the required water quality storm event is treated through infiltration below the base rock. Quantities above the water quality storm event may be collected in underdrains, but the required detention must be attained prior to discharge off-site. Pavement Structural Design: It is suggested that the pavement section be structurally designed by a professional engineer to accommodate the anticipated vehicle loading assuming a saturated sub-base. This is especially important if any heavier vehicles are expected such as delivery trucks, buses, or garbage trucks. **Porous Shoulders.** Porous shoulders will only be allowed on private roads. **Slope and Grading Plans.** Even though the surface of the pervious surface may be sloped (up to 8%), the subgrade should be as flat as possible to reduce ponding and promote even infiltration. A grading plan for the subgrade should be provided in addition to a final surface grading plan. Chapter 3 of the LID Guide provides detailed design guidance for addressing slopes. Landscape areas must be depressed to prevent sediment and debris from migrating onto the pervious surface. **Geotextile.** Install a non-woven geotextile fabric over the subgrade to separate the native soils from the base rock. Install an impermeable liner where the pervious surface will be within 10 feet of an impervious surface. **Signage.** Install signs identifying the surface as pervious and indicating that stockpiling and sealing are not allowed on the surface. **Standard Drawings.** See the standard drawings, Appendix E, for the specific pervious surface type selected. **Design, Construction Guidelines, Common Mistakes** Additional design guidelines for addressing slopes, avoiding clogging, construction processes, as well as pitfalls and common mistakes are provided in Chapter 3 of the LID Guide. **Maintenance for All Pervious surfaces** - Inspect landscape areas twice a year for erosion. Implement erosion prevention and sediment control measures as needed per the Oregon DEQ Construction Stormwater Erosion and Sediment Control Manual and replant as soon as possible per the approved plan. - Remove trash and leaves. Frequency will vary with foot traffic and the number of trees nearby. Busy commercial districts will need more frequent litter pick-ups than suburban or rural residential streets. - Remove moss when it covers 10% of the surface or more. Mechanically remove during the dry season. Do not apply mossicides. - Notify all landscape contractors of their responsibility to help maintain the pavement. Require them to identify an alternative place to stage and dump landscape materials. For damaged areas of less than 50 square feet, a depression could be patched by any means suitable with standard pavement, with the loss of porosity of that area being insignificant. The depression can also be filled with pervious mix. The pavement may be up to 10% patched with conventional asphalt. Manage Weeds with Integrated Pest Management. Fertilizers, pesticides, herbicides, or fungicides are all pollutants with the potential to leach through pervious surface. Integrated pest management approaches include hand-pulling and torching. Commercial maintenance services with trucks that will burn all the weeds off at once are available in Oregon. If using a torch, adhere to all fire regulations and seasonal burning bans. Weed removal should be done before plants set seeds. Remove snow and ice. Avoid frequent snow plowing on porous asphalt. If you must plow, keep the bottom of the blade about one inch above the surface. Do not use cinders as they may clog the surface. Environmentally sound, salt-free deicers may be used on any surface type. According to the National Ready Mixed Concrete Association, deicers should not be applied to pervious concrete in the first year after installation. Because pervious surfaces allow air to pass through them and the ground tends to be warmer than the outside air, a convective process occurs that tends to melt snow and ice much faster on pervious surfaces than impervious pavements. Inspect and maintain permanent signage, if applicable. **Test Surface Permeability.** If the infiltration rate of the pervious surface slows over time contact the approving jurisdiction. **Maintenance Specific to Porous Asphalt and Pervious Concrete.** - Porous asphalt will no longer be porous if coated or sealed with anything other than additional porous asphalt. Porous asphalt should never be seal coated, but can be crack sealed. - Remove material on surface. The cleaning interval, which might range from every 6 months to every 3 years, should be based on possible exposure to sediments. Cleaning methods include: - Vacuuming is often recommended. If the pavement is in a public ROW where agencies sweep the streets with a vacuum truck, then pervious surfaces will receive this recommended maintenance. - Pressure washing can be done at an angle to the pavement and not directly into it. Employ erosion control measures when pressure washing and limit the practice to areas that can’t be accessed by mechanical equipment. - Leaf blowers during the dry season, when material can be blown, are also an option. - Leaf/Litter vacuums have been used successfully. **Maintenance Specific to Permeable Pavers.** - Remove accumulated material to unclog surface. Vacuum street sweeping, pressure washing, and leaf blowing may all be used on these systems; however, operations may remove or disturb the infill rock. Replenish it with clean rock meeting the AASHTO No. 8 or equivalent specification (Appendix E: Standard Drawings). **Maintenance specific to Porous Flexible Paving Systems.** Refer to the specific manufacturer's maintenance requirements. Some general guidance is as follows: - For porous flexible paving systems with grass, maintenance is similar to turf. - For flexible paving systems with gravel, broom or rake dislodged gravel back in place. - Inspect for bare soil, exposed rings, ruts, poorly growing grass from too much shade, and thatch. - In the case of spills, ruts, or disturbance to access underground utilities, flexible paving systems may be cut with a sod cutter, set aside, and put back in place after subgrade has been reconstructed. - Avoid aeration since this machinery will damage the pavement. • Snow plowing may be done by using standard truck-mounted snow plowing blades with small skids on the corners to keep the bottom of the blade about 1 inch above the grass surface. **Maintenance Specific to Porous Gravel.** • If the rock surface becomes clogged, carefully shovel the first 1 to 2 inches of rock and rinse it off. Employ appropriate erosion control techniques. Rinse rock in a disconnected landscape area, which is an area that does not drain to any sort of structured inlet such as an area drain or towards any surface like a driveway or road that drains to a structured inlet. • Replacement gravel must be AASHTO No. 3 or 5, as specified in Standard Drawing BMP 2.01. 4.3.4 Contained Planter BMP Figure 4.4. Contained planters are a common beautification project that benefit the watershed when placed over impervious surfaces. In a dense, “main street” application like this photo, the planter footprint shouldn’t exceed the width of the furnishing zone (i.e. the pavement area between the curb and the walking area of the sidewalk), which is the area where signs, benches, parking meters or other similar infrastructure might be placed. This will ensure that sidewalk traffic is not impeded by a narrowed throughway. Contained planters placed over existing impervious areas, on the ground or roof, intercept rainfall and then evaporate it back into the air, even in the winter. As an alternative to depaving, place a potted plant anywhere there is unused pavement. Acting much like vegetated roofs, contained planters can reduce annual runoff by 40% to 60% from the area on which they are placed while also improving the aesthetics of paved areas. **Siting** Contained planters should be placed over impervious areas only. Placing them over pervious surfaces will not reduce runoff – the pervious surface is already designed to do that – and dirt washing through the system could clog the pervious surface. **Design** **Container Materials.** The container must drain from the bottom. Since these will be outside year-round, consider durability. Avoid: - Plastic, since it is photodegradable and will break down in sunlight and can leach phthalates, a pollutant often found in groundwater. - Treated wood. Even “environmentally friendly” treated wood will leach copper, which is a potent pollutant that affects endangered aquatic species. Suitable materials include: - Untreated wood. Choose cedars or other naturally rot-resistant woods for more longevity. Wine barrels cut in half are a popular aesthetic. - Fabric “sack gardens” such as jute, hemp, flax, linen, burlap, etc. Ensure that the fabric is not treated with fire retardants. Ceramics. Long-lasting and safer than plastic. Avoid containers with metal glazes that could leach into the environment. Concrete or cement. **Container Size.** Planters must be at least 12 inches deep for grasses and herbaceous plants and at least 18 inches deep for shrubs. Deeper containers are better suited to deeper rooting plants and take longer to dry out than shallow containers. The larger the container’s area, the more impervious surface it will cover, which makes it more effective at reducing runoff. **Plant Choices.** Follow one of the planting density options shown in Tables A-1 and A-2 of Appendix A. Annual plants are suitable for use in contained planters, although native perennials that won’t require as much irrigation after an establishment period of 2 – 3 years are preferred. Flowering plants and vegetables that take more fertilization than non-flowering plants should be avoided, minimized, or not fertilized. Choose hardy species adapted to dry conditions. There are some species that will not thrive in the harsh environment of a container, which is subject to large temperature swings and can easily dry out. Trees are not suitable for containers as they become root bound in a container without adequate soil volume, which impacts overall health and longevity. A list of plants to be installed must be submitted including scientific and common names and quantities. **Soils.** - Imported soil shall be roughly 1/3 plant derived compost, 1/3 topsoil and 1/3 gravelly sand. - Amended native planting soil mix shall be created by blending compost into the native soil at a rate of 1 part compost to two parts soil. - Soil mix and compost must follow the specifications outlined in the General Notes, Appendix E. - For any kind of soil, mycorrhizal treatments will make your plantings more resilient and reduce water demand. - For contained planters on roofs with adequate structural integrity or shallow pots on the ground, you may want to consider purchasing engineered lightweight growing medium. See “Vegetated Roof BMP” for soil mixes, loading capacity, and other design considerations when putting plants on roofs. **Construction** See Appendix A: Plant Specifications “Planting Technique”. **Maintenance** Since contained planters are above ground, they are more susceptible to freezing and may drain faster than the soil around plants that are in the ground; however, maintenance for contained planters is similar to conventional landscape maintenance practices: - Remove weeds twice a year. - Replenish compost to a depth of 2-3 inches annually. Avoid NPK fertilizers (nitrogen -- phosphorus -- potassium) as nitrogen is a common pollutant found in waterways and will easily dissolve in water, flow out of the container bottom onto an impervious surface, and likely into a pipe that drains to a waterway. Replenishing the 2-3” of organic compost every year should provide adequate nutrition slowly and safely. - Repot plants with native soil and compost, or imported topsoil, on a schedule as desired or needed to keep plants healthy. Avoid potting soil, which will over nourish plants and cause nutrient pollution as described above. - Irrigate per Establishment Period Irrigation guidance in Appendix A: Plant Specifications. - Since contained planters will be on and presumably surrounded by impervious pavement or hot roofs, water plants once a week from July to mid-September after establishment period. 4.4 COLLECTION BMPS 4.4.1 Rain Garden, Stormwater Planter, and LID Swale (aka Vegetated Stormwater Facility) BMPs Vegetated Stormwater Facilities collect stormwater runoff in a depression to first settle and filter out sediment and pollutants. As stormwater comes into contact with soil and plants, pollutants are reduced further through chemical and biological means. Stormwater quantity is reduced through evaporation, infiltration, and evapotranspiration. Both infiltration and lined filtration facilities have been used successfully on private property, public property, and within the public right-of-way. These BMPs may be built in new construction, re-developments, and retrofits. Terminology. For convenience, when this manual refers to this family of BMPs that includes rain gardens, stormwater planters, or LID swales, the term “vegetated stormwater facility” or, in this section, sometimes simply “facility” is used. Choosing Between Rain Gardens, Stormwater Planters and LID Swales. While rain gardens, stormwater planters, and LID swales are very similar in the high quality of treatment achieved through ponding (i.e. holding water in a pond until it can infiltrate and evaporate), the volume of water ponded differs, which affects how large they are (i.e. sizing). Stormwater planters have the smallest footprint, while rain gardens and LID swales have larger footprints. For more guidance on how to choose the appropriate facility for your site see Choosing the Best Vegetated Stormwater Facility Configuration in Chapter 3 of the LID Guide. A rain garden: - Has gentle side slopes and may be any shape (e.g. round, kidney, etc.). - Should be installed on flat ground (as smooth as practical) ![Neighborhood scale residential rain garden six months after installation.](image) Figure 4.5. Neighborhood scale residential rain garden six months after installation. An LID swale: - Has gentle side slopes but is linear in shape. - Is installed on sloping areas, using check dams that allow water to back up, which makes LID swales function in a similar way to rain gardens. Each cell created by the check dam ponds up before water cascades over the check dam and into the next cell, infiltrating and evaporating along the way. At the last cell at the bottom of the LID swale, stormwater finally may overflow. - The longitudinal slope of an LID swale cell should be 6% or less. **Figure 4.6.** An LID swale with check dams to slow the flow of water and increase infiltration. A stormwater planter: - May be either in- or above-ground (Figures 4.7). - Has vertical sides created by deep curbs (in ground) or walls or a container (free-standing/above ground) instead of gentle side slopes. - Stormwater planters can be any shape. Those above-ground tend to be square or rectangular. - A single stormwater planter cell may be installed on flat areas (as smooth as practical). On sloping ground, a stormwater planter may incorporate check dams to create a series of cells where overflow may occur in the lowest elevation cell (Figure 4.7, right). Figure 4.7. A residential above-ground stormwater planter (left). An in-ground stormwater planter with concrete check dams in a public street before planting (right). The centerline (looking straight up the center of this photo) slopes at less than 1%. Concrete check dams were needed because the street slopes more than 1%. Grades parallel to the check dam are flat. **Design Considerations** **Infiltration versus Filtration.** Vegetated stormwater facilities may either be designed to infiltrate into the site’s native soils (*i.e.* infiltration facility) or they may be lined or partially lined to prevent infiltration (*i.e.* filtration facility, also sometimes referred to as “flow-through facility”). Infiltration facilities are to be used whenever possible, filtration facilities should only be used when infiltration is not possible. **Siting** **Unsuitable Locations for All Facilities.** Vegetated stormwater facilities should NEVER be installed in the following locations: - In other sensitive areas (*i.e.* wetlands or designated native habitat areas). - Over septic systems. - In seasonally wet areas. **Suitable Locations for Infiltration Facilities without Underdrains.** - Where the seasonal high groundwater table is greater than 24 inches from the bottom of a vegetated stormwater facility. - Where the bedrock or other impermeable layer is greater than 18 inches from the bottom of a vegetated stormwater facility. - In soils with a measured infiltration rate of at least 1.5 inches/hour. - Where they are at least 10 feet away from an existing building foundation - Where they are at least 10 feet from an underground tank or a retaining wall. - In any location approved by a licensed engineer or geologist and the reviewing agency. **Locations that require Lined Filtration Facilities:** Where the seasonal high groundwater table is less than 24 inches from the bottom of a vegetated stormwater facility. Where the bedrock or other impermeable layer is less than 18 inches from the bottom of a vegetated stormwater facility. - In contaminated soils or groundwater. - Within 10 feet of an existing building. - For vehicular runoff, in wellhead protection areas. **Design** **Infiltration Testing.** Must be performed per Appendix B. **Sizing and Hydrologic Design.** Requirements vary based on the design approach utilized. **Simplified Approach:** A sizing factor of 0.05 must be used. This approach may be used for sites with the following characteristics: - Manage runoff from less than 10,000 square feet of impervious surface - Have design infiltration rates of 0.5 inches/hr or higher - Must use 24 inches of imported or amended growing medium. **Performance Approach:** These facilities must be designed by an engineer licensed in the state of Oregon using the methodology of Chapter 3 of this manual. The facility must have a design infiltration rate of 0.5 inches/hr or more. The performance approach must be used when any of the following conditions exist: - The facility manages runoff from 10,000 sf or more. - The facility will be lined or partially lined. - The facility incorporates a rock trench (described in later sections below) beneath the vegetated stormwater facility. **Surface Geometry and Water Quality Function.** Design criteria for surface geometry are as follows: - Vegetated stormwater facilities may be any shape that meets the sizing criteria for vegetated stormwater facilities. - Side slopes for rain gardens and LID swales, should be 33% (3 horizontal: 1 vertical) or less. - Stormwater planters have vertical sides made of structural material like concrete, not soil. - Bottom slopes of rain gardens and SW planters must be less than 0.5% slope in any direction - Longitudinal slope of LID swales must be 6% or less. - Bottom widths must adhere to the values in Table 4.2. - Ponding depth, the depth of water allowed to accumulate in a vegetated stormwater facility, should be a maximum of 12 inches. - Pretreatment must be provided where stormwater enters a facility in a concentrated fashion (*i.e.* piped). For design guidance on pretreatment structures refer to Chapter 3 of the LID Guide. - Freeboard of six inches above the 10 year design storm must be provided. Less than six inches may be provided with jurisdictional approval, where potential overflow will not impact adjacent properties. Table 4.2. Using the above guidance, minimum geometry for rain gardens, planters and LID swales are as follows below. | Treatment Ponding Depth [inches] | Minimum Base Width [ft] | |----------------------------------|-------------------------| | <6 | 2 | | 6-9 | 4.5 | | 9-12 | 6 | **Energy Dissipation:** Energy dissipation must be placed below each entry point to reduce velocity. At the upstream end of a facility energy dissipation can also serve to distribute flow across the treatment width. Energy dissipation must be constructed of non-biodegradable material such as concrete or rock. **Vegetation.** Design criteria for vegetation is as follows: - Must follow the landscape plan submittal requirements outlined in Chapter 6.3. - Must follow one of the planting options outlined in Tables A-1 to A-3 of Appendix A. - Vegetation should cover a minimum of 90% of the treatment area of the facility within three years. - River rock is not allowed. - Vegetation should be selected based on its tolerance to flooding and drought cycles as well as sun and shade conditions at the site. - Trees should be used with caution in stormwater planters, refer to Chapter 3 of the LID Guide “Tree Planting BMP” “Siting”. **Trees:** If planting trees within the stormwater feature, assume a mature tree covers 60 square feet. The area within this 60 square feet does not need to be vegetated with herbaceous plants or shrubs. **Vegetation Establishment:** The property owner is responsible for ensuring that 90% of the ground remains covered with vegetation in perpetuity. Vegetation should be selected to reduce the need for continual irrigation. Temporary irrigation is required for the first three growing seasons to ensure healthy vegetation establishment. Permanent irrigation is up to the property owner and the needs of the selected plant palette, however plants must be maintained in a vigorous, healthy condition. **Mulch.** Mulch shall be either shredded wood chips or coarse compost. Mulch must be dye, pesticide and weed free. Spread in a minimum two inch layer over bare soil or in a ring around plants to increase water retention. Ensure that mulch does not touch plant stems. **Growing Medium.** Directly below the mulch is soil, which may be: - Imported soil that is roughly one third plant derived compost, one third topsoil and one third gravelly sand. - Native soil amended to a depth of 18 inches. Amend native soil with roughly 30% compost. • Native and free-draining (infiltration rate >0.5in/hr). If a faster draining soil is beneath a slower draining surface soil and you wish to decrease the footprint of your facility, access the faster draining soil by replacing the native soil with an imported soil mix. • Whether native or amended, the growing medium must be in compliance with the amended planting soil mix specifications, see General Notes for Vegetated BMPS, Appendix E. A Seal of Testing Assurance certification from the US Composting Council must be provided to the approving jurisdiction for imported compost. **Inlets.** Runoff can be directed to a collection BMP via a piped underground stormwater system or by grading the surface to drain directly into a facility. Curb openings should be used for facilities located directly adjacent to a curb line. **Curb Openings along Roadways.** Applicable Standard Drawings can be found in Appendix E, BMP 9.01. Design criteria for curb openings are as follows: - Curb opening width and spacing shall be sized appropriately, per BMP 9.01, to capture runoff from the contributing drainage basin. - Curb openings shall have a local gutter depression between 1” and 2”. - Swales shall have a minimum of one curb opening at the top of the facility and one at the mid-point of the facility. **Check Dams:** Check dams shall be used where necessary to ensure that the entire facility bottom is used for infiltration. They should be keyed into the sides of the swale to prevent bypass and the toe of the upslope dam should be at the same elevation as the top of the downstream dam, similar to ODOT detail RD1005, but with a flat top. Check dams should be constructed of non-biodegradable material such as concrete or rock. **Storage Rock:** If storage rock is used it must be separated from the growing medium, and any fine soil at the bottom of the facility, by a 4 inch thick layer of separation rock (see Standard Drawings). The assumed void space of storage rock is 35%. **Impermeable Liner.** No additional liner is required in monolithically poured concrete stormwater planters. Impermeable liners must be a minimum 30-mil (minimum) thick, material which may be low density polyethylene (LDPE), ethylene propylene diene monomer (EPDM), or bentonite clay mat per manufacturer guidance. Liners must be installed per manufacturer specifications. **Standard Drawings.** Standard drawings are provided in Appendix E for a range of facilities from those with no formal overflow structure or amended soils to complex lined facilities that require an underdrain, a large storm overflow structure, and imported, engineered soil. **Construction** Construction guidance is provided in Chapter 3 of the LID Guide. **Cost Considerations and Pitfalls and Common Mistakes** Detailed guidance on cost considerations and how to avoid common mistakes during design, construction and maintenance of these facilities is provided in Chapter 3 of the LID Guide. **Maintenance** Specific maintenance activities are needed to ensure proper long-term function. Determine who is responsible for operations and maintenance and confirm early stakeholder buy-in of maintenance practices before determining the mix of BMPs. Inspect the facility at least 4 times a year and perform needed maintenance as follows: - Maintain a calm flow of water entering the facility via downspout pipes or other inlets. - Identify erosion sources and control them when soil is exposed or erosion channels are forming. Fill erosion channels with approved soil mix and replant per the approved planting plan. - Identify and correct sources of sediment and debris. - Remove sediment and debris from: - The pretreatment sump. - The facility surface with minimum damage to vegetation. Remove accumulated material if it is more than 2 inches thick or damaging vegetation. - The facility outlet, such as overflow drain or conveyance swale. - Curb cuts when depth exceeds \( \frac{3}{4} \) inch. - Stabilize slopes with plants and appropriate erosion control measures when soil is exposed or erosion channels are forming. Fill eroded channels with approved soil and replant. If flows can be redirected temporarily, redirect flows until plants establish. Check for erosion as a result of redirected flows on the next site visit. - Maintain the design ponding depth by: - Repairing any structural elements that may leak from cracks or worn sealant - Maintaining the design elevation of check dams - Soil should allow stormwater to percolate uniformly through the rain garden. - If the facility does not drain within 48 hours, scrape 1 inch of soil out of the facility and scarify to 3 inches. - If facility does not drain after scraping 1 inch, remove another 1 inch. - If facility does not drain after scraping 2 inches, salvage plants, till and replant the facility. - Vegetation should be healthy and dense enough to provide filtering while protecting underlying soils from erosion with at least 90% coverage of bare soil in three years. - Replenish mulch until vegetation is established and shading the bottom of the facility. - Remove fallen leaves and debris from deciduous plant foliage. - Don’t string trim ornamental grasses, sedges or rushes. These may be raked. - Don’t prune shrubs into balls, natural growth will more effectively treat stormwater. - Low mow and no mow seed mixes should be mown a maximum of three to four times a year for aesthetics and to reduce fire risk. - Remove nuisance (i.e. plants blocking the inlet) and non-native and invasive vegetation (i.e. weeds such as Himalayan blackberries and English ivy) when discovered. - Remove dead vegetation and woody material before it covers 10% of the rain garden surface area. Vegetation shall be replaced in compliance with the approved landscape plan and as soon as possible based on season. If unable to replace immediately prevent erosion of the area with best management practices. - Irrigate per guidance provided in Appendix A: Plant Specifications “Establishment Maintenance”. - Maintain vegetation using integrated pest management per Appendix A: Plant Specifications “Integrated Pest Management”. - Exercise spill prevention measures when handling substances that can contaminate stormwater. Correct releases of pollutants as soon as identified: - Make sure the area is safe to enter - Block the outflow of the BMP - Block the inflow of the BMP Stop the release of the hazmat Clean up the flow path to the BMP Clean out the BMP, replacing soil, and vegetation as necessary. 4.4.2 Soakage Trench BMP Figure 4.8. A soakage trench with a perforated pipe (right) and a sumped catch basin (left) that catches debris and sediment. A down turned pipe, as shown on the outlet side of the sumped catch basin improves sediment removal. For high sediment areas, such as roadways, two catch basins with down-turned pipe outlets may be used in series. Image adapted from City of Portland, Bureau of Environmental Services (City of Portland BES [c], 2006). Soakage trenches (*i.e.* infiltration trenches, recharge beds) are excavated trenches filled with coarse stone (*i.e.* storage rock) and wrapped in non-woven geotextile that receive runoff via a pipe and store it in the rock voids until it is able to infiltrate into surrounding soils. The primary difference between a soakage trench and a vegetated stormwater facility is that water is injected underground via a pipe, rather than infiltrating through the soil surface. **UIC Authorization (not always required)** If water is directly discharged to the subsurface, the facility may be considered a UIC and might require DEQ authorization. Contact DEQ to find out about current UIC regulations and whether authorization will be required. DEQ’s UIC webpage: http://www.oregon.gov/deq/wq/wqpermits/Pages/UIC.aspx. **Siting** Runoff from any surface may be directed to a soakage trench, as long as hazardous materials, toxic substances, or petroleum products are not used, stored, or handled in the area drained by the soakage trench. Consult with local jurisdiction on distance allowed from the public right-of-way. **Suitable Locations for Soakage Trenches:** - In soils with a design infiltration rate of at least 0.5 inches/hour. - On land slopes with less than 20% grade. A setback of 100 feet is required for slopes greater than 20%. - Where the bedrock or other impermeable layer is deeper than 24 inches from the bottom of the soakage trench. - Where they are 10 feet from a building foundation. Where they are 5 feet from a property line. Where they are outside septic fields, contaminated soils and landslide areas. The following restrictions apply to soakage trenches: - Cannot be located within 100 feet of a water supply well. - Cannot intersect the groundwater table. Soakage trenches shall have at least two feet of vertical separation from the seasonal high groundwater table. **Siting soakage trenches near newly planted trees.** Soakage trenches without perforated pipes may be located within the projected mature canopy area of a newly planted tree; however, soakage trenches with perforated pipes should be located at a distance of 1.5 times the projected mature canopy spread (i.e. how big the canopy will be when the tree is fully grown) from the trunk to the perforated pipe to avoid root damage to the pipe. **Design** Several variations of soakage trenches are briefly described below. **Soakage Trench at the Surface.** This variation incorporates rock all the way to the existing or proposed grades and usually receives runoff from an adjacent surface. **Soakage Trench beneath Landscape Areas.** These facilities have a cover of soil and vegetation. **Soakage Trench beneath Pervious surface.** This variation adds additional rock underneath pervious surfaces and directs concentrated runoff from other areas to the bottom of the rock with perforated pipes laid out along the bottom. **Soakage Trench beneath Impervious Pavement.** Soakage trenches may be installed beneath impervious pavement with an impermeable membrane to separate the soakage trench from the base rock of the impervious pavement. **Hydrologic Modeling and Sizing.** Soakage trenches must be sized by a licensed engineer to meet the performance criteria outlined in Chapter 3 of the RVSQDM based on a measured infiltration rate of 1.5 inches and a minimum design infiltration rate of 0.5 inches. **Pretreatment.** To prevent clogging from sediment pretreatment must be included. Options for pretreatment include a sump, lined rain garden or stormwater planter, a proprietary system with filter media, or if runoff will only be from roofs gutter screens may be used. **Dimensions.** Minimum width of two feet. **Sub-surface and Ground Slopes.** The facility bottom should be sloped between 0 and 0.5%. Design the bottom elevation of the trenches to match existing contours to achieve this desirable flat bottom, reduce excavation, and allow for the maximum effective storage volume as water infiltrates. Soakage trenches running across contours that exceed 0.5% slope should be stepped down the slope by creating underground berms. This will ensure that the soakage trench infiltrates intended runoff volumes instead of just conveying it to the lowest elevation. Slopes at the ground surface may exceed 0.5% without impacting facility function; however, for soakage trenches at the surface, additional rock will be needed to backfill to surface grades. **Piping.** Refer to the current Oregon Plumbing Specialty Code for specifications on piping materials and cleanout sizing and spacing requirements. For maintenance purposes, a minimum diameter of 6 inches is recommended. Non-perforated overflow pipes to an approved discharge point may be needed. If perforated pipes are placed at the bottom of the facility, control structures are required to ensure infiltration of the water quality storm. **Observation Wells/Cleanout Pipes.** Install at least 1 observation well near the center of the facility or in its lowest point, additional observation wells must be installed at a maximum spacing of 200 feet. Observation well piping should be a 6 inch diameter non-perforated pipe. Equip the end above ground with an operable cap. **Storage rock.** AASHTO No. 57 or equivalent uniformly graded aggregate is required. The assumed void space of storage rock is 35%. Alternatively, concrete or plastic vaults with open bottoms can be used. These chambers may be useful in areas with high water tables or shallow impermeable layers (typically bedrock or fragipan). **Geotextile Fabric (aka Filter fabric).** Non-woven geotextile fabrics should line the trench. Segments should overlap a minimum of 12 inches. Alternatively, the bottom layer of filter fabric can be replaced with 6 inches of separation rock. **Vegetation.** For the soakage trench beneath landscape areas, choose plants that will tolerate drier conditions. Follow one of the options outlined in Tables A-1 and A-2 of Appendix A. Do not plant large shrubs or trees over facilities that include pipes. See Chapter 6.3 for landscape plan submittal requirements. **Standard Drawings.** See Appendix E. **Construction Guidance and Cost Considerations** Detailed construction steps and cost considerations are provided in Chapter 3 of the LID Guide. **Maintenance** Specific maintenance activities are needed to ensure proper long-term function. Determine who is responsible for operations and maintenance and confirm early stakeholder buy-in of maintenance practices before determining the mix of BMPs. Inspect the facility a minimum of 4 times per year during each season and after major storms and perform needed maintenance as follows: - Maintain manufactured structures like silt basins and water quality manholes per manufacturer’s operations and maintenance guidelines. - Confirm via the observation port that the facility is emptying out/infiltrating. Clogged facilities must be completely reconstructed or relocated. - Remove debris from pipes and other conveyance. - Repair or replace damaged pipes. - For soakage trenches that receive runoff from adjacent surfaces, sediment and debris will tend to clog the surface of the facility. Vacuum sediment from rocks. If water can no longer drain into the facility, clogging of the top geotextile has occurred. Using sediment control techniques such as compost berms and biobags, remove and clean rock on the surface. Replace the geotextile fabric on the top, being careful not to damage the fabric on the sides. Place the cleaned rock back over the geotextile fabric. Dispose of sediment in trash destined for the landfill. Sweeping regularly will reduce the likelihood of clogging. High traffic areas will clog faster than low traffic areas. 4.4.3 Dispersion BMPs: Vegetated Filter Strips and Disconnected Downspouts Figure 4.9. Example of sheet flow from a patio to a newly installed vegetated filter strip. Dispersion is a BMP that spreads runoff over a landscape area specifically to reduce pollution and runoff, and is suitable for a variety of roadside applications and development densities. Vegetated filter strips typically run parallel to an impervious surface, commonly walkways and driveways, and are gently sloped away from the impervious surface. They must be completely vegetated to filter and reduce velocity as runoff flows through. Downspout disconnection redirects runoff from an underground stormwater pipe to a landscaped or mulched area for infiltration. Siting Dispersion BMPs shall be located according to the following guidance: - In areas where the seasonal groundwater table is at least 2 feet below the surface. - On slopes < 15% - 5 feet from property lines. - 10 feet from a building with a basement or 10 feet from where a neighboring building foundation could allowably be constructed in the future. - 2 feet from a building without a basement (i.e. slab on grade, crawl space, pier, or post foundations) - Not over or towards septic drain fields. Design Criteria for Vegetated Filter Strips. Vegetated filter strips must be sized using the methodology of Chapter 3 of the RVSQDM and follow the criteria outlined below. The location for the filter strip must have a design infiltration rate of at least 0.5 inches per hour. - Maximum impervious area flow paths of 75 feet. - The longitudinal length of the vegetated filter strip should match the length of the impervious area draining to it. - Maximum impervious lateral slope (i.e. lateral equals direction perpendicular to centerline of a sidewalk or a road) of 5%. - Maximum impervious longitudinal slope of 4%. - Vegetated filter strip lateral slope between 1 and 15%. - Maximum vegetated filter strip longitudinal slope of 2%. - The filter strip width must be determined according to sizing criteria established by ODOT: 2% sloped filter strip to treat 4 feet of pavement for every 1 foot of filter strip 5% sloped filter strip to treat 3 feet of pavement for every 1 foot of filter strip 10% sloped filter strip to treat 2 feet of pavement for every 1 foot of filter strip 15% sloped filter strip to treat 1.5 feet of pavement for every 1 foot of filter strip - Incorporate a level spreader to distribute flow across the entire filter strip (described in next section). - See the Dispersion BMP section of Chapter 3 in the LID Guide for a figure that illustrates the above specifications. **Criteria for Downspout Disconnections.** - Maximum impervious area of 700 square feet/downspout - Include a splash block or pad - Include downspout extensions to protect against flooding the adjacent building (see “Siting” above). A 6-foot long downspout extension should be used for minimal excavation foundations (see Chapter 3 of the LID Guide “Minimal Excavation Foundations BMP”) and 10-foot long extension should be used for buildings with full basements. - Provide a minimum vegetated flow path of 50 feet sloping between 2% and 5% away from buildings. This may include natural areas or riparian buffers. - Discharge from a downspout disconnection must not flow over an impervious surface. **Design Considerations.** Where SW infrastructure is not required, buildings can be designed without gutters or downspouts so that runoff can sheet flow from the roof into a vegetated filter strip below. Impervious areas should slope toward the filter strip rather than toward a curb or catch basin. In parking lots and driveways, avoid the use of curbs and gutters which prevent sheet flow from reaching vegetated filter strips. **Level Spreader.** Level Spreaders should be included in every vegetated filter strip to redistribute flows evenly across the facility, except on highways and roads where a gravel shoulder is proposed or already exists, or on roads with gravel parking edges. - Length: Match length of vegetated filter strip and impervious area. - Width = 12 inches, Depth = 9 inches (This will ensure that the level spreader is wider than it is deep, avoiding a UIC.) - Use crushed aggregate meeting the coarse aggregate specification in BMP 2.02: Specifications or any other angular, open-graded rock with a maximum diameter of 3 inches. - Set the elevation of the level spreader \( \frac{1}{8} \) inch lower than the pavement, which meets ADA accessibility requirements. **Signage.** Because vegetated filter strips look similar to a regular garden, permanent signage or demarcation, such as fencing (even as simple and attractive as a 2 foot tall post and chain fence) or road marking to prevent long-term compaction is required. **Growing Medium.** Growing medium in filter strips must be one of the following: - Imported soil that is roughly one third plant derived compost, one third topsoil and one third gravelly sand. - Native soil amended to a depth of 18 inches. Amend native soil with roughly 30% compost. - Native and uncompacted. **Mulch.** Use mulch meeting the specifications in General Notes for Vegetated BMPs. Apply mulch during the establishment period of 3 years. After that, vegetation should have adequate structure to hold and cover soil, shading out most weeds. Vegetation. Vegetation in the dispersion area should be well established with at least 95% cover of lawn or perennial native landscape (groundcover, grasses, shrubs, and/or trees) within 3 years. Plant numbers must be in accordance with one of the options presented in Tables A-1:A-3 in Appendix A. Place less dense vegetation at the upstream edge of the filter strip or downspout discharge. Flooding can occur when dense vegetation at the mouth of a downspout extension or the edge of a vegetated filter strip causes water to back up. See Chapter 6.3 for landscape plan submittal requirements. Standard Drawings. See Appendix E. Cost Consideration and Pitfalls and Common Mistakes These are discussed in Chapter 3 of the LID Guide. Maintenance Specific maintenance activities are needed to ensure proper long-term function. Determine who is responsible for operations and maintenance and confirm early stakeholder buy-in of maintenance practices before determining the mix of BMPs. - Mow and trim grasses to lengths appropriate to the type and species of grass. Longer grass is generally better. - Identify and correct sources of sediment and debris. - Inspect for and remove excess sediment (maximum depth of 2 inches) that may affect vegetation growth in the dispersion area or the level spreader. Dispose of sediment in trash destined for the landfill. - Replace vegetation as needed. If a plant did not do well, choose a different plant. - Repair eroded areas where channels have formed by filling them with soil, lightly compacting them with tamping or boot compaction, and re-establish vegetation. Do not fill eroded channels with mulch. If possible, redirect flows around the establishing vegetation for 3 months. Inspect other areas around redirecting device (i.e. sandbag) to ensure that this redirection is not causing additional erosion. If plants receiving redirected flows are small or not very sturdy and erosion is or may occur, biobags (a sediment control measure, which is a bag with compost or shredded wood chips) will allow water to enter the vegetated filter strip slowly and may be a better way to prevent erosion than redirecting flows. Level Spreader Maintenance. - Use a flat shovel, remove the rock to a depth of at least 6 inches. Install appropriate erosion control techniques (see the DEQ’s “Construction Stormwater Erosion and Sediment Control Manual”) such as biobags or wattles. Hose off the rock on a plastic tarp. Place the clean rock back and dispose of sediment and organic matter in trash destined for the landfill. - Remove weeds twice a year if enough sediment accumulates to grow weeds but not enough accumulates to warrant cleaning the rock. - Clean rock before the angular rock is completely buried in sediment. Frequency will depend on the type of pavement and if any uphill landscape areas draining across the pavement are stabilized. Roofs generally contribute the least amount of sediment, although roofs near highways will have more particulates deposited on their surface. Generally for roads, sediment will increase with the number of cars on them. 4.4.4 Water Quality Conveyance Swales Figure 4.10. A water quality conveyance swale with dense mature vegetation that provides filtering of stormwater runoff. Water quality conveyance swales treat stormwater by conveying it through the substrate and vegetation, rather than relying on infiltration. These facilities are not considered LID because water quality treatment is mainly achieved by filtration and settlement provided by the plant structure and growing medium rather than infiltration and evaporation. Swales must be planted with dense vegetation to filter the stormwater and should be integrated into the overall site design and used to meet landscaping requirements. Swales should be built and planted early in the construction sequence so that vegetation can become established. Once the swale is cut to grade it should be fenced off to prevent construction traffic and staging of materials within the swale. Water quality conveyance swales may be unlined, partially lined, or fully lined depending on where they are located. **Siting** Water Quality Conveyance swales should not be located in sensitive areas (i.e. Wetlands, riparian areas, designated critical habitat, or under existing tree canopies), unless approved by the local jurisdiction, or over septic systems. Fully Lined facilities that are at grade have no setbacks. **Design and Sizing Guidelines** **Sizing:** Water Quality Conveyance swales must be designed to have a minimum residence time of 9 minutes. If surface runoff will enter the swale at multiple locations along its length such that residence time is less than 9 minutes, designers must incorporate check dams to increase the residence time. There is no simplified/prescriptive approach to sizing allowed, minimum requirements are listed below, unless otherwise approved by the reviewing jurisdiction. **Dimensions and side slopes:** - Minimum bottom width is one foot. If the bottom width is wider than four feet, a flow spreader is required for every 50 feet of length to uniformly redistribute the flow across the bottom width. - Maximum depth of the water quality flow is 4 inches, flow should not be higher than 2/3 the height of the vegetation. - Maximum side slopes of the treatment zone are 3 horizontal to 1 vertical for densely vegetated swales and 4 horizontal to 1 vertical for swales that will be mowed. - Vertical walls may be used in tight spaces. The width of the swale bottom must be increased such that the treatment area that would have been provided in the 3:1 side slopes is provided in the swale bottom. The bottom width to wall height ratio must be at least 2:1. - Longitudinal slope must be 0.5% or greater. Longitudinal slopes greater than 6% require installation of check dams. - Manning’s n value must be a value between 0.22 and 0.24. - Freeboard of six inches above the 10 year design storm must be provided. Less than six inches may be provided with jurisdictional approval, where potential overflow will not impact adjacent properties. **Flow Spreaders:** Use non-biodegradable materials for the flow spreader. **Energy Dissipation:** Energy dissipation must be placed below each entry point to the swale to reduce velocity. At the upstream end of a swale energy dissipation can also serve to distribute flow across the treatment width. Energy dissipation must be constructed of non-biodegradable material such as concrete or rock. **Waterproofing/Liner:** Swales within 10 feet of a building must be lined with minimum 30 mil EPDM, HDPE, or approved equal. Liners may be partial or full. **Check Dams:** When slopes exceed 6% check dams must be installed. They should be keyed into the sides of the swale to prevent bypass and the toe of the upslope dam should be at the same elevation as the top of the downstream dam, similar to ODOT detail RD1005, but with a flat top. Check dams should be constructed of non-biodegradable material such as concrete or rock. **Growing Medium:** Native soil may be amended to a depth of 18 inches or an imported soil may be used in the top 12 inches of the swale. Amend native soil with roughly 30% compost. Imported soil should be roughly one third plant derived compost, one third topsoil and one third gravelly sand. The growing medium requirements apply to the treatment area of the swale. Lined and partially lined facilities may have a growing medium depth of 12 inches if only installing herbaceous plants, but must have a growing medium depth of 24 inches for shrubs, to provide adequate substrate for plant roots to establish. Whether native or amended, the growing medium must be in compliance with the amended planting soil mix specifications, see General Notes for Vegetated BMPs, Appendix E. A Seal of Testing Assurance certification from the US Composting Council must be provided to the approving jurisdiction. To find out more about STA certified compost and for a list of entities selling STA certified compost visit the [US Composting Council](#) website. **Ground Stabilization:** All ground within the swale must be stabilized with either erosion control matting or mulch. Where there is potential for rilling erosion control matting must be installed. **Erosion Control Matting:** If specifying matting below the 10 year flow depth of the swale, high density, ODOT Type E, erosion control matting should be used to hold the soil in place until vegetation becomes established. Matting must be 100% biodegradable, photodegradable matting is not allowed. If seeding, place seed and then install erosion control matting. If planting, install erosion control matting and then install plants through the matting. Matting is not required on slopes 4:1 or shallower that have been hydroseeded per Table A1 in Appendix A. **Mulch:** Mulch shall be either shredded wood chips or coarse compost. Mulch must be dye, pesticide and weed free. Spread in a minimum two inch layer over bare soil or in a ring around plants to increase water retention. Ensure that mulch does not touch plant stems. **Vegetation:** The entire facility must be planted with vegetation, including bottom and side slopes, which should be established as soon as possible after the swale is constructed. Native plants are preferred. A minimum of 90% of the ground within the treatment zone must be vegetated at maturity. Dense vegetation can be achieved either through installation of herbaceous plants and shrubs or through use of a native, no-mow seed mix, as specified in Appendix A, Tables A-1:A-3. The amount of standing water that plants can tolerate, as well as the amount of irrigation that will be required to maintain plants should be considered during plant selection. Vegetation in swales with liners should be carefully chosen to avoid impacting the liner, trees should not be planted in lined facilities. Plant layout should comply with the Water Quality Conveyance Swale Planting Detail 8.03. **Landscape Plan:** A planting plan must be submitted that indicates the species and location, by hydrologic zone (see BMP 8.03), of all plants within the stormwater feature. A table listing the scientific and common name of each species, quantity, installation size and spacing should also be included. See Chapter 6.3 for submittal requirements. **Vegetation Establishment:** The property owner is responsible for ensuring that 90% of the ground remains covered with vegetation in perpetuity. Vegetation should be selected to reduce the need for continual irrigation. Temporary irrigation is required for the first three growing seasons to ensure healthy vegetation establishment. Permanent irrigation is up to the property owner and the needs of the selected plant palette, however plants must be maintained in a vigorous, healthy condition. **Inlets/Outlets/Underdrains:** Underdrains must be included in fully lined swales. Unlined and partially lined swales should not include underdrains. **Standard Drawings.** See Appendix E. **Cost Consideration and Pitfalls and Common Mistakes** These are discussed in Chapter 3 of the LID Guide. **Maintenance** Specific maintenance activities are needed to ensure proper long-term function. Determine who is responsible for operations and maintenance and confirm early stakeholder buy-in of maintenance practices before determining the mix of BMPs. Inspect the facility at least 4 times a year and perform needed maintenance as follows: - Maintain a calm flow of water entering the facility via downspout pipes or other inlets. - Identify erosion sources and control them when soil is exposed or erosion channels are forming. Fill erosion channels with approved soil mix and replant per the approved planting plan. • Identify and correct sources of sediment and debris. • Remove sediment and debris from: o The pretreatment sump. o The facility surface with minimum damage to vegetation. Remove accumulated material if it is more than 2 inches thick or damaging vegetation. o The facility outlet, such as overflow drain or conveyance swale. o Curb cuts when depth exceeds \( \frac{1}{4} \) inch. • Stabilize slopes with plants and appropriate erosion control measures when soil is exposed or erosion channels are forming. Fill eroded channels with approved soil and replant. If flows can be redirected temporarily, redirect flows until plants establish. Check for erosion as a result of redirected flows on the next site visit. • Maintain the design ponding depth by: o Repairing any structural elements that may leak from cracks or worn sealant o Maintaining the design elevation of check dams • Soil should allow stormwater to percolate uniformly through the rain garden. o If the facility does not drain within 48 hours, scrape 1 inch of soil out of the facility and scarify to 3 inches. o If facility does not drain after scraping 1 inch, remove another 1 inch. o If facility does not drain after scraping 2 inches, salvage plants, till and replant the facility. • Vegetation should be healthy and dense enough to provide filtering while protecting underlying soils from erosion with at least 90% coverage of bare soil in three years. o Replenish mulch until vegetation is established and shading the bottom of the facility. o Remove fallen leaves and debris from deciduous plant foliage. o Don’t string trim ornamental grasses, sedges or rushes. These may be raked. o Don’t prune shrubs into balls, natural growth will more effectively treat stormwater. o Low mow and no mow seed mixes should be mown a maximum of three to four times a year for aesthetics and to reduce fire risk. o Remove nuisance (i.e. plants blocking the inlet) and non-native and invasive vegetation (i.e. weeds such as Himalayan blackberries and English Ivy) when discovered. o Remove dead vegetation and woody material before it covers 10% of the rain garden surface area. Vegetation shall be replaced in compliance with the approved landscape plan and as soon as possible based on season. If unable to replace immediately prevent erosion of the area with best management practices. o Irrigate per guidance provided in Appendix A: Plant Specifications “Establishment Maintenance”. o Maintain vegetation using integrated pest management per Appendix A: Plant Specifications “Integrated Pest Management”. • Exercise spill prevention measures when handling substances that can contaminate stormwater. Correct releases of pollutants as soon as identified: o Make sure the area is safe to enter o Block the outflow of the BMP o Block the inflow of the BMP o Stop the release of the hazmat o Clean up the flow path to the BMP o Clean out the BMP, replacing soil, and vegetation as necessary. Rogue Valley Stormwater Design Manual, Amended July 2020 4.4.5 Extended Detention Basin An extended detention basin receives stormwater and releases it slowly over time, to provide peak flow control. The basin completely drains between storm events. The primary treatment process of an extended detention basin is sedimentation. **Design Considerations:** Slopes and depth should be kept as mild as possible to avoid safety risks. The pond must have an overflow capable of spilling storms larger than the design event. The discharge rate for pollution control is significantly smaller than the discharge rate for flow control. The basin should be designed with at least two discharge controls, one at a low level for water quality discharge rate and one at a higher level for the flow control discharge rate. **Design Requirements:** - Maximum Hydraulic Loading Rate is 2.0 ft$^3$/ft$^2$/day (This is equal to the settling velocity of the design particle, 75 microns diameter = 0.003 inch, specific gravity = 2.65). - Maximum outflow rate for pollution control = 2/3 of design daily inflow rate. - Maximum outflow rate for flow control = pre-development discharge rate. - Maximum slope = 3 horizontal to 1 vertical. - Minimum orifice size = 1-inch. The orifice structure shall be designed to prevent clogging and provide access for maintenance. - The distance between all inlets and the outlet shall be maximized to facilitate sedimentation. - The minimum length-to-width ratio is 3:1, at the maximum water surface elevation. If this ratio cannot be maintained the basin must be equipped with baffles or islands to increase to flow distance between inlet and outlet. - The maximum depth of the pond at overflow level shall be 4 feet. - Minimum freeboard at design depth is 1 foot. **Location:** Extended detention basins must be located within the public right-of-way or on a dedicated public open space tract. The outlet control structure must be accessible to maintenance vehicles via an all-weather road. **Materials:** Extended Detention basins are appropriate for all soil types. Native or imported topsoil should be used in the top 12-inches of the basin. Soil should be 75 – 80% compacted. **Sizing:** Extended detention basins are sized based on Hydraulic Loading Rate for pollution control and based on the total volume for peak flow control. **Pollution Control:** Sizing for pollution control is based on the Hydraulic Loading Rate, which is the daily inflow divided by the surface area of the basin under the design storm. The maximum hydraulic loading rate is 2.0 ft$^3$/ft$^2$/day. The minimum required volume for pollution control is equal to 1/3 of the daily inflow rate. **Peak Flow:** Sizing for peak flow is based on the volume which must be detained to meet the pre-development discharge rates. The flow control device for peak flow control should be located above the maximum elevation reached during a water quality storm event. **Overflow:** The emergency overflow spillway should be set at a level higher than the maximum elevation of the peak flow design storm. Landscaping: Soil must be amended with compost meeting the specifications provided in General Notes for Vegetated BMPs. Vegetation within and around extended detention basins must be capable of withstanding drought conditions during the summer months and temporary submergence during winter months. Turf grass is acceptable in areas where irrigation and mowing is provided by a private party. Landscaping must be in accordance with one of the options outlined in Tables A-1 and A-2 of Appendix A. See Chapter 6.3 for landscape plan submittal requirements. Operations and Maintenance: The primary maintenance concern with extended detention basins is the potential for the outlet control structure to become clogged by debris. These structures should be cleared of debris and trash annually in the fall and inspected at least quarterly, under both wet and dry conditions, to ensure that they are operating properly. Excessive vegetation is generally not a problem unless it blocks the outlet controls, becomes a fire hazard, or becomes an eyesore. Under these conditions the vegetation should be pruned or mowed. 4.4.6 Proprietary Treatment Devices Figure 4.11. Stormtech Chambers are one example of a stormwater treatment technology that has been pre-approved by the Rogue Valley Stormwater Advisory Team. Proprietary treatment devices may be used when Low Impact Development and Green Infrastructure are determined to be infeasible and where the soil is not Hydrologic Soil Group A or B. The proposed treatment device must either be on the list of *Pre-Approved Proprietary Stormwater Treatment Technologies for use under the Rogue Valley Stormwater Design Manual*, located in Appendix G, or on the Washington Department of Ecology’s Technology Assessment Protocol – Ecology (TAPE) Approved Stormwater Technologies List, [https://ecology.wa.gov/Regulations-Permits/Guidance-technical-assistance/Stormwater-permittee-guidance-resources/Emerging-stormwater-treatment-technologies](https://ecology.wa.gov/Regulations-Permits/Guidance-technical-assistance/Stormwater-permittee-guidance-resources/Emerging-stormwater-treatment-technologies). Depending on the device chosen, a treatment train approach may be needed. Devices from the TAPE approve list must meet the following criteria: - Devices must have a General Use Level Designation (GULD) or a Conditional Use Level Designation (CULD). - The Design Manual’s performance standards for suspended solids will be considered met by devices designated by TAPE for either Pre-Treatment or Basic Treatment. - The Design Manual’s performance standards for oil/grease will be considered met for devices designated by TAPE for Oil Treatment. 4.4.7 Underground Detention Underground detention consists of underground vaults or oversized pipes used to detain stormwater. Underground detention systems should be designed to meet the peak flow requirements stated in Chapter 2. These systems do not meet the water quality design standards and should be coupled with other BMPs for this purpose. CHAPTER 5 – ALTERNATIVE TREATMENT SYSTEMS 5.1 INTRODUCTION The Best Management Practices (BMPs) identified in Chapter 4 represent the pre-approved systems that designers can use without submitting justification and performance calculations. One of the goals of this manual is to foster innovative stormwater design practices. This chapter specifies the additional information that must be provided to gain approval for alternative stormwater quality treatment systems. 5.2 TREATMENT PROCESSES The designer must identify the type or types of processes that will provide stormwater treatment. 5.2.1 Gravity Separation In gravity separation, stormwater is allowed to stand for a specified period of time under quiescent conditions while suspended solids settle out. An analysis of gravity separation systems is included in Section 3.2. A subset of gravity separation is the vortex-type separators. These are typically pre-engineered proprietary systems that are designed to achieve higher solids removal rates in small areas. 5.2.2 Coagulation and Precipitation Coagulation and precipitation both involve adding chemical additives to stormwater to induce suspended solids and colloids to coagulate into larger particles. The larger particles are then more readily removed through gravity separation or filtration. Coagulation and precipitation are highly sophisticated processes and are typically only used to remove phosphorous and metals from stormwater. These are not pollutants addressed by this manual at this time. The use of coagulation or precipitation is discouraged due to high maintenance and operation costs and must be justified in every case. Design submittals must include a thorough description of the chemical process along with maintenance schedules and estimates of chemical consumption. 5.2.3 Inert Media Filtration Inert media filtration involves the removal of suspended solids and attached pollutants by passing the water through a bed of material such as sand or fabric. The removal efficiency of the filter will depend on the loading rate and the porosity of the filter media. This process does not remove dissolved pollutants. 5.2.4 Sorptive Media Filtration Sorptive media filtration differs from inert media in that dissolved pollutants can be chemically bonded to the media. This is particularly useful for removing heavy metals, nutrients such as phosphorous, or organics such as oil and grease. The type of media will vary depending on the target pollutants. Sorptive media filtration is generally used when there is a known pollutant that must be removed. 5.3 PERFORMANCE CRITERIA 5.3.1 Design Storm Stormwater treatment systems must be designed to meet water quality standards under the Water Quality Design Storm, as defined in Chapter 2. The systems must also have the ability to bypass flows from a peak flow storm as defined in Chapter 2. 5.3.2 Performance Criteria Stormwater treatment systems must meet the pollution removal criteria as defined in Chapter 2. 5.4 TECHNOLOGY ASSESSMENT PROTOCOL Proprietary Treatment Systems that are not on the Washington Department of Ecology’s TAPE approved list may be evaluated by the approving jurisdiction for use. Data must be collected and submitted to the jurisdiction in accordance with the Technical Guidance Manual for Evaluating Emerging Stormwater Treatment Technologies (TAPE). CHAPTER 6- SUBMITTAL REQUIREMENTS 6.1 INTRODUCTION This chapter defines requirements for design calculations, construction plans, landscape plans, and operation and maintenance plans that must be submitted to ensure compliance with stormwater treatment and flow control requirements. Stormwater treatment facilities (SWF) designed to treat less than 10,000sf of impervious surface may utilize prescriptive sizing criteria outlined in this manual and do not need to be prepared by a licensed engineer. Stormwater facilities designed to treat 10,000sf or more of impervious surface, provide flow control, or use alternate sizing criteria, cannot use prescriptive sizing criteria and must be prepared by an engineer licensed in the state of Oregon. 6.2 DRAFTING STANDARDS Stormwater construction plans must be submitted for review in electronic format, except public improvement plans for which three sets of 24 x 36 plans must be submitted. Plans must be drawn to a standard scale of 1 inch = 10, 20, 30, 40, 50, or 60-feet, with English units. Plans must include the following information: 1. North Arrow and Scale 2. Site street address 3. Plan Set: project location map, utility, grading, site plan, erosion prevention and sediment control plans, relevant standard details. 4. Plans should show all ROW, easements, property lines and setbacks 5. Plan view of any SWFs; with all elevations and dimensions necessary to complete calculations in the SWF report and build the SWF. 6. Profile view of SWF(s) with related elevations and dimensions to complete calculations in the SWF report and build the SWF. 7. Detail(s) for the SWF outlet structure with related elevations and dimensions to complete calculations in the SWF report and build the SWF. 8. Proposed stormwater discharge location 9. General Notes and specifications for the SWF 6.3 LANDSCAPE SUBMITTAL REQUIREMENTS Landscape specifications and plans are required for all vegetated stormwater facilities. At this time, there is no required species list for vegetated stormwater facilities, however species should be carefully selected for the site conditions, see Appendix A, Criteria for Choosing Plants for guidance. In general, shade loving species of the Willamette Valley will not survive in Rogue Valley SWF that do not have deep shade at project completion. Landscape specifications and plans must address all factors needed to ensure plant survival and must include: 1. Delineation of all vegetation to be preserved on-site 2. Statement on whether imported or amended soil will be used and reference to the soil specifications from the required General Notes. The required General Notes must be included in the construction plan set. 3. A planting plan that indicates the size, species and location, by hydrologic zone, of all plants within the facility. See Appendix A, Figure A.1 for guidance on hydrologic zones, as well as the standard drawings for the BMP chosen. 4. Plant table that contains scientific and common names, plant size, number and spacing 5. If applicable, seed mix type and volume 6. Irrigation plans for establishment and long term (if different) 7. Location of any proposed or existing trees to be used for SW credits 6.4 STORMWATER CALCULATION REPORT Design calculations per Chapters 2 and 3 of this manual must demonstrate that treatment and flow control is provided for all runoff generated from developed or re-developed impervious surfaces on the subject property. A Stormwater Calculation Report must be submitted that includes the following: 1. Cover sheet which includes: project name, property owner’s name, site street address, map and tax lot, submission/revision date 2. Page numbers on each page of the document, can be hand numbered. 3. Engineer of record’s contact information, Engineer’s Stamp (only required for facilities treating 10,000sf or more of impervious surface and/or providing flow control) 4. A short narrative to explain the project and how the SWF design meets the requirements of the Rogue Valley Stormwater Quality Design Manual (RVSQDM). 5. Drainage map showing redevelopment conditions, contours and sources of all on and offsite stormwater flows for each stormwater facility 6. Site conditions including soil types, offsite drainage, existing contours 7. Infiltration testing results as applicable 8. Takeoffs showing impervious area acreage to be developed/redeveloped, and pervious area acreage 9. Takeoffs showing total site disturbance area acreage. 10. Design assumptions used to size SWF including variables and their sources, design storms and software used 11. Design calculations, as required for each facility 12. Pre and post development time of concentration calculations (only required for sizing facilities treating 10,000sf or more of impervious surface and/or provide flow control) 13. For each facility treating 10,000sf or more of impervious surface and/or that provides flow control, hydrographs and peak flow calculations for the following storm events: a. 1 inch, 24hr treatment storm (post-developed) b. 10yr, 24hr (pre & post developed) c. 25yr, 24hr (post-developed, for facility bypass/overflow calculations) 14. Design layout and specifications from the manufacturer for any proprietary SWF 15. Bypass calculations (only for facilities treating 10,000sf or more of impervious surface and/or provide flow control) 6.5 PROPRIETARY SYSTEMS Proprietary systems used for stormwater treatment must be on Washington Department of Ecology’s Technology Assessment Protocol – Ecology (TAPE) list of approved Stormwater Technologies List. Devices must have a General Use Level Designation (GULD) or a Conditional Use Level Designation (CULD). The Design Manual’s performance standards for total suspended solids will be considered met by devices designated by TAPE for either Pre-Treatment or Basic Treatment. The Design Manual’s performance standards for oil/grease will be considered met for devices designated by TAPE for Oil Treatment. Depending on the device chosen, a treatment train approach may be needed. The Stormwater Advisory Team (SWAT) consisting of Rogue Valley stormwater permit holders has approved some proprietary devices not approved by TAPE. A list of these devices is located in Appendix G. Designers wishing to use proprietary stormwater systems that have not been approved by TAPE or the SWAT, refer to section 5.4. 6.6 OPERATIONS AND MAINTENANCE PLAN Stormwater facilities for private developments that do not serve the public will be required to have a Stormwater Facilities Operation and Maintenance Plan that requires the owner of the property to maintain the facility to ensure peak performance. The Operation and Maintenance Plan template available on RVSS’ website must be used, which includes the following sections: 1. Contact Information 2. Declaration of Covenants, signed and recorded on the deed of the property 3. Subdivision Operations and Maintenance Agreement (If Required) 4. Stormwater Facility Access Diagram/Route 5. Civil Plans for Stormwater Facility Construction 6. Inspection and Maintenance Action Checklists 7. Proprietary Stormwater Components Operation and Maintenance Information (If Used) 6.7 STORMWATER FACILITY EASEMENT Stormwater facilities that serve the public will require the owner to provide a Stormwater Facility Easement, Appendix I. The easement will allow the jurisdiction access to the property for the purpose of constructing, installing, maintaining, and/or inspecting the SWF. DEFINITIONS Applicant: Any person, company, or agency required by Rogue Valley Sewer Services (RVS) or any of the jurisdictions adopting this manual required to comply with the standards set forth in this Stormwater Manual (see applicability above). Average Daily Traffic (ADT): The total traffic volume during a given time period, ranging from 2 to 364 consecutive days, divided by the number of days in that time period, and expressed in vpd (vehicles per day). Best Management Practices (BMPs): Methods of managing stormwater that meet or attempt to meet water quality standards as determined by the DEQ and local governing agencies. BMPs -Non-Structural: Intangible methods of stormwater management including pollution removal standards, ordinances governing stormwater management, public education of stormwater quality, etc. BMPs -Structural: The design and construction of physical structures that provide stormwater management. Structural BMPs are included in the technical aspects of this Manual, i.e. Detention Ponds, Catch Basins, Pervious surface, etc. Capacity: The capacity of a stormwater drainage system is the flow volume or rate that a facility (e.g., pipe, pond, vault, swale, ditch, drywell, etc.) is designed to safely contain, receive, convey, reduce pollutants from or infiltrate stormwater that meets a specific performance standard. There are different performance standards for pollution reduction, detention, conveyance, and disposal, depending on location. Catch Basin: A structural facility located just below the ground surface, used to collect stormwater runoff for conveyance purposes. Generally located in streets and parking lots, catch basins have grated lids, allowing stormwater from the surface to pass through for collection. Combination Facilities: Systems that are designed to meet two or more of the multiple objectives of stormwater management. Common plan of development: The overall plan for development of land, including any pre-existing development, and approved plans for future development. Constructed Treatment Wetlands: Wetlands (see definition) designed and constructed for the specific purpose of providing stormwater management. (See attached brochure from the Oregon Department of State Lands.) Contained Planter Box: A structural facility filled with topsoil and planted with vegetation. When placed over impervious surfaces such as sidewalks or rooftops, contained planter boxes intercept rainfall that would otherwise contribute to stormwater runoff. Control Structure: A device used to hold back or direct a calculated amount of stormwater to or from a stormwater management facility. Typical control structures include vaults or manholes fitted with baffles, weirs, or orifices. Conveyance: The transport of stormwater from one point to another. Detention Facility: A facility designed to receive and hold stormwater and release it at a slower rate, usually over a number of hours. The full volume of stormwater that enters the facility is eventually released. **Detention Tank, Vault, or Oversized Pipe:** A structural subsurface facility used to provide flow control for a particular drainage basin. **Development:** Any human-induced conversion of previously undeveloped or pervious land to impervious surfaces whether public or private, including but not limited to construction, installation, or expansion of a building or other structure, land division, street construction, drilling, and site alteration such as dredging, grading, paving, parking or storage facilities, excavation, filling, or clearing. **Development Footprint:** The new or redeveloped area covered by buildings or other roof structures and other impervious surface areas, such as roads, parking lots, and sidewalks. **Destination:** The ultimate discharge point for the stormwater from a particular site. Destination points can include drywells and sumps, soakage trenches, ditches, drainageways, rivers and streams, off-site storm pipes, and beneficial uses or re-uses (see the definition for Stormwater Re-use). **Drainage Basin:** A specific area that contributes stormwater runoff to a particular point of interest, such as a stormwater management facility, stream, wetland, or pipe. **Dry Detention Pond:** A surface vegetated basin used to provide flow control for a particular drainage basin. Stormwater temporarily fills the dry detention pond during large storm events and is slowly released over a number of hours, reducing peak flow rates. **Drywell:** A structural subsurface facility with perforated sides or bottom, used to infiltrate stormwater into the ground. **Eco-Roof:** A lightweight low-maintenance vegetated roof system used in place of a conventional roof. Eco-roofs provide stormwater management by capturing, filtering, and evaporating rainfall. **Effective Porosity:** The portion of the total void space that is capable of transmitting a fluid. Effective porosity equals total porosity minus field capacity. **Erosion:** A mechanical process soil movement by water or wind. **Erosion Control Matting:** A product made of various materials including straw, coconut fiber, and jute that is attached to the soil purpose to reduce exposure of the soil to wind and precipitation, which cause erosion. **Extended Wet Detention Pond:** A surface vegetated basin with a permanent pool of water and additional storage volume, used to provide pollution reduction and flow control for a particular drainage basin. The permanent pool of water provides a storage volume for pollutants to settle out. During large storm events, stormwater temporarily fills the additional storage volume and is slowly released over a number of hours, reducing peak flow rates. **Field Capacity:** The amount of water remaining in the soil a few days after having been wetted and after free drainage has ceased. **Flow Control:** The practice of limiting the peak flow rates and volumes. Flow control is intended to protect downstream properties, infrastructure, and resources from the increased stormwater runoff peak flow rates and volumes resulting from development. Flow-Through Planter Box: A structural facility filled with topsoil and gravel and planted with vegetation. The planter is completely sealed, and a perforated collection drain is placed in its bottom and directed to an acceptable disposal point. The stormwater planter receives runoff from impervious surfaces, where it is filtered and retained for a period of time. Green Infrastructure: Green infrastructure (GI) is a term that has evolved, originally referring to a strategic landscape approach to using open space for environmental, social, and economic benefits. GI now more often refers specifically to an approach for managing stormwater runoff that relies on using natural processes in the soil and vegetation to infiltrate, evapotranspire and/or harvest stormwater runoff. Rain gardens, bioswales, and pervious paving are all examples of green infrastructure. Impervious surface/ area: Types of impervious surface include rooftops, traditional asphalt and concrete parking lots, driveways, roads, sidewalks, and pedestrian plazas. Note: Slatted decks are considered pervious. Gravel surfaces used for vehicular traffic are considered impervious. Infiltration: The percolation of water into the ground. Infiltration Planter Box: A structural facility filled with topsoil and gravel and planted with vegetation. The planter has an open bottom, allowing water to infiltrate into the ground. Stormwater runoff from impervious surfaces is directed into the planter box, where it is filtered and infiltrated into the surrounding soil. Infiltration Rate, Design: The infiltration rate measured on site and divided by three. Infiltration Rate, Measured: The infiltration rate that is measured on site using one of the methods described in Appendix B. Inlet: The point at which stormwater from impervious surfaces or conveyance piping enters a stormwater management facility. The term “inlet” can also be used in reference to a catch basin (see definition). Low Impact Development (LID): LID’s goal is to mimic a site's predevelopment hydrology by using design techniques that infiltrate, filter, store, evaporate, and retain runoff close to its source. Techniques are based on the premise that stormwater management should not be seen as stormwater disposal. Instead of conveying and managing / treating stormwater in large end-of-pipe facilities located at the bottom of drainage areas, LID addresses stormwater through small landscape features located at the lot level. Low Impact Development Guidance Manual: As of September 2018, this manual was still in development. Once complete, this manual will provide additional guidance on how to create project teams, lay out sites and design stormwater management for effective low impact development. In addition, this guidance manual will include references to research on which low impact development principles are based. Manufactured Stormwater Treatment Technology: A proprietary structural facility used to remove pollutants from stormwater. Maximum Extent Practicable (MEP): See definition of Practicable. Mycorrhizal fungi: A beneficial fungi that grows in association with plant roots. The mychorhizae helps the plant absorb water and minerals from the soil. Off-site stormwater facility: Any stormwater management facility located outside the property boundaries of a specific development, but designed to reduce pollutants from and/or control stormwater flows from that development. Oil-Water Separator: A facility designed to remove oil and grease from stormwater. On-site stormwater facility: Any stormwater management facility necessary to control stormwater within an individual development project and located within the project property boundaries. Operations and Maintenance (O&M): The continuing activities required to keep stormwater management facilities and their components functioning in accordance with design objectives. Outfall: The point at which stormwater is discharged from a contained conveyance system, such as a pipe, to a surface drainage system. Pollutant: An elemental or physical product that can be mobilized by water or air and creates a negative impact on the environment. Pollutants include suspended solids (sediment), heavy metals (such as lead, copper, zinc, and cadmium), nutrients (such as nitrogen and phosphorus), bacteria and viruses, organics (such as oil, grease, hydrocarbons, pesticides, and fertilizers), floatable debris, and increased temperature. Pollutants of concern: Watershed-specific parameters identified by the Oregon Department of Environmental Quality (DEQ) as having a negative impact on the receiving water body. Pollutants of concern can include suspended solids, heavy metals, nutrients, bacteria and viruses, organics, floatable debris, and increased temperature. Pervious surface: The numerous types of pavement systems that are designed to allow stormwater to percolate through them and into subsurface drainage systems or the ground. Post-Developed Condition: As related to new or redevelopment: A site’s ground cover after development. Practicable: Available and capable of being done as determined by the agency with stormwater quality jurisdiction, after taking into consideration cost, existing technology, and logistics in light of overall project purpose. Pre-Developed Condition: As related to new development: A site’s ground cover prior to development. Pre-developed condition, as related to redevelopment, is a site’s natural ground cover prior to any development taking place. Public facility: A street, right-of-way, sewer, drainage, or other stormwater management facility that is either currently owned by a public agency or RVS or will be conveyed to a public agency or RVS for maintenance responsibility after construction. A stormwater management facility that receives direct stormwater runoff from a public right-of-way shall become a public facility provided that adequate maintenance easements are in place. Public works project: Any development or utility improvement conducted or financed by a local, state, or federal governmental body. Redevelopment: Any development that requires demolition or complete removal of existing structures or impervious surfaces at a site and replacement with new impervious surfaces. Maintenance activities such as top-layer grinding and re-paving are not considered to be redevelopment. Interior remodeling projects and tenant improvements are also not considered to be redevelopment. Utility trenches in streets are not considered redevelopment unless more than 50% of the street width is removed and re-paved. **Retention Facility:** A facility designed to receive and hold stormwater runoff. Rather than storing and releasing the entire runoff volume, retention facilities permanently retain water on-site, where it infiltrates, evaporates, or is absorbed by surrounding vegetation. In this way, retention facilities reduce the total volume of excess water released to downstream conveyance facilities. **Roof Garden:** A heavyweight roof system of waterproofing material with a thick soil and vegetation cover. Roof gardens provide stormwater management by capturing, filtering, and evaporating rainfall. **Runoff:** Stormwater flows across the ground surface during and after a rainfall event. **Runoff Curve Number:** Defined in Section 3.2.4 (see Appendix D for list). **Sand Filter:** A structural facility with a layer of sand, used to filter pollutants from stormwater. **Santa Barbara Urban Hydrograph (SBUH):** A hydrologic method used to calculate runoff hydrographs. **Seal of Testing Assurance (STA):** The US Composting Council’s Seal of Testing Assurance Program ('STA') is a compost testing, labeling and information disclosure program designed to give you the information you need to get the maximum benefit from the use of compost. **Sedimentation:** The process of depositing soil particles that were suspended in water or air. **Soakage Trench:** A long linear excavation backfilled with sand and gravel, used to filter pollutants from and infiltrate stormwater into the ground. **Storm Event:** As used in this manual: Any precipitation that falls within a defined time period and geographic area. **Stormwater:** As used in this manual: Water runoff that originates as precipitation on a particular site, basin, or watershed. **Stormwater Management:** As used in this manual: The overall culmination of techniques used to reduce pollutants from, detain and/or retain, and dispose of stormwater to best preserve or mimic the natural hydrologic cycle, or to incorporate sustainable building practices by reusing stormwater, on a development site. Public health and safety, aesthetics, maintainability, capacity of existing infrastructure and sustainability are important characteristics of a site’s stormwater management plan. **Stormwater Management Facility:** A single technique used to treat, detain, and/or retain stormwater to best preserve or mimic the natural hydrologic cycle, or to fit within the capacity of existing infrastructure, on a development site. **Stormwater Re-use:** The practice of collecting and using stormwater for purposes such as irrigation and toilet flushing. **Sump:** As used in this manual: A large public drywell (see definition) used to infiltrate stormwater from public streets. The term “sump” can also be used to reference to any volume of a facility below the point of outlet, in which water can accumulate. Surface Waters: See Water Body. Tenant Improvements: Upgrades made to the interior or exterior of buildings. Time of Concentration (T of C): The time it takes stormwater runoff to travel from the most distant point on a particular site or drainage basin to a particular point of interest. Total Porosity: The portion of the soil volume occupied by pore space. Total Suspended Solids (TSS): All matter organic and inorganic material suspended in water. Underground Injection Control (UIC): A federal program under the Safe Drinking Water Act, delegated to the Oregon Department of Environmental Quality (DEQ), which regulates the injection of water below ground. The intent of the program is to protect groundwater aquifers, primarily those used as a source of drinking water, from contamination. For information on UICs see Oregon Department of Environmental Quality’s UIC page. US Composting Council: A non-profit trade and professional organization promoting the recycling of organic materials through composting. Vegetated Filter Strip: A gently sloping, densely vegetated area used to filter, slow, and infiltrate stormwater. Vegetated Infiltration Basin: A vegetated surface facility that temporarily holds and infiltrates stormwater into the ground. Water Body: Water bodies include rivers, streams, sloughs, drainages including intermittent streams and springs, ponds, lakes, aquifers, wetlands, and coastal waters. Water Quality Conveyance Swale: A long, narrow, trapezoidal or circular channel, densely planted with a variety of trees, shrubs, and grasses, or seeded with a native mix. Stormwater runoff from impervious surfaces is directed through the swale, where it filters through the vegetation and soil, allowing pollutants to settle out. Water Quality/ Pollution Reduction Facility: Any structure or drainage device that is designed, constructed, and maintained to collect and filter, retain, or detain surface water runoff during and after a storm event for the purpose of maintaining or improving surface and/or groundwater quality. Water Quantity/ Flow Control Facility: Any structure or drainage device that is designed, constructed, and maintained to collect, retain, infiltrate, or detain surface water runoff during and after a storm event for the purpose of controlling post-development quantity leaving the development site. Watercourse: A channel in which a flow of water occurs, either continuously or intermittently, with some degree of regularity. Watercourses may be either natural or artificial. Wet Pond: A surface vegetated basin with a permanent pool of water, used to provide pollution reduction for a particular drainage basin. The permanent pool of water provides a storage volume for pollutants to settle out. Wetland: An area that is inundated or saturated by surface or ground water at a frequency and duration sufficient to support, and that under normal circumstances does support, a prevalence of vegetation typically adapted for life in saturated soil conditions. Wetlands include swamps, marshes, bogs, and similar areas except those constructed as water quality or quantity control facilities. Specific wetland designations shall be made by the Corps of Engineers and the Division of State Lands.
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HELP RESTORE MAINE’S GREAT RIVERS Reject LD 1979 and support science-based solutions for improving the health of Maine’s rivers and sea-run fish. The health of Maine’s rivers and sea-run fish – including the endangered Atlantic salmon – are threatened by dams that block upstream and downstream migration. - Atlantic salmon are on the edge of extinction in the United States. Their survival depends on reaching spawning areas on the Sandy River above Skowhegan, but their migration is blocked by dams on the lower Kennebec River. Other sea-run fish such as American shad, eels, and alewives are similarly impacted. - Brookfield Renewable owns four of the most damaging dams in Maine and has failed to propose adequate fish passage measures at these dams for nearly a decade. - Several harmful dams have already been removed from the Kennebec and Penobscot regions and enabled dramatically increased runs of sea-run fish, helped wildlife, generated recreational opportunities, and benefitted Maine’s commercial fisheries. Federal relicensing provides opportunities to re-evaluate the impact of dams, but dam owners are trying to limit the authority of Maine’s natural resource agencies to participate fully in this process. - The Federal Energy Regulatory Commission (FERC) is currently developing an Environmental Impact Statement for Brookfield’s four lower Kennebec dams, which could determine that the dams are harming endangered Atlantic salmon in violation of federal law. - Maine needs to be a full participant in the FERC process, but LD 1979 would disrupt the state’s ability to support science-based solutions for improving the health of Maine’s rivers. - Maine’s natural resource agencies must retain authority to improve the health of Maine’s rivers, including through recommending dam removal, despite the efforts of dam owners to protect their profits. The Legislature should not hamstring Maine’s resource agencies by preventing them from making science-based recommendations to restore our rivers and fisheries. - Maine has strategically removed a limited number of small, damaging hydropower dams that generated little electricity but blocked historically large runs of sea-run fish. Removal of these dams has led to thriving fish populations, cleaner water, and economic benefits for waterfront communities. - Maine’s most productive hydropower dams are mostly inland and do not block sea-run fish. - Lawmakers should reject proposals that would limit river restoration efforts. Oppose LD 1979. Protect healthy, free-flowing rivers in Maine. For more information, please contact Nick Bennett, Natural Resources Council of Maine, at firstname.lastname@example.org or (207) 621-2851. Maine’s Environmental Priorities Coalition is a partnership of 37 environmental, conservation, and public health organizations representing over 120,000 members who want to protect the good health, good jobs, and quality of life that our environment provides. We are counting on Maine policymakers to take the important steps needed to protect Maine’s extraordinary environment so all Maine people and Maine communities can thrive.
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Charles I and his courtiers built up one of the largest art collections in Europe and in 1649 following Charles’s execution Parliament decided to sell his entire collection. This resulted in one of the largest movements of art ever, equalled later only by Napoleon’s seizing of art from across Europe. The story of the sale is fascinating as it lumbered from one disaster to another resulting in a failure to pay Charles’s tailor and other bills and the loss of our most important artworks to other countries, mostly Spain, France and Austria. **Notes** - **Royalty** - James I (1566-1625), married to Anne of Denmark (1574-1619) who started the royal art collection. - Charles I (1600-1649), French wife Queen Henrietta Maria of France (1609-1669, queen consort 1625-1649), Charles tried to emulate the achievements of Prince Henry (1594-1612) but never quite achieved it. He collected across Europe from the Low Countries, to Spain and then Italy. Charles created an enormous debt by plunging the country into wars with Spain and then France. His imposition of the Anglican prayer book led to the Bishop’s Wars in Scotland. His policies also caused the Ulster Uprising of 1641. In the late 1620s Charles paid £18,000 for the Gonzaga collection from Mantua, one of the greatest collections in Italy. The collection included Mantegna’s *Triumph of Caesar*. Charles used collecting to define his royal authority and perhaps to console him for the deaths of his brother, sister and mother and his father in his early twenties. Charles collection was overseen by van der Doort. The Stuarts were more connected to Europe, France and Italy than the Tudors and collecting was sweeping the Continent. Charles followed European taste for Mantegna, Giorgione, Raphael and, above all, Titian. He also collected the new baroque style artists, Rubens, Guido Reni and Orazio Gentileschi. • **Collector**. He became one of the most voracious collectors of art the British royal family has ever seen. Charles was a passionate collector but not a connoisseur, he relied on intermediaries to advise him. He spent lavishly even when in debt to achieve ‘splendour and liberality’. • **Prices**. It was not astronomically expensive, he spent about £8,000 a year and his biggest purchase was £18,000 against his total crown revenues of nearly £1 million a year. He spent far more on buildings, masques and clothes. A fashionable suit cost £500 but a full length Van Dyck cost £50. • **Spain**. Charles travelled with Buckingham to Spain to woo the Infanta. It was a crazy and dangerous expedition carried out without permission. The Spanish insisted on Charles becoming Catholic, anti-Catholic laws being rescinded and Catholicism allowed in England. In the end Charles agreed and swore agreement to all their demands and agreed to marry the Infanta. On his return he changed his mind. He continued to purchase art during his visit advised by Endymion Porter and Balthazar Gerbier. Charles adopted Spanish habits, he learnt to dress soberly, keep his collection private, value the artist over the subject and value the composition and style over the subject. For the first time the artist was noted. He also realised that the artists he had collected previously were old-fashioned. Charles’s purchasing across Europe tripled the price of masters like Titian as he competed with Philip IV of Spain. The Spanish trip was a serious error of judgement which cost £30,000 but no one in England was aware of the fiasco and Charles was praised. James died in 1625 and Charles became king. Buckingham went to France to bring back Henrietta Maria (also a Catholic) as a bride and Rubens painted his portrait for £500. England drifted into a war with Spain. Henrietta was never crowned queen as she refused to attend a ceremony led by William Laud, a protestant archbishop. • **Gonzaga collection**. Between 1627 and 1629 Charles bought the Gonzaga collection in Mantua, 400 paintings for £18,000. This established his reputation as a collector throughout Europe. It included Raphael, Mantegna, Correggio, Giulio Romano and Guido Reni. • By 1627, art had become the new religion in London. • In 1629 Charles disbanded Parliament and start the ‘Eleven Years of Tyranny’, as it was later called. • In the mid-1630s Charles ruled supreme, he was healthy, had an heir, a happy marriage and did not need Parliament. He also had one of the largest art collections in Europe at a time when paintings represented prestige and discernment. - 1639, 28,000 troops invade Scotland headed by Arundel but they lost the battle. - 1640, Charles needed money to raise another army so he recalled Parliament but it only wanted to discuss the issues and limit his power. He disbanded the so called ‘Short Parliament’. - 1639, Orazio Gentileschi died, in 1640 Artemisia left England and Rubens died and in 1641 Van Dyck died. - 1642, Charles attempted to arrest five MPs in Parliament but they had already fled. Charles realised he was in danger, fled to Hampton Court and sent Henrietta Maria abroad. On 22 August 1642 the First Civil War was declared when Charles raised his standard in Nottingham. He moved to Oxford where Dobson painted a portrait of Charles II. - 1643, art collections were defined as commodities not religious objects to be destroyed. Arundel smuggled his collection abroad and donated £54,000 to the King’s cause. The Buckingham collection was sold for £7,000 and the Hamilton collection sold. The Duke of Northumberland obtained many pieces cheaply. Northumberland took custody of the king’s children and paid Lely to paint *The Three Children of Charles I* and *Charles I with James, Duke of York*. **Artists** - William Larkin, portrait of George Villiers. - Inigo Jones, in 1619 the Banqueting House burned down and Inigo Jones designed a new one which was completed by 1623. - Rubens. Important works: - Charles bought Rubens self-portrait. - Rubens painted Aletheia Talbot’s portrait. - Rubens *Landscape with St. George and Dragon*, representing Charles and possibly Henrietta Maria. - Rubens painted *Allegory of Peace and War* - Rubens discussed the Banqueting House with Inigo Jones in 1630 when it had already been built for 8 years. There was a lack of money. Before returning Charles gave him a £500 diamond, a jewelled sword and knighted him. The ceiling paintings were installed in 1635, *The Benefits of the Reign of James I*, *The Apotheosis of James I*, *The Union of the Two Crowns*. They were the first example of English baroque. - Van Dyck (1599–1641) visited in 1620 briefly and Arundel and others negotiated for his return in 1630. He painted *Rinaldo and Armida* (1629, Baltimore Museum of Art) which impressed the court. But in 1632 there was an argument between Van Dyck and Gerbeir who was given the task to bring him to England. Eventually Van Dyck arrived in 1632 and was treated and paid well and also knighted. In 1631 the Earl of Bedford bought Covent garden, Inigo Jones had added a classical portico to St. Pauls, the Strand was being improved. There were many artists in London by 1632. - Compare Mytens *Charles and Henrietta Maria* with Van Dyck’s to see Van Dyck’s strengths. - *King Charles and Queen Henrietta with their Children*, ‘The Great Piece’, Van Dyck brought domestic intimacy for the first time and created a ‘normal’ family. It cost £100 and was placed at the end of the Long Gallery at Whitehall. It was so successful it enabled Van Dyck to double his rates, a full length portrait increased from £25 to £50. - *King Charles I with M. Antoine*, By 1633 Charles rule seemed unassailable. The painting was placed at the end of gallery in St. James’s Palace to demonstrate Charles’s control and power. - In 1629, Charles purchased a Rembrandt through Robert Kerr, but he never appreciated or valued Rembrandt or Caravaggio. - The two biggest purchases by Charles were Mantegna, *Triumph of Caesar* and the Raphael cartoons of the *Acts of the Apostles* which were made into tapestries at Mortlake. - **The last decade**. Charles I’s collecting was overshadowed by the bitter **Thirty Years War** (1618-1648) which he used to buy art from bankrupt kings and states. In 1629 Charles dismissed Parliament and embarked on a decade of personal rule. When he left London in 1642 to raise an army against Parliament his palaces at Whitehall, Greenwich, Hampton Court, Richmond and Windsor were crammed with treasures, statues, tapestries, medals, cameos and over 1,000 paintings. - **The Commonwealth Sale**. On 30 January 1649 Charles was beheaded and Parliament drew up the Act for the Sale of his property and his vast art collection. The sale was intended to reduce the magnificence of monarchy to a simple cash value. In terms of the needs of the state, the sale of the paintings raised very little money but some individuals made substantial profits by buying wisely and reselling in Europe. Paintings were increasingly given away to pacify state debtors and Cromwell increasingly retained art works to confer authority and prestige on the new Commonwealth. Royalists rapidly recast Charles as a noble patron who enriched the country with an art collection that rivalled any in Europe and this brief flowering had been destroyed by the barbarous rebels. - **Restoration**. In the early years of the restoration much of Charles I’s collection was forcibly repossessed. The Sale had defined the value of paintings and it created an art market in England for the first time. References Notes and page numbers are Jerry Brotton’s excellent book, *The Sale of the Late King’s Goods*. Before starting on the story we need to understand how art collecting developed at the beginning of the seventeenth century and who in England started collecting. Fold-out engraving from Ferrante Imperato's *Dell'Historia Naturale* (Naples 1599), the earliest illustration of a natural history cabinet - In Northern Europe in the late 1500s there was an interest in creating a cabinet or room of curiosities illustrating natural history, geology, ethnography, archaeology, religious and other relics and works of art. These rooms were also known as Wunderkammer or Kunstkammer. - The most famous Kunstkammer was that of the Holy Roman Emperor, Rudolf II (1576-1612). It contained sculptures and paintings, ‘curious items from home and abroad’ and ‘antlers, horns, feathers and other things belonging to strange and curious animals’. - The ‘Wunderkammer’ (‘Cabinet of Curiosities’, literally ‘room of wonders’) slowly went out of fashion and collecting paintings became the pursuit of the sophisticated monarch and aristocrat. **Notes** - A select number of Italian families, the Farnese, the Medici, the Gonzaga and the Borghese created galleries of art in the late 1400s for reasons of splendour and magnificence. - In Northern Europe, by 1600 the pre-eminence of classical statues was assured but it was not until after 1600 that the esteem of paintings started to grow. However, even during the 1600s paintings were not valued as highly as tapestries and plate and jewels. In France, Cardinal Mazarin’s paintings were valued at 224,873 livre but his jewels and goldsmith work at 417,945 livres and eighteen large diamonds alone at 1,931,000 livres. By 1600 there were large art collections held by the various Italian families, the Spanish royal family, the French royal family, and by the Hapsburgs. The Dutch and Flemish did not collect art until later in the 1600s. The English were also late and Arundel was the first major collector and Charles I was the first English monarch to collect art seriously as a • In seventeenth-century parlance, both French and English, a *cabinet* came to signify a collection of works of art, which might still also include an assembly objects of virtù or curiosities, such as a virtuoso would find intellectually stimulating. The word *cabinet* originally referred to one or more rooms containing the collection but later it meant a cabinet with sections, drawers or pigeon holes for the items. • Art was created for religious purposes and wealthy individuals would have religious art. Tapestries and gold plate were also collected to demonstrate wealth and power. David Teniers the Younger (1610-1690), *Archduke Leopold William in His Gallery*, c. 1647, Prado, Madrid • This is a typical seventeenth century art collection. This one belongs to Archduke Leopold Wilhelm Habsburg, the Governor of the Spanish Netherlands from 1646 to 1656. • In 1647 David Teniers became court painter to the Archduke and keeper of his collection of painting and sculpture. He painted several of these gallery portraits of the collection. • The Archduke is shown wearing a tall hat conducting visitors round his collection. It was mostly Venetian and almost half of the paintings were by Titian. Other Venetians represented in the painting are Giorgione, Antonello da Messina, Palma Vecchio, Tintoretto, Bassano and Veronese; also there are Mabuse, Holbein, Bernardo Strozzi, Guido Reni and Rubens. The sculpture supporting the table, representing Ganymede, is a bronze by Duquesnoy the Younger. Teniers himself is represented as the figure on the far left. • I shall return to this painting later to explain how many of the pictures shown were acquired. • Collecting paintings required connoisseurship as there were so many copies, forgeries and works by mediocre artists. Connoisseurship enabled art to be appreciated based on formal properties such as brushwork, style and composition as distinct from content. This meant the sophisticated Protestant collector could appreciate Catholic art without needing to believe what was represented. By 1626, the artist’s reputation had become the most important aspect of collecting in England and prices for ‘big name’ artists increased. **Notes** • Paintings shown in the picture include: • Top centre, Titian, *Diana and Callisto*, 1556-9, National Gallery London/Scotland. *Diana and Callisto* and *Diana and Actaeon* were painted for King Philip II of Spain between 1556 and 1559 and belong to a group of large-scale mythologies inspired by the Roman poet Ovid’s ‘Metamorphoses’ – Titian himself referred to them as ‘poesie’, the visual equivalent of poetry. At the same time, Titian began another painting associated with this pair, *The Death of Actaeon*, also in the National Gallery. For some reason, Titian never sent this painting to the king and it remained in his studio unfinished at his death. • Bottom right, fourth from right, Titian, *Woman with a Mirror*, 1512-5, Louvre. • Top right, Titian, *Danae*. Now known to be studio of Titian. • Top left, Titian, *Nymph and Shepherd*, 1575-6, 149.6 x 187 cm, Kunsthistorisches Museum, Vienna, a late painting, roughly painted and not commissioned. The nude’s pose is borrowed from Campagnola’s *Reclining Nude* of 1513. • European art was originally produced for religious reasons and patrons did not own the art but were funding it for a particular religious organisation. • The Italian Renaissance was associated with an interest in the antique and collecting antiquities. Plutarch assembled a library and antique coins in the late 14th century. • Rulers created a room for their collections, such as the one created by Isabella d’Este, wife of Francesco Gonzaga III, at the ducal palace in Mantua. Decorated by Andrea Mantegna it showed off her collection of jewellery, antique cameos and sculptures. • Collecting painting for aesthetic and secular purposes started in Italy in the 1400s but an art market, as such, required collectors, the production of moveable works of art that could be owned and a mechanism for selling the works, either by the artists or through intermediaries. • Archduke Leopold Wilhelm of Austria (1614-1662) was an Austrian military commander and patron of the arts. From 1647 he employed David Teniers as a painter and as keeper of his collection at the Coudenberg Palace. He spent enormous sums on acquiring paintings by Dutch and Flemish artists as well as Italian masters. During the Commonwealth Sale he commissioned the British painter John Michael Wright to travel to Cromwell's England, and acquire art and artefacts. He bought paintings owned by Charles I and by the Duke of Buckingham and when Leopold returned to Austria he moved the collection to Vienna and they are now in the Kunsthistorisches Museum. This painting is now in the Prado as it was presented to Philip IV of Spain by Archduke Leopold Wilhelm before 1653. Paintings were perfect gifts between monarchs as they were not exorbitantly expensive and demonstrated erudition and discernment. • It has been suggested that Velázquez borrowed the device of the half-open door at the back of this picture for his Las Meninas; at least Las Meninas can be understood as a similar picture, designed to illustrate the enlightened patronage of the patron and the corresponding pride of the court artist. References Web Gallery of Art The ‘father of art collecting’ was Thomas Howard and he was part of what is known as the Whitehall Group or Whitehall Circle. This consisted of Charles I, Thomas Howard, George Villiers, Philip Herbert, William Herbert and James Hamilton. Charles acquired over 1,500 paintings, Howard 650, Buckingham 300 and Hamilton 600 and there were many minor collectors. When Charles was executed all these collections flooded onto the market. Philip and William Herbert became Parliamentarians and kept their collection. **Notes** - **Collectors** - **The Whitehall Group:** - **Charles I.** - **Thomas Howard, Lord Arundel (1585-1646),** was one of the earliest of the connoisseur collectors and has been described as the ‘father of collecting’. In 1605 he married Lady Alathea (or Alethea) Talbot, granddaughter of Bess of Hardwick who inherited vast estates and became a collector in her own right. Howard had a collection to rival the king. He acquired Carleton’s paintings and a collection from Carr and from Roos. He became Earl Marshall, the most senior aristocrat. In 1642 he accompanied Mary to marry William of Orange and he decided not to return. He died near Padua having returned to Roman Catholicism. Arundel used agents such as Wenceslas Holler and William Petty and by his death he had become the greatest collector with 650 paintings, including 37 Titians, 13 Raphael, 20 Veronese, 44 Holbein, 16 Durer, 50 Van Dycks. - **George Villiers, Duke of Buckingham. Buckingham** and Arundel had the only collections to rival the king. Buckingham had 300 paintings at York House including Rubens, Caravaggio, Titian, Tintoretto and Bassano overseen by Balthazar Gerbier. - **Philip Herbert (1584-1650), 4th Earl of Pembroke,** collector, Wilton House was the family home, designs by Inigo Jones and paintings by Van Dyck. Shakespeare’s first folio was dedicated to him and his brother in 1623. Charles visited Wilton House annually for hunting and recommended Inigo Jones to rebuild it in Palladian style. Salomon de Caus performed the work when Jones was not available and his brother Isaac de Caus designed the formal and informal gardens. He amassed a large art collection and was patron of Van Dyck. He disagreed with Charles over Protestantism, thought an agreement should be reached with the Scots and opposed the appointment of William Laud. - **William Herbert**, collector. - **James Hamilton**, 3rd Marquess of Hamilton, collector, acquired 600 paintings in two years! He bought both the della Nave collection and the Priuli collection of 250 paintings for £3,000, the most successful English purchase of the 17th century. - **Other Collectors** - **Robert Carr** became James’s favourite. He married Francis Devereux and caused a scandal as she was already married, they were tried for murdering Overbury. He was a collector and used Sir Dudley Carleton who sold half the collection he had bought for Carr to Arundel. Carr was replaced in James’s affections by George Villiers, later Duke of Buckingham, in 1615. - **Henry Wriothesley**, collector. - **Robert Cecil**, Earl of Salisbury. Cecil, Lord Salisbury (Elizabeth’s advisor), collector, Hatfield, Salisbury House on the Strand, used Sir Henry Wotton in Venice (ambassador and purchaser). - John, Lord Lumley, collector - **Henry Howard** (1540-1614), Earl of Northampton, collector. Built Northumberland House in London and Audley End. Crypto-Catholic. Courted James VI and was favoured when he became king. - **Algernon Percy** (1602-1668), 10th Earl of Northumberland, collector, had 20 Van Dyck. Military leader who supported Parliament in the Civil War. The 9th Earl was implicated in the Gunpowder Plot. Married daughter of William Cecil. Lord High Admiral, portrait by Van Dyck standing by an anchor. - **Thomas Wentworth**, 1st Earl of Strafford, 60 Van Dyck, Mytens, van Honthorst. - **Important People** - **William Laud**, Archbishop of Canterbury. His obsession with points of liturgy led to dissent from all sides. - **Connoisseurs and Dealers** - William Trumbell, ambassador and connoisseur. - Nicholas Lanier, court musician and art connoisseur. Sent abroad as spy and to purchase art. - Sir Dudley Carleton, ambassador and connoisseur. Carleton dealt with Rubens, p. 69-70 and became financially exposed. - Balthazar Gerbier, artist, dealer and connoisseur - Daniel Nys (pronounced ‘nice’), notorious art dealer, stole statues belonging to Carleton in 1615. - William Petty. - Abraham van der Doort was curator of the King’s collector and completed a comprehensive inventory by 1639 despite all the loans and borrowings. Daniel Mytens, *Thomas Howard, 21st (2nd) Earl of Arundel, 4th (2nd) Earl of Surrey and 1st Earl of Norfolk*, c.1618, 207x127cm, National Portrait Gallery Daniel Mytens, *Aletheia (née Talbot), Countess of Arundel and Surrey*, c.1618, 207x127cm, National Portrait Gallery Accepted in lieu of tax by H.M. Government and allocated to the National Portrait Gallery, 1980 - The wealthy families of Italy had been collecting paintings and sculpture since the fifteenth century but in England it did not take place until the beginning of the seventeenth century. Henry VIII and Elizabeth I had portraits of monarchs and of important events mostly designed to enhance their personal magnificence but the most prestigious items hung on their walls were tapestries. - Thomas Howard, Earl of Arundel (sometimes known as "the collector earl") and his wife Aletheia (1585–1654) were dedicated art connoisseurs. Thomas had gained some works from the collection of his uncle, Baron Lumley. In 1613–14, Arundel and his wife paid an extended visit to Italy in the company of Inigo Jones and 34 attendants. In Venice, they were joined by Sir Dudley Carleton who was the ambassador to Venice. - When the Countess inherited a third of her father's estate they were able to pursue their passion for collecting art. Their activities in collecting statues and paintings was emphasised in a pair of portraits painted by Daniël Mytens by depicting them in front of their sculpture and picture galleries. - When the Civil War started they fled abroad and their collection was slowly dispersed because of the need to sell paintings to support themselves. When Arundel died, he still possessed 700 paintings including 44 works by Holbein, along with large collections of sculpture, books, prints, drawings, and antique jewellery. Most of his collection of marble carvings, known as the Arundel marbles, was eventually left to the University of Oxford. What remained of the collection was sold by their son, following Aletheia's death. Notes • National Portrait Gallery: Inigo Jones had been inspired by Renaissance and Classical Italianate architecture. We can see his cutting edge designs for the sculpture and picture galleries, which form the backdrops of the twin portraits by Daniel Mytens. We know that Jones refurbished these galleries for Lord Arundel, but Mytens' two portraits further embellish the redecoration. Contemporary accounts state that these portraits were painted as a gift for the art dealer Dudley Carleton, Viscount Dorchester. Carlton, who lived in Venice, was unlikely to see the real thing to verify the painted version of Jones' work. This is a good example of how portraits can not only enhance a sitters' vanity by improving their looks, but also their status by adding specific elements to their recorded (and invented) environment. • This pair of portraits illustrates contemporary knowledge of the new system of perspective and also develops the idea of the sitter's personal context within the painted portrait. Receding behind them, we can clearly see their collections of portraits and marble sculpture. The use of perspective allows the viewer to feel that the corridors behind the sitters really do go off into the background, and that this is a prime example of creating 'depth' in a picture. Sir Anthony van Dyck (1599-1641), *Charles I (1600-1649) with M. de St Antoine*, 1633, 370 x 270 cm, Royal Collection Peter Paul Rubens (1577-1640), *Equestrian Portrait of the Duke of Lerma*, 1603, Prado, Madrid Titian, *Woman in a Fur Wrap*, 1535, 95 x 63 cm, Kunsthistorisches Museum - **Charles I (1600-1649) with M. de St Antoine**. With great fluency Van Dyck here portrays Charles I on horseback on an unprecedented scale, as ruler, warrior and knight, in the long tradition of antique and Renaissance equestrian monuments. Both artist and patron admired and collected works by Titian, but a more direct influence was Rubens’s 1603 portrait of the Duke of Lerma (Madrid, Prado) which Charles I would have seen on his visit to Spain as Prince of Wales in 1623. A comparison of the two shows how the naturalness and psychological depth has became enriched over this thirty year period. - **Titian’s Woman in a Fur Wrap**. Charles was bequeathed his mother’s art collection and he went on to build one of the largest collections in Europe, he had over 1500 paintings at his death. He first became aware of a substantial European collection when he visited Spain in 1623 to woo the Infanta Maria, sister of Philip IV. He failed to become engaged because of the Spanish demands for the conversion of England to Catholicism but he made purchases as he went including Titian’s *Woman in a Fur Wrap*. He purchased the painting at the estate sale (or almoneda) of a Spanish nobleman. Many Spanish collectors were resistant to selling but Philip IV compelled them. He also obtained paintings as gifts from Philip IV, such as the Titian’s *Pardo Venus*. This was an important picture but Philip IV could spare it as he had the largest group of works by Titian ever owned by a single individual and his collection was over 2,000 paintings. **Notes** - James and his courtiers sought to emulate the European courts by importing paintings, sculptures and decorative arts from the first decade of the seventeenth century. The most fashionable were Italian artists. Perhaps the earliest Venetian pictures arrived at the English court for Prince Harry in 1610. When he died in 1614 he owned 14 Venetian paintings brought back by his great nephew Henry Howard, son of Thomas Howard. The Duke of Tuscany gave Prince Henry 15 statuettes by Giovanni Bologna (Giambologna) in 1612. - **Women were active collectors.** Queen Anne (Danish: Anna) of Denmark, wife of James I, bequeathed her art collection to Charles in 1621 which started his collection four years before he became king. The collection included Italian, English and Dutch landscapes and Dutch interiors. - Charles built an extensive collection of paintings, mostly Dutch, Flemish and Italian. It was considerably boosted by the purchase of a large part of the Mantuan collection in 1627 for £30,000. It was further extended by his acquisition of the Gonzaga collection in 1631. Charles found paintings by Veronese “not verie acceptable” but Titian was well-represented. He had perfected “a style combining sensuousness and elegance that, because it could nourish the genius of later generations of artists, never ran the risk of appearing old-fashioned.” - Charles was largely unsuccessful in luring Italian painters to his court with the exception of the Gentileschi but he had paintings by Guido Reni, Caravaggio, Gentileschi and Baglione. **Charles I as Collector** - Royal Collection website: On his appointment as Principal Painter to Charles I in 1632, Van Dyck was required to specialise in portraiture. This is one of the chief paintings to result from his appointment, which revolutionised British painting and provided us with the enduring image of the Stuart court. The prominent display of the crowned royal arms and the triumphal arch framing the armed King reinforce his image as ruler of Great Britain, while the King's refined features, loose hair and the sash of the Order of the Garter worn over his armour convey the impression of a chivalrous knight. Van Dyck may have designed the painting for its first position at the end of the Gallery at St James’s Palace, where its theatrical effect impressed visitors. **Notes** - Skilled horsemanship was regarded as the epitome of *virtu* and here Pierre Antoine Bourdin, Seigneur de St Antoine, a master in the art of horsemanship, carries the King's helmet. Sent by Henry IV of France to James I with a present of six horses for Henry, Prince of Wales, in 1603, he remained in the service of the Prince and later of Charles I, as riding master and equerry. He looks up at the King, whose poise stabilises a scene filled with baroque movement. - Van Dyck went on to paint two other major portraits of the King with a horse: Charles I on horseback, c.1636-8 (London, National Gallery) and Le Roi à la Chasse, c.1635 (Paris, Louvre). The present painting hung at Windsor Castle for much of the nineteenth century; it is recorded in the Queen's Presence Chamber and the Queen's Ballroom (also known as the Van Dyck Room). - Provenance, painted for Charles I, 1633; valued by the Trustees for Sale and sold to 'Pope', 22 December 1652; Remingius van Leemput; recovered for Charles II, 1660 **References** *Royal Treasures, A Golden Jubilee Celebration*, London 2002 Anthony van Dyck, Sir George Villiers and Lady Katharine Manners (died 1649) as *Adonis and Venus*, 1620-21, 233.5 x 160 cm, London, private collection • **George Villiers, Duke of Buckingham.** Buckingham and Arundel had the only collections to rival the king. Buckingham had 300 paintings at York House including Rubens, Caravaggio, Titian, Tintoretto and Bassano overseen by his trusted agent Balthazar Gerbier. • The Duke of Buckingham started as the lowly son of a country gentleman and his handsome appearance found favour with the bisexual James I. He was rapidly showered with honours until he became Duke of Buckingham. He was assassinated by a disgruntled army officer called John Felton in 1628, the year of this painting. • The Duke of Buckingham was not a connoisseur but he collected as it was the latest fashion established by the art loving Charles I. Buckingham used agents to collect works around Europe in order to build the largest collection. • In this painting Buckingham is shown as Adonis, an ever-youthful god who represented the cycle of birth, death and rebirth. He is the archetypical handsome youth. A Shakespeare poem *Venus and Adonis* had been published in 1592-3 based on Ovid’s *Metamorphoses*. In the poem Venus seizes Adonis as he is about to go hunting and Shakespeare writes ‘Backward she pushed him as she would be thrust’ and ‘Panting he lies, and breatheth in her face’ and Venus tells him to ‘be bold in play, our sport is not in sight’. Adonis is keen to go hunting, leaves Venus and is killed in a hunting accident. It is possible that Shakespeare had seen a copy of Titian’s *Venus and Adonis*. Van Dyck shows the two lovers strolling together and avoids hinting at the death of Adonis.. **Notes** • Katherine Manners, Duchess of Buckingham, Marchioness of Antrim, 19th Baroness de Ros of Helmsley (died 1649) was the daughter and heir of Francis Manners, 6th Earl of Rutland. She was known as the richest woman in Britain, apart from royalty. She married George Villiers, 1st Duke of Buckingham, the favourite, and possibly lover, of King James I of England; and secondly, she married the Irish peer Randal MacDonnell, 1st Marquess of Antrim in 1635. - The Duchess of Buckingham was one of the few women of rank of the time whose gentleness and womanly tenderness, devotion and purity of life, were conspicuous in the midst of the almost universal corruption and immorality of the Court. No scandal was ever breathed against her name, and the worst that was ever said of her was that by her influence she at one time nearly persuaded her husband to become a Roman Catholic, she herself having returned to her own faith soon after her marriage. (William H. Shaw (1882), *George Villiers, First Duke of Buckingham*, Oxford: B. H. Blackwell. pp. 12–14.) Gerrit van Honthorst (Utrecht 1590-Utrecht 1656), *The Liberal Arts presented to King Charles and Henrietta Maria*, 1628, 357 x 640 cm, Royal Collection, Hampton Court - This is an allegorical painting by Honthorst that suggests the drama enacted during a court masque. Charles I and Henrietta Maria represent Apollo and Diana on the clouds above the Duke of Buckingham as Mercury and his bare-breasted wife as Grammar. Grammar, the leading Liberal Art, is holding a key and a book and is leading all the others out of a dark cave—they are Logic with scales, Rhetoric with a scroll, Astronomy with an armillary sphere and dividers, Geometry with globe and dividers, Arithmetic with a tablet and Music with a lute. Astronomy has a black attendant holding a cross-staff (a navigational instrument). Attendant children drive off Envy and possibly Hate (or Ignorance) with a torch of Knowledge and a trumpet of Fame and another drives away a goat representing bestial appetites that keep one from studying. - From the 1630s Van Dyck’s fame was increasing rapidly but there were many paintings commissioned from lesser known but competent Dutch painters like Honthorst. **References** - Royal Collection website. William Herbert was a courtier and important patron of art who held office under both James I and Charles I. Both Ben Jonson and Inigo Jones benefited from his patronage. Herbert appears to have paid for Inigo Jones to tour Italy in 1605. The first folio of Shakespeare’s plays was dedicated to William Herbert. He was a bookish man and a heavy pipe smoker which he said kept his migraines at bay. His first bethrothed came with a dowry of £3,000 when her grandfather died but he wanted the money immediately and negotiations fell through. He had an affair with Mary Fiton and she became pregnant. He admitted to it but refused to marry and so ended up in Fleet prison. She had a son who died and he was released from prison and married the dwarfish and deformed daughter of the Earl of Shrewsbury. He then had an affair with his cousin and they had two illegitimate children. He is thought by some to be the ‘fair youth’ in Shakespeare’s sonnets that the poet urges to marry. We know Herbert had also been urged to marry the granddaughter of Henry Carey, the Lord Chamberlain, who ran Shakespeare’s company but Herbert refused. When he died in 1630 the title was inherited by his brother Philip Herbert. Anthony van Dyck, *Philip Herbert, 4th Earl of Pembroke, with his Family*, c.1634-35, Earl of Pembroke’s Collection - Philip Herbert (1584-1650) inherited both the **title and art collection on the death of his brother**, the 3rd Earl in 1630. According to Aubrey, he “exceedingly loved paintings” and was “the great patron of Sir Anthony van Dyck”. As he supported Parliament in the Civil War, his collection remained more or less intact. It is displayed at Wilton House in Wiltshire. Inigo Jones was involved in the redesign of the house in the 17th century including the single cube room which houses part of the collection. - Both William and Philip were members of the Whitehall Group. **Notes** - This is the largest picture van Dyck painted and shows a depth of psychological subtlety as we can see from Nicholson’s insightful analysis. - Tate website (Adam Nicholson): Van Dyck was portraying a family at a particularly tender and **vulnerable moment**, one in which fragility and failure underlay all the more glimmering aspects of worldly success. - The portrait was painted in the late winter of 1634 or the spring of 1635. It is about a wedding. The earl’s oldest surviving son, **fifteen-year-old Charles**, Lord Herbert, in scarlet, was to marry a young heiress, the **twelve or thirteen-year-old Mary Villiers**, who was to bring to the marriage a **dowry of £25,000**, roughly equivalent to 2,000 years’ wages of a Wiltshire shepherd. She was the **daughter of the Duke of Buckingham**, the great parvenu of seventeenth-century England, who had risen to prominence and riches first on the back of James I’s lust (they first slept together in August 1615) and then as an invaluable guiding presence to his son Charles. The **Pembrokes had loathed Buckingham** and the marriage was one product of a treaty between the two families arranged by Charles, bringing together the old and new nobility, the ancient country-based Pembrokes and the new court-based Buckinghams, in what was intended as a single, unifying, mutually fertilising union. • But all is not well in this family and van Dyck’s design subtly mobilises the private and human dimensions of the grand, corporate event. He turns it, in effect, into a drama of fertility, time and death, much of whose meaning is carried by a ballet of the hands that is woven through the picture. On the far right stands the earl’s daughter, Anna Sophia, and her husband, Robert Dormer, Earl of Carnarvon, at this stage in his life a traveller and gambler, a notorious womaniser and rake, a man filled with the vigour of an active life. They are already the parents of a young heir, Charles, born two years before. They glow with sexuality and health: Anna Sophia’s bosom is deeply revealed and between her fingers she holds a single pearl, standing for the precious heir which she and her husband have conceived. Their hands dabble together in an unmistakably sexual way, the only sign of human contact in the painting. Theirs is the realm of fecundity and fullness. But still their eyes do not meet. No member of the family, in fact, looks at any other. • Next to that fertile and engaging pair is its opposite, the Earl of Pembroke and his countess, Lady Anne Clifford. Her hands are folded together in a way that is repeated nowhere else in the entire body of van Dyck’s work: an explicit gesture of enclosure and melancholy, shut off from those around her. She is the tragic failure at the heart of the picture. She is not the mother of the children arrayed around her. Pembroke’s first wife had died five years earlier and her own marriage to the earl had collapsed. She had given birth to two sons, both dead. The earl had rejected her and virtually confined her in a subsidiary Pembroke house at Ramsbury in Wiltshire. Both of them are painted shadowed and pushed back within the scene. Her averted eyes and folded hands are the gestures of a woman who is no longer ‘mingleinge anie part of [her] streames’ (mingling any part of her streams, i.e. not engaging) with this family, as she wrote in her own memoir. She is central but absent, her relationship with everyone around her cut away and inarticulate. • Beside her, but nowhere touching her, the earl holds the white staff of his office of Lord Chamberlain easily in the relaxed and lengthened fingers of his left hand. With his other hand, he reaches forward to the virginal promise of Mary Villiers, gesturing openly and generously towards the heart of the young woman who is to marry his son. These are the signs of power. She, however, holds a closed hand to her womb, a self-preservation even as she is to be married. In the picture space she is nearly but not quite connected to Charles, Lord Herbert, in red, who holds his left arm out as if in love, an openness to the world, but the hand itself is reflexed and withdrawn, perhaps also a sign of his virginity. Part of the marriage contract specified that they would not sleep together for four years. • These three pairs make a diagrammatic set: the Carnarvons’ fertility achieved, the Pembrokes’ barrenness accepted, the young Herberts’ breeding promised. The younger brother Philip, sharing with his brother the reddish-brown hair which had come down though the generations, hangs back on the edge of the group of six, not part of it and not quite distinct. It may be that in his portrayal there is some reflection of the story told by George Garrard, a court gossip, that Mary Villiers had fallen in love not with Charles the older brother, but with Philip, and that love had been denied because the corporate merger of the two families could not allow it. And there may be an element, in Mary Villiers’s own look of disdain, of a discontent with this marriage which was forced upon her for dynastic reasons. The final elements are the two sets of three children on the left. The three young Herbert boys on the ground are gloriously alive with their hounds and their books. The three young Herberts who died as children are shown here above them as angels, throwing roses into the wedding party. - The painting as a whole flickers between content and discontent, between a celebration of the beauty of existence and a recognition of its sorrows and travails. It is a form of sermon on mutability, time, beauty, inheritance and grief. There is nothing cruel in it, nor even unkind, but it is full of hesitation and even surprise, a tentativeness which makes complacency impossible. Where are they? Not in a comfortable interior, but half inside and half out, half in a theatre, half in the margins of a palace. Once you notice this sense of insecurity in the picture, it seems pervasive. There is no ease in Philip’s pose. It is uncertain, his face unsure. A little less edgily, his elder brother stands beside him, performing it appears to nothing but the air. Only the three young boys at the left-hand side, framed by their dogs, a greyhound and a setter, are immune to this atmosphere. - Van Dyck had a famous and treasured ability to give a scene the sense that it was a caught moment, to imply from his nearly mobile figures that within a second their perfect arrangement would change and collapse. It is a stilled dance. Transience was at the centre of his art and here it is set against its opposite. Behind the figures, two enormous certainties preside: the landscape of perfection on the left, receding into deep-shadowed calm, and in the centre-right, the vast coat of arms on the cloth which hangs behind them all, the inheritance of nobility, an assertion of the permanence from which they come. But do those certainties transmit themselves to the anxious figures in the foreground? Or do they serve to throw those figures into question? How do the two glorious young men really compare with the solidity and fixity of the two fluted columns behind them? They seem momentary beings by comparison, balanced on the balls of their feet, no more lasting or substantial than the clouds or the putti or the fading of the sunset. - Look beneath the surface of this painting and you see in it not a story of worldly glory, but of transience and fragility, of failure and disconnection, of the place of death and the erosion of time even in the most perfect circumstances. Within a year of its being painted, Charles, Lord Herbert, had died of smallpox in Florence. His widowed bride married the future Duke of Lennox and Richmond, another of the Pembrokes’ long-standing enemies. The Pembrokes’ own marriage never recovered and the family was riven in the civil war. The beautiful royalist Earl of Carnarvon [far right] was run though by a trooper at the first battle of Newbury. The earl, loathed by the Queen, was dismissed as Lord Chamberlain, turned Parliamentarian and ended his life as an MP stripped of his titles, ridiculed and despised by friends and enemies alike. The world van Dyck had painted was preserved only on canvas. Daniel Mytens the Elder, *Portrait of James Hamilton, Earl of Arran, Later 3rd Marquis and 1st Duke of Hamilton*, Aged 17 1623, 200.7 x 125.1 cm, Tate Britain Tiziano Vecellio, called Titian (1485/90-1567), *Nymph and Shepherd*, 1570 – 1575, 149.6 x 187 cm, Kunsthistorisches Museum - The final member of the Whitehall group was James Hamilton (1606-1649), a Scottish nobleman and military strategist. He also shared an interest in art-collecting with the future Charles I, whom Mytens painted in a similar pose. In 1623, the date of this picture, Hamilton had attended the Prince in Madrid with Buckingham during Charles’s unsuccessful attempt to marry a Spanish princess. - Although younger than other members of the group, Hamilton became noted as an art collector. Between 1636 and 1638 he acquired 600 paintings. Despite the record speed his collection contained many masterpieces such as this one, Titian’s *Nymph and Shepherd* and well as his *Madonna and Child with Sts Stephen*, Giovanni Bellini’s *Young Woman Holding a Mirror*, Giorgione’s *Adoration of the Shepherds* and *Three Philosophers*, Jerome and Maurice*, Tintoretto’s *Susanna and the Elders* and Veronese’s *Christ and the Woman with Issue of Blood*. Most are now in the Kunsthistorisches Museum in Vienna. - When he died, many of his paintings went to Antwerp and some can be seen in the background of *Views of the Archduke’s Picture Gallery* by Teniers. - It was Hamilton’s vacillating, ineffectual leadership did great damage to Charles I cause during the English Civil Wars between the Royalists and the Parliamentarians. - Hamilton was executed shortly after Charles I in 1649. - Daniel Mytens was born and trained in the Netherlands. From 1618 he worked in England for the most advanced court patrons. Compared with local artists, he offered a striking naturalism but his work did not have the psychological depth and painterly panache of Van Dyck. Anthony van Dyck, *Algernon Percy* (1602-1668), 10th Earl of Northumberland, c. 1638, Alnwick Castle Titian, *Cardinal Georges d’Armagnac and his Secretary Guillaume Philandrier*, Louvre • Minor collectors. Algernon Percy negotiated with Parliament to take the pick of Buckingham’s pictures. • As collecting became popular at court there were many other minor collectors such as Algernon Percy (1602-1668), 10th Earl of Northumberland who had a diverse collection of over 100 paintings including 20 Van Dycks. Percy became a military leader who supported Parliament in the Civil War. His father, the 9th Earl (the ‘Wizard Earl’) was implicated in the Gunpowder Plot and imprisoned in the Tower until 1621. Percy married the daughter of William Cecil and was made admiral in 1636 and Lord High Admiral in 1638. This portrait by Van Dyck shows him standing by an anchor. • He was later a Parliamentarian and the most senior member of the Government opposed to the king. He visited the king at Oxford as a member of the peace party. When peace could not be negotiated he retired to his estate at Petworth West Sussex. However, he returned in 1643 and became a supporter of the new Model Army. • In 1645 he was made guardian of the King’s two children and there was talk that he might be made king if negotiations with Charles failed. He opposed any talk of trying the King for treason. • He protested at plans to sell the Duke of Buckingham’s collection, possibly as he did not want to lose them for himself. He agreed with Parliament to take the pick of the pictures in lieu of the £360 still owed him for losses incurred during the war. He walked away with 12 paintings including Palma Vecchio, Andrea del Sarto and Adam Elsheimer but the best was Titian’s *Cardinal Georges d’Armagnac and his Secretary*. • He retired from active duties during the Commonwealth and re-entered politics as a Privy Councillor when Charles II came to the throne. **Notes** - In 1618, Algernon and his tutor, Edward Douse, began a six-year tour of continental Europe, visiting the Netherlands, Italy, and France. Algernon returned to England in 1624 and joined his father, recently released from the Tower, at court. - Algernon's first public service involved serving as MP for Sussex during the "Happy Parliament" of 1624–25 and as MP for Chichester during the "Useless Parliament" of 1625–26. - In March 1626, Algernon was summoned to the House of Lords, assuming his father's barony and becoming known as "Lord Percy." In November 1626, he was appointed joint Lord Lieutenant of Cumberland, Westmorland, and Northumberland. Percy became a leader in the House of Lords of the faction opposed to Charles I's favourite, George Villiers, 1st Duke of Buckingham. - Cardinal Georges d'Armagnac (c. 1501-1585), Bishop of Rodez and his Secretary Guillaume Philandrier (d. 1565). The picture was painted when d'Armagnac was French ambassador to the Venetian court from 1536-9. They were both scholars and wrote the first French commentary on Vitruvius. • Gold and jewellery has an intrinsic worth in that if a masterpiece made of gold is melted down it is still worth the value of the gold and if a diamond necklace is taken apart the diamond still have value. However, a painting is canvas covered with pigment and has no intrinsic worth. Its value lies in the skill of its execution and increasingly during the seventeenth century its value was determined by the artist that produced it. This is fraught with problems as the work may be a forgery or may have come from the artists studio but not have been touched by the hand of the master. Also, an artist could lose their status and the value of their work could crash. • One practical problem was that wealthy patrons would commissions works from well known artists and would then have no reason to sell them. Charles I and the Whitehall Group benefitted from the Thirty Years War (1618-1648) as many wealthy families needed to sell some of their possessions. Initially a war between Protestant and Catholic states in the fragmenting Holy Roman Empire, it gradually developed into a more general conflict involving most of the great powers of Europe. • In the early 1600s it became fashionable across Europe to collect paintings. The works of the Italian masters were favoured but Northern Europe artists, such as Van Dyck and Rubens, were also collected. Titian (Tiziano Vecellio, c. 1488/90-1576), *Ecce Homo*, 1543, Kunsthistorisches Museum, Vienna • **Use an agent to negotiate a purchase.** • The three main ways to acquire art was to commission a work from a patron, to receive it as a gift or to purchase it. All were difficult as good artists were permanently busy satisfying existing patrons, receiving gifts was unpredictable and purchasing was fraught with problems as there was no market and no way to authenticate a painting. • **George Villiers, Duke of Buckingham**, was the opposite of Thomas Howard, he loved the aesthetic and bought impetuously and with flair. He appointed the unsavoury character **Balthasar Gerbier** (1591-1667) to tour Europe and find suitable paintings. Gerbier was the son of a Huguenot who had fled France and he was trained as a painter but real skill was as a connoisseur. In 1621 he went to Rome and managed to acquire *Four Seasons* by Guido Reni and in Venice, during the same trip, he purchased eleven pictures with the help of the ambassador Sir Henry Wotton and the dealer Daniel Nys. The paintings included **Titian’s Ecce Homo** for which he paid £275. **Ecce Homo** • Painted for Giovanni d’Anna, a Flemish merchant resident in Venice, this *Ecce Homo* was probably initiated not long after Titian completed *The Presentation of the Virgin* and is in many ways a studied revision of the earlier work. Raphael, *The Miraculous Draught of Fishes*, 1515-16, bodycolour over charcoal underdrawing on paper, mounted on canvas, 319 x 399 cm, V&A (Royal Collection) • **Move quickly when a masterpiece becomes available.** • Charles was an avid collector and while still Prince in 1623 he ordered £700 to be sent to Genoa to buy seven of the ten cartoons made by Raphael for the tapestries depicting the Acts of the Apostles which were to be installed in the Sistine Chapel. • The Raphael Cartoons were commissioned by Pope Leo X in 1515 and are among the greatest treasures of the High Renaissance. Painted by Raphael (1483-1520) and his assistants, they are full-scale designs for tapestries that were made to cover the lower walls of the Vatican's Sistine Chapel. The tapestries depict the Acts of St Peter and St Paul, the founders of the early Christian Church. • Between 1516 and 1521, the compositions were woven into tapestries at the workshop of Pieter van Aelst in Brussels, the main centre for tapestry production in Europe. In 1623 the cartoons were brought to England by the Prince of Wales, later Charles I. From 1865 onwards, they have been on loan from the Royal Collection to the V&A. • The biblical story is from Luke 5:1-11. According to the Gospel of St. Luke, Christ chooses the poor fishermen Simon, Peter and Andrew as his first Apostles. They have been fishing unsuccessfully in the Sea of Galilee when Christ appears and tells Peter to let down his nets into deep water. They make a miraculous catch, so that their boats overflow with fish. In another boat James and John struggle to pull up a net with a huge catch, while their father Zebedee tries to keep the vessel steady. Peter recognizes Christ as a holy man and kneels before him in an attitude of prayer, while Andrew steps forward with his hands spread in amazement at the miracle. A consecutive chain of action runs across this balanced composition to culminate in the figure of Christ, who calmly raises his hand in blessing. On the distant shore the faithful gaze and point at the miraculous events. The fish are traditional Christian symbols and may represent saved souls in contrast with the discarded shellfish picked over by the cranes on the foreshore. Titian, *Madonna of the Rabbit*, c. 1530, Louvre - **Buy from those who need the cash.** - The *Madonna of the Rabbit* is an oil painting by Titian, dated to 1530 and now held in the Louvre. It was acquired with the rest of the Gonzaga collection in 1627 by Charles I and on his execution sold. - The Gonzaga sale was brokered by Daniel Nys (1572-1647) and was the greatest art deal of the seventeenth century. Nys was a Flemish merchant who lived in Venice and is famous for brokering this deal. Nys was a rich merchant who had acquired a substantial art collection. Charles agreed to pay £28,000 but only paid £18,000 leaving a shortfall of £10,000 which bankrupted Daniel Nys and Filippo Burlamachi the dealer and financier who had organised the sale. - It was acquired in 1665 by Cardinal Richelieu and Louis XIV of France. - It is signed "Ticianus f." and is named after the white rabbit held in Mary's left hand. The rabbit is a symbol of fertility and - due to its whiteness - of Mary's purity and the mystery of the Incarnation, and is also a symbol of her Virginity; female rabbits and hares can conceive a second litter of offspring while still pregnant with the first, resulting in them being able to give birth seemingly without having been impregnated. - Records show that Federico Gonzaga commissioned three paintings from Titian in 1529. One of these can with some security be identified with *The Madonna of the Rabbit*. The painting's small format shows it was intended for private devotion. The painting also contains echoes of the artist's personal circumstances at the time - on 6 August 1530 his wife Cecilia died giving birth to their third child, Lavinia, who was then entrusted to Titian's sister Orsa (just as the Christ child in the painting is entrusted into another woman's hands, in this case Catherine of Alexandria). He was mourning and melancholic until at least October that year, as shown in the letters sent to Mantua by the ambassador Benedetto Agnello. - Catherine is dressed as a maid of honour and is shown with her traditional attribute of a **broken wheel** at her feet. She and Mary are sitting in a meadow beside a fruit basket which contains **apples** representing **original sin** and **grapes** representing the **Eucharist** and the **redemption of sins**. In the background a shepherd looks on - a motif drawn from Giorgione and perhaps intended as a **portrait of Federico Gonzaga**, since an X-ray shows that the initial composition had Mary turning her eyes towards the shepherd, or of the artist, since the shepherd appears sad and aloof like the mourning Titian. - In the foreground, the wildflowers evoke the idyllic 'locus amoenus' in classical poetry and the **Arcadian landscape**, which is also found in works like the Pastoral Concert or the Baccanali series of Ferrara. The sensitive landscape painting is also notable, with orange stripes over a blue twilit sky, typical of Titian's highly mature phase. Andrea Mantegna (c.1431-1506), *Triumph of Caesar, Chariot of Julius Caesar*, 1484-92, Hampton Court - Mantegna’s *Triumph of Caesar* was to prove the undoing of Daniel Nys. He had successfully negotiated the sale of part of the Gonzaga art collection in 1626 and was tempted to buy the *Triumph of Caesar* for Charles. When payment for the sale was not forthcoming Nys was forced into bankruptcy and spent the rest of his life in London trying to get paid. - This was typical of many of Charles creditors, from tailors to grocers, they were never paid. On Charles’s death about £40,000 was owed and Parliament devised a scheme to pay the creditors by selling all of Charles’s worldly goods. - *The Triumphs of Caesar* are a series of nine large paintings created by the Italian Renaissance artist Andrea Mantegna between 1484 and 1492 for the Gonzaga Ducal Palace, Mantua. They depict a triumphal military parade celebrating the victory of Julius Caesar in the Gallic Wars. Acknowledged from the time of Mantegna as his greatest masterpiece, they remain the most complete pictorial representation of a Roman triumph ever attempted and together they form the world's largest metric area of renaissance paintings outside Italy. - Acquired by Charles I in 1629, they now form part of the Royal Collection at Hampton Court Palace. Originally painted in the fragile medium of egg and glue tempera on canvas, the paintings underwent successive repaintings and restorations through the centuries. In the 1960s a careful restoration to reveal the original paintwork was conducted on all but the seventh canvas, where no trace had been left by previous restorers. Although now mere shadows of Mantegna's cinquecento paintings, they still convey a powerful impression of epic grandeur. In the words of Anthony Blunt, who as Surveyor of the Queen's Pictures supervised the restoration, "The Triumphs may be a ruin but it is a noble one, one as noble as those of ancient Rome which Mantegna so deeply admired." • The Gonzaga dynasty was overthrown in the late 16th century, and the major part of their painting collection was acquired by Charles I of England in 1629, using as an agent in Italy, the courtier Daniel Nys. The collection also included works by Titian, Raphael and Caravaggio. They arrived in 1630 at Hampton Court Palace, where they have remained ever since. The Lower Orangery was originally built to house Mary II of England's collection of botanical specimens. It was chosen as a setting for the series, since it re-creates the interior of the Palace of San Sebastiano in Mantua, Italy, where the paintings were hung from 1506 in a specially built gallery. The paintings are displayed as a continuous frieze, separated by small columns. • After the execution of Charles I in 1649, the Triumphs were listed in an inventory and valued at 1,000 pounds; the entire Gonzaga acquisition cost 28,000 pounds. Oliver Cromwell refrained from selling these paintings, almost alone among Charles’s collection, due to their fame, and perhaps as they celebrated a general like himself rather than a monarch or Catholic religious theme. The Commonwealth Sale See http://www.shafe.uk/home/art-history/early_stuart_contents/early_stuart_16__collecting_under_charles_i/ and http://www.shafe.uk/home/art-history/early_stuart_contents/early_stuart_20__protectorate/ Notes The following summary is of Jerry Brotton, *The Sale of the Late King’s Goods* - In March 1649 Parliament decided to sell Charles I’s collection including jewels and valuables to fund the navy and pay off creditors. They named a group of eleven individuals who visited all the palaces, drew up a detailed inventory and priced all the items down to pots and pans in the kitchens. - William Webb, p.232, went on an extraordinary buying spree. Most people could not afford to buy the works in the sale as there was a recession partly caused by Charles I no longer spending about £1 million a year. The works were moved from all the royal palaces to Somerset House but many items were damaged during the move and they were badly presented. William Webb paid £1,302 when his annual salary was £15, so it is likely that he was buying on behalf of other people who wished to remain anonymous. John Hutchinson (p. 235) was another major buyer. It is likely that both made substantial profits from the transactions. - In 1650, because of the failure of the sale, Parliament voted to produce a first list of creditors who would be given royal goods to the value of what they were owed. - Balthazar Gerbier realised the value of the works and predicted they would be worth triple in a hundred years time (p. 244 for quotation). - Alonso de Cárdenas (the Spanish ambassador for Philip IV) started secretly buying on behalf of Philip through agents. For example, Colonel William Wetton paid £570 for three paintings that Cárdenas bought the same day for £875. - Some works were obtained extremely cheaply (p. 252), for example Veronese, Mars and Venus for £11, Van Dyck, Margaret Lemon for £23 and Mantegna Death of the Virgin for £17 10s. In 2009 a self-portrait by Sir Anthony Van Dyck sold for £8.3 million. - The artist John de Critz (p. 256) had a house in the poor area of Austin Friars (north-east of the Bank of England) but it was packed with the finest paintings and sculptures by 1651 including Bernini’s bust of Charles I that was purchased for £400. De Critz was given the works as a creditor and it is likely he was one of the creditors that was able to use his connections to select the best works. - 1651, the second list (p. 258-9) ‘profoundly changed British attitude to art’. Glaziers, plumbers, tailors etc. had Titians, Raphael, Correggio in their homes, such as Correggio Education of Cupid £800, Durer portrait of his father 1636 and self-portrait, £100, Rembrandt Old Woman £4. Correggio Venus, Satyr and Cupid £1,000. - Fourteen syndicates or dividends were formed of creditors. They drew lots and the winner had the first choice and so on. This avoided the state having to allocate paintings. Many creditors were betrayed, poor widows ended up with copies, paintings in poor condition worth a few pounds. Well connected creditors made a killing. - 1651 Charles II army reached Gloucester but was defeated, Charles escaped. - Leonardo St John the Baptist, p. 265 went to Jan van Belcamp. - Fourteen dividends were given goods whose total value was £70,000, with paintings about one third, £20,000. Captain Stone and Emmanuel de Critz each headed up three dividends with a total value allocated of £15,000. - David Teniers arrived representing the Low Countries and spent £7,000 in a week. He bought Titan Venus and Cupid with an Organist from John Hutchinson for £600. Hutchinson paid £165 in 1649 and up till then had been keeping a low profile waiting for more buyers to arrive and prices to rise. - We can see some of the paintings from the Hamilton collection in Tenier’s Gallery of the Archduke Leopold-Wilhelm. The Hapsburg empire re-established itself as the finest art collection in Europe. - Not just Charles I collection but those of Arundel, Buckingham and Hamilton were being sold through different routes. - Mantegna’s Triumph of Caesar (p. 275) had been rejected by Cárdenas and retained by the state at Hampton Court. The Rump Parliament was dissolved by force by Oliver Cromwell on 20 April 1653 when he formed the Protectorate with him as Lord Protector. Hampton Court was then used as his weekend retreat. - Cromwell does not seem to have appreciated any paintings. Tapestries made up £33,000 of the £35,497 total (p. 278). He kept less than 30 paintings valued at about £2,000. This does not mean he appreciated tapestries as art works but they were useful wall coverings and created a feel of splendour. He also kept Mantegna’s Triumph of Caesar but this also does not mean he appreciated them artistically, they were in poor condition, valued highly and were difficult to transport. They were originally designed as cheap wall coverings compared to tapestries so Cromwell could have seen them in this light, a poor man’s tapestry. - Compared with the state’s expenditure the sale brought negligible returns. Although there was disgust expressed at the religious iconography and the sexual content of some paintings this did not prevent the Parliament from creating a sale and handing out the goods to creditors. This undermined the magnificence of royal goods by placing them in a marketplace in which everyone participated. Parliament made few of the fundamental domestic reforms it had promised and anger grew. - When Cromwell was made Lord Protector all sales were stopped. - Parliament passed a law that if anyone named someone who had obtained royal goods illegally (p. 283) then they would get a share of the profit and the person would be fined the value of the goods. This was known as ‘discoveries’ and, of course, gave rise to a lot of bad feeling although, in the end, it raised very little money. Poor, aged Inigo Jones was named and had to pay £21 for some paintings he owned. A staggering £1,800 of royal plate was discovered possessed by Henry Mildmay the former Keeper of the Jewel House. - Note that there were also troubles in France, the future Louis XIV had to flee Paris days before Charles was beheaded because of clashes with Parliament. - By 1653 the sale was over but private owners still had many paintings to sell. The French arrived, Antoine de Bordeaux arrived representing Mazarin. Sellers were now asking six or ten times the original value (p. 292-3) but Cardenas managed to buy three masterpieces cheaply. Evarard Jabach (p. 298) bought 20 of the best paintings for Louis XIV including Titian Christ at Emmaus and Guilio Romano Nativity, for £500-600, about half what they were valued at. Some dividends needed cash and were accepting half the value but some buyers paid over the top to individuals that were holding out for high prices. Bordeaux paid £4,300 to David Murray for Correggio Venus with Satyr and Cupid. - In 1653 (p. 301) the last six paintings sold for as much as Cardenas had paid over four years of negotiating. - Wars started with Spain and in May 1652 with the Dutch. - Artists did well as middleman both buying and selling and advising. Some, such as van Leemput were skilled at copying Van Dyck. Van Dyck’s reputation grew as a result of the sale and the desire across Europe to obtain portraits of Charles and his family and prices for his work grew fourfold. Van Dyck flattered his sitters. Henrietta Maria’s sister-in-law was astonished to see her in person, a ‘small creature, with skinny arms and teeth like defence works’. - In 1655 Cromwell declared war on Spain and made peace with France. - In the past historians have viewed the sale as looting to raise money to enrich individuals and prolong their rule but modern historians have re-evaluated the sale. The total paid to the Treasury was £134,383 5s 4d and £26,500 went to the Navy. To put this in perspective by 1660 the Navy debt was £694,112. £53,700 was left in the state’s possession (p. 308) including Mantegna and Raphael’s cartoons. **1,300 paintings were sold for a total of £33,000**. - A few individuals benefited. **De Critz and Hutchinson both did well**. Hutchinson spent £765 and sold two Titians for £2,000. The main buyers were Cardenas (Spain, the first and he stayed over four years), Teniers (Low Countries) and Bordeaux (France). **Restoration** - The day after the Restoration Parliament called for an investigation of the whereabouts of the king’s goods (p. 315). Lists were ordered to be drawn up and they were empowered to seize any goods immediately. All exports were stopped although it was too late for most of the sales. A system was introduced where anyone who reported someone else with the king’s goods would receive 20% of their value. This system of paid informers led to a lot of abuses. The worst was the officially appointed Hawley who raided houses, dug up floors and took away personal possessions. However, he eventually returned over 600 paintings and 203 statues. The bulk of Charles I’s collection, although some were now copies. Hawley became a rich man from the 20% fee. - Clement Kinnersley, Keeper of the Wardrobe, demanded £7,000 in back pay and claimed he had saved £500,000 of the king’s goods from being sold. - Many members of the **former king’s household** claimed that had engaged in **heroic acts** to save the king’s goods and republicans admitted their guilt and swore their allegiance to the king. Those directly involved in the beheading of Charles I were hung, drawn and quartered. - Peter Lely, who had lived in the king’s court overseas, registered ten paintings and four statues including *Crouching Venus*. Viscount Lisle had spent £3,000 acquiring the king’s goods. - **Charles II bought 72 paintings from a dealer, William Fizell, for £2,086**. Charles II saw the need for art in the royal palaces but was much more careful than his father. He asked for delivery of the paintings to be delayed so that it would not appear he was overspending on art. - Things had changed, the **Sale had created an art market in Europe and particularly in London and there were now public sales as a regular occurrence and price lists**. - Kinnersley was given three days to prepare the king’s palaces before Charles II’s return. He did a good jump largely because Cromwell had kept so much. - In the end a surprisingly large number of art works were reinstalled, either retained by Cromwell, seized by Hawley, returned by individuals seeking favours, given as a gift by the Low Countries or bought by Charles II from Fizell. Commonwealth Parliament, 1650 The Commonwealth Sale - An Act was passed on 24 March 1649 regarding the sale of the goods of the late King, the Queen and the Prince of Wales. It was thought this would easily raise a fortune and would pay off the king’s creditors (his servants and suppliers) and enough would be left over to fund the Royal Navy to the extent of £30,000. From our modern viewpoint is was an act of ‘incomparable folly’. - Nine trustees were sent around the Palaces to draw up an inventory and value the goods. All and the King’s goods were moved to Somerset House to be sold by six men known as contractors. Many of the goods were damaged in transit. - The Spanish were aware of the potential sale very early. In 1645 the Spanish ambassador Alonso de Cárdenas informed Philip IV that Parliament intended to sell the King’s paintings. Philip immediately ordered Cárdenas to find ‘which might be originals by Titian, Veronese or other old paintings of distinction’ but he was to acquire them without revealing the name of the purchaser. Cárdenas was bankrolled not by the King but by a royal minister Luis de Haro who gave the best pictures to his monarch but kept the majority for himself. As soon as the Somerset House sale started Cárdenas visited the disordered piles of goods and paintings and wrote a list of the finest works which he sent to Haro. The list includes artist, size, subject, price and an evaluation of its quality and condition. The Causes of the Civil War - Charles I was an intellectual without the common sense of both his father and Charles II. Charles was arrogant, conceited and a strong believer in the divine rights of kings. He had witnessed the damaged relationship between his father and Parliament, and considered that Parliament was entirely at fault. He found it difficult to believe that a king could be wrong. His conceit and arrogance were eventually to lead to his execution. - In 1629 Parliament committed suicide because of the fanaticism of Eliot. Charles refused to let Parliament meet for eleven years, known as the Eleven Years of Tyranny. In 1635 Charles ordered everyone to pay Ship Money as he could not raise money through taxes without Parliament. This caused a huge argument and John Hampden, MP refused to pay, was tried and found guilty. He became a popular hero. Charles also angered the Scots over insisting they use a new prayer book. The Scots invaded and as Charles had no money to fight them he had to recall Parliament in 1640. In 1642 he went to parliament with 300 soldiers to arrest the five ringleaders but they had already fled. Charles left London for Oxford to raise an army to fight Parliament for control of England. - The Interregnum started with the beheading of Charles I on 30 January 1649 and ended with the request for Charles II to return as king in 1660. During the Interregnum there were two periods, the Commonwealth and the Protectorate (1653-1660). The Commonwealth started with the declaration by the Rump Parliament that England was a Commonwealth. Fighting continued in Scotland and Ireland (the Third Civil War). The Protectorate was Marshall law run by Oliver Cromwell. Titian, *Jupiter and Anthiope (Pardo Venus)*, 1540-42, Louvre Titian, *Venus with Organ Player*, c. 1550, 138 x 222.4 cm, Prado • **Early buyers.** • There were many problems with the sale not least that **no one could value the paintings and there was no market**. Times were bad, money was short and people were uneasy about buying the late king’s goods. Some groups were already seeing him as a martyr. Also, the parliamentarians had executed or driven potential collectors into exile. • The **potential buyers around Europe were monarchs who were appalled** at what had happened in England and did not want to be seen to be benefiting from Charles’s execution. • Most of the buyers were supporters of Parliament and speculators hoping to turn a quick profit. • However, Colonel William Webb and John Hutchinson went on extraordinary buying sprees. • **Colonel John Hutchinson**, a veteran of the Civil War became the largest cash buyer of the king’s pictures. Hutchinson, who was part of the tribunal that sentenced Charles, bought Titian’s *Pardo Venus* for £600, *Venus and the Organ Player* for £165. In total Hutchinson spent £1,349 on paintings including *The Children of Charles I*. • Hutchinson turned out to be one of the most canny of those who bought to make a profit. *Venus and the Organ Player* was described as ‘a very pretty piece that is esteemed as one of the best by Titian, which is a nude woman and a man playing the organ, life-size’. Hutchinson sold it to Teniers for £600. We shall see later how much he received for the *Pardo Venus*. **Pardo Venus** • In 1574, Titian described this painting in a letter to the secretary of Philip II as being "the naked woman with the landscape and satyr". Its present name, Pardo Venus, derived from the Spanish palace of El Pardo, where the painting was for a long time kept. The reclining naked figure was interpreted as a Venus. In fact, the painting depicts the moment when Jupiter, in the form of a satyr, approached Antiope, a king's daughter, who will give birth to twins. **Venus with Organ Player** • Accompanied by a dog and reclining on a bed in front of a window through which the gardens of a villa are visible, Venus listens to the music played by an organist. • There are five known works by Titian on the subject of Venus and Music, and all follow the same model, though the organist is sometimes a lutenist and the dog is sometimes Cupid (Prado Museum, Staatliche Museum of Berlin, Metropolitan Museum of New York and Fitzwilliam Museum of Cambridge). • These paintings have been interpreted in a variety of manners. Some historians see them as simple erotic scenes, while others consider them neo-platonic allegories of the senses, in which vision and hearing are instruments for knowing beauty and harmony. • This work, probably the first of the series, belonged to the legal expert, Francesco Assonica. It differs from the others in the individualization of both figures' facial features, giving it the appearance of a portrait. It was later acquired by Charles I of England. When the latter's possessions were auctioned, it was purchased by Luis Méndez de Haro for the collection of Felipe IV (1605-1665). It entered the Prado Museum collection in 1827 and is listed for the first time in Spain in the 1626 inventory of Madrid's Alcázar Palace. **References** • Prado website and others Tiziano Vecellio, Titian (1489-1576), *Tarquin and Lucretia or rape of Lucretia*, 1570-1571, 193 x 143 cm, Museum of Fine Art, Bordeaux Titian, *Tarquin and Lucretia*, 1571, Fitzwilliam Museum, Cambridge • The problems of acquisition and valuation. • Colonel William Webb was another Parliamentarian who decided to play the market. He bought a number of paintings by Italian masters including *Tarquin and Lucretia*, then ascribed to Titian. • Webb paid £1,302 in total for all his purchases but he earned only £15 a year so it is likely that Hutchinson were front men for a foreign buyer and were secretly funded. • The risks were considerable because they were not art connoisseurs and they were paying the evaluated price. • Bordeaux: Titian’s *Tarquin and Lucretia* (1571) was acquired by Thomas Howard probably during his stay in Venice in 1613. • A study of the history of this painting is revealing and it highlights one of the issues of collecting and, I think, one of its joys and dangers. • It was given to Charles I by Arundel and remained in the English royal collection until 1649 when the Commonwealth Sale resulted in its purchase by Colonel Webb. Webb sold it to Cardinal Jules Mazarin and it was in his collection until 1661 when he gave the work to Louis XIV. It remained in the French royal collection and so became part of the collection in the Louvre. • But was it a genuine Titian? It appears to have a good provenance but let’s look at another version. • Fitzwilliam: Titian, *Tarquin and Lucretia*, 1571, 189 x 145 cm, Fitzwilliam • It was probably a commission for Philip II of Spain and remained in his successors' collection until 1813, when it seems to have been taken to France by Joseph Bonaparte after he gave up the Spanish throne. It then had several private owners, it is now held at the Fitzwilliam Museum in Cambridge. - The subject, found in both Ovid and Livy, of Tarquin threatening to kill Lucretia to force her to submit to his desires was probably suggested to Titian by northern prints (including two, dating from 1539 and 1553, by the German Heinrich Aldegrever and one, dating from the 1540s, by the Fontainebleau 'Master LD'). The picture is almost certainly the ‘Roman Lucretia violated by Tarquin’, which Titian says he had sent to Spain in a letter of 1 August 1571 to Philip II. It is unusually highly finished and brilliantly coloured for such a late work, and Titian himself describes it as ‘an invention involving greater labour and artifice than anything, perhaps, that I have produced for many years.’ It was taken from the Spanish royal collection by Joseph Bonaparte on his flight from the Spanish throne in 1813 and given to the Fitzwilliam Museum by Charles Fairfax Murray in 1918. There is a variant (perhaps a workshop replica or Spanish copy) in Bordeaux purchased by Lord Arundel in Venice in 1613, and a third, much smaller unfinished version (possibly by an assistant or imitator) in Vienna. - Paintings are easy to copy and so the ability to detect a forgery became very important to the collector. Connoisseurship became a vital skill for collecting either possessed by the collector or by their agents who then had to be trusted. **Notes** - Lucretia (died c. 510 BC) was a legendary Roman woman whose fate played a role in the transition from a Roman monarchy into a Roman republic. Roman historian Livy and Greek-Roman historian Dionysius of Halicarnassus from the time of Emperor Caesar Augustus agreed that there was such a woman and that her suicide after being raped by an Etruscan king's son was the immediate cause of the anti-monarchist rebellion that overthrew the monarchy. The last king of Rome, Lucius Tarquinius Superbus (Tarquin) was a tyrant who raped Lucretia, the wife of a prominent Roman. There are variations of the story but one version is that Tarquin threatened to either rape Lucretia or stab her and a servant and place them together so it appeared that had committed adultery. Lucretia was then raped but the next morning she went to her father, the chief magistrate of Rome, disclosed the rape, called for vengeance and then stabbed herself to death. The incident led to rebellion and the expulsion of Tarquin and the establishment of a Republic. As a result of its sheer impact, the rape itself became a major theme in European art and literature. Anthony van Dyck, *Rinaldo and Armida*, 1629, Baltimore Museum of Art • **Front men and agents.** • One of Webb’s best-known purchases was Anthony van Dyck, *Rinaldo and Armida* which had been painted for Charles in 1629 for £78. Webb paid £80 which suggest he had access to the prices previously paid. • Webb also acquired portraits of all the Tudor monarchs from Henry VII for just £15. He began to attend the sale every day and purchased a portrait of Charles and Henrietta Maria for £60 and the following day a painting by Giulio Romano for just £8. Within a few weeks he had bought 56 pictures for a staggering £1,302. As the basic average wage for a military officer as £15 a year Webb was obviously acting on behalf of a consortia or a private buyer who did not wish to be identified. • One such buyer was Philip, Viscount Lisle who spent nearly £700 on 30 pictures. Lisle was a keen collector but a senior member of the Parliamentarians who wished to remain anonymous. The pictures Webb bought for Lisle ended up in his Sheen House collection. Sheen House stood to the north of Richmond Park and was demolished in 1907. **Rinaldo and Armida** • *Rinaldo and Armida* depicts a scene from Tasso’s epic poem *Gerusalemme liberate* when the sorceress Armida falls in love with the sleeping Christian knight, Rinaldo, on whom she had cast a spell, intending then to kill him. The painting was one of two that were intended to convince Charles of Van Dyck’s skill as a painter. Armida’s cloak forms a reverse ‘S’ curve as she leans forward to garland him with roses. Cupid snickers behind her back at the success of his magic arrow and a putto in the sky is about to fire a second arrow. A naked water nymph with scaly legs serenades the lovers. • One result of the Commonwealth Sale was that Van Dyck became very popular throughout Europe. His portraits of Charles I and his family were particularly popular. Antony Van Dyck, *Charles I with M. de St Antoine*, 1633, 368.4 x 269.9 cm, Royal Collection - Artists were keen buyers and were experts but had little money. - Other had more experience and knowledge but little cash. Remigius van Leemput was an assistant of Van Dyck and dabbled in the market making a number of purchases below £40 each. He acquired 35 paintings and sculptures over six months including Titian, Giorgione, Correggio and Andrea del Sarto and he was able to acquire the famous equestrian portrait by van Dyck of *Charles I with M. de St Antoine*. The painting was valued at just £150 and he tried to sell it in Antwerp but was unsuccessful because his asking price of 1,500 guineas was too high. It is also possible that he was in fact trying to sell a copy of the portrait he had made himself. After the Restoration in 1660, the painting was still with him. It was recovered from him for Charles II through legal proceedings. - Another painter Jan Baptist Gaspars (or Jaspers) was a Flemish painter who paid £1,073 for 55 paintings. **Charles I with M. de St Antoine** - This was painted the year after Van Dyck returned to England and had been knighted by Charles. - Charles was only 5’ 4” and by showing him on a horse from below his stature is emphasized. - It may have been intended for the King’s gallery at St James’s Palace. - Van Dyck’s portrait echoes the imperial tone of Titian’s equestrian portrait of Emperor Charles V from 1548, itself inspired by equestrian portraits of Roman emperors. - A large Royal coat of arms of the House of Stuart stands to the lower left of the • There are other versions of this painting including one at Highclere Castle that featured in the TV series Downton Abbey. **Notes** • It was included in the auction of the Royal Collection following the execution of Charles I, valued at £150, and sold to "Pope" on 22 December 1652 and was subsequently acquired by the Flemish painter Remigius van Leemput who was a resident in London. It was recovered from van Leemput through legal proceedings and returned to Charles II in 1660. The painting remains in the Royal Collection and is usually on display at Windsor Castle. David Teniers the Younger (1610-1690), *Archduke Leopold William in His Gallery*, c. 1647, Prado, Madrid Titian (Tiziano Vecellio, c. 1490-1576), *The Death of Actaeon*, 1559-75, 178.8 x 197.8 cm, National Gallery • It was not just the king’s goods that were sold but all the Whitehall Group including the collections of Arundel, Buckingham and Hamilton. • One of the first collections to be sold was that of the Duke of Buckingham. The 1st Duke had been murdered by one of his sea captains in 1628. His son, also George Villiers, the 2nd Duke of Buckingham was sent abroad in 1645 and in his absence the Commons attempted to seize his art collection. This was prevented by the Duke of Northumberland and when he returned he sent 200 paintings in 16 packing cases to Amsterdam. From there they were sent to Antwerp and over the next 18 months were pawned to raise cash to maintain his family who by then were living in exile. Through a series of complex transactions they were redeemed and sold in 1650 to Archduke Leopold William for 60,000 florins. • At this time, James, Duke of Hamilton was executed on 9 March 1649 and in his will he named his brother William as his heir. Somehow William, Earl of Lanark, was able to escape to Holland and take about a third of the art collection with him. By 19 April Archduke Leopold William had acquired some of Hamilton’s paintings. We have a passport issued in The Hague allowing them to be transported to Brussels. In the end Leopold William acquired just over 200 paintings from the Hamilton collection. • This painting by Teniers shows many of the paintings from the Hamilton collection that had just been acquired. It does not show the paintings acquired from Buckingham as they were sent to Prague to replace the pictures stolen by Queen Christina of Stockholm. Astonishingly Christina abdicated in 1654 and left Sweden to become a Catholic. On her way to the Spanish Netherlands she stopped in Brussels and stayed with the Archduke, who whatever his feelings about her previous theft offered her hospitality and even presented her with the jewel of his collection Titian’s *The Death of Actaeon*. - Top centre, Titian, *Diana and Callisto*, 1556-9, National Gallery London/Scotland. *Diana and Callisto* and *Diana and Actaeon* were painted for King Philip II of Spain between 1556 and 1559 and belong to a group of large-scale mythologies inspired by the Roman poet Ovid’s ‘Metamorphoses’ – Titian himself referred to them as ‘poesie’, the visual equivalent of poetry. At the same time, Titian began another painting associated with this pair, *The Death of Actaeon*, also in the National Gallery. For some reason, Titian never sent this painting to the king and it remained in his studio unfinished at his death. - Bottom right, fourth from right, Titian, *Woman with a Mirror*, 1512-5, Louvre. - Top right, Titian, *Danae* - Top left, Titian, *Shepherd and Nymph*, 1575-6, 149.6 x 187 cm, Kunsthistorisches Museum, Vienna, a late painting so roughly painted and not commissioned. The nude’s pose is borrowed from Campagnola’s *Reclining Nude* of 1513. **Notes** - Archduke Leopold Wilhelm of Austria (1614-1662) was an Austrian military commander and Governor of the Spanish Netherlands from 1647 to 1656. He was a patron of the arts. From 1647 he employed David Teniers as a painter and as keeper of his collection at the Coudenberg Palace. He spent enormous sums on acquiring paintings by Dutch and Flemish artists as well as Italian masters. During the Commonwealth Sale he commissioned the British painter John Michael Wright to travel to Cromwell’s England, and acquire art and artefacts. He bought paintings owned by Charles I and by the Duke of Buckingham and when Leopold returned to Austria he moved the collection to Vienna and they are now in the Kunsthistorisches Museum. - It has been suggested that Velázquez borrowed the device of the half-open door at the back of this picture for his Las Meninas; at least Las Meninas can be understood as a similar picture, designed to illustrate the enlightened patronage of the patron and the corresponding pride of the court artist. **The Death of Actaeon** - The subject of this painting approximately follows Ovid's account in the 'Metamorphoses'. In revenge for surprising her as she bathed naked in the woods, the goddess Diana transformed Actaeon into a stag and his own hounds attacked and killed him. • Painted for Phillip II of Spain, but not know if it ever reached the King; Archduke Leopold William, Brussels; Queen Christina of Sweden; Dukes of Orleans, Paris; Sir Abraham Hume; the Earls of Brownlow; the Earls of Harewood; Christie's; J.Paul Getty Museum References Web Gallery of Art Titian (1490–1576), *The Flaying of Marsyas*, c.1570-1576, 212 × 207 cm, Kroměříž Archdiocesan Museum, Czech Republic - The Arundel collection was one of the last to reach the market. This Titian was bought from Arundel’s collection. - By the **1630s** Arundel was in financial difficulties because of his hair-brained scheme to set up a commercial company to **exploit Madagascar**. In 1641, Arundel escorted Maria d’Medici abroad, even then he was selling drawings to pay his debts. In London he sent 60 cases of his belongings abroad and in 1642 he escaped with Henrietta Maria. He died in 1645 in Parma, a broken man. His wife survived to 1644. The collection was sold to support Charles and some went to Parliamentarians. In 1653 Arundel’s grandson sought to sell the pictures to the French and Spanish ambassadors but Arundel’s youngest son then sued the grandson and stopped the sale. An inventory was drawn up in 1654 and the agent of the Spanish ambassador bought 56 Venetian paintings straight away including eight Veronese (including Christ and the Centurion, still in the Prado). - The difficulty of making money from these sales is shown by **Arundels’ nephews** who also bought some of the works to make money. First they over-priced the work and sold none, they then set up a lottery but sold no tickets even though it included Titian’s *Flaying of Marsyas*. In the end **Bishop Karl von Lichtenstein** bought it for a vastly reduced price for his Palace in Czechoslovakia. **Notes** - *The Punishment of Marsyas* (also known as *The Flaying of Marsyas*) is a painting by the Italian late Renaissance artist Titian, painted around 1570-1576. It is currently housed in National Museum in Kroměříž, in the Czech Republic. It’s Titian’s last finished work. - Buckingham’s eldest son was born in 1628 (the year he was assassinated) and was also called George Villiers, 2nd Duke of Buckingham, in 1645 went abroad. Parliament seized his collection but the Earl of Northumberland intervened and managed to stop the sale, but took Titian’s *Cardinal Georges d’Armagnac* with his secretary (still in his castle today). **In 1646** the 2nd Duke of **Buckingham** returned and **sent the collection to the Netherlands**, 16 chests including 200 paintings. He pawned them for cash to live and they were eventually bought by Archduke Leopold William (a great collector then living in the Netherlands) for 60,000 florins. he also **bought the Duke of Hamilton’s collection** (Hamilton had been executed with Charles in 1649). Giorgione (1477-1510) and/or Titian (1490-1576), *Fête champêtre*, c. 1509, 110 × 138 cm, Louvre • Parts of the Arundel collection were also bought for France. • Everhard Jabach bought masterpieces from the Arundel collection in Utrecht in 1662 for France. He bought a number of Holbeins now in the Louvre including William Wareham, Archbishop of Canterbury, Nicholas Kratzer, Anne of Cleves and Sir Henry Wyatt. He also bought Titian’s *Concert Champêtre* (p.63 of *Kings and Connoisseurs*, Jonathan Brown). **Notes** • The painting was originally attributed to Giorgione, but modern critics assign it more likely to his pupil Titian, due to the figures’ robustness which was typical of his style. It is also likely that Giorgione (whose works included elements such as music, the pastoral idleness and simultaneous representation of the visible and invisible) began the work, and then, after his death in 1510, it was finished by Titian. • The work was owned by the Gonzaga family, perhaps inherited from Isabella d’Este: it was later sold to Charles I of England and then to French banker Eberhard Jabach; he in turn sold it to Louis XIV of France in 1671. • The subject was perhaps the allegory of poetry and music: the two women would be an imaginary apparition representing the ideal beauty, stemming from the two men’s fantasy and inspiration. The woman with the glass vase would be the muse of tragic poetry, while the other one would be that of the pastoral poetry. Of the two playing men, the one with the lute would represent the exalted lyric poetry, the other being an ordinary lyricist, according to the distinction made by Aristotle in his *Poetics*. Another interpretation suggests that the painting is an evocation of the four elements of the natural world (water, fire, earth and air) and their harmonic relationship. Veronese, *Mars, Venus and Cupid*, 1580, National Gallery of Scotland Anthony van Dyck, *Margaret Lemon* - Returning to the main sale – the Commonwealth Sale of the late King’s goods. - Parliament first used Somerset House as a show room but for the paintings this was a failure. The second attempt to pay the creditors was to offer them paintings as payment in kind. Tailors and plumbers wanted cash not paintings so they formed **14 syndicates known as dividends** headed up by someone charged with selling the paintings. - By May 1650 it was clear the first attempt at the sale was a failure as only a quarter of the pictures had been sold for a total of £7,700 (the valuation price of the Commonwealth Sale inventory of paintings was £33,690). Partly because of increasing pressure from the creditors the Commons appointed a committee to expedite payment. The highest priority creditors were paid partly in cash and partly in the king’s goods. - In July a second list of creditors who received 684 paintings in lieu of back wages and after some squabbling over how they should be divided they started to leave Somerset House by the cartload. - The creditors needed cash not paintings so they formed themselves into **fourteen syndicates known as dividends** each of which held about £5,000 of art. Ruben’s *Peace and War* was valued at £100 and was given to a creditor. The goods were divided into lots and assigned to groups of creditors according to what they were owed. Each group assigned a leader who had some knowledge of how to value and sell the goods. This meant there were masterworks in houses all over London. For example, Charles I’s tailor had Durer’s *self-portrait*. - It was a paradise for the Alonso de Cárdenas, the Spanish ambassador for Philip IV, as he could knock down prices. Paintings continued to be sold into the 18th • De Cárdenas started secretly buying on behalf of Philip through agents. For example, Colonel William Wetton paid £570 for three paintings that Cárdenas bought the same day for £875. • Some works were obtained extremely cheaply, for example Veronese, *Mars, Venus and Cupid* for £11, Van Dyck, *Margaret Lemon* for £23 and Mantegna *Death of the Virgin* for £17 10s. **Notes** • **Van Dyck, Margaret Lemon** • **Veronese, Mars, Venus and Cupid**, Venus gently comforts her son Cupid, who is startled by a lively little spaniel. This incidental detail enhances the immediate appeal of the mythological characters. The sensuous goddess of love, swathed in luxurious fabric, rests on Mars’ knee. It is thought that the god of war may have been included late on in the design (possibly by an assistant) because only the figures of Venus and Cupid appear in related preparatory drawings (British Museum, London). The very sketchy treatment of Cupid’s wings suggests that the painting may have been left unfinished. Albrecht Dürer (1471-1528), *Self-portrait*, 1498, 52 x 41 cm, Prado Albrecht Dürer, *Portrait of an Unknown Man*, 1521, 50 x 36 cm, Prado • The Spanish ambassador had an open market with no competition. • Alonso de Cárdenas had little competition at this stage as the ambassador of France was nowhere to be seen yet. Leopold William, mentioned earlier, was still absorbing all the works he had bought from the Duke of Buckingham’s collection and Hamilton’s collections. Queen Christina of Sweden, another great collector was satisfied with all the works she had just looted from the castle of Prague in 1648 when she made off with the collection of Rudolph II. • It was too good to be true as it enabled De Cárdenas to negotiate aggressively. He still paid £325 for Tintoretto’s Christ Washing the Feet of the Apostles which had been valued at £300, but he acquired two portraits by Albrecht Dürer for £75 each from the king’s tailor (they were valued at £100 each). **Self-Portait** • Dürer painted himself half-length and slightly turned, beside a window that opens onto a mountainous landscape. He wears a white Jerkin with black edging and a shirt with gold lace, long hair, a black and white striped cap with tassels, a brown cape and grey kid gloves. The choice of elegant, aristocratic clothing and the severe gaze he directs at the viewer with haughty serenity indicate Dürer’s wish to show off his social standing. • This work is outstanding for its rich details, the meticulous treatment of qualities, and its brilliant, gold-toned colour scheme, all of which complement an impeccably precise drawing. • His satisfaction with his own artistic capacity is manifest in the German inscription on the window ledge, which reads: "1498, I painted it according to my figure. I was twenty-six years old Albrecht Dürer". It was a gift from Nuremberg city council to King Charles I of England, and was acquired in 1654 at the sale of his possessions by Don Luis de Haro, who presented it to Felipe IV. **Portrait of an Unknown Man** - The as-yet-unidentified sitter wears a large hat and his clothing is complemented by a large fur collar. He holds a roll of paper in his left hand. This is probably a Burgher or an important imperial employee whose importance and high social standing are perfectly captured by Dürer. - In a masterful psychological study, the painter brings out the facial features, emphasizing the severe wince of the lips and the concentrated gaze, which capture his authoritarian, distrustful character. The study of light, the way the bust is brought out over a neutral background, and the reduced space, multiply the sense of contained energy, making this one of Dürer's most intense portraits. This work is first listed at Madrid's Alcázar Palace in 1666. **References** - Prado, Madrid, website Raphael, Giulio Romano, *The Holy Family, or The Pearl*, 1519 – 1520, 147.4 x 116 cm. Prado, Madrid - In 1652 France entered the market. - Alonso de Cárdenas domination of the market came to an end in 1652 when Cardinal Mazarin of France decided to renew diplomatic relations with England and sent Antoine de Bordeaux as an agent. - During 1653 the two ambassadors fought to buy the remaining art works. Initially Bordeaux bought tapestries and thoroughbred horses but by 1653 he was buying paintings. - Perhaps the greatest masterpiece for sale was Raphael’s *The Holy Family*, known as *The Pearl*. - The Spanish ambassador led the way in the first stage of the sale but on the secondary market. He bought Raphael’s *The Holy Family (“The Pearl”)* originally valued at £3,000 for £2,600. Prior to the French ambassador entering the market de Cárdenas had said that ‘The painting is well done, but so expensive that no one talks [of buying] it’ and at that stage it had been marked down to £2,500. - Titian’s *St. Peter Enthroned* and *Pope Alexander X* was valued at £250, the Spanish ambassador said it was dark and melancholy and not a painting of taste so he was able to judge between different Titians. Titian’s *Entombment of Christ* was £600. Nine tapestries of the Acts of the Apostles were £3,969. - One of the creditors was Balthazar Gerbier who ran away when the Civil War started and returned and was able to weasel his way into the affections of Cromwell’s government even though he had been knighted by Charles. He wrote a pamphlet condemning Charles. *Emperor Charles V with Hound* was given to him to pay off his debt of £150 and he sold it to Spain (it is still in the Prado). Notes • Philip IV called this painting *The Pearl*, as it was his favourite among all those in his collection. There is some disagreement as to who painted it, but the drawing of the composition is generally attributed to Raphael, who would have given it to Giulio Romano to finish. • Notable here, as in other late works by Raphael, are the importance given to the landscape, and an interest in contrasting light. Both of these aspects can be attributed to the artist's renewed contact with Leonardo in Rome between 1513 and 1516. Leonardo's influence is also clear in the pyramidal distribution of the figures. • The work was painted for Ludovico Canossa, and successively passed through the collections of the Duke and Duchess of Mantua, Charles I of England and Luis de Haro, who gave it to Philip IV. • From the beginning of the sale the Spanish ambassador, Alonso de Cárdenas had been buying works quietly in the background. • Perhaps the greatest masterpiece for sale was Raphael’s *The Holy Family*, known as *The Pearl*. • The Spanish ambassador led the way in the first stage of the sale but on the secondary market. He bought Raphael’s *The Holy Family* (“*The Pearl*”) originally valued at £3,000 for £2,600. Titian’s St. Peter Enthroned and Pope Alexander X was valued at £250, the Spanish ambassador said it was dark and melancholy and not a painting of taste so he was able to judge between different Titians. Titian’s *Entombment of Christ* was £600. Nine tapestries of the Acts of the Apostles were £3,969. Correggio (c. 1490-1534), *Venus and Cupid with a Satyr*, 1524-5, 190 x 124 cm, Louvre • With the competition between Spain and France prices jumped. • Earlier, in 1649, Alonso de Cárdenas had admired this painting but thought the subject matter was too troubling for Spanish eyes, he said, ‘This painting is well done and, although it is very profane, is much esteemed’. • It was finely purchased by Bordeaux in November 1653. Bordeaux had received a letter from Cardinal Mazarin which stressed the importance of buying it, ‘In no case allow it to go to the Spanish ambassador’. On that very day he closed the deal for a staggering £3,000. De Cárdenas had paid only £400 for the pendant *The Education of Cupid*. However, it was a near thing as de Cárdenas tried to bribe the seller into putting it back on the market. • The sudden jump in prices was a result of the competition and as de Cárdenas had acquired the pick of the paintings he withdrew from the market at this point. **Notes** • This painting is probably the companion-piece of *The Education of Cupid* in the National Gallery, London. It shows a lustful satyr uncovering Venus sleeping in sensuous abandon on the ground. She represents the Terrestrial Venus’ of carnal passion. In the National Gallery canvas, a winged Venus and Mercury unite in instructing Cupid, as married lovers educate their offspring or the benevolent planets which these divinities personify influence children born under their zodiacal signs. This ‘Celestial Venus’, however, appears no less desirable than her earthly Parisian sister. • The painting is sometimes erroneously called *The Sleep of Antiope* or *Jupiter and Antiope*. • Correggio’s real name was Antonio Allegri and his career is poorly documented. • This complex allegory of earthly love was probably accompanied by *The School of Love* (National Gallery, London), whose subject is rather heavenly love. Both works were painted around 1524-27, perhaps for Count Nicola Maffei, a close relative of Federico Gonzaga at whose home these two paintings could be found from 1536. Hutchinson decides at last to sell at 8 times his purchase price. Prices by the end of 1653 skyrocketed and Cardenas with drew from the market leaving Bordeaux having to pay top prices to buy the remaining paintings of quality. Colonel Hutchinson had bought Titian’s *Pardo Venus* for £600 in 1649 (it was given to Charles in 1623), but he was merciless in negotiating. He offered it to the French ambassador for £4,200 and a few days later raised the price to £4,900 and sold it. There were also buyers that operated in secret, such as the French banker Jabach but we do not know what he paid. We know he did not come to London and was represented by a French merchant called Adamcour but we do not have the wealth of correspondence that we have between Mazarin and Bordeaux. Some important works were reserved for the Government including Mantegna’s *Triumphs of Caesar* and Raphael’s Cartoons of the *Acts of the Apostles*. It was a peculiar rag-bag including tapestries, one or two portraits, old testament subjects. Possibly it was because they actively used the palaces to entertain foreign dignitaries and they could not have bare walls so they kept the serious subjects they were not Catholic. In total it was the largest art sale in history and although it depressed prices it established the first art market in Europe and simplified the buying and selling of art in future. This made art more accessible to a wider group of wealthy individuals. The sale was concluded in January 1654 although some works changed hands on the secondary market. • The sale was a failure as some 500 creditors on the second list were still owed £14,000. • Although many paintings were recovered and are in the Royal Collection the best were lost forever and are now found in the Louvre or the Prado. Some monarchs were willing to discuss their return but Philip IV of Spain was unwilling even to discuss the matter. • The sale process was flawed from the beginning as it assumed that selling paintings were like selling cabbages. It failed to take into account that there were very few buyers and the price was determined by creating an active market between these buyers. The sale which included the sale of the Royal collection and the collections of Arundel, Buckingham and Hamilton changed the distribution of art forever but it created the beginnings of an art market in England. The day after the Restoration, Parliament called for an investigation of the whereabouts of the king’s goods. Lists were drawn up and officials were empowered to seize any goods immediately. All exports were stopped although it was too late for most of the sales. A system was introduced where anyone who reported someone else with the king’s goods would receive 20% of their value. This system of paid informers led to a lot of abuses. The worst was the officially appointed Hawley who raided houses, dug up floors and took away personal possessions. However, he eventually returned over 600 paintings and 203 statues. The bulk of Charles I’s collection, although some were now copies. Hawley became a rich man from the 20% fee. Parliament passed a law that if anyone named someone who had obtained royal goods illegally (p. 283) then they would get a share of the profit and the person would be fined the value of the goods. This was known as ‘discoveries’ and, of course, gave rise to a lot of bad feeling although, in the end, it raised very little money. The aged Inigo Jones was named and had to pay £21 for some paintings he owned. A staggering £1,800 of royal plate was discovered possessed by Henry Mildmay the former Keeper of the Jewel House. Clement Kinnersley, Keeper of the Wardrobe, demanded £7,000 in back pay and claimed he had saved £500,000 of the king’s goods from being sold. Many members of the former king’s household claimed that had engaged in heroic acts to save the king’s goods and republicans admitted their guilt and swore their allegiance to the king. Those directly involved in the beheading of Charles I were hung, drawn and quartered. Peter Lely, who had lived in the king’s court overseas, registered ten paintings and four statues including Crouching Venus. Viscount Lisle had spent £3,000 acquiring the king’s goods. - Charles II bought 72 paintings from a dealer, William Fizell, for £2,086. Charles II saw the need for art in the royal palaces but was much more careful than his father. He asked for delivery of the paintings to be delayed so that it would not appear he was overspending on art. - Things had changed, the Sale had created an art market in Europe and particularly in London and there were now public sales as a regular occurrence and price lists. - Kinnersley was given three days to prepare the king’s palaces before Charles II’s return. He did a good jump largely because Cromwell had kept so much. - In the end a surprisingly large number of art works were reinstalled, either retained by Cromwell, seized by Hawley, returned by individuals seeking favours, given as a gift by the Low Countries or bought by Charles II from Fizell. Titian, *Portrait of Jacopo Sannazaro*, c. 1514-18, Royal Collection • **The Restoration repossession process.** • Following the restoration of Charles II he tried to recover all his father’s lost property. • The Dutch Government offered the king gifts in compensation including three Titians. Two are still the only genuine Titians in the Royal Collection. One was *Portrait of Jacopo Sannazaro*. • Potentially the king could bring a lawsuit of claim and delivery, originally known as replevin (also called revendication) and dating from the 14th century. This is a lawsuit that enables a person to get back personal property taken wrongfully or unlawfully and get compensation for resulting losses. However, most individuals wanted to ingratiate themselves with the new regime and returned the property. **Notes** **Royal Collection website:** • Titian’s portraiture was much admired; early in his career, he recorded the features of friends, writers and Venetian noblemen before his international fame led to commissions from Emperor Charles V, the Pope and King Philip II of Spain. This imposing portrait shows a nobleman gazing fixedly forward, lost in thought, his finger tucked into a book to keep his place. It has been suggested that he is the Neapolitan poet and humanist Jacopo Sannazaro (1458-1530). • Now universally accepted as by Titian, the work has been recently restored to reveal the subtle play of the brown-patterned damask of the saione or skirted jerkin against the dark brown fur lining and the black of the gown. The background would originally have been a subtle, paler grey, giving a cool depth, so that the man’s black silhouette stood out against it more clearly, as shown in the print by Cornelius van Dalen the Younger for the Reynst collection. • The portrait has been dated variously from c.1511 to the early 1520s. The style of the subject’s square-necked saione and gown (both with large, bulbous upper sleeves), the wide-necked chemise, the length of his hair with centre parting and the fashion for an indication of a moustache must date the work before 1520 and probably closer to 1513. The sitter wears the sober colours that were typically worn by Venetian male citizens over the age of 25. This portrait seems to fit into Titian’s career between the ‘Portrait of a Man with a Quilted Sleeve’ of c. 1510 (National Gallery, London) and his ‘Man with a Glove’, generally accepted as c.1523 (Louvre). The half-length view and the fact that Titian experimented with a parapet places this work closer to the National Gallery painting. This earlier date is confirmed by the dress, which resembles other works dated to before 1520. The Louvre portrait exhibits slightly later fashions: shorter hair and the collar of the chemise tied at the neck. Titian seems to have favoured a restricted colour range in these early portraits, with cool blue-grey or green-grey backgrounds. • The fact that the sitter has his finger in a book links him with portraits of humanists and writers. Various literary candidates have been suggested over the years: a seventeenth-century print after this portrait, by Cornelius van Dalen the Younger, is labelled as Giovanni Boccaccio; in the nineteenth century the portrait was variously identified as Alessandro de’ Medici, Duke of Florence and Pietro Aretino. The name Jacopo Sannazaro was first proposed in 1895. The suggestion accords with an early copy of the painting (Walker Art Gallery, Liverpool) inscribed ‘Sincerus Sannzarius’: ‘Actius Sincerus’ was a pseudonym much used by Sannazaro. • Jacopo Sannazaro was a humanist and poet from a noble Neapolitan family. Except for a brief exile in France in 1501-4 he lived and worked in Naples, serving as court poet to King Ferdinand I and belonging to Giovanni Pontano’s humanist academy. His principal work, ‘Arcadia’ (1502-4), is an Italian-language version of the classical pastoral, encompassing love, poetry and nostalgia, which was very influential throughout the sixteenth century, whether on the landscapes of Giorgione and Titian or the poetry of Spencer, Sidney and Shakespeare. It is not surprising that Venetians might have wanted to paint or to own a portrait of this famous Neapolitan: Sannazaro’s work was published in Venice; he corresponded with the Venetian humanist Pietro Bembo, and composed an epigram dedicated to the city. • One problem with this identification is that the this portrait would seem to depict a thirty-year-old and yet, as we have seen, the clothes, cut of hair and style of painting date it to c.1512-15, when Sannazaro was in his mid-fifties. This is not impossible: In his portrait of Isabella d’Este (Royal Collection), Titian rendered the 60-year-old as a 30-year-old. As in that case, Titian could here have based the poet’s features on an earlier portrait (of c.1490), while depicting him in clothes that would have been fashionable in c.1513. The question therefore remains of whether this face records Sannazaro’s appearance in c.1490. His likeness is known to us through a variety of images, including three medals, from which many later printed versions derived. These images of Sannazaro (most of them recording the appearance of a much older man) seem to match the Royal Collection portrait in the thick eyebrows, set of the eyes, long, slightly beaky nose and the heavy jaw. But there are features which do not appear in the present work. Titian might also have been expected to inscribe a portrait of such a famous man as he did with his 1523 portrait of Baldassare Castiglione (National Gallery of Ireland, Dublin). In the end, the idea that this portrait depicts the inventor of the Renaissance pastoral is an attractive one, but is hard to prove. Titian’s unsurpassed skill at characterisation conveys an imposing, erudite and intelligent man; whether it is Sannazaro or another humanist has yet to be decided. Catalogue entry adapted from *The Art of Italy in the Royal Collection: Renaissance and Baroque*, London, 2007 **Provenance** Presented to Charles II, 1660, by the States of Holland and West Friesland Marble statue of a naked Aphrodite crouching at her bath, Roman, 2nd century AD, a version of an original from Hellenistic Greece, British Museum, on loan from Royal Collection, height 112cm - Not everyone returned the goods so Parliament passed a law offering a reward of 20% to an informant. This law resulted in serious miscarriages of justice as everyone was incentivised to accuse everyone else even those who had bought their works of art legitimately. - The Restoration, the end result - Peter Lely, who had lived in the king’s court overseas, registered ten paintings and four statues including *Crouching Venus*. - Viscount Lisle admitted that he had secretly acquired 120 paintings, statues and gems for a total of £3,000. He had spent more than any other English aristocrat during the sale - Some made a fortune from the Commonwealth Sale but many never even received the money that had been owed by Charles I. In some cases Charles II paid off these debts. - Some tried to profit. Emmanuel de Critz claimed he had kept the king’s pictures in safe keeping and demanded £1,576 for 24 paintings when in fact he had been selling to many foreign buyers. In addition, he claimed £4,000 in backpay as his father John de Critz was Serjeant-Painter to James I and £1,200 he had spent on buying the paintings. **Notes** - British Museum website: This statue is sometimes known as ‘Lely’s Venus’ named after the painter Sir Peter Lely (1618-80). He acquired it from the collection of Charles I, following the King's execution in 1649. After Lely's own death, it found its way back into the Royal Collection. - In the fourth century BC the sculptor Praxiteles created a life-size naked statue of Aphrodite (Venus). It was placed in a shrine in her temple at Knidos in southwestern Turkey. It was an important innovation in classical sculpture, and subsequent Hellenistic sculptors created several new types of nude Aphrodite figures, that further emphasized the sexual nature of her cult. This trend perhaps reflected both the rising social status of women and changes in male attitudes towards women: previously only male statues had been naked. - Most of these statues show Aphrodite ineffectually attempting to cover her nakedness with her hands. The action in fact only succeeds in drawing the viewer's eye towards the sexual areas. In this statue the voluptuous Aphrodite crouches down and turns her head sharply to her right, as if surprised by her audience. - The three-dimensionality of the statue is typical of Hellenistic sculpture, as is the hairstyle with its elaborate top-knot. Another figure of Aphrodite in The British Museum (Sc. 1578) could almost be the same figure standing up. Other versions of the crouching Aphrodite are known: some have an additional figure of Eros, the god of love, while others show the goddess kneeling on a water jar to indicate that she is bathing. Reference: B.S. Ridgway, *Hellenistic sculpture 1* (University of Wisconsin Press, 1990) • Hubert Le Sueur, *Charles 1 Equestrian Statue*, 1633 • Finally, a remarkable story of how one major work was lost only to be found buried in someone’s garden. • The first Renaissance-style equestrian statue in England, it was commissioned by Charles’s Lord High Treasurer Richard Weston for the garden of his country house in Roehampton, Surrey (now in South London). Following the English Civil War the statue was sold to a metalsmith to be broken down, but he hid it until the Restoration. It was installed in its current, far more prominent location in the centre of London in 1675, and the elaborately carved plinth dates from that time. • The equestrian statue of Charles I is by the French sculptor Hubert Le Sueur, probably cast in 1633. Its location at Charing Cross is on the former site of the most elaborate of the Eleanor crosses erected by Edward I, which had stood for three and a half centuries until 1647 when it was destroyed by Puritan iconoclasts. **Notes** • Queen Eleanor was the wife of Edward I and died in 1290 six miles from Lincoln. The route of her body back to London was marked by 12 crosses at Lincoln (the starting-point), Grantham, Stamford, Geddington, Northampton, Stony Stratford, Woburn, Dunstable, St. Albans, Waltham, Cheapside and Charing. Only three survive: at Geddington, Northampton and Waltham. That at Charing was by far the most costly of the twelve. The crosses were ordered to be destroyed in 1643 by the one at Charing was not destroyed until 1647. • The site marks the official centre of London, and the point to and from which many distances to and from London are measured. • The sword and the order of the Garter were stolen from the statue in 1844 but replacements were added after WW II. • The statue faces down Whitehall towards Charles I's place of execution at Banqueting House. • Wikipedia: Hubert Le Sueur (c. 1580–1658) was a French sculptor with the contemporaneous reputation of having trained in Giambologna's Florentine workshop. He assisted Giambologna's foreman, Pietro Tacca, in Paris, in finishing and erecting the equestrian statue of Henri IV on the Pont Neuf. He moved to England and spent the most productive decades of his working career there, providing monuments, portraits and replicas of classical antiquities for the court of Charles I, where his main rival was Francesco Fanelli. HOW THE ROYAL COLLECTION WAS MIS-SOLD - Collecting art was a new phenomenon in England - The King’s collection was over estimated - The process was ill-considered - Most buyers could not be seen to buy - Many lost but a few made a fortune Further information My lecture notes are at www.shafe.uk 300 Years of British Art: Part 2 From 1660 to 1800 Covering Wren, Hogarth, Gainsborough, Zoffany and many others 10 week course starting Wednesday 6 January 2016, 10:45-12:45 ❖ Held at The White House, 45 The Avenue, Hampton TW12 3RN with free parking and a café onsite ❖ Lecturer Dr. Laurence Shafe ❖ Fee £70.00 for 10 weeks ❖ Email email@example.com for more information
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Nineteenth-Century British Art 1. Academic painting 2. Portrait painting 3. Landscape painting 4. Social Realism 5. Photography 6. Women in art Academic painting was based on following the style of the Old Masters. It was defined by the Royal Academy, taught in their School and was divided in a hierarchy – history painting, portrait, genre, landscape, animal painting and still life. Johan Zoffany (1733-1810), *The Portraits of the Academicians of the Royal Academy*, 1771-72, Royal Collection • **Key point**: the Royal Academy reinforced painting as a male-dominated world and emphasised the intellectual • Johan Zoffany, cannibal, founding RA • Note all the symbolism, thoughtful workers • Mock *School of Athens* with Reynolds (Plato) and William Hunter • Chinaman • Two female founder academicians but only as portraits. **Why?** • This is a painting by Johan Zoffany showing the original academicians. Zoffany was a German painter active in England and was one of the founding members of the Royal Academy and a court painter. He lived at Strand-on-the-Green and is buried at St Anne’s Church, Kew near to Thomas Gainsborough. He is best known as ‘the first and last Royal Academician to have become a cannibal’ as when he was shipwrecked when returning from Lucknow in India the survivors held a lottery in which the loser was eaten. Zoffany depicts himself far left at the bottom, the only artist holding the tools of the trade. • Note the working symbols, the classical casts and the simple use of packing cases as seats. They are discussing the nude not drawing emphasising the key importance of the intellectual element of drawing or ‘designo’ as first defined by Renaissance artists in Florence. The model in the foreground adopts the pose of Spinario, a famous classical statue. The flames of the candles show Newton’s spectrum of colours emphasising the scientific and technical in art and the pre-eminence of British intellect. The students sit at the semi-circular bench and each has an individual candle and there is one central light. There are two male models and various casts of bodies and body parts including a female torso bottom right into which an Academician thrusts his cane. Key point: the Summer Exhibition became a major society event. What do skied and ‘on the line’ mean? • At ‘the Exhibition’ paintings were hung frame-to-frame, floor to ceiling • They could be skied or, the best position, ‘on the line’ • Most were portraits, swagger portraits • Constable’s six-footers were painted to be hung on the line • Gainsborough, a founder, had his (unreasonable) request have a painting hung at 5.5” refused and exhibited at Schomberg House, Pall Mall (where he lived at No. 80 from 1774 to his death in 1788). Next door (No. 81) was the Temple of Health and Hymen with its ‘celestial bed’ and electrical bed that allegedly cured infertility hired out at £50 a night. No. 81 also housed a high-class brothel and gambling den. **Summer Exhibition** The summer exhibition was held in the great room at Somerset House and noble society gathered in a room whose walls were covered with paintings from floor to ceiling. In the centre of the room is the Prince of Wales, wearing a red jacket and standing next to Joshua Reynolds. The number of pictures increased each year from 547 in 1781 to 1,165 in 1821 so they had to be hung frame to frame. The position was determined by the Hanging Committee and the position of a painting was critical to it being seen. If it was too high, known as being ‘skied’ it could not be appreciated and the ideal position was ‘on the line’ with the bottom edge eight foot from the floor. This position was occupied by ‘swagger’ portraits and history paintings. Small pieces and pieces by lesser known artists were skied and we shall see later that Constable created his ‘six footers’ to be large enough to be placed on the line. Although Thomas Gainsborough was a founding member he broke with the Academy in 1784 when his portraits of the royal family were skied. Benjamin West (1738-1820), *The Death of General Wolfe*, 1770, National Gallery of Canada, Ottawa • Key point: history painting was the highest genre of academic painting but this painting shocked audiences, why? • The first and by far the most important category was **history painting**. • It is not an historical event, it could be mythological, it is a biblical or classical scene that ennobles the viewer. • This painting created a minor scandal as the figures are wearing **contemporary clothes**, George III refused to buy it. • Benjamin West was **pushing the limits** of history painting and changed what was acceptable. • General Wolfe is **Christ-like**, wearing ordinary clothes, in blue Dr. Thomas Hinde, Simon Fraser in green was not there, only 4 of 14 were. • Runner approaching with news of victory. • Native American warrior, sign of deep thought, inspired by ‘noble savage’ (not Rousseau), 3rd Earl of Shaftesbury – people are essential good (as opposed to Thomas Locke’s ‘solitary, poor, nasty, brutish’. 18thC sentimentalism – David Hume. – moral judgements are essentially emotional not rational, as opposed to Immanuel Kant. **History Painting** This is a history painting, the highest academic genre of painting. It tells a noble story and should show man in general not a particular man. This painting is therefore, arguably, not a history painting. The figures are not classical and many—including Sir Joshua Reynolds and West’s patron, Archbishop Drummond—strongly urged West to avoid painting Wolfe and others in modern costume, which was thought to detract from the timeless heroism of the event. They urged him to paint the figures wearing togas. West refused, writing, ‘the same truth that guides the pen of the historian should govern the pencil [paintbrush] of the artist.’ After its completion, George III refused to purchase it because the clothing compromised the dignity of the event. The work, however, eventually overcame all objections and helped inaugurate more historically accurate practice in history painting. So this painting is important as it started the change in what was regarded as a history painting and ultimately it started to undermine the entire hierarchy of academic genres. Benjamin West was depicting the death of General James Wolfe during the 1759 Battle of Quebec of the Seven Years' War (1754-1763, a war involving most of the great powers). Britain gained a large part of North America from France (called new France) and Florida from Spain but ceded Florida to Spain and returned Cuba and the Philippines to Spain. William Woollett's engraving was the best known copy of West's original and became popular around the world. The Death of General Wolfe is currently in the collection of the National Gallery of Canada, the Royal Ontario Museum (Canadian art collection), as well as the William L. Clements Library at the University of Michigan. The fourth copy produced resides at Ickworth House, Suffolk, England. There are five known portraits by the author. Wolfe’s death and the portrayal of that event by Benjamin West make up half of Simon Schama's historical work *Dead Certainties: Unwarranted Speculations* (1991). This type of painting was not open to women as they could not attend life classes and learn to draw the nude male body. **Benjamin West** Anglo-American painter (born Springfield, Pennsylvania) of historical scenes around and after the time of the American War of Independence. He was the second president of the Royal Academy in London, serving from 1792 to 1805 and 1806 to 1820 (James Wyatt, architect, the Destroyer of cathedrals was in between). He was offered a knighthood by the British Crown, but declined it, believing that he should instead be made a peer. A friend of Benjamin Franklin, painted *Death of Socrates* and met John Wollaston who had been a famous painter in London. Travelled to Italy and copied Titian and Raphael. Went to London in 1763 and never returned to America. Appointed historical painter to the court at £1,000 a year, encouraged George III to found the Royal Academy. *The Death of General Wolfe* is his most famous painting. Claude Lorrain (born Gellée, c. 1600-1682), *Marriage of Isaac and Rebekah*, 1648, National Gallery, London Key point: Peter Paul Rubens (1577-1640), Claude Lorrain (1600-1682) and Nicolas Poussin (1594-1665) **defined how a landscape should look**. It was based on Biblical, mythological and classical themes suggesting a history painting. What is ‘Repoussoir’? **Claude Lorrain** Beginning around 1640 Claude began to make his compositions more classical and monumental. During this decade something like a formula establishes itself: tall trees on one side of the picture (a framing device called ‘repoussoir’, from the French ‘to push back’) balanced by a classical ruin and smaller trees further back on the other; a foreground stage with figures; a low horizon; a winding river conducting the eye by stages through an open landscape to the horizon; and distant hills, often with a glimpse of the sea. The figures are not, as often before, in contemporary dress but are always represented in classical or biblical costume. Contrary to popular belief, virtually all of Claude’s figures were painted by himself. Sometimes they are merely shepherds, but frequently they embody a subject from classical mythology or sacred history. The light is clearer than in paintings of the early or late periods. Spacious, tranquil compositions are drenched in an even light, as can be seen in this painting, *The Marriage of Isaac and Rebekah* (also called *The Mill*), dated 1648. In the 1650s he painted still larger and more heroic paintings, including *The Sermon on the Mount*. In the middle of the following decade, Claude's style moved into its last phase, when some of his greatest masterpieces were produced. The colour range is restricted, and the tones become cool and silvery. The figures are strangely elongated and by conventional standards ill drawn. The paintings of this period are solemn and mysterious and radiate a sublime poetic feeling. It was in this spirit that Claude painted his famous work *The Enchanted Castle*. **The Story of Isaac and Rebekah** Abraham sent his servant with gold and camels to find a wife for his son Isaac. The servant decided to choose a wife as follows. ‘May it be that when I say to a young woman, ‘Please let down your jar that I may have a drink,’ and she says, ‘Drink, and I’ll water your camels too’—let her be the one you have chosen for your servant Isaac.’ Rebekah came out and offered him and the camels water. Genesis 24: ‘Then the servant told Isaac all he had done. Isaac brought her into the tent of his mother Sarah, and he married Rebekah. So she became his wife, and he loved her; and Isaac was comforted after his mother’s death.’ Joseph Mallord William Turner (1775-1851), *England: Richmond Hill, on the Prince Regent’s Birthday*, exhibited 1819, 180 x 334.5 **Key point:** Early Turner painted in the high academic style - Turner painted this great panorama of the Thames after the Napoleonic War. It shows the view from Richmond Hill, looking west towards Twickenham, and brought Turner's early series of river scenes to a splendid conclusion. The scene is treated in the grand, classical manner of the seventeenth-century French artist, Claude Lorrain. It presents an Arcadian vision of English scenery, with an explicitly patriotic message in the reference to the birthday of the Prince Regent. - The Prince’s official birthday, **23 April**, was also St George’s Day (the patron saint of England) and Turner’s own birthday. - The poets Alexander Pope and James Thomson, whose ‘Summer’ he quoted with the picture, and the painter Joshua Reynolds had lived at Richmond or nearby at Twickenham where Turner had his own property, Sandycombe Lodge (which falls within the picture). - Turner had known this view since childhood and he painted watercolour views of this scene both before and after this oil painting. • The Prince Regent had ridden to Richmond Hill in 1818 from Kew Palace on 10 August, two days before his actual birthday. • The *Annals of Fine Art* recommended he pumice it down, coat it with priming and paint another picture like that of Carthage. • It may have been painted specifically to procure Royal patronage. • It was exhibited with the verse (which was hung upon a tree at the top of te hill), ‘Which way, Amanda, shall we bend our course? The choice perplexes. Wherefore should we chuse? All is the same with thee. Say, shall we wind Along the streams? or walk the smiling mead? Or court the forest-glades? or wander wild Among the waving harvests? or ascend, While radiant Summer opens all its pride, Thy Hill, delightful Shene?’ James Thomson (1700-1748, he wrote the lyrics of ‘Rule Britannia!’ and died in Richmond), *The Four Season: Summer* Portraits were the most common paintings exhibited in the Royal Academy at the beginning of the century but photography changed this. Thomas Lawrence (1769-1830), *Portrait of Elizabeth Farren* (1759-1829), before 1791, Metropolitan Museum of Art (New York, largest art museum in US, 10th largest in the world, founded 1870). • **Key point:** ‘Swagger portraits’ were popular and painted in the ‘Grand Manner’ (Reynolds referred to it as the ‘great style’ or ‘grand style’). It is the portrait version of history painting. The sitters must be presented in surroundings that convey nobility and elite status and they are often full length (‘swagger portraits’). We would call them ostentatious. • We start with a late eighteenth-century portrait from one of the great portrait painters, **Thomas Lawrence**. It is a known and named person, Elizabeth Farren, and we know from reports at the time that it was an excellent representation. In a moment we will explore what is meant by a portrait as many pictures of people are not portraits in the conventional sense. First, it is interesting to consider the artist Thomas Lawrence and the sitter **Elizabeth Farren**. • And we will end with the other great nineteenth century portrait painter – **John Singer Sargent**. • Reynolds said that the artist must present their subject in a poetic manner. The Scriptures say that **St Paul’s** bodily appearance was mean, **Alexander** was of low stature – ‘None of these defects ought to appear in a piece of which he is the hero’. Sir Thomas Lawrence Lawrence was a child prodigy who was supporting his family with his pastel portraits by the age of ten. At 18 he went to London and soon became established as a fashionable portrait artist and he received his first royal commission, to paint Queen Charlotte, wife of George III, when he was 21. He was self-taught, could capture a likeness and was a virtuoso at handling paint (Click). Consider how he captures the sheen of the silk with a few dabs of white paint alongside the soft fur and the glowing skin of her cheek and the softness of her lips. Her face is animated and she seems about to speak. His un-English virtuosity meant that he was not widely appreciated after his death and some of his greatest paintings, such as this one, ended up in the US. Lawrence was described recently as ‘one of the great painters of the last 250 years and one of the great stars of portraiture on a European stage.’ He was the foremost Regency portrait painter and on his return from Italy in 1820 he was voted as president of the Royal Academy that evening to replace Benjamin West who had just died. He never married and when he died in 1830 at the age of 61 he was the most fashionable portrait painter in Europe. His death is a mystery as his doctor described it as due to the ossification of his aorta but his first biographer suggested it was caused by over zealous bleeding and leeching. The other mystery was where all his money went. He worked extremely hard, was paid well and did not gamble or drink. He kept poor or no accounts and was very generous so it is wondered if he gave it away to his family and friends. He almost went bankrupt and on his death his estate was worth nothing. His reputation declined after his death but has recently been partially restored. Elizabeth Farren Farren was an actress daughter of a surgeon and apothecary (pharmacist). She started acting when she was young and first appeared in London when she was 18. She played many parts including Portia (Merchant of Venice), Olivia (Twelfth Night), Juliet (Romeo and Juliet) and Hermione (The Winter’s Tale) in Shakespeare’s plays. She later married Edward Smith-Stanley, the 12th Earl of Derby and although she was the subject of satire no imputation was ever cast on her morals. Horace Walpole described her as the most perfect actress he had ever seen. One critic wrote, ‘We have seen a great variety of pictures of Mrs. Farren, but we never saw her mind and character on canvas. It is completely Elizabeth Farren: arch, spirited, elegant and engaging’. The Grand Manner referred to an idealised style derived from classical art as interpreted by the Old Masters of the High Renaissance. As we know the highest genre was history painting but the term Grand Manner was increasingly applied to portraits. They were ostentatious, typically full-length and were also referred to as swagger portraits. This was a major change, previously artists were paid to create a likeness but increasingly they represented a mood or a personality. George Hayter (1792-1871), *Coronation Portrait of Queen Victoria*, c. 1838-40, Royal Collection • **Key point:** portraits were usually commissioned and fashions changed. • The grand state portrait. Shaft of light on her upturned face like a religious Baroque painting. • Commissioned by Queen Victoria in 1838. • The queen thought Hayter ‘out and out the best portrait painter in my opinion’. The figure is regal but cold and aloof. • He received no royal commissions after 1842 as the Queen came to prefer Landseer and Winterhalter. • **What do you think?** • The queen loved watercolour painting and the queen and prince Albert both loved painting. George Hayter (1792-1871), English portrait painter appointed Principal Painter to the Queen, his father was an artist, he ran away to sea, secretly married his father’s lodger when he was 15/16 and she was 28, had three children, wife left him, had an open affair and lived with the daughter of Sir William Cauty, had two children, so never became an RA, sent to Italy met Canova, annoyed other artists because he was so *pompous*, history painting, moved to Italy, mistress poisoned herself with arsenic, Paris, then London, took 10 years to paint 400 portraits of MPs passing the Reform Bill, 1842 knighted, by 1840s considered *old-fashioned*. **Royal Collection Description** - Before his appointment as Queen Victoria’s ‘Painter of History and Portrait’ in 1837, George Hayter had impressed the young Princess with his skill as a portraitist and helped her with her first attempts at oil painting. Hayter was to succeed Sir David Wilkie as Principal Painter in Ordinary to the Queen in 1841. However, he received no royal commissions after 1842 as the Queen came to prefer the work, and personality, of other artists - particularly Sir Edwin Landseer and Franz Xaver Winterhalter. - Queen Victoria commissioned this, her State Portrait, from Hayter in 1838. The 19 year-old Queen is depicted as she was at her Coronation in Westminster Abbey on 28 June of that year. Shown seated in her Homage Chair, she wears Coronation Robes and the Imperial State Crown and carries the Sceptre with the Cross. Hayter’s first background for the painting showed the Queen in Westminster Abbey, but he was to alter this later, placing her in a more generic regal setting. - Queen Victoria’s pose, with her *upturned face* illuminated by a *shaft of light*, endows the composition with a *religious spirit* reminiscent of *Baroque painting*. In fact the day *did not proceed smoothly*, as the Queen was to relate in her journal. For instance, the *Coronation Ring*, which had been made to fit her little finger, was *forced on to her fourth finger* by the Archbishop and the unfortunate Queen had to bathe her hand in iced water after the ceremony before she could remove the ring. There was, according to Lord St John, the Sub-Dean, ‘a continual difficulty and embarrassment, and the Queen never knew what she was to do’. Nevertheless, she described the day as ‘the proudest of my life’. James Abbott Whistler (1834-1903), *Arrangement in Gray: Portrait of the Painter*, self portrait, c. 1872, Detroit Institute of Arts • **Key point**: Whistler was a controversial artist who helped redefine the nature of art. This is an arrangement of colours. • Whistler was the **next generation**. He was an American who trained in Paris but lived in London most of his life. • He was a **difficult character** and in **1867** he **threw a ‘friend’ through a plate-glass window** (Sir Francis Seymour Haden, artist, etcher, surgeon, Whistler’s half-brother-in-law, married to Whistler’s half-sister Deborah, had come to Paris to bury his partner and Whistler’s friend James Traer and found Haden was slandering him) and he insisted his **students** always called him ‘master’. He also got into a fight with a construction worker in Paris and Haden had him thrown out of the Burlington Fine Arts Club, which was assisted by a women with whom Whistler had an alleged affair writing about his low character. In 1890 Whistler wrote *The Gentle Art of Making Enemies*. • He was **not a prodigy** but came to painting slowly. • He developed a **unique style** of art that rejected subject painting, moralising and James Abbott McNeill Whistler - Whistler was an American born in Lowell, Massachusetts, who spent most of his life in London where he died. He was a leading exponent of ‘art for art’s sake’ and rejected sentimental and moral paintings. He gave his works the names of musical works, such as ‘arrangement’, ‘harmony’ or ‘nocturne’ to emphasize the importance of tonal harmony both in music and painting. - Whistler came to London when he was young as his father was a railroad engineer and had a project in Russia. His father died of cholera in Russia and he moved back to his mother’s home in Connecticut. He went to the Military Academy at West Point but did very badly because of his near-sightedness, poor grades, casual dress on parade, long hair, inability to follow rules and sarcastic comments. He was eventually dismissed and joined the etching division of the US Coast Survey where he learned etching techniques. With some money he made selling paintings he left for Paris, never to return to the US. - In Paris he made friends with Henri Fantin-Latour, whom he met at the Louvre and through him, Whistler met Gustave Courbet, Alphonse Legros, and Édouard Manet. Also in this group was Charles Baudelaire, whose ideas influenced Whistler. Baudelaire challenged artists to find beauty in the everyday aspects of modern life and to portray the brutality of life faithfully, avoiding the old themes of mythology and allegory. - In 1859 he moved to London which he adopted as his home and over the next ten years he developed a unique style based on his theory that art should be concerned with the arrangement of colours in harmony, not with a literal portrayal of the natural world. In this self-portrait he adopts a Rembrandt-like pose and holds the tools of trade in his hand. In the background is the symbol he adopted of a stylized butterfly with a long stinger for a tail. John Thomson (1837-1921) and Adolphe Smith, ‘The Temperance Sweep’, *Street Life in London*, 1877 • **Key point:** Photography enabled portraits to be produced of people who were previously unrecorded. • This is John Day, turned out of his home aged 10, slept rough, obtained some work. In 1877 was a happy father of a large family in Lambeth Walk. A master sweep who is prosperous and respected. LSE Digital Library: Born in Lambeth, the son of a road-mender, John Day was sent out to work when scarcely more than ten years old. His father was decidedly addicted to drink, and was in the habit of taking his son on Sunday to public-houses, where drink was sold in defiance of the Licensing Act. So long as the child had a few halfpence for beer, he was in the parental eyes a good boy; but when his meagre earnings had been thus uselessly spent, his father came to the conclusion that he could not afford to keep him, and that it was high time the boy should fight his own way in the world. He was therefore turned out of his home, and had to resort to the friendly, if cheerless shelter of railway arches; or at times he would sleep on a barge, and profited by the opportunity to wash his solitary shirt in the canal, and hang it up on the rigging of his temporary home, while he disported himself amidst the tarpaulin till it dried. At time when there was nothing to be done at the flour-mill, he obtained a little work as assistant to a neighbouring chimney-sweep; but in either employ he rarely made more than 3s per week. [...] He is now the happy father of a large family, he lives in a house near Lambeth Walk, where he once humbly worked in the capacity of a mere assistant. As a master sweep he has an extensive connexion. The money he earns enables him to subscribe to several benefit societies, and he is entitled to receive from them 10s. a week in sickness, while his wife will have £46 given her at his death, or he will receive £18 should she die first. Altogether he is both prosperous and respected throughout the neighbourhood, where he ardently advocates the cause of total abstinence, and is well known as the temperance sweep. The two previous pictures hanging side-by-side. George Pryce Boyce bought the picture of Sophie Gray for 60 guineas. He commissioned or encouraged Rossetti to paint Bocca Baciata, a picture of Fanny Cornforth, a lover they both shared. Boyce is said to have bought the Portrait of a Girl for his sister Joanna but this is not clear. Sophie is assertive, knowing is wearing ‘heart’s ease’. Fanny is dreamy, languid and is holding a marigold for grief. Unlike Millais’ 1854 portrait of Sophy, his later work was not kept by the family. It was sold to George Price Boyce, a friend of Millais' pre-Raphaelite "brother", Dante Gabriel Rossetti, who painted a portrait of Fanny Cornforth, a lover he shared with Boyce, to hang alongside that of Sophy. Entitled Bocca Baciata ("the mouth that has been kissed") after a theme in Boccaccio's *Decameron*, Rossetti's picture (1859) was described by William Holman Hunt, another member of the Pre-Raphaelite Brotherhood, as "remarkable for gross sensuality of a revolting kind ... I see Rossetti as advocating as a principle the mere gratification of the eye". As Cooper has remarked, this "after-life" of Sophy Gray demonstrated its "erotic potential". See http://fannycornforth.blogspot.co.uk/2014/06/the-portraits-of-sophia-gray.html John Everett Millais, *Portrait of a Girl*, 1857, private collection. - This is Millais’s sister-in-law, **Sophie Gray (1843-1882)**, aged 13. 10th of 15 children of George Gray and Sophia Margaret Gray, née Jameson (1808–1894) - **Is this a portrait?** It was called *Portrait of a Girl* and sold to George Price Boyce for 60 guineas. - It is a very sensual, “knowing” and direct image, which, almost inevitably, has provoked questions about the nature of Millais’ relationship with his sister-in-law. - “Alive with electric energy”. Women of this period were not portrayed in a confrontational manner as it was unacceptable to Victorian society. The image is far more familiar to 21st century eyes than those of Victorian society. - Effie, Millais lived with Sophie and her parents in Bowerswell, Perth. She started to displace Effie as his muse. - The change from a child to a stunning teenager can be seen in three paintings *Autumn Leaves, Spring* (or *Apple Blossom*) and this portrait. - It is rumoured that Effie sent her away but her parents continued to allow Millais to chaperone her. - Was Millais too interested in her, did his wife Effie complain? - Sophie suffered later (1868, aged 25) from **anorexia nervosa**, became obsessed, became incoherent, placed in care and died aged 39. She was cared for by Dr Thomas Harrington **Tuke** (1826–88), a leading practitioner in lunacy who had treated Millais' friend, the painter **Edwin Landseer**. - Millais wife Effie had been married to the art critic John Ruskin. - The painting was displayed in 2012 at Tate Britain’s major exhibition on the Pre-Raphaelites, *Victorian Avant-Garde*. - In 1859, **Boyce** commissioned Rossetti to paint *Fanny Cornforth (Bocca Baciata)*. - Boyce wanted to show Sophie and Alice and the RA exhibition of 1858 but Millais asked him not to as he had not completed his large painting *Spring* and did not want to be represented by two small portraits. He was having a hard time as the critics, led by Ruskin, turned against him. In later exhibitions (1898 to 1923) this portrait of Sophie was misidentified as Alice. **Key point**: a painting that raises questions about the nature of a portrait, is it a girl or Sophie Gray? **Sophie Gray** Sophie Gray (1843-1882, also known as Sophy) Millais’s sister-in-law, **was only 13** when this portrait was painted and it was titled *Portrait of a Girl* and, I think strangely, was sold to George Price Boyce a friend of Rossetti and joint lover of Fanny Cornforth. The painting, or portrait of Fanny Cornforth was hung alongside that of Sophie Gray. It is difficult to understand why her parents did not want this portrait of Sophie. After Millais and his then wife Effie moved to Annat Lodge, close to Bowerswell in Scotland, her family home, she was readily available for sitting, and it seems she was beginning to displace Effie as a favoured subject. Sophie was one of Millais’s favourite models in the 1850s, see Autumn Leaves (1856). This painting was painted in the summer and autumn of 1857 when Millais and Effie were living with her parents and sisters at Bowerswell, the family home in Perth. There is another portrait of Alice, another of his favourite models. Both works were bought by George Pryce Boyce for himself and on behalf of his sister Joanna, also an artist. The portrait of Alice is a straightforward portrait of an immature girl. The sensual and ‘knowing’ look has raised questions about Sophie’s relationship with Millais and there is some evidence that Millais wife, Effie, sent her away because they were growing too close. Eleven years later Sophie became unwell and was suffering from what is now called anorexia nervosa. She became obsessed with piano playing and her speech became incoherent. She married Caird, later made a baronet (like Millais) and had a daughter called Baeatrice who Millais painted and who died aged 14 in 1888. She was placed in the care of Dr Thomas Tuke who had treated Edwin Landseer but her mental state continued to be a problem for the rest of her life. She died at the age of 39. See http://www.leicestergalleries.com/19th-20th-century-paintings/d/portrait-of-a-girl-sophie-gray/10207 Landscapes were the second most common type of painting and went through the biggest revolution. Thomas Girtin (1775-1802, died aged 27), *The White House at Chelsea*, 1800, watercolour, Tate Britain For more information see https://www.tate.org.uk/art/artworks/girtin-the-white-house-at-chelsea-n04728 Key point: a leading topographical painter was Thomas Girtin who established watercolour landscapes. **Thomas Girtin** Thomas Girtin’s architectural and topographical sketches and drawings established his reputation and his use of watercolour for landscapes means he is credited with establishing watercolour as a reputable art form and creating the Romantic watercolour painting. I wanted to start with this painting, because it was produced at the start the nineteenth century and it is regarded as one of the great landscapes of the century. It is Thomas Girtin’s *The White House at Chelsea*. Girtin died when he was 27 and is not well-known today but he was a legend in his time and a friend of Joseph... Mallord William Turner (1775-1851) who admired his work. According to an anecdote, a dealer went to Turner's house and after looking at his drawings, had the audacity to say, 'I have a drawing out there in my hackney coach, finer than any of yours.' Turner bit his lip, looked first angry, then meditative. At length he broke silence: 'Then I tell you what it is. You have got Tom Girtin's White House at Chelsea'. Turner knew Girtin well as they were the same age and students together. Turner said after his death in 1802 'Poor Tom.......If Tom Girtin had lived, I should have starved.' In 1800 Girtin married the daughter, Mary Ann Borrett, of a wealthy London goldsmith and moved to Hyde park next door to the painter Paul Sandby. He was welcome as a houseguest at his patrons' country houses and the following year he spent five and a half months in Paris. In spring and summer 1802 he produced an enormous panorama of London called the 'Eidometropolis' (Greek for 'view of the mother city') which was 18 feet high and 108 feet long. That November he died while painting of either asthma or 'ossification of the heart'. His later bolder, spacious style had a lasting influence on English painting and the popular romantic and picturesque landscapes for which England became well known. Girtin's early death reportedly caused Turner to remark, 'Had Tom Girtin lived I should have starved'. Turner was an introvert and often rude but Girtin was kind and considerate. As the pair of them went around together people tolerated Turner because of Girtin. 'The Brothers' Girtin was apprenticed to a water-colourist called Edward Dayes who did not appreciate his talent and had him imprisoned as a refractory apprentice. Girtin became friends with Turner and exhibited at the Royal Academy from 1794, when he was 19 (Turner was 15). Within five years he had acquired influential patrons such as Sir George Beaumont who helped create the National Gallery and Girtin was the leading member of the Brothers, a sketching society of professional artists. The Brothers used to meet at each of their houses in turn and in draw all evening based on a few lines of poetry that had been selected. The host would keep all the sketches in exchange for providing everyone supper. Turner was an early member but thought his sketches were worth more than the cost of supper so he stopped attending. Watercolour On the right is Chelsea Old Bridge and we are looking upstream across the Thames to Battersea. The windmill known as the Red House Mill belonged to Joseph Freeman and the white house is where Battersea park is today. The bridge is Battersea Bridge and on the other side of the river is Chelsea Old Church which was destroyed in the Second World War (1941). The focus is the White House which was created by leaving the paper unpainted. Watercolour is a transparent medium and there is no white watercolour. Watercolours are created by starting with the lightest colours and adding increasingly dark colours. Girtin played a key role in establishing watercolour as a reputable art form but in the early part of the nineteenth century it was regarded as a lesser art form compared with oil painting and watercolour paintings were referred to as drawings which had been ‘stained’ or ‘tinted’. In 1804 a group of watercolour artists formed their own exhibiting society, the Society of Painters in Water-Colours. They were anxious that the 'novel' term 'painters' in watercolour 'might...be considered by the world of taste to savour of assumption'. **Topographical Landscape** This is known as a topographical landscape, one that shows the land and often buildings accurately. The interest in topographical landscapes started by patrons wanting to show their country estate but was fuelled by the extraordinary growth in travel guides. The representation of travel locations evolved out of the need to bring reminders back from the Grand Tour of Europe in the seventeenth and eighteenth centuries (flourished 1660 to 1840). The Grand Tour was a rite of passage for wealthy young men and they often brought back paintings of the cities they visited, such as Canaletto's (1697-1768) Venice. The eighteenth century was associated with a rise in travel and the need for travel guides. These guides described the landscape in terms of visual landscape conventions, such as bounding sidescreens and a receding foreground and the use of the term 'picturesque'. It was William Gilpin who first formalised the picturesque but it acquired a life of its own. However, it is more than topographical. In 1852 *The Art Journal* claimed that Thomas Girtin was responsible for changing the merely topographical into an evocative composition. This painting, for example, does not just record a scene but creates an image that once seen cannot be forgotten. John Constable (1776-1837), *Wivenhoe Park, Essex*, 1816, National Gallery of Art, Washington DC Key point: Constable stretched the definition of topographic painting **John Constable** - This work is of Wivenhoe Park in Essex but is it topographical? It appears to radiate clarity, the precise recording of the estate and the expansive perspective. The brushstrokes are tighter compared with his later paintings giving it the air of accuracy. All is content and self-sustaining nature. However, Constable modified the view as the park and lake are not part of the same view. - In the far left distance is **Mary Rebow**, daughter of the owner Major-General (a 2-star general) **Francis Slater Rebow**. She is driving a donkey cart with a friend. The painting contains light and dark and has a strong open feel to the sky, what Constable called the 'chiaroscuro of nature'. - Wivenhoe Park is 55 miles northeast of London and east of Colchester now. part of University of Essex and Wivenhow House Hotel. The owner was a friend of Constable's father and commissioned Constable. Constable needed the income from this commission to marry Mary Bicknell as her parents did not approve. It was finished in September and they married in October 1816. - His parents Golding and Ann Constable approved the match but thought he should wait until he was financially secure. They died in 1816 and Constable inherited a fifth share of the business, became financially independent and married the same year. His father had made his money by inheriting from his childless uncle and from Ann’s dowry. They were not gentry but Ann knew Lady Beaumont who lived in Dedham. The whole family were Tories and objected to the sale of land to Whigs. - In 1827 Maria’s father died leaving her £20,000 in Spring 1828 which Constable invested poorly. Maria died on 23 November 1828. - He only sold 20 paintings in England but 20 in France in just a few years but he fell out with his French dealer Arrowsmith. - RA student in 1799, first exhibited 1802, ARA in 1819, Academician 1829. - Leslie wrote in 1824 ‘You have long lain under a mistake; men do not purchase pictures because they admire them, but because others covet them…’ - Art is a construction that needs an art world to define and recognise it and Constable was always at odds with the Royal Academy aesthetic. Constable work was criticized for its ‘lack of finish’, Constable wrote, ‘My art flatters nobody by imitation, it courts nobody by smoothness, it tickles nobody by pettiness, it is without either fal-de-lal or fiddle-de-dee: how can I therefore hope to be popular?’ **Politics** - Let’s look at the politics and social circumstances of 1816, the year this was painted. - The war against Napoleon had finished the previous year, (Waterloo was Sunday, 18 June 1815), and the war had left the country close to starvation when a terrible summer occurred the like of which had never been seen before. It was an agricultural disaster and riots, arson, and looting took place in many European cities. - It was called the ‘Year without a Summer’—world temperatures dropped and crops died worldwide. - We now know that it was caused by a combination of low solar activity and a series of volcanic events that winter capped by the April 1815 eruption of Mount Tambora (in the Dutch East Indies now Indonesia). This was the most powerful eruption in recorded history, four times larger than Krakatoa in 1883. One third of the mountain, 38 cubic miles of ash was ejected into the atmosphere, ten times more than then the eruption of Vesuvius that destroyed Pompeii. - The summer had many interesting side effects. In Germany, the lack of oats to feed horses led inventor Karl von Drais ('Dray') to research horseless transport, which led to the invention of the Laufmaschine, velocipede (France) or dandy horse (which led to the invention of the bicycle). Note that this clever chap also invented the first typewriter five years later. - In Switzerland Mary Shelley was on holiday but the bad weather and incessant rain meant she had to stay indoors and she spent the time writing the novel Frankenstein. - The bad harvests lasted for three years and led to riots across Europe. Amidst all this chaos, Constable shows us a tranquil summer day. - I will return to Constable’s rendition of the landscape later but first let us consider another type of landscape, the picturesque. Joseph Mallord William Turner (1776-1851), *Ploughing up Turnips near Slough*, exhibited at Turner’s Gallery in 1809, Tate Britain The view is from Salt Hill near Slough? In modern terms it is looking towards the M4 motorway towards the Thames, Eton College and Windsor Castle. Turner would have known the view and there was a famous inn, called Castle Inn, at Salt Hill a mile from Slough. It was named for its view of Windsor Castle and the Inn and its view were so well known that in 1814 the Prince Regent hosted a breakfast there for the King of Prussia and his three sons. **Pastoral** The painting was first exhibited April 1809 in Turner’s gallery. At first glance we see a Romantic painting of the pastoral or bucolic type. That is it shows the herding of livestock. It is also known as Georgic based on Virgil’s (70 BCE-19 BCE, an ancient Roman poet of the Augustan period) *Georgics*, a poem about agriculture and animal husbandry which was very popular in the eighteenth century. The poem describes man's struggle against a hostile natural world and how hard work and animal husbandry can overcome setbacks (published 29BCE). Related to the Greek Hesiod's *Works and Days* regarding man's relationship to the land and the importance of hard work. Philip James de Loutherbourg (1740-1812), *Coalbrookdale by Night*, 1801, Science Museum Key point: in the eighteenth century two types of aesthetic experience were defined – the beautiful and the sublime. The painting depicts the Madeley Wood (or Bedlam) Furnaces, which belonged to the Coalbrookdale Company from 1776 to 1796. The picture has come to symbolize the birth of the Industrial Revolution in Ironbridge. It is held in the collections of the Science Museum in London. The blazing furnaces, the heat and the danger instil a sense of awe and terror. These are aspects of the sublime. **Sublime** - Edmund Burke in his *Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful* (1757), the thrill and danger of untamed nature. Burke identified seven aspects - darkness, obscurity, deprivation, vastness, magnificence, loudness and suddenness. It was associated with terror, infinity, immensity, awe, horror and despair. Feelings invoked by journeys across the Alps in the 18thC. Greatness beyond calculation. • It was an importance concept as it was beyond reason in an Age of Enlightenment when everything was subject to reason. It is when words fail us and involves painting the unpaintable and a oneness with nature. These days it is used to indicate a well executed performance, such as a good tennis shot or a delicious meal but in the eighteenth century it was an aesthetic experience distinct from beauty. • The earliest writer about the sublime is Longinus (also called Pseudo-Longinus as his real name is unknown, he lived in the 1st or 3rd century CE and wrote *On the Sublime*) who saw it as an aspect of eloquence, the ability to uplift the soul of the audience and provide a sense of joy such they thought they had produced what they heard. Other examples are the Bible (Longinus used it to provide examples), Dante Alighieri’s (1265–1321) *Divine Comedy* and John Milton’s (1608-1674) *Paradise Lost*. The Romantic poets, such as William Wordsworth (1770-1850) and Samuel Taylor Coleridge (1772-1834) were very concerned with the sublime. • Modern theorists such as Barbara Claire Freeman have distinguished between the feminine sublime involving feelings of awe, rapture and the spiritual and metaphysical infinity of nature and the masculine sublime concerned with terror and domination. This painting is an example of masculine sublime. • Romantic theorists saw Salvator Rosa (e.g. *Rocky Landscape with Hunstman and Warriors*) as sublime as his landscape was a vehicle of terror compared with Claude Lorrain (born Gellée, c. 1600-1682) as the antithesis of the sublime as he represented classical beauty, elegance, harmony and luminosity. • Before Burke (back to Augustine of Hippo) the ugly lacked form and was therefore non-existent. Burke said that both beauty and the sublime invoke pleasure and are therefore not opposites. Burke harks back to Plato in so far as the ugly can create intense emotions that are ultimately pleasurable. • In the latter half of the nineteenth century the sublime was abandoned by artists for reasons of taste, an interest in beauty and scientific realism. • Some argue the sublime has returned in terms of the interest in horror and horror films. See http://www.tate.org.uk/art/research-publications/the-sublime/alison-smith-the-sublime-in-crisis-landscape-painting-after-turner-r1109220 J. M. W. Turner, *Rain, Steam and Speed – The Great Western Railway*, first exhibited 1844, National Gallery Key point: Turner used the sublime to create an aesthetic experience from technological developments **J. M. W. Turner** - This is an example of one of Turner’s late landscapes. It is not clear whether some of his late landscapes are finished works that were intended to be displayed but this is clearly the case with *Rain, Steam and Speed*. - Turner redefined landscape painting by pushing the boundaries of how we appreciate colour and light. In this painting, a conventional interpretation is that it is a celebration of power and progress and the new scientific age. It shows Maidenhead Railway Bridge, across the River Thames between Taplow and Maidenhead and the view is looking east towards London. - The bridge was designed by Isambard Kingdom Brunel (1806–1859, died aged 53 of a stroke) and completed in 1838. The Great Western Railway was one of a number of private British railway companies created to develop the new means of transport. • A tiny hare appears in the bottom right corner of the painting. Some have interpreted this as a positive statement about technology as the train is able to outrun what was the fastest animal before the steam train. Others see the hare running in fear of the new machinery and Turner warning us of the danger of man's new technology destroying the beauty of nature. My view is that this is a masterpiece precisely because it contains both contradictory interpretations. • The other interesting element of the picture is the boat on the river. It looks possible that this is an artist on the river with a parasol to keep off the sun and sketching a group of wild, bacchanalian dancers on the shore. Is this this Turner saying he prefers a bucolic scene of dancers to the new technology or are they celebrating the wonders of the new form transport that was changing the face of Britain? Again it is up to you to decide. William Dyce (1806-1864), *Pegwell Bay, Kent - a Recollection of October 5th 1858*, ?1858–60, Tate Britain • This painting has been analysed in various ways. One interpretation is that it is about time and it therefore invokes feelings of the sublime concerning the vast age of the earth. Critics at the time described it as a travesty of the sublime because its microscopic detail prevents an overall unified view. • It shows the middle class interest in geology. Charles Lyell had published his *Principles of Geology* in three volumes between 1830 and 1833, and the entire scientific community was interested in the controversial attempt to reconcile the implications of geological time with Biblical scripture. • The variety of ages in the figures may represent the passage of time, while the setting sun and the autumnal chill in the air serve as a reminder of death. • Dyce’s painting was the product of a trip he made in the autumn of 1858 to the popular holiday resort of Pegwell Bay near Ramsgate, on the east coast of Kent. It shows his wife, her two sisters and his son gathering shells and • The artist’s interest in geology is shown by his careful recording of the flint-encrusted strata and eroded faces of the chalk cliffs. • The barely visible trail of Donati’s comet in the sky places the human activities in far broader dimensions of time and space. The artist-scientist on the right is holding a telescope. • Discovered by Giovanni Donati on June 2, 1858, after the Great Comet of 1811 it was the brightest comets to appear during the 19th century. It has a period of about 2,000 years. • The geologically unstable cliffs along much of England’s south coast were (and still are) a paradise for those in search of fossils, including the famous fossil hunter Mary Anning (1799-1847) of Lyme Regis, who is credited with the discovery of the first plesiosaur skeleton. • The Illustrated London News considered the work to be ‘a very curiosity of minute handiwork … being painted in the finest of fairy like lines … with a completeness and exactness which render every microscopic detail palpable to the naked eye’ • but concluded that the ultimate effect of such representation was ‘a rapid descent from the sublime to the droll’. **William Dyce** • William Dyce (1806-1864) was born in Aberdeen, Scotland. After studying at the Royal Academy Schools in London and in Rome, Dyce became well known for his paintings, and between 1837 and 1843 was Superintendent of the Government School of Design. He later won a competition to complete fresco paintings for the newly rebuilt Houses of Parliament, a project that occupied him almost until his death. However, Dyce was also interested in intellectual and scientific pursuits, for example, writing a prize-winning essay on electro-magnetism in 1830. • As a deeply devout High Anglican, Dyce probably intended these figures to elicit feelings of wonder in the viewer – an idea that connects with the poet and critic Samuel Taylor Coleridge’s notion of the sublime in which individual consciousness is subsumed by a sense of the eternal. On the other hand, the estrangement between the figures and between the figures and the scene could be seen to undermine the reference to the sublime. William Holman Hunt (1827-1910), *Our English Coasts, 1852* ('Strayed Sheep'), 1852, Tate Britain Key point: the Pre-Raphaelites demanded the faithful reproduction of detail and colour **William Holman Hunt** - John Ruskin (1819-1900) in *Modern Painters* (1847) urged young artists to ...go to Nature in all singleness of heart, and walk with her laboriously and trustingly, having no other thoughts but how best to penetrate her meaning, and remember her instructions; rejecting nothing, selecting nothing, and scorning nothing; believing all things to be right and good, and rejoicing always in the truth. - Following this advice William Holman created this painting, his greatest and most Pre-Raphaelite landscape. It is the Lover's seat, a beauty spot on the cliffs overlooking Covehurst Bay, near Hastings. Hunt paid attention to natural detail, although the cliffs, sheep and parts of the foreground were all painted from different viewpoints. The butterflies in the left foreground were painted indoors from a live specimen. - F.G. Stephens, a critic and member of the Pre-Raphaelite Brotherhood, suggested it 'might be taken as a satire on the reported defenseless state of the country against foreign invasion'. In 1852 the press had created fears of an invasion because of Napoleon III's dictatorial régime. - The original frame bore the inscription 'The Lost Sheep', and when Hunt sent the painting to the Exposition Universelle in Paris in 1855 he changed the title to Strayed Sheep, thus underlining the picture's religious symbolism. - Critics noticed the treatment of light and Ruskin wrote in 1883 that It showed to us, for the first time in the history of art, the absolutely faithful balances of colour and shade by which actual sunshine might be transposed into a key in which the harmonies possible with material pigments should yet produce the same impressions upon the mind which were caused by the light itself. James Abbott McNeill Whistler, *Nocturne: Blue and Silver – Chelsea*, 1871, Tate Britain Key point: Whistler’s landscapes broke with many traditions and led to the Whistler v. Ruskin trial about the nature of art. **Art for Art’s Sake Landscape** - This is the first of Whistler’s *Nocturnes*, a name suggested by his patron Frederick Leyland. Whistler’s aim was to convey a sense of beauty and tranquillity. He wrote, ‘By using the word ‘nocturne’ I wished to indicate an artistic interest alone, divesting the picture of any outside anecdotal interest which might have been otherwise attached to it. A nocturne is an arrangement of line, form and colour first’ (quoted in Dorment and MacDonald, p.122). - Whistler had been inspired one evening while returning one evening by steamer from Westminster. He had a procedure for creating these riverscapes. He would go out on a boat rowed by his neighbour and boat builder Walter Greaves at 10 Lindsey Row Chelsea (Whistler lived at 7 Lindsey Row). Coincidentally his father had rowed J. M. W. Turner on the Thames at the same spot. Whistler would then look at the scene, turn his back on it and then try to verbally describe it building by building. If he made a mistake he would turn back and relearn the scene before trying again. - Having memorized the scene the next day he would prepare the special ‘sauce’ he used to paint the picture on a panel. It was essentially a thinned oil paint that was so runny he had to paint on horizontal panels. He would prepare the panels using dark grey paint and then apply the sauce to create a contrasting sense of luminosity. Typically, he would regard most attempts as failures and would start again. The paintings were therefore produced quickly but it took a long time to produce an acceptable picture. - The view is Battersea looking across to Chelsea, and it is possible to make out the tower of Chelsea Old Church on the right which also features in Girtin’s watercolour. In the foreground, a low barge and the figure of a fisherman are indicated with the minimum of detail, and the influence of Japanese art is evident in the restricted palette and the economy of line. *The Times* (14 November, 1871), wrote, ‘painting should not aim at expressing dramatic emotions, depicting incidents of history or recording facts of nature, but should be content with moulding our moods and stirring our imaginations, by subtle combinations of colour.’ **Walter Greaves** Whistler employed Greaves and his brother as studio assistants and taught them to paint in an impressionistic style. Later, when Whistler moved house he broke off contact with them. They had by then abandoned boat building and tried to make a living as artists but fell onto harder and harder times even though Walter Greaves paintings are of high quality. In 1911 his paintings were discovered by a dealer and exhibited creating an overnight sensation. However, when a critic suggested Greaves had inspired Whistler the latter’s American friends retaliated and accused Greaves of stealing Whistler’s half-finished paintings, finishing them and selling them as his own. Although untrue this damaged his reputation and the exhibition was closed. It was not until 1921 that three prominent artists rescued Greaves and his reputation and they found a retirement home for him at Charterhouse. Philip Wilson Steer (1860-1942), *The Bridge*, 1887-8, Tate Britain Key point: an influential Post-Impressionist English artist who is **little known today** is Philip Wilson Steer. **Philip Wilson Steer** Steer was **rejected** by the Royal Academy school and so trained in Paris before returning to London. He exhibited at the Royal Academy on his return and became a **founder** of the New English Art Club. This painting, *The Bridge*, is now considered to have been painted in Walberswick, Suffolk. With Walter Sickert he became a leading British Impressionist who were influenced by Whistler, Gainsborough, Constable and Turner. This picture was **strongly attacked** by the critics when it was first exhibited in 1887, and dismissed by one as 'either a deliberate daub or so much mere midsummer madness'. Steer considered giving up painting in the wake of this disapproval. With its exploitation of the **creamy fluency** of oil paint, its atmospheric lighting and subdued colouring, *The Bridge* is like Whistler's landscapes he called 'Nocturnes'. It was unusual in London at the time for its lack of detail, and for the uncertainty about its subject. Genre paintings or subject paintings were the third most popular. Later in the nineteenth century some artists started to paint the poor and other social problems such as the ‘fallen woman’. Luke Fildes (1843-1927), *The Doctor*, 1891, Tate Britain His name is pronounced to rhyme with ‘childs’. • Starting with a late subject painting Key point: when we understand the Victorian period some paintings have more significance **Fildes, The Doctor** • Perhaps what lifts a work of art from the ‘merely’ sentimental is a better understanding of the social circumstances and intent behind the painting. An academic reading is much more difficult if we become ‘entangled’ in the emotions of a work. For example, this is Luke Fildes’s painting *The Doctor* (1891), depicting a night vigil beside a child. When I saw this painting at the Tate with a group of art historians the **feminist view** was that it shows the **power** of the **male doctor**. The way he sits reminds us of Lorenzo de’ Medici carved by Michelangelo (1520-1534, tomb of Lorenzo de’Medici, Duke of Urbino, containing figures of Dawn and Dusk). The figure has been nicknamed *Il Pensieroso*, ‘The Thoughtful One’. The implication is that the doctor is a different class, a thinking class, and the poor people are dependent on him for physical salvation as they depend on their priest for religious salvation. - In 1890, Sir Henry Tate (1819-98) commissioned a painting from Luke Fildes, the subject of which was left to his own discretion. The artist chose to recall a personal tragedy of his own, when in 1877 his first son, Philip Luke, had died at the age of one in his Kensington home. Fildes’ son and biographer wrote, ‘The character and bearing of their doctor throughout the time of their anxiety, made a deep impression on my parents. Dr. Murray became a symbol of professional devotion which would one day inspire the painting of The Doctor’. - Fildes’s painting was also inspired by the professional devotion of Dr Gustavus Murray who treated him. But this work shows the moment when a child shows the first sign of recovery. The redeeming light of dawn is shining on the child. In order to make the picture convincing Fildes constructed a cottage interior in his studio. He began work at dawn each day to catch the exact light conditions. The image of an ordinary doctor’s quiet heroism was a huge success with the late-Victorian public. - Fildes chose a rustic interior with the boy’s father resting his hand on the shoulder of his wife whose hands are clasped in prayer. The man is bravely looking into the face of the thoughtful doctor trying to read any sign of recovery. They are poor, there is a scrap of carpet on the floor and their clothes are ragged but the child has been given medicine and the bowl and the jug of water used to try to reduce his temperature. The scraps of paper on the floor could by prescriptions made out by the doctor and now taken. Fildes described the shaft of daylight as signifying the imminent recovery of the child. He wrote, ‘At the cottage window the dawn begins to steal in – the dawn that is the critical time of all deadly illnesses – and with it the parents again take hope into their hearts, the mother hiding her face to escape giving vent to her emotion, the father laying his hand on the shoulder of his wife in encouragement of the first glimmerings of the joy which is to follow’. - A year later it was exhibited at the Royal Academy and an engraving was published that sold more than a million copies in America alone. It became one of the most profitable prints Agnews had ever produced. Tate paid Fildes £3,000 for the painting and he donated it and 56 other pictures as a gift to the nation in 1897 and in became that start of the Tate collection. **Is Sentimental Art Unforgiveable?** - Why do many critics and art historians find sentimental Victorian art unforgivable? It might that art historians look down on art that appeals to popular taste or because the emotional themes – childhood and especially child death, forsaken love, animals, sunsets, heart-rending stories and pathetic scenes – now seem hackneyed or trivialised. It is sentimental and so trivialises deep human emotions. Sentiment reduces all emotions to comfort and warmth. In the 18th century sentimentality was the reliance on feelings as a guide to truth and was much in vogue among the polite. By the end of the 19th century it was seen as false and in modern times, as Oscar Wilde said, 'A sentimentalist is one who desires to have the luxury of an emotion without paying for it'. - The term ‘sentimental’ is often associated with Victorian genre painting but I will show that many paintings concerned social issues and morality. - Alternatively, it could be that we see Victorian subject painting as trying to manipulate us by the use of emotion and manipulative images. We are used to being manipulated by advertising as so Victorian art could be seen as debased by similar motives. In this case not for commercial gain but to persuade us that the religious, social and political systems are in our best interests. For example, the ‘deserving poor’ are shown in a way that convinces us that everything is being done to correct the situation. - Some later critics and art historians even believe that all painting that tries to tell a story is dishonest because it is not the job of the medium. Each art should focus on what best suits the medium so story telling is the task of writing and painting should be concerned with putting colours on a flat surface. **Sir (Samuel) Luke Fildes (1843–1927)** - Illustrator and genre and portrait painter, was born on 18 October 1843 at 22 Standish Street, Liverpool, the fourth of the ten children. - His grandmother, Mary Fildes, was a radical reformer (Manchester Female Reformers Society) who was injured at the Peterloo massacre. - Trained as an illustrator. Government Art Training School and RA School. - Influenced by Millais. - Five large social realist paintings, praised for their realism but criticized as inappropriate subject matter for fine art. - *Applicants for Admission to a Casual Ward* (exh. RA, 1874; Royal Holloway College, Egham), 23 freezing adults, children and babies waiting for food and a bed. - *The Widower* (National Art Gallery of New South Wales, Sydney, Australia; reduced version, 1902, Walker Art Gallery, Liverpool), man looking after five children, one sick. - *Return of a Penitent* (1879, City Hall, Cardiff), a young woman returns to find the old cottage deserted. - *The Village Wedding* (ex Christies, 12 June 1992), exhibited at the Royal Academy in 1883, young newly marrieds walking down the street followed by wedding guests. - *The Doctor* (exh. RA, 1891; Tate collection). - Friend Henry Woods (1846-1921, painter and illustrator, Neo-Venetian School, RA 1893), married his sister Fanny had six children. - Compassionate, caring, loving, affectionate. - 1879 associate RA, 1887 RA, knighted 1906. - Admired by Van Gogh, took up portrait late in life but then only rival was John Singer Sargent. - Fellow social realist painters included Frank Holl and Hubert von Herkomer, also David Wilkie and Thomas Faed and later Richard Redgrave and George Frederick Watts. David Wilkie (1785-1841), *The Village Holiday*, 1809-11, Tate Britain • An early subject painting from a master of the genre. • Wilkie first called the painting *Public-House Door*, then *Alehouse Door* (more polite), then *Village Holiday* and finally *Village Festival* (a title often used by Teniers). • Scottish born David Wilkie became a star of the London art world. Much admired for his moralising and humorous narratives of everyday life. He is virtually unknown today. This is about virtue and vice, in this case drink. • It was exhibited in 1812 and bought by John Julius Angerstein, an important collector, for 900 guineas. After his death 38 of his finest paintings were bought by the British government to form the nucleus of the collection of the National Gallery. Until the National Gallery was built in Trafalgar Square, the works were displayed in his town house in Pall Mall. • Sir George Beaumont bought *The Blind Fiddler* in 1808 for 50 guineas and then wrote to Wilkie enclosing a cheque for an additional £50 as the rising fame of Wilkie made Beaumont feel in his debt. Wilkie returned the cheque although only three years previously he had been so poor he considered returning to Scotland. Key point: genre painting changed enormously during the nineteenth century. **David Wilkie (1785-1841)** - Born in Fife, the son of a Reverend. Trained in Edinburgh and painted in the style of David Teniers the Younger (Flemish, Antwerp, 900 paintings) stories of common life. - Went to London 1805 aged 20 and enrolled in RA School. No money so turned to portraiture and a genre subject was commissioned and accepted by the RA and hung in prime position. - Patron Sir George Beaumont, by 1807 President Benjamin West already considered him a great painter. - ARA 1809 RA 1811. - In 1820 he was commissioned by the Duke of Wellington to paint *Chelsea Pensioners* (1822) for which he paid 1,200 guineas cash. - His mother and eldest brother died in 1824 and his other older brother died in 1825. Both brothers left children to be taken care of. He had long been prone to nervous illness, brought on by anxiety and by 1825 he had become too tense paint and he travelled abroad. - His European travels resulted in a looser less detailed style. - He was made Painter in Ordinary to George IV (following Thomas Lawrence) and William IV the same year (1830) and then Queen Victoria. He found portraits difficult and failed with Victoria. - He was knighted in 1836 and made chevalier of the Légion d'honneur in 1841. - He went to the Holy Land in 1840 and made many sketches and his style may have changed again on his return but he died suddenly on the steamer home and was buried at sea. - He never married and was a private man. William Powell Frith (1819-1909), *Ramsgate Sands (Life at the Seaside)*, 1852-4 William Powell Frith, *Self-portrait*, 1838 • Before *Ramsgate Sands* Frith depicted figures from history or literature but this was the first time the contemporary Victorian crowd had been painted. The idea of painting modern life was a revolutionary idea of the Impressionists inspired by the writing of Charles Baudelaire but Frith’s pictures predates the Impressionists by twenty years. • Many of Frith’s fellow artists were against the idea of painting modern-life and one called it ‘a piece of vulgar Cockney business’ and another ‘a tissue of vulgarity’. However, the public loved it and it was an immediate an enormous success. It was one of the few paintings at the Royal Academy for which a guard rail had to be installed to keep the public back – the ultimate sign of success. In all, Frith had six guard rails over the years. • It was bought from the artist by Messrs Lloyd who sold it to Queen Victoria the same year, 1854, for £1,000, the same price he paid but he retained reproduction rights and Frith may have earned as much as £3,000 from the sales. Although this was the price they paid they retained engravings and print rights so it was a highly lucrative deal. Victoria had stayed in Albion House (built 1789) in Ramsgate before she became Queen. This is the highest house in the middle of Frith’s painting. Victoria stayed in Ramsgate aged 16 she nearly died of typhoid and Sir John Conroy forced a pen into her hand to try to force her to sign authority to him, she resisted. • Victoria had also entered the sea from a bathing machine in Osborne, Isle of Wight for the first time in 1847. She wrote in her ‘drove down to the beach with my maid & went into the bathing machines, where I undressed & bathed in the sea (for the 1st time in my life), a very nice bathing woman attended me. I thought it delightful till I put my head under water, when I thought I should be stifled.’ Queen Victoria’s Journal, 30 July 1847 • It was inspired by a holiday Frith and his family took to Ramsgate in 1851. He always painted from real people and liked to use friends and family as he found professional models often turned up drunk and had no sense of responsibility. The artist included a self-portrait (peeping over the shoulder of the man on the far right), while the little girl paddling in the centre staring directly at the painter is thought to have been his daughter. He also shows himself, if I display his portrait can you find him? • My professor at the Courtauld devoted a large part of her doctoral thesis to this painting and she examined and analysed every person and their social role within society. Seaside holidays or weekends had become possible with the advent of the railway. Trains first reach Ramsgate in 1846 and although it involved changing at Canterbury the old station was in the centre of the town near the beach. • The bathing machines had a curtain that could be lowered to sea level but men were allowed to bathe nude until the 1860s. Some resorts employed a dipper whose job was to push people under water and then help them back into the bathing machine. The machine was developed in Margate about 1750 when most people bathed naked. Legal segregation of bathing areas ended in 1901 and the machines became extinct by 1820. Poorer people from London came to the seaside by train and as they could not afford bathing machines they often bathed naked. In 1874 a rector wrote in his diary that he had to adopt the detestable custom of bathing in drawers, he wrote, ‘If ladies don’t like to see men naked why don’t they keep away from the sight?’ Boys and young men would bathe naked even in the Edwardian Era but middle class girls and women always had to be fully covered with clothes that did not expose their shape. • Frith is showing a world of mixed sexes, ages, classes and occupations but he maintains the important class distinctions and generally the lower classes are shown as deferential and respectful. There is an intellectual air among the entertainment and seven woman are reading books. One man is an *idler* and another appears to be *flirting* and two people are potentially voyeurs with telescopes watching women bathing. However, one is an old man and the other a young girl. No bathers are shown in the painting and there are no coarse or vulgar displays. - Granite Obelisk (known as the Royal Tooth Pick) erected 1822 to commemorate the departure (1820) and safe return of King George IV from Ramsgate Harbour. He was so pleased with his reception he named it a ‘Royal Harbour’ (the only one). Beyond the obelisk is the Royal Harbour, important during the Napoleonic Wars. The first railway was 1846. - Augustus Pugin, George du Maurier, James Tissot, Vincent van Gogh, Wilkie Collins and Jane Austen stayed in the town. - Frith went on to paint many other scenes of everyday life such as *The Derby Day* (1858) and *The Railway Station* (1862) for which Frith was paid an astonishing 8,000 guineas. - So 15 years before Claude Monet (1840-1926) was brave enough to paint a modern-life railway station (*La gare Saint-Lazare*, 1877) Frith was making a fortune from the same daring subject matter. - Key point: an important painting that reflected Victorian life **William Powell Frith (1819-1909)** - Born in Yorkshire to a house steward and cook and his parents took a keen interest in art. - He was sent to school in Dover where he indulged in drawing. - His formal training was at the Sass Academy and then the RA School in 1837 (aged 18). - His father died and his mother moved to London and he made money portrait painting (Lincolnshire farmers at 5-15 guineas). - Member of the Clique, which included Augustus Egg, Richard Dadd and Henry O'Neil and rapidly established himself as a genre painter. - His painting was at odds with the RA but his character and incident, sparkling detail and high finish made his work popular and suitable for engraving. - 1840 travelled abroad and had his first painting exhibited at the RA. - ARA 1845 and RA 1852 (aged 33). - He was friends with Charles Dickens and centre of the literary life of London. - In 1851 he visited Ramsgate and decided to take a commercial risk investing in Ramsgate Sands (*Life at the Seaside*) and it was a success and sold to Lloyd then Queen Victoria for £1,000. - His second panorama, *Derby Day* was a stroke of genius, few paintings have ever earned such universal acclaim. - He had a wife with 12 children and a mistress with 7. - He was an artist with a well developed business sense and he remained in the news throughout his life. - Six of his paintings had to be railed off and his three most important works, *Ramsgate Sands*, *Derby Day*, and *The Railway Station*. - He was criticized for his artistic philistinism by John Ruskin, Whistler and Oscar Wilde, and later Roger Fry and he was a staunch reactionary criticising the Aesthetic Movement, Oscar Wilde and Impressionism. William Collins (1788-1847), *Rustic Civility*, 1833, V&A Key point: poor children being shown at leisure was acceptable if they were civil. Sentimental scenes of children were popular with collectors and the public. **Child Mortality** - The important thing to realise is that in 1840, 1 in 6 children died before the age of one and one third before five. In slums half of all children died before the age of five. Parents loved their children as much as today and without contraception most women were more or less permanently pregnant. This meant everyone was in mourning, had been in mourning or had friends in mourning for dead children. - Surprisingly, if we remove child mortality then, despite what you often read, life expectancy was similar to today. Degenerative disease was very low compared to today (e.g. heart diseases, cancer, dementia, diabetes, The reason was that everyone had a lot of exercise and a healthy diet. People did not die of degenerative diseases but of infections that can be cured today. - The general view was that children were naturally infidels and had to be taught Christian values. This meant they had to be rescued from the poor. Children were treated very strictly and subject to punishments that historians now class as torture. Children who worked in factories were on average six inches shorter than those who did not and the average eighteen-year old factory boy was five feet three inches tall. - One study of the poor in Bolton (1834) found of a total weekly wage of £1 8s 5d over £1 was spent on food, thirty pounds of bread, twenty pounds of potatoes and three pounds of flour. 3s 5d went on rent including coal. Other items included cheese, butter, bacon, meat, sugar, tea, salt, soap, candles and tobacco but all small quantities. Their diet was deficient in protein, iron and vitamin C. Note that there were no green vegetables, they did not become available until the 1850s. - As a result the children of the poor were stunted, might suffer from vitamin deficiencies such as rickets and as a result looked very different from the children of the wealthy. It was not until the twentieth century that children of different social backgrounds began to develop in a similar way. - In this painting, we see three rustic children holding a gate open for a gentleman whose presence is indicated by his shadow. Poor children had generally been shown at work, for example in Gainsborough’s pictures of children, but here they are at leisure. They are also displaying a natural civility. This painting is not ironic, Collins was a Tory and opposed to the Reform Bill and what this picture is saying is that the poor do not need the vote as they are well off, have leisure time and are naturally subservient to gentlemen. **William John Thomas Collins (1788-1847)** - William Collins was a genre painter whose work was more highly valued than that of Turner or Constable. - He trained at the Royal Academy School and went on to become a popular painter of landscapes and rustic genre scenes. - He travelled extensively in Britain and abroad, particularly in Italy, and these journeys are reflected in the subjects of his pictures. - He was particularly fond of representing children. • He became an RA in 1820 (aged 32) and exhibited at the RA every year from 1807 to 1846 (39 years, 124 pictures). • He married the sister of Margaret Sarah Carpenter (1793-1872), a British portrait painter who was very famous in her time but unknown today. She exhibited at the RA from 1818 to 1866 (48 years) and was awarded a £100 a year pension by Queen Victoria. • The eldest of his two sons was William Wilkie Collins (1824-1889) the novelist and author of *The Woman in White* (1859) and his other son Charles Allston Collins (1828-1873) the Pre-Raphaelite painter whose *Convent Thoughts* was attacked in *The Times* but defended by Ruskin and who gave up painting in 1857 as it gave him stomach pains (he died of stomach cancer in 1873). William Holman Hunt (1827–1910), *The Flight of Madeline and Porphyro during the Drunkenness Attending the Revelry (The Eve of St. Agnes)*, 1847-57, Guildhall Art Gallery There is another version in the Walker Art Gallery - Begun in February 1848 before the Brotherhood was founded in September. Exhibited at the RA exhibition and admired by Rossetti which led to them becoming close friends and sharing a studio. The cramped picture space, bright colours, naturalism and detail prefigured the work of the Pre-Raphaelites. Key point: literary subjects could be painted in the Pre-Raphaelite style **The Eve of St. Agnes** - **Holman Hunt** was a founder member of the Pre-Raphaelite Brotherhood with Rossetti and Millias. He was the one that stayed most true to its aims. - In John Keats’ poem *The Eve of St. Agnes* (1820) a young maiden called Madeline is in love with a young man called Porphyro. It is January 20th, the day before the feast of St. Agnes, the patron saint of virgins. St Agnes was a young Roman girl, martyred in the fourth century for her faith. There was a superstition that a girl could see her future husband on St Agnes Eve if she followed a certain ritual when going to bed. She would dream of the man and he would prepare a feast for her. Her family are sworn enemies of his family and on the evening her family engages in an alcoholic revelry that can be seen in the background. Porphyro rides to the castle and persuades and elderly woman to hide him in Madeleine’s bedroom. He watches her prepare for bed and fall asleep and then creeps out to prepare a feast. Madeline wakes and sees the man she has been dreaming about and half asleep invites him to bed. She fully wakes, realizes her mistake and says she cannot hate him for his deception. They both agree to flee across the southern moors where Porphyro promises her a home. - Her we see Holman Hunt has caught the moment when both are downstairs opening the door and trying not to make a noise. I think they are both looking at the dog which is looking at them. He is a stranger so the dog could bark and wake everyone but she lays her hand on his chest to signify he is a friend. - The painting is interesting as it was started before the Pre-Raphaelite movement began (which was September 1848) and yet it has many of the features such as heightened colour, cleanly delineated detail and a medieval subject. **John Keats** - John Keats (1795–1821, aged 26) was an English Romantic poet. He was one of the main figures of the second generation of Romantic poets along with Lord Byron and Percy Bysshe Shelley despite his work having been in publication for only four years before his death. - Although his poems were not generally well received by critics during his life, his reputation grew after his death, so that by the end of the 19th century, he had become one of the most beloved of all English poets. He had a significant influence on a diverse range of poets and writers. Jorge Luis Borges stated that his first encounter with Keats was the most significant literary experience of his life. - The poetry of Keats is characterised by sensual imagery most notably in the series of odes. Today his poems and letters are some of the most popular and most analysed in English literature. William Holman Hunt (1827-1910), *The Awakening Conscience*, 1853-4, Tate Britain Key point: a controversial painting about an important social problem from a different angle **The Awakening Conscience** - The inspiration for this painting was **Proverbs**: 'As he that taketh away a garment in cold weather, so is he that singeth songs to an heavy heart'. - Some critics misinterpreted this painting, one thought it was a **brother and sister** playing the piano but the real meaning was quickly determined. It is a gentleman with his mistress (she does not wear a wedding ring) in the room he has rented for their meetings. Hunt hired a room at Woodbine Villa, 7 Alpha Place, **St John's Wood** to provide an authentic interior. - As they play the piano and sign Thomas Moore’s *Oft in the Stilly Night* together she has a sudden spiritual revelation. She gazes into the **garden** reflected in the mirror representing **God’s work on earth** and **redemption** is possible signified by the **ray of sunlight** in front of her. • The painting is full of symbolic elements that are intended to be read. • The **cat** toying with the broken winged bird symbolizes her plight, • The man’s **discarded glove** warns that the likely fate of a cast off mistress is prostitution. • The **tangled skein** of yarn signifies the complex situation in which she is trapped. • Ruskin wrote to *The Times* on 25 May 1854, ‘the very hem of the **poor girl's dress**, at which the painter has laboured so closely, thread by thread, has story in it, if we think how soon its pure whiteness may be soiled with dust and rain, her outcast feet failing in the street’. • The model is **Annie Miller** (1835-1925), a barmaid Hunt met when she was 15. He **fell in love** with her and wanted to **marry her** but only if she **educated herself** when her was away in the **Middle East**. When he was away and contrary to his instructions she **sat for Dante Gabriel Rossetti** and this caused a **rift** between them on Hunt’s return. She became involved with 7\textsuperscript{th} **Viscount Ranelagh** (pronounced ran-er-lah) and Hunt broke off their engagement. She was going to sue for **breach of promise** by Ranelagh’s cousin Captain Thomas Thomson **fell in love** with her. And they married in 1863. Years later Hunt met her on Richmond Hill ‘a buxom matron with a carriage full of children’. She **died aged 90** in **Shoreham-by-Sea**. It is not known whether she became ‘gay’ (i.e. a prostitute) but one art historian (Jan Marsh) believes it is likely she remained ‘pure’. George Frederic Watts (1817-1904), *Found Drowned!*, c. 1848-50, Watts Gallery, Compton - It was painted when Watts returned from Italy but was **not exhibited** for 20 years. - This is one of four social realist pictures that Watts painted between 1848 and 1850. - *Under a Dry Arch* c. 1845-50, the most brutal. In London 1 person out of 20 had no food or shelter. - *The Irish Famine* c. 1845-50 - *The Seamstress* c. 1845-50 - ‘Found Drowned’ is a **legal term** used in a coroner’s inquest and the heading used in newspapers to report bodies that had been found in the Thames who were typically women. This woman looks as if she has just been pulled from the Thames as her feet are still in the water. - There is a chain and heart shaped locket in her hand suggesting the cause of her suicide. The setting is under **Waterloo Bridge**, well known for illegal suicide and the drama is increased by her outstretched pose, illuminated face and the star which suggest she is a **martyr** to the injustice of the way in which women were treated in society. • Her plain clothes suggest poverty and in the distance we see the heavily industrialised south bank near Hungerford Bridge contrasting the wealth of capitalism with the despair brought about her poverty. • This was one fate that befell a woman that had fallen on hard times. The other was prostitution which was the other scandal in Victorian London. • Henry Mayhew (1812-1887), *London Labour and the London Poor* (1851, 4th volume 1861 on prostitutes, thieves and beggars), detailed interviews first published in the *Morning Chronicle*. A significant part of the population had no fixed abode, outsiders and migrants teemed through the streets. All goods were transported by cart, there were thousands of street traders called costermongers. He describes now obsolete trades such as gathering snails for food, collecting dog dung for tanneries (pure finders) and sewer-hunters who such for metal. See https://archive.org/details/londonlabourlond04mayh • Mayhew estimates the number of prostitutes as 50,000 in 1793 when the population was 1 million. The police estimate 8,000 and the Bishop of Exeter 80,000. 50,000 in 1 million is 1 in 10 of all women (including children). 105 women were born to every 100 men, which is 50,000 per million excess women who cannot earn a living. Key point: Watts painted four social realist paintings between 1848 and 1850 Richard Redgrave (1804-1888), *The Sempstress*, 1846 Key point: This painting defined a new style of art. **The Sempstress** - This painting is **the fountain head** of a whole tradition of social realist painting in Victorian England. - This painting is based on a poem of the same name and the two had a profound effect. - You can see it is 2:30 in the morning and the sky is streaked with moonlight. The lit windows opposite indicate that the same thing is happening all over London. The seamstress’s eyes are swollen and inflamed as she must do close work by the light of a candle. The morsel of food on the plate indicates she has to eat while she is working and on the mantelpiece you can see medicine bottles. One has a label saying ‘The Mixture’ and it is supplied by Middlesex Hospital so she is unwell. - This is one of the first paintings in which art is used to campaign for the poor. Richard Redgrave did not come from a wealthy family and his sister had been forced to leave home and find a job as a governess. She became ill when in service and had to be nursed by his family until she died. It was painted in 1843, the year that Punch appeared and in the Christmas issues there was a poem that struck a nerve. By Thomas Hood and called *The Song of the Shirt*. It began: *With fingers weary and worn With eyelids heavy and red A Woman sat, in unwomanly rags Plying her needle and thread – Stitch! stitch! stitch! In poverty, hunger and dirt, And still with a voice of dolorous pitch She sang the “Song of the Shirt”* - The verse that inspired Redgrave. It was exhibited at the Royal Academy in 1844 (this is the 1846 version). The poem continues that she is sewing a shirt but also her own shroud. - Redgrave was an Academician, art director of the South Kensington Museum (now the V&A), received the cross of the Legion of Honour and was surveyor of crown pictures for 24 years and produced a 34 volume catalogue. He declined a knighthood in 1869. - It is impossible today to understand the impact it had. Thackeray described it as ‘the most startling lyric in our language’. It was set to music, the subject of a play and of many sermons. Sempstresses often went blind and if a single stitch was wrong their wages were docked. Articles appeared saying British citizens were being subjected to a form of slavery and a German living in England called Friedrich Engels showed a study he had written of the horrors of the situation to a friend living in Paris called Karl Marx. - Redgrave had created a new category of painting but it is not based on visiting the poor but the interior is borrowed from a 17th-century Dutch work and the swollen eyes looking heavenward is typical of many Baroque images of swooning saints. Redgrave realised that unless he made the subject respectable it would not be accepted. He succeeded brilliantly. George Frederic Watts, *Irish Famine*, 1850, Watts Gallery, Compton - We have seen *Found Drowned*. This is another of the four social realist paintings of 1848-50. They were only shown privately. - The Irish *Great Famine* was from 1846 to 1850 and resulted in the **deaths of 1 million** and the emigration of a further million, about 20-25% of the population. The cause was potato blight but Ireland was still exporting **30-50 shiploads of food** a day to Britain, more than enough to feed the population. Some historians therefore describe it as **genocide** and it eventually led to Irish independence in the next century (1921, law 1922, David Lloyd George and Michael Collins). - Watts **falling spirits** and **ill health** fed into a series of social realist canvases depicting problems of Victorian society at the time. - He fell in **love** with **Virginia Pattle** but she married Viscount Eastnor and Watts travelled to Ireland with the poet Aubrey de Vere. - Virginia was one of the eight Pattle sisters (Adeline (eldest), Eliza, Julia, Sara, Maria, Louisa, Virginia and Sophia). Julia Pattle (the ‘ugly duckling’) married Charles Cameron and took up photographer in her later life. Maria married John Jackson and one of their children, born in India, was Julia Prinsep Duckworth Stephen (née Jackson), a renowned beauty, niece of Julia Margaret Cameron and mother of Virginia Woolf. Her parents had both been married previously so she grew up with brothers and sisters from three marriages. Julia had first married Herbert Duckworth and Sir Leslie Stephen had first married Harriet Marian (Minny) Thackeray, a daughter of William Thackeray (novelist who wrote *Vanity Fair*). Photography completely changed artists and everyone saw the world. William Henry Fox Talbot (1800-1877), Latticed window at Lacock Abbey, 1835 See http://en.wikipedia.org/wiki/William_Henry_Fox_Talbot • It should be noted that Aristotle and Euclid mentioned a type of camera obscura but it did not record images. The first recorded image was taken by Thomas Wedgwood in 1800 but it could not be fixed and was very faint. The first surviving permanent image was taken by Nicéphore Niépce in 1826 or 1827 but the image took several days to record and could only be seen by holding the metal plate at an angle. • William Henry Fox Talbot (1800-1877) was the only son of William Davenport Talbot of Lacock Abbey and Lady Elizabeth Fox Strangways. He was educated at Harrow School and Trinity College, Cambridge and was awarded a prize in classics in 1820. He communicated with the Royal Society on mathematical subjects and optical researches and began experimenting with what became photography in 1834. When Louis Daguerre exhibited his pictures in 1839 Talbot showed his three and a half year old pictures at the Royal Institution in 1839. He submitted his process (photogenic drawing) to the Royal Society in February, six months before Daguerre revealed the details of his process. In 1841 he announced the discovery of the calotype or talbotype process which used paper coated with silver iodide. - Talbot has often been criticised for patenting his work and charging a license fee of up to £300 a year as it was thought this held back the development of photography in Britain. The alternative daguerreotype process was free in the rest of the world although also patented and charged for in Britain. Talbot’s negative/positive process eventually became the standard in the nineteenth and twentieth century and by 1860 the use of daguerreotypes was rare. Early calotypes were fuzzy and daguerreotypes were sharp but in 1851, the year of Daguerre’s death) the wet collodion process enabled glass to be used as the support and the level of detail became as great as in daguerreotypes. Wet plates were inconvenient and in the 1880s the wet plates were replaced by the dry gelatin coated plates. In 1884 George Eastman invented dry gel on film and in 1888 he launched the Kodak camera with the slogan ‘You press the button, we do the rest’. The first widely used colour photography process was not discovered until 1907 although coloured images could be projected using three black-and-white photographs and coloured filters. Kodachrome film and therefore simple colour photography was not introduced until 1935. David Octavius Hill and Robert Adamson, ‘Elizabeth Rigby later Lady Eastlake’, c1847 See http://en.wikipedia.org/wiki/David_Octavius_Hill See http://en.wikipedia.org/wiki/Lady_Eastlake • Key point: with care and careful posing good portrait photographs could be taken in the late 1840s. **David Octavius Hill** • Photography quickly expanded in use to include portraits and landscapes. This portrait was taken by David Octavius Hill and Robert Adamson of Elizabeth Rigby, later Lady Eastlake, in c1847. **Lady Eastlake** Elizabeth Rigby was a British author, art critic and art historian who married Sir Charles Lock Eastlake in 1849, Keeper of the National Gallery from 1843-47 (Note his nephew Charles Locke Eastlake was keeper of the National Gallery from 1878-1898). He became President of the Royal Academy and was knighted in 1850 and President of the Photographic Society in 1853 and first Director of the National Gallery in 1855. She was the first woman to write regularly for the *Quarterly Review*. When her widowed mother moved to Edinburgh she moved with her and her literary career meant she mixed in the intellectual circles that included David Octavius Hill. He produced a series of 20 calotypes assisted by Robert Adamson and in 1857 she published an essay on the relationship between art and photography. She married when she was 40 and toured Europe with her husband. She wrote Five Great Painters (1883) about Leonardo, Michelangelo, Titian, Raphael and Durer. She is now seen as a pioneer of female journalism. [Click] Played by Emma Thompson in the film Effie Gray. She was sympathetic to Effie Grey’s plight when married to John Ruskin. Euphemia ‘Effie’ Gray is played by Dakota Fanning (born 1994, 20 years old and been in 55 films, learned to read at 2, Screen Actors Guild Award aged 7, aged 13 she was earning $4m a year). They are standing in front of John Everett Millais’s The Woodman’s Daughter (1851) and Charles Allston Collins’s (1828-1873) Convent Thoughts (1851). ‘The Woodman’s Daughter’ is a poem by Coventry Patmore about a country girl Maud who gets pregnant by the squire’s son and drowns the baby and herself. Collins was Wilkie Collins brother The passion flower symbolises the crucifixion of Christ. It is a novice nun and the missal shows the Annunciation and the Crucifixion. It was painted in Thomas Combe garden and he bought the painting. The tide of opinion regarding the Pre-Raphaelites was turned by John Ruskin’s letter to the Times which was most positive about this painting. He never became a PRB, he fell in love with Maria Rossetti but she rejected him and in the late 1850s he abandoned painting for writing. He married Charles Dickens’s daughter Kate in 1860. David Octavius Hill, *The First General Assembly of the Free Church of Scotland*, 1866 - The first work of art painted with the help of photographic images. - Hill was a Scottish painter and arts activist and he formed a studio with Robert Adamson an engineer and photographer. An early collaboration between art and science with a business objective. They became very early innovators and in 1843 photographed the 450 ministers who founded the Free Church of Scotland (the Disruption Assembly) and then produced a painting of them all 4’ 8” high and over 12’ long (took 23 years to complete in 1866). - Photography was changing the way events were recorded, the way artists worked and the way we see the world. Philip Henry Delamotte, *Crystal Palace South Transept & South Tower from Water Temple*, 1854 - This is a photograph taken by Delamotte after the building had been reassembled at Sydenham in 1854. - The original building in Hyde Park cost £150,000 and entry was £3 for men £2 for women later a shilling a person. Six million visited (a third of the population) and it made a profit of £186,000 (£17.7m today) which funded the building of what are now the South Kensington museums. The rebuild in Sydenham was 50% larger and with the park cost £1,300,000 (£50.5m today), £800,000 over the £500,000 budget. It never repaid the debt and only ever made a small profit. - 1,848 feet long, 465 feet wide, 135 feet tall, 900,000 square feet glass and a floor area of 772,784 square feet. - It had the first public toilets for which it charged one penny ('spending a penny'). - The park and grounds cost much more than rebuilding the Palace. - Benjamin Waterhouse Hawkins made 33 life-sized models of the newly discovered and named dinosaurs by Richard Owen. - There were 12,000 jets of water, the highest fountains were 250 feet and a full display took 7 million gallons of water. The first water towers collapsed under the weight of water and Isambard Kingdom Brunel was called in to design two new towers 284 feet tall and 46 feet wide. Roger Fenton (1819-1869), Cantinière tends the wounded solder in the Crimean War, 1854 See http://en.wikipedia.org/wiki/Roger_Fenton See http://en.wikipedia.org/wiki/Crimean_War Key point: it was even possible to take war photographs although it is believed many were staged. Crimean War Photographs • The Crimean War was the first major war to be photographed. • This photograph shows a Cantinière tending a wounded solder. A Cantinière or Vivandière is a French name for women attached to military regiments as sutlers (someone who sells provisions to soldiers) or canteen keepers. Their actual historic function was selling wine to the troops and working in canteens. Before the French Revolution the provision of food, drink and other items was allocated to eight privileged soldiers called Vivandières. They were allowed to marry and as the soldiers were busy with their other duties their wives took on the role of selling wine. This was encouraged to lessen the chance of desertion. The role of the Vivandière has not been closely studied by historians. • Roger Fenton (1819-1869) was mentioned previously and he was a pioneering British photographer and one of the first war photographers. His father was a wealthy banker and Member of Parliament and was the fourth of 17 children by two wives. After his degree at Oxford he studied law at University College, London but became interested in painting. He went to Paris and may have studied in the studio of Paul Delaroche. He visited the Great Exhibition in Hyde Park and was impressed by the photography exhibits. He founded the Photographic Society, later the Royal Photographic Society, in 1853. • In autumn 1854 the Crimean War grabbed the public’s attention and Fenton was encouraged by his friend Prince Albert to go to the Crimean to record what was happening. He stayed for three months and it is possible the photographs were intended as propaganda to counter criticism of the war in the press. • The photographs were converted to woodblocks and printed in the Illustrated London News. Because of the long exposures photographs had to be posed and he avoided photographs of dead, injured and mutilated soldiers. • Despite high temperatures, breaking several ribs, suffering from cholera and depression from the carnage he managed to take 350 usable negatives which were displayed in London on his return. However, it was not a commercial success. Undaunted he travelled widely across Britain recording the landscape. He later came into conflict with other photographers as he was wealthy and did not need to make money and he believed no photographer should soil himself with the sin of exploiting his talent commercially. • In 1862 at the International Exhibition in London photography was placed with machinery and tools rather than with the fine arts as it had been five years earlier at the Manchester Art Treasures Exhibition. For Fenton this was proof photography has sold out and its status was diminished. In 1863, he sold his equipment and returned to law as a barrister. He died six years later aged only 50. Francis Frith (1822-1898), *The Ramesseum of El-Kurneh, Thebes*, 1857 See http://en.wikipedia.org/wiki/Francis_Frith Key point: the best known travel picture photographer was Francis Frith whose photographs can still be bought. **Francis Frith** - Perhaps the **best known photographer** of travel pictures is Francis Frith. He photographed the Middle East as well as many towns in the United Kingdom. He was a founding member of the Liverpool Photographic Society in 1853 and he **dedicated himself entirely to photography** in 1855. - He noted that tourists were the main consumers of views of Italy but armchair travellers wanted scenes of further afield. His ambitious goal was to **create a true record**, ‘far beyond anything that is in the power of the most accomplished artist to transfer to his canvas.’ - He first went to the **Nile Valley in 1856** and later extended his trip to include Palestine and Syria. He kept a journal in which he complained about the difficulty of finding a good viewpoint for taking photographs. A problem known to photographers today. Yet he is praised for his ability to find a novel viewpoint. When he had finished his travels he opened the firm of Francis Frith & Co in Reigate and became the world’s first specialist photographic publisher. He then embarked on his grand project to photograph every town and village in the United Kingdom. He initially took them himself and later hired people and he set up the first postcard company and within a few years over 2,000 shops in the United Kingdom were selling his postcards. His family firm continued in business until 1970 and Bill Jay, a photography historian identified the archive as being nationally important and he persuaded Rothmans, the tobacco company to purchase it. It was re-launched in 1976 and from 1977 run as an independent business that sells over 125,000 photographs of 7,000 cities, towns and villages. • This photograph was one of the enormous 20x16 inch glass plates that Frith took to Egypt along with the huge camera and chemicals. The Ramesseum is a memorial temple to Pharaoh Ramesses II (Ramesses the Great) in Thebes in the Upper Nile near modern day Luxor. Only the torso of the statue of the Pharaoh remains and it weighs over 1,000 tons. It was alleged to have been transported 170 miles over land. It is the largest free standing statue in the world. Oscar Gustave Rejlander (1813–1875), *Two Ways of Life*, 1857 See http://en.wikipedia.org/wiki/Oscar_Gustave_Rejlander Key point: photographers combined multiple photographs to create artistic pictures in the academic tradition. **Oscar Gustave Rejlander** A pioneering Victorian art photographer and an expert in photomontage. His collaboration with Charles Darwin on *The Expression of the Emotions in Man and Animals* has assured him a position in the history of behavioural science and psychiatry. He may have invented combination printing which enabled two or more photographs to be combined. One of the earliest is this called *Two Ways of Life* created in 1857 and first exhibited at the Manchester Art Treasures Exhibition. It is made from 32 negatives and took six weeks to produce. It is intended to create the same sort of serious moral point as a history painting. On the left was seen the immoral life and a young man being enticed towards it. On the right the serious, religious, moral life that is attracting the other young man. This type of photography became popular. Julia Margaret Cameron, *Sadness*, Ellen Terry, 1864 See http://en.wikipedia.org/wiki/Ellen_Terry **Ellen Terry** - Cameron also took **mood photographs**. Although this is of the actress Ellen Terry it is entitled *Sadness*. - Dame Ellen Terry (1847–1928) was an English **stage actress** who became the leading **Shakespearean actress** in Britain. She was born into a family of actors, Terry began acting as a child in Shakespeare plays and continued as a teen, in London and on tour. - At **16 she married** the much-older artist **George Frederic Watts**, but they **separated within a year**. She was soon acting again but began a relationship with the architect **Edward William Godwin** and retired from the stage for six years. She returned to acting in 1874 and was immediately acclaimed for her portrayal of roles in Shakespeare and other classics. - In 1878 she joined Henry Irving’s company as his leading lady, and for more than the next two decades she was considered the leading **Shakespearean and comic actress in Britain**. Two of her most famous roles were Portia in *The Merchant of Venice* and Beatrice in *Much Ado About Nothing*. She and Irving also toured with great success in America and Britain. Julia Margaret Cameron (1815-1879), Julia Prinsep Jackson (1846-1895) later Julia Stephen, Cameron’s niece and the mother of Virginia Woolf. See http://en.wikipedia.org/wiki/Virginia_Woolf Key point: Cameron was well connected in society and took photographs of all the famous people • Julia Stephen wrote Julia Cameron’s biography • Virginia Woolf and Roger Fry edited a collection of Cameron’s photographs published in 1926. • Clementina Maude, Viscountess Hawarden, née Clementina Elphinstone Fleeming (1 June 1822 – 19 January 1865), commonly known as Lady Clementina Hawarden, was a noted portrait photographer of the Victorian Era, producing over 800 photographs mostly of her adolescent daughters. The changing role of women was one of the major advances of the nineteenth century although major advances were not made until the twentieth century. Women were a common subject for men’s paintings. Women artists faced many problems which explains why there were so few. - In his 1869 *The Subjection Of Women*, John Stuart Mill (1806-1873) articulated what was probably the first liberal theory of oppression. According to this account, **oppression is a denial of equal liberty**, which, for Mill, is tantamount to a denial of the opportunity to develop one's rational capacities for thought and action. Mill's central concern in *The Subjection or Women* was to establish that "the legal subordination of one sex to the other is wrong in itself, and ...one of the chief hindrances to human improvement." - He pointed out in earlier times the majority of men were slaves. - Establishing this required, Mill thought, undermining the "almost universal opinion" that the subordination of women to men in his society was natural and therefore just to undermine this opinion, he addressed the question of **why women** in his society appeared to submit **voluntarily** to their **oppression**. - His answer had three parts, - First, Mill showed how women were made to be inferior, or allegedly inferior, to men by being coerced and by not having equal opportunities to develop their talents. The mechanisms that were used to manufacture and entrench women’s inferiority included both social roles, such as motherhood, and legal institutions, such as marriage and property. • Second, he showed how these real or perceived inferiorities were used to justify women's inequalities; women were seen as not fit for the public sphere because of their fragile and flighty natures and inferior mental faculties. • Finally, he showed how, unlike other oppressed groups, women were made, not just to obey their oppressors, but to want to obey them. • Women over 30 got the vote in 1918 and aged 21 not until 1928. In America universal suffrage was in 1920, in France though not until 1944 under Nazi occupation. New Zealand was first in 1893. • Mary Wollstonecraft, *Vindication of the Rights of Women*, 1792. • In 1915 Virginia Woolf predicted it would take six generations of women to come into their own. John Everett Millais (1829-1896), *Mrs Coventry Patmore*, 1851, Fitzwilliam Museum **The Angel in the House** - Mr Coventry Patmore, the poet, wrote *The Angel in the House* (1854-1862, about 200 pages in 4 parts) over eight years. Millais painted Emily Augusta Patmore three years before the poem appeared and Julia Margaret Cameron did a fictional portrait entitled ‘The Angel in the House’ in 1871 by which time the title of the poem had become a catch phrase. - The poem is about Coventry Kersey Dighton Patmore’s (1823-1896) courtship of his wife Emily who he believed was the perfect woman. The term ‘Angel in the House’ came to be used as a reference to women who embodied the Victorian feminine ideal. A wife and mother who was selflessly devoted to her children and submissive to her husband. - Virginia Woolf satirized the angel in the house, writing that ‘She [the perfect wife] was intensely sympathetic. She was immensely charming. She was utterly unselfish. She excelled in the difficult arts of family life. She sacrificed daily. If there was a chicken, she took the leg; if there was a draught she sat in it … Above all, she was pure.’ (Woolf, 1966) She added that she ‘bothered me and wasted my time and so tormented me that at last I killed her’. - Nel Noddings (b. 1929), American feminist and philosopher views her as ‘infantile, weak and mindless’ (1989). - As long ago as 1891, Charlotte Perkins Gilman (1860-1935), American feminist and novelist, wrote a short essay entitled *The Extinct Angel* in which she described the angel in the house as being as dead as the dodo. Gilman believed the domestic environment oppressed women through the patriarchal beliefs upheld by society. She embraced the theory of ‘reform Darwinism’ and argued that Darwin’s theories of evolution presented only the male as the given in the process of human evolution, thus overlooking the origins of the female brain in society that rationally chose the best suited mate that they could find. Gilman argued that male aggressiveness and maternal roles for women were artificial and no longer necessary for survival in post-prehistoric times. She wrote, ‘There is no female mind. The brain is not an organ of sex. Might as well speak of a female liver.’ from *Women and Economics* (Boston, MA: Small, Maynard & Co., 1898). **Excerpts** Man must be pleased; but him to please Is woman's pleasure; - Daughter to her mother: Mother, it's such a weary strain The way he has of treating me As if 'twas something fine to be A woman; and appearing not To notice any faults I've got! Lawrence Alma-Tadema, *A Sculptor’s Model*, 1877, private collection See http://en.wikipedia.org/wiki/Lawrence_Alma-Tadema - This is a nude from the 1870s when it was still shocking but much more common at the RA exhibition. **The Woman’s Gaze** - Men were allowed to look at the female nude but only if the painting or sculpture was classical or biblical and therefore ennobling. Although we might think anything goes, any sign of impurity or sensuality was strictly forbidden. However, almost any reference to the classical made the nude acceptable. Men were concerned about the affect on their wives and particularly their daughters. - This painting was commissioned by John Collier’s father as an attempt to recreate the posture of the Esquiline Venus that had been excavated in 1874 from the Esquiline Hill and seen by the artist on a visit to Rome the following year. (The statue is hidden behind the palm frond.) However, it went too far for many people. When Alma Tadema's *A Sculptor’s Model* was exhibited in Liverpool the Bishop of Carlisle wrote 'My mind has been considerably exercised this season by the exhibition of Alma-Tadema’s nude Venus….for a living artist to exhibit a life-size, life-like, almost photographic representation of a beautiful naked woman strikes my inartistic mind as somewhat, if not very, mischievous.’ • The woman’s view: in Charlotte Brontë’s Villette (1853), Lucy Snowe visits an art gallery in Brussels but her male companion thinks a painting of a black semi-nude Cleopatra not suitable. Lucy’s view is “she had no business to lounge away the day on a sofa…strong enough to do the work of two plain cooks”. For men she was the epitome of sensuality. Lucy was made to sit in a corner looking at improving modest women. She saw women looking at Cleopatra but was told they were married women which was permitted. **Lawrence Alma-Tadema** • Born in Dronrijp, the Netherlands, and trained at the Royal Academy of Antwerp, Belgium, he settled in England in 1870 and spent the rest of his life there. A classical-subject painter, he became famous for his depictions of the luxury and decadence of the Roman Empire, with languorous figures set in fabulous marbled interiors or against a backdrop of dazzling blue Mediterranean Sea and sky. Though admired during his lifetime for his draftsmanship and depictions of Classical antiquity, his work fell into disrepute after his death, and only since the 1960s has it been re-evaluated for its importance within nineteenth-century English art. **Waist-to-Hip** • The proportions of the Esquiline Venus were possibly modelled on a real person as the head to height is 1:7 rather than the more elegant 1:8. Kenneth Clerk describes it as ‘a stocky little peasant such as might be found still in any Mediterranean village’. • We know the left arm was raised and the left hand was on her head as a fragment of her left little finger remains on the back of the head. • Opinions are divided but one school of thought is that this was a sculpture of Cleopatra. • Ideal 70%, painting 75%, statue 75% (72% as the backside is large) Richard Redgrave (1804-1888), *The Outcast*, 1851, Royal Academy Diploma work given by Redgrave to the RA See http://en.wikipedia.org/wiki/Richard_Redgrave Key point: the ‘fallen women’ was based on a strict Victorian code **The Outcast** - We have already seen *The Sempstress* (1846, sketch 1844, based on Thomas Hood, *The Song of the Shirt*, 1843), the image not of a fallen woman but the lengths a woman would go to retain her purity in the face of all odds. - This is *The Outcast* by Richard Redgrave. The **head of the household** forces his **daughter** out of the family home with her **illegitimate baby**. In the foreground on the floor is what may be an **incriminating letter**, possibly naming the father of the child. The scene is made more pathetic by the snowy wastes outside the door and the innocent child’s hand raised in echo of the hand of the pleading sister. - On the floor is a purse and an incriminating letter. On the wall is a **biblical scene** of Abraham casting out Hagar and her **illegitimate child Ishmael** into Wilderness of Beersheba (Genesis 21:10). God shows Hagar a well and save Ishmael’s life and his descendants become the Arabic nations. • She is a fallen woman and so **no forgiveness** is possible. She has brought **shame** on the household and so must fend for herself. This means becoming a sempstress or **working in a factory**. If these are not possible the only options left are **prostitution** or **suicide**. • Originally **Redgrave** produced works of **historical** and literary subjects but from the 1840’s he painted themes which exposed the **cruelty of Victorian society**, especially **to women**, with works such as *The Governess* (1844, Victoria & Albert Museum) and *The Sempstress* (1846, private collection). In 1850 in the *Art Journal* he wrote that ‘my best efforts in art have aimed at calling attention to the trials and struggles of the poor and oppressed.’ **The Sempstress** • Thomas Hood (1799-1845) a British humourist and poet, son of a well-known playwright Tom Hood. He was not a political radical and loved playing practical jokes on his family (wife and the story of the plaice with red spots) and he loved puns. • Based on a real case of Mrs Biddell a seamstress who pawned the clothes she had been given to sew to feed her children and thus incurred a debt she could not repay. She was sent to a workhouse and her fate is unknown. The poem was published anonymously in *Punch* Christmas edition 1843 and quickly became a phenomenon. Johann Zoffany (1733-1810), *The Portraits of the Academicians of the Royal Academy*, 1771-72, Royal Collection George Romney (1734-1802), *Mary Moser*, 1770-71, National Portrait Gallery Angelica Kauffman (1741-1807), *self-portrait*, 1770-1775, National Portrait gallery See http://en.wikipedia.org/wiki/Johann_Zoffany **Problem of being a woman artist**: could not attend the RA School or become Academicians. This is the **Zoffany** painting showing the portraits of the Academicians of the Royal Academy. It was painted in **1771**, three years after the Academy was founded and it shows the two female founders of the Academy as portraits on the wall. One is Mary Moser (1744-1819) was one of the most celebrated artists of 18th-century Britain and the other is Angelica Kauffman (1741-1807) who was a Swiss-born Austrian Neoclassical painter with a successful career in London and Rome. - The RA excluded women until 1860 even though two of the founding members were women. - Slade took women from its founding in 1871. • Laura Herford’s (1831-1870) in 1860 was accepted for the RA School based on a painting using her initial ‘L. Herford’. This was at the suggestion of the President Sir Charles Eastlake. Thirteen other women were accepted over the next few years. Women were only allowed to draw from casts and the draped model. Women were excluded from the life class although there was some provision made in 1893. In 1863 the Council decided its constitution did not allow women painters (in the Instrument of Foundation, Academicians … shall all of them be … Men of fair moral Characters’). In 1903 women were allowed to study living nudes in separate classes. • The Society of Female Artists was founded in 1856, it became the Society of Lady Artists in 1872 and the Society of Women Artists in 1899. • 1870s and 80s women petitioned RA in vain to attend life classes. • There were private art schools 1880s and 90s like French atelier • Rich women attended classes in Paris, Munich, Dusseldorf and Antwerp • Lady Butler was nominated three times to the RA 1879-81 and turned down. • Annie Laura Swynnerton and Laura Knight (1877-1970, née Johnson, attended Nottingham School of Art 1890-4, aged 13) were made ARA in the 1920s and Laura knight a RA in 1936. Note • Kauffman on left, Mary Moser (1744-1819) on right. Moser’s father George Moser putting on the noose. Richard Cosway (1742-1821, RA1770), Moser’s lover bottom right with cane (canvas was extended to include him). Cosway was separated from his wife Maria (an Italian-English artist who had an affair with Thomas Jefferson, American Founding Father, principal author of the Declaration of Independence 1776 and third President of the US) and he and Mary Moser had an open affair that lasted 6 months during which they travelled around Europe. Julia Margaret Cameron, *Iago, Study from an Italian*, 1867, National Museum of Photography Pronounced ee-ah-go **One of the few examples of a woman artist representing individual male beauty** (not a portrait or a scene that includes men, such as Elizabeth Butler) Also see Eleanor Fortesque-Brickdale *The Idylls of the King* with a single medieval knight Also Florence Caxton, illustrator, ‘The Dance Domestic-The Gyration Archaic Post-Prandial’ Identified by Colin Ford as *Angelo Colarossi*, studio assistant to the sculptor *Alfred Gilbert* whose son, also called Angelo, modelled for *Anteros* (god of requited love, i.e. love returned, the mirror image of the lover’s feelings, son of Ares and Aphrodite, brother Eros, plumed butterfly wings, symbolises the selfless philanthropic love of Salisbury for the poor) on the *Shaftesbury Memorial Fountain* in *Piccadilly Circus* at the age of 15. Very recent research suggest it is his uncle *Alessandro di Marco* who modelled earlier in Rome for Leighton. His original trade was organ grinder. This is thought to be the **only paid model** Cameron every used. The National Museum of Photography has the only known print. Not used: Julia Emily Gordon (1810-1896), *Palace at Nanteuil*, date not known, Tate Britain Tate Britain: ‘Julia Emily Gordon was an industrious, ambitious and talented amateur artist, like her mother Lady Gordon (née Julia Bennet). Julia Gordon is chiefly remembered as the daughter of Sir James Willoughby Gordon, a veteran of the Napoleonic Wars and, when a child, as one of several claimants to the honour of sitting on the Duke of Wellington’s knee at Brussels on the eve of the battle of Waterloo.’ Problem of being a woman artist: not a suitable occupation, childbirth – early death and the time required Joanna Mary Boyce (1831-1861), *Elgiva*, 1855, private collection Joanna Mary Boyce also known by her married name Joanna Mary Wells, English painter of portraits, genre pictures and occasional landscapes. Sister of pre-Raphaelite painter George Price Boyce. Died aged 29 during childbirth, described in her obituary as a ‘genius’. *Elgiva* was her first painting to be exhibited at the RA. Ford Madox Brown described it as ‘the best head in the room’. Elgiva was an Anglo-Saxon queen and compared to Rossetti female head and shoulders it is stark, quiet and serene. John Ruskin wrote about *Elgiva* in his 1855 ‘Academy Notes’: “The expression in this head is so subtle, and so tenderly wrought, that at first the picture might easily be passed as hard or cold; but it could only so be passed, as Elgiva herself might have been sometimes seen, —by a stranger—without penetration of her sorrow. As we watch the face for a little time, the slight arch of the lip seems to begin to quiver, and the eyes fill with ineffable sadness and a look of despair. The dignity of all the treatment---- the beautiful imagination of faint but pure color, place this picture, to my mind, among those of the very highest power and promise.” Emily Mary Osborn or Osborne (1828-1925), *Nameless and Friendless*, 1857 See http://en.wikipedia.org/wiki/Emily_Mary_Osborn **Problem of being a woman artist:** selling their work, Emily Osborn was successful but was never made an Academician. **Emily Mary Osborn** - Osborn began showing her work at the Royal Academy when she was just 17 and continued to do so over a period of 40 years. This is her most famous work which has been called ‘The most ingenious of Victorian widow pictures.’ A recently bereaved woman is attempting to make a living as an artist by offering a picture to a dealer while two ‘swells’ on the left stare at her distracted from the bare legged ballet dancer they have been previously ogling. She nervously pulls on a loop of string while the dealer disdainfully judges her work. - It has been suggested that this painting relates to Mary Brunton’s novel *Self-Control* published in 1810 but republished in 1850. This describes the struggles of a self-motivated female artist to sell her pictures in order to help save her father from financial ruin. Society of Female Artists • The difficulties experienced by women in exhibiting and selling their works led to the formation of the Society of Female Artists in 1857, the year *Nameless and Friendless* was first exhibited at the Royal Academy. Emily Mary Osborn was a member of this group and one of the artists associated with Barbara Bodichon’s Langham Place circle and campaign for women's rights. • Osborn was a member of the Society and a member of Barbara Bodichon’s Langham Place circle that campaigned for women’s rights. Despite the problems faced by women artists Osborn went on to develop a successful career. • The *Art Journal* on Emily Mary Osborn, ‘Nameless and Friendless’ 1857: A poor girl has painted a picture, which she offers for sale to a dealer, who, from the speaking expression of his features, is disposed to depreciate the work. It is a wet, dismal day, and she has walked far to dispose of it; and now awaits in trembling the decision of a man who is to become rich by the labours of others.’ • Osborn never married and died aged 97 in 1925. Reviews of Exhibitions of the Society of Female Artists: *The Illustrated London News*, 6 Jun 1857: Strength of will and power of creation belonging rather to the other sex, we do not of course look for the more daring efforts in an exhibition of female artists: but observation, taste, or the art of selection, and various other qualities adapted to the arts, are to be found in this Oxford-Street display. *The Art Journal*, 1 May 1858: ...that which we see at the Egyptian Hall is the result of assiduous self-tuition, for we have no school for the instruction of ladies in painting from the living model. Labouring under such disadvantages as the female student does, we are not disappointed to see here so many drawings of flowers, fruit, and still-life objects – we are only surprised into exultation to see so much excellence in the higher departments of art... Elizabeth Butler (1846-1933, née Thompson), *Scotland Forever!*, 1881 **Problem of being a woman artist:** had to travel, manage her husband’s affairs and raise six children **Elizabeth Butler** - Wikipedia: Elizabeth Southerden Thompson, Lady Butler (1846–1933) was a British painter, one of the few female painters to achieve fame for history paintings, especially military battle scenes, at the end of that tradition. She was married to Lieutenant General Sir William Butler, and is still often referred to as Lady Butler. Some of her most famous military scenes come from the Napoleonic Wars, but she covered most major 19th-century wars and painted several works showing the First World War. - She was born in Switzerland and received her art training in Italy and then South Kensington, London and she entered the Female School of Art. She initially concentrated on religious subjects and later switched to war paintings. - She was very popular as she painted scenes of battle at a time when Victorian pride and nationalism for the growing British Empire was at its height. She said, ‘I never painted for the glory of war, but to portray its pathos and heroism’. Laura Knight (1877-1970), *Self-Portrait with Nude*, 1913, National Portrait Gallery **Problem of being a woman artist:** cannot learn to draw and paint figures - Returning to the **Royal Academy** and looking at the first woman to become an **Academician** since its foundation. - **Laura Knight** (born Johnson) was an artist who worked in the figurative, realist tradition and was an English Impressionist. She was created a Dame in 1929 (aged 52) and was elected a Royal Academician in 1936, the first since 1868. Her large retrospective at the RA in 1965 was the first for a woman. - Her father died shortly after she was born and her mother struggled financially but managed to send her France to study in a Paris atelier. She returned and her mother managed to enrol her at the Nottingham School of Art aged 13. She started teaching art when she was 15 and her mother fell ill and won a scholarship and gold medal from the South Kensington Museum (which became the V&A in 1899). She met Harold Knight when she was 17 and they married in 1903 when she was 26. - She became a central figure in the **Newlyn** artists colony with Alfred Munnings. - In 1913 she painted a first for a woman, *Self Portrait with Nude* showing her painting the artist Ella Naper. Using mirrors she painted herself and the model as seen from the point of view of someone entering the studio. As an art student she was not permitted to paint nude models, only casts, which she deeply resented. It was first shown in Newlyn and was well received but rejected by the RA. The *Daily Telegraph* art critic called it ‘vulgar’ and suggested it ‘might quite appropriately have stayed in the artist’s studio.’ She continued to exhibit it throughout her career and it continued to receive criticism but it was purchased by the NPG after her death and is now considered both a key work in the story of female self-portraiture and as symbolic of wider female emancipation. - She painted the world of theatre and ballet and was a war artist during WWII. She was also interested in marginal groups, such as gypsies and circus performers. - A woman artist painting a nude was very difficult during the nineteenth century as few art schools allowed women students to attend life classes. - One of the first was the Slade - Edward Poynter, first principal at the Slade, in his inaugural address in October 1871: ‘There is unfortunately a difficulty which has always stood in the way of female students acquiring that thorough knowledge of the figure which is essential to the production of work of a high class; and that is, of course, that they are debarred from the same complete study of the model that is open to the male students...But I have always been anxious to institute a class where the half-draped model might be studied, to give those ladies who are desirous of obtaining sound instruction in drawing the figure, an opportunity of gaining the necessary knowledge...It is my desire that in all the classes, except of course those for the study of the nude model, the male and female students should work together.’ Next Term - 7th January 2015 - The major art movements during the Victorian period - Pre-Raphaelites Brotherhood - Arts & Crafts Movement - Aesthetic Movement and Decadent Art - English Impressionism and the Fin de siècle - More discussion? Next Year - September - December 2015 and January-March 2016 - 300 years of British Art as 10 topics over 20 classes - *British Art & Society: from Tudor Propaganda to Georgian Satire* - Henry VIII and Holbein - Elizabethan portraiture - Charles I as patron and the Commonwealth Sale - Lely and the Windsor Beauties - Kneller and the English Baroque - Hogarth and satire - Gainsborough and landscape - Wright of Derby and the sublime - Reynolds and portraiture
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CONTINENTS ON THE MOVE Adamantios Kilias School of Geology, Aristoteles University of Thessaloniki, Thessaloniki, Greece Keywords: Continental crust, Continental margin, Lithosphere, Plate tectonics, Supercontinent, Orogene, Craton, Lithospheric circle, Paleomagnetism, Remanent magnetism, Pangea, Polar wandering curve. Contents 1. Introduction 2. Earth’s Structure Today 3. Driving Mechanism 4. Vertical Movement of the Lithosphere 5. Continents and Growth of Continents 6. Lithospheric Circle—Continents’ Motion 7. Evidence for Continent Motions 8. Discussion and Conclusions Acknowledgements Glossary Bibliography Biographical Sketch Summary Earth’s outer form changes continuously over the geological time associated with dramatic alterations of the atmosphere, hydrosphere, and biosphere. Our planet Earth is a living organism. It breathes, develops, and gets slowly old. Mantle convection stirs the entire mantle, generating lithospheric plate movements, and transporting great quantities of heat from Earth’s interior to the surface, where the heat radiates into space. Plate movements are the most important motors of the geological events taking place in the lithosphere, and the changing of the global distribution of continents and oceans. As plates move and continents travel over them, ocean basins open and close associated with the recycling of the ocean floor. At the spreading centers, a new oceanic crust is created, while at the subduction zones, the cool, old oceanic crust sinks into Earth’s interior where it is destroyed molten. The continents grow progressively, but with different rates in their evolutionary history, getting heavier and consequently more slow-moving. The continents periodically join in a single supercontinent, colliding with each other. Each supercontinent lasts for a few million years, and then breaks again into smaller fragments which will form the new continents, each riding away from the others on its own tectonic plate. 1. Introduction Geological time is divided into smaller portions for convenience. Based on relative age determinations, large geologic time units are split into smaller intervals. From the largest time portions to the smaller, geologic time is subdivided into eons, eras, periods, and epochs. This chronological arrangement is called the geologic time scale, and is used by the geologist to date the studied rocks and tectonic events (Figure 1). Our planet is approximately 4.6 billion years old (see Solar System). The earlier eons—the Proterozoic, Archean, and Hadean, which comprise 4 billion years of geologic time—are not subdivided at all, even though together they constitute a time interval almost eight times as long as the Phanerozoic. Furthermore, we know from astronomical observations that the planet Earth will possibly stop to exist after five billion years from today. This means that overall, Earth’s life could be estimated as approximately ten billion years. ![Geologic Time Scale](image) **Figure 1.** The geologic time scale The appearance and evolution of human life on Earth has taken place during about the past three million years: this is a very short time in Earth’s whole life. In nearly 4.6 billion years of Earth’s life, its outer form has changed many times, and will progressively change again in the future as a result of the effect of successive geological processes. Magmatism, metamorphism, sedimentation, tectonics, and erosion merge and will continue to merge the structure of our planet Earth. The Greek philosopher Hiraklitos (535–475 BC) first felt this continuous transformation, and said, “Τα πάντα ρει” (all is flux). Many years later, the German researcher Alfred Wegener formulated his theory about continental drift, and the break up of the Pangea supercontinent. The aim of this article is to describe the global tectonic movements that have taken place during the geological evolution of Earth, causing continuous changes to the surface fabric and climate. 2. Earth’s Structure Today 2.1 Earth’s Layers From the top to the bottom, our Earth is composed mainly of three different layers: the crust, the mantle, and the core. Figure 2 illustrates the structure of Earth’s layers, and the relationships between the boundary conditions of the lithospheric plates. Figure 2. The structure of Earth’s layers (modified, after Thompson and Turk, 1999) 2.1.1 The Crust The uppermost and thinnest layer is called the crust. It is relatively cool, and consists of hard, solid rocks. We distinguish between oceanic crust and continental crust. The oceanic crust is composed mostly of dark, dense basalt, and extends beneath the oceans, occupying mainly the floor of the oceans (see *Oceanic Crust*). The oceanic crust is between 4 km and 7 km thick. The continents, with their marginal parts (active or passive) that extend beneath the sea level, comprise the continental crust (see *Continental Crust*). The continental crust is much thicker than the oceanic crust. Its thickness ranges (approximately) from 20 km to 70 km. The continental crust is composed primarily of light colored, less dense granite. 2.1.2 The Mantle The mantle lies directly below the crust. It is almost 2900 km thick, and is composed of ultramafic rocks (Peridotite, Harzburgite, etc.) of which the mineralogy varies with depth (see *Mantle and Core*). Mantle temperature and pressure increase with depth. These P-T changes cause the strength of mantle rock to vary with depth, and thus create sublayering within the mantle. We distinguish between the upper and the lower mantle. The upper mantle is further divided from top to the bottom into (a) the lithospheric mantle, (b) the asthenosphere, and (c) the remainder upper mantle. a) The uppermost mantle is relatively cool, and consequently consists of hard, strong rock with the same mechanical behavior as the crust. The lithospheric mantle and the crust constitute together the lithosphere, which forms the outer hard part of the Earth. The lithospheric thickness varies from approximately 75 km beneath the ocean basin to approximately 125 km under the continents. The boundary between the base of the crust and the top of the more rigid mantle is called the Moho-discontinuity. b) The asthenosphere extends beneath the lithosphere to a depth of approximately 350 km. In contrast to the lithosphere, the asthenosphere is hot, weak, and plastic, so the strong, hard lithosphere floats on the soft, plastic rock of the asthenosphere. c) At the base of the asthenosphere, increasing pressure overwhelms the effect of rising temperature, and the strength of the mantle increases again. Therefore, the remaining lower part of the upper mantle, of about 300 km width, and the upper part of the lower mantle are mechanically strong. Despite the strength of these mantle parts, high temperature makes the entire mantle plastic and able to flow slowly, over geologic time. Recent evidence suggests that the lowermost mantle at the core boundary is partly molten. 2.1.3 The Core The core is the innermost of the Earth’s layers (see *Mantle and Core*). It extends from a depth of 2900 km to the center of the Earth, forming a sphere with a radius of about 3470 km. The core is composed largely of iron and nickel. The outer core is molten because of the high temperature in that region: near its center the core’s temperature is about $6000^\circ$C. Despite this high temperature, the extreme pressure that dominates in the inner core compresses it to a solid state. 2.2 Tectonic Plates and Their Movements (See *Tectonic Processes.*) The lithosphere itself is broken today into seven large and several smaller segments called tectonic plates or lithospheric plates (Figure 3). They are not plain structures, but portions of a global surface. The lithospheric plates glide slowly and horizontally over the asthenosphere at rates ranging from less than 1 cm/a to about 16 cm/a (cm/yr). A single plate can carry both oceanic and continental crust. Only the Pacific plate is composed entirely of oceanic crust. Continents travel on the lithospheric plates as they move over the asthenosphere, like passengers. A plate boundary is a discontinuity in the lithosphere that separates two lithospheric plates. A plate margin is tectonically active, in contrast to the interior of the plate, which is normally stable. All significant processes of Earth’s dynamics are placed at the plate boundary: this is where mountain ranges or ocean basins build up. Magmatic eruptions, metamorphism, and earthquakes also take place here. Neighboring plates can move relative to each another in three main ways. We distinguish between a *divergent boundary*, *convergent boundary*, and *transform boundary* (Figures 2 and 3). Each plate boundary type is characterized by its typical functions and tectonic activity. Combinations can take place between divergent or convergent boundaries and a transform boundary. In these cases of oblique plate divergence or convergence, we distinguish the difference between *transtensional* and *transpressional tectonics*, respectively. (a) At a divergent plate boundary, also called “spreading center” or “rift zone,” two plates spread apart from one another. The underlying asthenosphere then oozes upward to fill the gap between the separating plates. As the asthenosphere rises between the separating plates, some of it melts to form magma, due to decreasing pressure conditions rather than temperature change. Most of the magma rises to the Earth’s surface or the sea floor, where it cools to form new oceanic crust. So, a continuous and intense volcanism takes place along the divergent plate boundaries. As the asthenosphere rises between two separating plates, it gains mechanical strength by cooling, and therefore transforms into new strong lithosphere. In this way, new lithosphere is continuously formed at a divergent boundary, and its thickness increases as it moves away from the spreading center. The lithosphere can be as little as 10 km to 15 km thick at a spreading center (see *Processes that Form Magma*). (i) Horizontal extension dominates at a divergent boundary. (ii) The two separated plates at their divergent boundary may be composed of oceanic crust or continental crust. Respectively, we speak of ocean rifting or continental rifting, although continental rifting will often be developed into an oceanic rifting over some time, for example, the continental rifting in East Africa. In this case, if the rifting continues, eastern Africa will be separated from the main body of the African continent, and a new ocean basin will open between the separating portions of Africa. (iii) Mainly shallow earthquakes are related to the spreading processes. b) *At a convergent plate boundary*, the plates move towards each other. Horizontal compression dominates at a convergent plate boundary. Where two plates converge, the denser one sinks into the mantle beneath the other, while the less dense plate remains floating on the asthenosphere. This sinking process is called subduction (Figures 2 and 3). The subducted plate can reach a depth of approximately 700 km into the mantle. Figure 3. The distribution of the main lithospheric plates and their boundary relationships with the associated geological processes (i) In most cases only oceanic lithosphere can sink in a subduction zone into the mantle, since it is denser than the thick continental crust. However, in certain cases, small amounts of continental crust may be forced into the mantle in a subduction zone. (ii) In general the rate at which old lithosphere sinks into the mantle at subduction zones is equal to the rate at which new lithosphere forms at a spreading center. Therefore, Earth’s dynamics maintain a global balance between the creation of new lithosphere and the destruction of old lithosphere. The oldest sea-floor rocks on Earth are only about 200 million years old, because oceanic crust continuously recycles into the mantle at subduction zones (Figure 3). Rocks as old as about 4 billion years are found on continents, because subduction consumes little continental crust. Plate convergence processes are in general associated with mountain chain building, intense crustal subhorizontal shortening, and vertical thickening. Deep earthquakes, rising magma, volcanism and metamorphism are immediately related to the plate convergence processes. Transform plate boundaries develop where two plates slide horizontally past one another as they move in opposite directions (Figure 3). This type of boundary can occur in both ocean and continent. Along the transform plate boundaries, neither new lithosphere is formed nor old lithosphere is destroyed. Transform plate boundaries are associated with transform faults. They are (like strike-slip faults) developed about vertically to the Earth’s surface, and are created as a result of balance movements, due to the spherical form of the plate surface and the geometry of plate motion (Figure 3). California’s San Andreas Fault is a transform boundary between the North American plate and the Pacific plate, which joins the east Pacific mid-ocean ridge to the subduction zone below the Cascade Range. Transform faults also cut up laterally all of the mid-ocean ridges into smaller fragments (Figure 3). 3. Driving Mechanism Why do plates move? It is still not very clear what forces cause plates and continents to move around Earth’s surface. The most important motor of plate movement is mantle convection. Mantle convection is the process that continuously stirs the entire mantle as old, cold plates sink at subduction zones to the core mantle boundary, and hot rocks rise at the same time towards Earth’s surface beneath a spreading center, forming new lithosphere to replace that lost to subduction (see *Mantle and Core*). Although Earth’s mantle is mostly solid rock, it is so hot that over geologic time it flows slowly at rates of approximately 10–20 cm/a. We simply assume that the mantle attempts to offset through convection the different temperature between core and surface. Recent results support the hypothesis that the entire mantle convects from the hot core–mantle boundary to the lithosphere. Heat from the core, supplemented by additional heat generated by radioactivity within the mantle, drives the entire mantle and lithosphere in huge cells of convecting rocks. A tectonic plate is the upper portion of a convecting cell, and thus glides over the asthenosphere because of the convection (Figure 2). Through the mantle convection, the upward branch of the convection transports great quantities of heat from the Earth’s interior to the surface, where the transported hot rocks are cooled and a quantity of the heat radiates into space. In addition, cool, dense lithosphere sinks at the subduction zone to the Earth’s interior. So, the Earth would have been much hotter at the time of its creation than it is today and the lithosphere was probably warmer and lighter in order to sink. Furthermore, the heat production of Earth is slowly decreased, as the radioactive isotopes continue to decay and they become less abundant. Therefore, we could assume that in a few billion years from now the Earth will be cool and the mantle strong. Consequently, the principles of plate tectonics and continents movement are only decisive for the form of Earth today. Simultaneously with the mantle convection, some other processes and forces may contribute to the movement status quo of the lithospheric plates: The base of the lithosphere slopes downward from a spreading center (Figure 2). From this side, gravity causes the lithosphere to slide away from the spreading center over the soft, plastic asthenosphere (“ridge push”). In addition, the lithosphere becomes denser, thicker, and cooler as it moves away from a spreading center. The old lithosphere, far from the spreading center, becomes denser than the asthenosphere below. As a result, it can no longer float on the asthenosphere, and sinks deep into the mantle in a subduction zone, dragging the trailing portion of the lithosphere over the asthenosphere (“slab pull”). The frictional forces at the transform boundary between lithosphere and asthenosphere also play their role on the movement regime of the lithosphere. If segments of continental crust or a great volcanic complex are led into a subduction zone, because of their low density, they cannot sink deep into the mantle so simply. As such obstacles come into a subduction zone, the result can be modifications to the movement direction or convergence rate of the plates concerned, until the convergence processes are complete. Parallel to the huge curtain-shaped mass of mantle that rises beneath a spreading center, another branch of upward flowing mantle exists, called mantle plume. In contrast to mantle convection, mantle plume is a relatively small column of hot, plastic mantle rock rising vertically (Figures 2 and 3) (see *Mantle and Core*). Plumes commonly rise from great depths in the mantle, because the rocks near the core-mantle boundary are hotter and more buoyant than the surrounding regions of the mantle. Others may form as a result of local heating in shallower portions of the mantle. As pressure decreases in the rising plume, magma forms, and rises erupting from volcanoes at a hot spot on Earth’s surface. The Hawaiian island chain is an example of a volcanic center at a hot spot away from a plate boundary (see *Volcanology: Volcanic Activities, Chemistry and Effects on Environment*). 4. Vertical Movement of the Lithosphere Besides the horizontal movements of Earth’s lithospheric plates, vertical movements also affect the lithosphere. Lithospheric vertical movements are related to the overload or mass removal from the lithosphere. If a large mass is added to the lithosphere, it settles, and the underlying asthenosphere flows laterally away from that region to make space for the settling lithosphere. In contrast, if a large mass is subtracted from the lithosphere it emerges and the underlying asthenosphere ascends. The concept that the lithosphere is in floating equilibrium on the asthenosphere is called Isostasy and the vertical movement in response to a changing burden is called isostatic adjustment. For example, when a glacier grows, the weight of ice forces the lithosphere downward. Conversely, when the glacier melts, the continent uplifts, it rebounds. The lithosphere undergoes the same isostatic movements when a region is denuded and the eroded material is deposited in another adjacent region. The eroded region uplifts and the other settles. Consequently a thick basin can be formed. Furthermore, gravitational collapse or extensional collapse of an over-thickened crust is associated with crustal unroofing caused by isostatic rebound of the thickened crust (Figure 4). Bibliography Bahlburg H. and Breitkreuz C. (1998). *Grundlagen der Geologie*, 328 pp. Stuttgart: Ferdinand Enke Verlag. [This is a geology textbook that presents the main concepts and principles of Earth’s exogene and endogene dynamics.] Deutsch E. R. (1966). The rock magnetic evidence for continental drift. *Continental drift* (ed. G.D. Garland), pp. 28–52. Toronto: Royal Society Canadian Special Publication 9. [A paper that presents paleomagnetic evidence for continental drift.] Engel A. E. I. (1963). Geologic evolution of North America. *Science* **140**, 143–152. [A paper that presents in brief the geological evolution of North America.] Flint F. R. and Skinner I. B. (1976). *Physical Geology*, 594 pp. New York: John Wiley & Sons. [This is a textbook that presents the main concepts and principles of geological science, with emphasis on the exogene and endogene dynamics of Earth.] Frisch W. and Loeschke J. (1993). *Plattentektonik*, 243 pp. Darmstadt: Wissenschaftliche Buchgesellschaft. [This book presents the principles and concepts of the theory of plate tectonics.] Hatcher D. R. (1990). *Structural Geology*, 531 pp. Columbus: Merril Publishing Company. [A textbook presenting the principles, concepts, and problems of structural geology.] Heather D. C. (1979). *Plate tectonics*, 80 pp. London: Edward Arnold. [A book that describes the main principles and concepts, as well as the problems, of the plate tectonics theory.] Kilias A., Falalakis G., and Mountrakis D. (1999). Cretaceous–Tertiary structures and kinematics of the Serbomacedonian metamorphic rocks and their relation to the exhumation of the Hellenic hinterland (Macedonia, Greece). *Geologische Rundschau* **88**, 513–531. [This is a paper presenting the structural evolution of the internal Hellenides during the Cretaceous and Tertiary time.] Giese P. (ed) (1984). *Ozeane und Kontinente*, 248 pp. Heidelberg: Spektrum der Wissenschaft Verlagsgesellschaft. [This book is a collection of contributions that study the origin, structural development, and structure of Earth’s lithosphere.] Runcorn S. K. (1962). Paleomagnetic evidence of continental drift and its geophysical cause. *Continental Drift* (ed. S.K. Runcorn), 1–40 pp. London. [A paper describing the paleomagnetic evidence for continental drift and its geophysical cause.] Stern A. R. and Bleeker W. (1998): Age of the World’s oldest Canada's SHRIMP: The Acasta gneiss complex. Northwest territories, Canada. *Geoscience Canada*, **25(1)**, 27-33. [In this paper the sensitive high resolution ion microprobe has been used to show that the oldest-known continental crust is ca. 4.03 billion years old.] Suppe J. (1985). *Principles of Structural Geology*, 220 pp. Englewood Cliffs: Prentice-Hall. [This is a widely used textbook that presents the principles and concepts of Earth’s crustal deformation in micro-and large-scale.] Thompson R.G. and Turk J. (1999). Earth Science and Environment, 589 pp. Orlando: Harkourt Brace & Company. [A textbook that describes and explains fundamental geological processes defined the Earth's structure and evolution.] Wilson J. T. (1963). Continental drift. *Scientific American* **208**, 86–100. [This paper presents essential aspects and approaches to the motion of the continents.] Windley B. F. (1995). *The Evolving Continents*, 526 pp. New York: John Wiley. [This is a book that presents principles and concepts about the structural evolution of the continental crust and continents.] Biographical Sketch Adamantios Kilias has been professor at the Department of Geology and Paleontology of the Aristotle University of Thessaloniki since October 15, 1997. Prof. Kilias was born on June 11, 1951 in Thessaloniki, Greece, and is of Greek nationality. From 1977 to 1981 he elaborated his dissertation at the University of Thessaloniki (Greece) with a theme about the geology of the north Pelagonian zone in Greece. From 1975 to 1977 he did postgraduate studies at the University of Vienna, and visited the University of Tuebingen in Germany as guest professor in 1988. He worked as scientific co-operator at the Greek Institute of Geological and Mineral Researches (IGME) (1981), at the Department of Geology of the National Metsobion Polytechnic School of Athens (EMP) (1981), and at the Department of Geology and Paleontology of the University of Thessaloniki (1982). He was at the Department of Geology and Paleontology of the University of Thessaloniki, lecturer from 1982 to 1986, assistant professor from 1986 to 1990, and associated professor from 1990 to 1997. In October 1997 he was appointed professor at the same department and university. Prof. Kilias received in December 1995 the “highest prize” of the Athens Academy for research about the geology of northern Greece. He was convener in the international congress of the European Association of Geophysics at Nice (France) in 1977, and member of the Scientific Committees of the Geological Greek-Bulgarian Symposium in Tessaloniki in 1989. His research field is structural geology. He has studied mainly the structural evolution of the Hellenides and their extension in neighboring regions in Albania, Bulgaria, Skopia, and Turkey. He has also worked in the Betic Cordilliere, south Spain. The results of the investigations were published in international and Greek journals and are contained in about 70 original scientific papers. Many of the papers were also presented at one of over 30 international congresses.
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Arts Award Discover Art Pack Name: Age: Thank you for using our Art Pack, we hope you have fun! The pack is split into 3 sections: **PART A – Take Part** You’ll have a go at an exciting Art challenge (there are some suggestions in the pack!) and record what you did and how you felt. **PART B – Find out** You’ll find out about an amazing Artist (there are some info sheets you can use in the RESOURCES section) and record what you discovered. **PART C – Share** You’ll record what you enjoyed about completing the art pack, so you can show someone else what you’ve done! At the back of the pack, you’ll also find a RESOURCES section. You can use these to help you. By completing the pack, you’ll achieve an Arts Award Discover certificate! There are instructions on how to receive your certificate at the end. Part A – Take Part What art activities do you already enjoy? Circle as many as you like! Reading Dancing Photography Listening or playing music Game Design Drama Watching or making films Creative Writing Cake Decorating YouTube Singing Arts and Crafts Painting or drawing Costume and Fashion Technical Theatre Can you think of any other types of art? Do you have a favourite? Choose an art activity to try It might be a challenge from this page, or it might be something a little different. It’s up to you! Storytelling Activity Have a look at the picture below (there’s a bigger version in the resource pack too), can you create a story to go along with the picture? You could write the story down or tell it aloud to someone. You might want to think about: - Who is in the picture and where are they? What are they doing? Who are they looking at? - What does the room feel like? Smell like? What can you see outside the window? - What happened just before the picture and what will happen next? You could write a list of all the words the picture makes you think of and then see if you can use these words in a story. Create an instrument activity You could try making a shaker by filling an empty bottle with rice and/or pasta. - You could make a xylophone by filling cups or bottles with different levels of water. - You could create a drum kit with saucepans, boxes and anything you can find around your house. Can you play along with your favourite song? Dancing Activity Put on your favourite song and have a dance! Can you create your own signature dance move to share with someone else? Maybe you could work together to create a dance routine for your favourite song. Colour Walk Activity Have a look around your house (or whilst on a walk outside) for something that is each colour of the rainbow. Can you take a picture of each thing you find? If you’re at home, you might want to collect a pile of things that are the same colour and take a photo of your pile. Decorating Activity Have a go designing your dream cake – you can use our template to help you (in resource pack). What colour icing would you pick? Would you make it look like an animal? A place? A person? You could have a go decorating a real cake at home! Self-Portrait Activity Can you paint or draw a picture of yourself? You might do this while looking in the mirror, or you might want to draw yourself in a funny way. What would you look like as a cartoon? What would you look like as an animal? What’s behind you in your picture? Maybe you’ll draw yourself on the moon! Singing Activity Can you sing along to your favourite song? What happens if you sing it faster or slower than normal? Can you make up new words that still fit the tune? Drama Activity Think about your favourite character. Can you tell a story about them as if it happened to you? Think about what they might say, how they might move and what their voice might be like. OR you could have a look at the monologues (speeches for one person) at the back of this pack. Can you read them aloud and perform them? BONUS challenge Can you find anything you could wear as a costume? Can you make or find some props to help you tell the story? How will you show the audience where your story is set? The art activity I took part in is: ____________________________ What did you learn from taking part in the art activity? What was hardest? What was your favourite part? How did taking part in the art activity make you feel? Complete the face This is me taking part You can share a picture, draw what you did or write a few words. Part B – Find Out For this section, you need to find out about an artist. You can find out about any artist you like. They might be: - A painter - An actor - A musician or singer - A games designer - An author - An illustrator - A film-maker - A YouTuber - Anything else you can think of! At the back of this art pack you’ll find information sheets about artists who were involved in the Free February Arts Fest. You can use those sheets to complete this section, or you can choose a different artist to find out about. Part B – Find Out My Artist’s Name is: Record what you found out about your artist here: You can write, draw, stick in photos or video links. It’s up to you! What was the most interesting thing you found out? How would you describe this person’s art in 3 words? This is what their art is like You can share a picture, draw something or write a few words. How did you find out about them? Circle all that apply Google Research Information Sheet YouTube Other ………. Part D – Share What did you enjoy most about your arts activities? What are you proudest of? What is your top tip for anyone else doing an arts activity? Now go and share these 3 things with someone else! They might be a family member, a friend, a teacher. Who did you share this with? You can write their name below, or draw a picture of them here How did you share this? You might have told them, emailed them or shared this book! What did they say? Spare Page WELL DONE! You’ve completed your Art Pack! If you would like to receive a certificate you’ll need to share your hard work with us. You might need an adult to help you. This might be a family member, a teacher or a youth worker. There are a couple of different ways you can share your work with us: 1) Take a photo of pages 2, 4, 6 and 7 and email it to firstname.lastname@example.org along with your name, date of birth and address you’d like the certificate to go to (this might be your house or your school) 2) Call 07709664755 and we’ll see if we can arrange to pick it up, or we’ll tell you where to post it. The deadline is 15 March 2021 Helpful Resources The bear is reading a book in bed, wearing glasses and a hat. There is an umbrella hanging from the ceiling. The room has a rustic feel with wooden floors and walls, and there are books scattered around. A cupcake is a small cake designed to serve one person, typically baked in a small thin paper or aluminum cup. Cupcakes are often baked in a muffin tin. They can be made with a variety of ingredients and flavors. Pick a monologue to have a go at performing! **Glinda the Good Witch from Wizard of Oz** Are you a good witch or a bad witch? Or is that the witch? Well, I’m a little muddled. The munchkins called me because a new witch has dropped a house on the wicked witch of the east. There’s the house and here you are and that’s all that’s left of the wicked witch of the east. And so, what the munchkins want to know is, are you a good witch or a bad witch? **Wizard of Oz** Come forward. I am Oz the great and powerful. Who are you? WHO are YOU? Silence! The great and powerful Oz knows why you’ve come. Tinman, step forward. You dare to come to me for a heart, do you? You clinking, clanking, clattering, collection of junk. **Wicked Witch of the West from Wizard of Oz** Nikko, I have an important task for you. My enemies are about to enter the Haunted Forest. I want you to rouse your men and snatch the sickening little girl and her equally nauseating little dog. I’ll conjure up a spell to help. Now which of my creepy crawlie creations shall I send to plague her? The flibberty gibbet? No! The fly by night? No! Aha! I have it! The jitterbug! There is no more infectious bug in my book of spells. Once bitten, the victim can never stop dancing till they drop! And when they do, you shall be there to scoop up the little brat and the little brute and bring them both to me! Now go! **Lion from Wizard of Oz** Roooaarrr! Put ‘em up, put ‘em up! Which one of ya first? I’ll fight ya both together if you want. I’ll fight ya with one paw tied behind my back. I’ll fight ya standing on one foot. I’ll fight ya with my eyes closed. Oh, pulling an ax on me eh? Sneaking up on me, eh? Why ruff, ruff! Tweedy the Clown What do you do? I’m a Clown. How did you get into your career? I joined a circus. How would you describe your art? Making people laugh. Your top tip for anyone else who wants to have a go? Practice! Circus skills, music, gymnastics. Aga Serugo Lugo What do you do? I’m a Music Workshop Leader. How did you get into your career? Music A-Level and then studied Music at university. I was lost for many years and then assisted someone in a music workshop. I loved it and learned on the job. How would you describe your art? I’m a song-writer/composer. Your top tip for anyone else who wants to have ago: Practice a little regularly, rather than in big chunks. Like exercising a muscle. Give yourself little song-writing tasks. Alex Nowak What do you do? I'm an actor. I perform various characters on stage or screen. How did you get into their career? I started acting at the age of 12 in secondary school. I was very shy due to my deafness and standing up in front of an audience gave me new-found confidence. The more characters I played, the more I decided that I wanted to pursue a career in acting. After completing GSCE Drama and BTEC Level 3 Performing Arts, I decided not to go to drama school and I did three years of unpaid and low paid work. I did a variety of projects such as pantomime, student films, street theatre, walk ons, short films, TV auditions, feature films, music videos... Anything I could get my hands on. I consider these three years of 'work experience' absolutely insightful and valuable. It also gave me a huge taste of what it is like working with hearing people. In 2013, I was offered my first professional gig, a continuity announcer on Channel 4. I'm very grateful that I've been acting professionally since then. How would you describe your art? Acting is a fantastic profession, when you work. I enjoy portraying a variety of various characters. Interaction from audiences continues to give me confidence and encouragement. Every job and character I do is different and that keeps it fresh. Your top tip for anyone else who wants to have a go Learn your craft and learn from the professionals. Be kind and don't give up. John Pfumojena What do you do? I'm an Actor, Musician and Composer. How did you get into your job? I was involved in music and drama clubs during high school. Then soon after completing A-levels I formed a music band. I also auditioned and performed in plays. How would you describe your art? My art is always inspired by my Zimbabwean culture and languages. Music stemming from the Mbira and Marimba instruments. The theatre I create is inspired by the township theatre style of Southern Africa - theatre with music, dance and spoken word. What's your top tip for anyone who is interested in acting? Everyone is creative. The movies or shows you like watching are usually the genres of work you will excel at, so find the sample scripts of those shows/movies and start practicing them out loud. This will grow your confidence and sharpen your skills. Thom Hobbs What do you do? Film Maker for Create Studios. I work on films from early production through to post-production and delivery. How did you get into your career? I trained as a Graphic Designer at the University of the West of England, I then joined a Grad programme at Create. How would you describe your art? My art is very non personal, I work on client briefs to help others achieve their ideas. Your top tip for anyone else who wants to have a go Never give up the dream, never opt for the easy path. Kiara Wakeley What do you do? Production Manager Apprentice. How did you get into your career? I was hired as Outreach 2019, then I joined a Grad programme at Create. How would you describe your art? I help create the films from pre-production, to story outlines, all the way to the shooting of the films. Your top tip for anyone else who wants to have a go Never stop being creative and trying new ideas, you will always find your way if this is your passion.
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2025 Early Literacy Activities Calendar Each month, print out these bright, activity-packed calendars and share them with your library’s families. Based on the Every Child Ready to Read® practices of reading, writing, singing, talking, playing, and counting, each download contains twelve months of learning activities, book lists, nursery rhymes, and more. One side is a calendar which suggests a fun, skills-building activity for each day; the other side contains supplementary content like nursery rhymes, early literacy tips, song lyrics, or suggested reading material. This calendar is designed and optimized for printing purposes. While it is provided in a digital format for your convenience, it is not optimized for digital viewing or interactive use. To provide patrons the best quality and experience, print and distribute physical copies. Use the space on the upper right of the calendar page to customize with your library’s logo and contact information. Visit everychildreadytoread.org for more information about Early Childhood Literacy. Visit pla.org for more information about the Public Library Association. This calendar is subject to copyright protection. Unauthorized reproduction, distribution, or commercial use is prohibited. Public Library Association ## JANUARY 2025 Daily literacy-building activities to share with your child. | Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |--------|--------|---------|-----------|----------|--------|----------| | | | | **1** | | | | | **5** | **6** | **7** | **8** | **9** | **10** | **11** | | **12** | **13** | **14** | **15** | **16** | **17** | **18** | | **19** | **20** | **21** | **22** | **23** | **24** | **25** | | **26** | **27** | **28** | **29** | **30** | **31** | | ### 1. Writing Draw the numbers 2025 and color them with your child. Talk about the upcoming year. ### 2. Playing Play "Riddle Me." Take turns offering riddles. *I'm white and fluffy and float in the sky, I can be gray when it rains. What am I? Yes! Clouds!* ### 3. Talking Tell your child about winter weather and how cold it can be in some places. Is your area cold or mild? Share your favorite thing about winter. ### 4. Singing Play or sing a song your child is familiar with and act it out while you are singing or while it is playing. ### 5. Counting Weigh your child and write it here: ________ Save the calendar and measure again in June. ### 6. Reading Take turns thinking of rhyming words. Whoever comes up with the most wins! *What words can you think of that rhyme with Dad? Bad! Sad! Add! Mad!* ### 7. Writing With your child write down (and talk about) important dates on a 2025 calendar. ### 8. Playing Create an obstacle course and give your child directions. *Go around the chair, go over the book, pick up the spoon, turn around and come back.* ### 9. Talking Talk about colors. Ask your child what their favorite color is and share what your favorite color is. Talk about things that are those colors. ### 10. Singing Play a favorite song and have a silly dance contest. ### 11. Counting Measure your child's height and write it here: ________ Save the calendar and measure again in June. ### 12. Reading Use your finger to follow along with the words in the book as you read to your child today. ### 13. Writing Write these questions and help your child answer them. Then decorate the page. *My name is ________. I am ___ years old.* ### 14. Playing Play "Follow the Leader." Do things and ask your child to do the same. *Touch your head, Turn around, Sit down, Stand up again!* ### 15. Talking Talk about food. *Which food do you each think is the most delicious? What do you want to eat for dinner?* ### 16. Singing Sing or say "Twinkle, Twinkle, Little Star." *(Words are on the back.)* ### 17. Counting Sing or say "Five Little Snowmen." *(Words are on the back.)* ### 18. Reading Be a reading role model. Let your child see you reading a book or magazine. ### 19. Writing Write these questions and help your child answer them. Then decorate the page. *My favorite color is _______. My favorite animal is _______.* ### 20. Playing Go on a scavenger hunt. *Look for things that begin with T. Toys, trees, toes.* ### 21. Talking Help your child place ice cubes in various places inside your home. Talk about which melts first. ### 22. Singing Make up silly songs about everyday activities. *This is the way we brush our teeth, brush our teeth, brush our teeth, to make them very clean!* ### 23. Counting Count snacks. *How many crackers are there?* ### 24. Reading Read a book about winter. ### 25. Writing Take turns using your finger to draw shapes in the air and guessing what the shape is. *Circle, square, triangle, heart, diamond, etc.* ### 26. Playing Play "I Spy." Give the first letter of an object as a clue. *I spy with my little eye something that begins with... D. Yes, dish!* ### 27. Talking Give your child choices. *Would you rather wear your white shirt or your purple shirt? Would you rather play with the ball or the blocks?* ### 28. Singing Sing or say "Hickory Dickory Dock." *(Words are on the back.)* ### 29. Counting Measure your feet day! Line up all the family's shoes and boots. Whose are the biggest? The smallest? ### 30. Reading Choose a letter of the day. Point out the letter wherever you see it today. ### 31. Writing Draw large letters on a sheet of paper. Give your child some clay and have them roll it out to trace the letters. You have been your child’s teacher from the day he or she was born. You know more about your child than anyone else, and you are in the best position to help your child get ready to read. Whether your child is four days old or four years old, it is not too early or too late to help him or her develop pre-reading skills. You can help your child learn language and other literacy skills with simple and fun activities like those in this calendar. **TWINKLE, TWINKLE, LITTLE STAR** Twinkle, twinkle, little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are **HICKORY DICKORY DOCK** Hickory Dickory Dock, The mouse ran up the clock. The clock struck one And down he run. Hickory Dickory Dock Tick Tock! **FIVE LITTLE SNOWMEN** Five little snowmen standing in a row, (Hold up five fingers) Each had a hat and a big red bow. (Put hands on head and then neck) Out came the sun and stayed all day, (Circle arms overhead) And one little snowman melted away. (Slump down) REPEAT WITH 4, 3, 2, 1, UNTIL NO SNOWMEN ARE LEFT. Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *Bundle Up Little Pup* by Dori Elys *123 Cats: A Cat Counting Book* by Lesléa Newman **FOR READERS AGES 3+** *Was It a Cat I Saw?* by Laura Bontje *Invisible Things* by Andy J. Pizza | Date | Activity | Notes | |--------|--------------------------------------------------------------------------|----------------------------------------------------------------------| | 1 | **Writing** | Place writing materials like sticky notes, whiteboards, clipboards, stencils, markers, and different types of paper throughout the house. | | 2 | **Playing** | Play the yes-no game! Is the sky purple? Is the cat pink? Is the door closed? | | 3 | **Talking** | Ask your child questions that have more than a yes or no answer. What is something fun we did today and what can we do tomorrow? | | 4 | **Singing** | Make up songs that involve specific actions, like jumping, spinning, or waving. Sing instructions to guide the movements. | | 5 | **Counting** | Look at a calendar together. Count the number of days until Valentine’s Day. Draw a heart around February 14. | | 6 | **Reading** | Pick a book to read together. Stop reading before the end and ask your child, “What do you think will happen?” | | 7 | **Writing** | Let your child scribble and draw. Encourage them to “sign” their name on the drawing. | | 8 | **Playing** | Go on a scavenger hunt. Look for things that are red like stop signs, blankets, shirts, socks, and Valentine’s Day decorations. | | 9 | **Talking** | Sit on the floor and imagine you are going to the moon in a rocket ship. What do you see? There goes a house, there go the clouds, there’s the moon! | | 10 | **Singing** | Say or sing “Zoom Zoom Zoom” together. (Words are on the back.) | | 11 | **Counting** | Count your steps today. From the bedroom to the kitchen. From the front door to the corner and then from there all the way back home. | | 12 | **Reading** | Pick a letter of the day. Look for it everywhere today: on license plates, at the grocery store, and in books you are reading together. | | 13 | **Writing** | Sing the “Alphabet Song” slowly and write the letters in the air with your finger as you sing. (Words are on the back.) | | 14 | **Playing** | Happy Valentine’s Day! Play musical hearts. Place numbered paper hearts on the floor. Call out numbers for your child to run to. | | 15 | **Talking** | Talk about your family’s plans for today. What is your child excited to do or see? | | 16 | **Singing** | Sing or Say “The More We Get Together.” (Words are on the back.) | | 17 | **Counting** | Recite the rhyme, “One, Two, Buckle My Shoe.” (Words are on the back.) | | 18 | **Reading** | Look at the covers of books before reading them. Talk about what the books might be about. | | 19 | **Writing** | Trace shapes and letters in a shallow tray of flour, salt, or baking soda. | | 20 | **Playing** | Make a tent out of blankets and pretend to be camping in the forest. Draw maps and use them to take hikes around your house. | | 21 | **Talking** | Introduce a new word to describe how you feel. Say “I am delighted” rather than “I am happy.” | | 22 | **Singing** | Sing a favorite song together. Change the words to make it silly or to incorporate your child’s name. | | 23 | **Counting** | Play store. Set up a little store with items in your house and take turns being the shopper and the checkout clerk. | | 24 | **Reading** | Point out signs everywhere today. Explain what they say and how they help. | | 25 | **Writing** | Make a chart of family preferences. List family member names and their favorite colors, flavors of ice cream, fruit, etc. | | 26 | **Playing** | Use masking tape to make lines or shapes on the floor. Walk along the tape like a pretend balance beam. | | 27 | **Talking** | Talk about concepts like “on” and “off” when you put on and take off hats and jackets. | | 28 | **Singing** | Make music with things you have in the house—pots, pans, spoons—and sing and dance to the music you make. | How we read to children is as important as how often we read to them. No matter what your child’s age, reading together with your child—or shared reading—is the single most important activity that you can do to help your child get ready to read. Engage your child in back and forth conversations about the books you read. Children learn more words when they have the opportunity to respond to questions. If English is not your first language, speak to your child in the language you know best. This allows you to explain things to your child more fluently. **ZOOM, ZOOM, ZOOM** Zoom Zoom Zoom, We’re going to the moon, (point to the sky) Zoom Zoom Zoom, We’re leaving very soon, If you want to take a trip, Climb aboard my rocket ship, Zoom Zoom Zoom, We’re going to the moon, (point to the sky) Zoom Zoom Zoom, We’re leaving very soon. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 Lift off! (children can jump up or lift baby up) **THE MORE WE GET TOGETHER** The more we get together Together, together The more we get together The happier we’ll be ‘Cause your friends are my friends And my friends are your friends The more we get together The happier we’ll be **ONE, TWO, BUCKLE MY SHOE** One, two; buckle my shoe. Three, four; shut the door. Five, six; pick up sticks. Seven, eight; don’t be late. Nine, ten; do it over again! **ALPHABET SONG** A-B-C-D-E-F-G H-I-J-K-L-M-N-O-P Q-R-S … T-U-V W – X … Y and Z Now I know my ABCs Next time won’t you sing with me? --- **Books to Read this Month** Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *Red House, Brown Mouse* by Jane Godwin *Little Green Peas – A Big Book of Color* by Keith Baker **FOR READERS AGES 3+** *You Rule!* by Rilla Alexander *Stacey’s Extraordinary Words* by Stacey Abrams | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | **Writing**<br>Using masking tape, write your child's name in large letters on the floor. Trace each letter by walking on it or by pushing a toy car. | | 2 | **Playing**<br>Go for a walk outside, see if you can spot the following: A Squirrel; A Car; A Tree; An Airplane | | 3 | **Talking**<br>Play show and tell to build speaking confidence. Everyone chooses something they're interested in and talks about it. | | 4 | **Singing**<br>Sing about what you are doing.<br>*This is the way we eat our food, eat our food, eat our food. This is the way we put on our shoes, etc.* | | 5 | **Counting**<br>Have your child help you prepare a recipe by helping measure and count cups and spoonfuls. | | 6 | **Reading**<br>Write 'Yes' on one sticky note and 'No' on another. Ask your child questions and have them hold up the sticky note that matches their answer. | | 7 | **Writing**<br>Practice drawing facial expressions. Draw a happy face, a sad face, a surprised face, an angry face, a silly face. | | 8 | **Playing**<br>Pretend you and your child are diving in the ocean. What might you see? Describe the beautiful marine life you see. | | 9 | **Talking**<br>Point to and name body parts.<br>*Where is your mouth? Where are your ears? Where are your toes?* | | 10 | **Singing**<br>Gather some household items to use as instruments. Have a fun parade marching around the house singing and making music. | | 11 | **Counting**<br>Say or sing "Five Little Froggies."<br>(Words are on the back.) | | 12 | **Reading**<br>Show your child a selection of books. Ask which they'd like to read first, second, etc. | | 13 | **Writing**<br>Invite your child to help you write an email or text message to a relative. Show how you pick out the letters on the keyboard. | | 14 | **Playing**<br>Line up chairs and pretend to drive a city bus. Take turns driving and being the passenger. Call out the stops! | | 15 | **Talking**<br>Use a block to pretend to talk on the phone. Hand the block to your child and say, "They want to talk to you." | | 16 | **Singing**<br>Sing or say and act out "Here is the Beehive."<br>(Words are on the back.) | | 17 | **Counting**<br>Use masking tape to measure yourself and your child on a wall. Compare the sizes. Who is taller? Who is shorter? | | 18 | **Reading**<br>Share what you are reading with your child. Read aloud a portion of a magazine, book, or newspaper that you are reading. | | 19 | **Writing**<br>Write a shopping list together. Take it to the store and check off the items as they are selected. | | 20 | **Playing**<br>Pretend to be birds. Flap your wings and whistle and tweet. Talk about your favorite birds. | | 21 | **Talking**<br>Spring is here! Talk about what to expect in Springtime like warmer weather, rain and mud, flowers and trees beginning to blossom. | | 22 | **Singing**<br>Sing and dance "The Hokey Pokey."<br>(Words and actions are on the back.) | | 23 | **Counting**<br>Build block towers, counting the blocks while you build. | | 24 | **Reading**<br>Make labels for common items in your home. | | 25 | **Writing**<br>Create a writing box together. Include paper and crayons. Decorate the outside and leave it within easy reach of your child. | | 26 | **Playing**<br>Make a tent with sheets and furniture. Pretend you are camping. What do you see? What do you hear? | | 27 | **Talking**<br>Have your child "interview" family members or friends with fun questions. This encourages them to ask questions and listen actively. | | 28 | **Singing**<br>Create simple rhythmic patterns using claps, taps, and snaps. Ask your child to repeat the pattern. | | 29 | **Counting**<br>Collect a variety of rocks and pebbles. Write numbers on each. Help your child put them in order. | | 30 | **Reading**<br>Take turns telling stories. | | 31 | **Writing**<br>Draw and decorate the alphabet together. | Playing to learn new words. Play is one of the best ways for children to learn language and literacy skills. Play helps children feel a sense of accomplishment and self-confidence. This motivates them to try new experiences and not to give up when something seems difficult. Also, it’s fun! **FIVE LITTLE FROGGIES** Five little froggies sat on a shore. *(Crouch like a frog)* One went for a swim, then there were four. *(Pretend to leap and swim off)* Four little froggies *(Crouch like a frog)* Looked out to sea. *(Put your hand at brow and look out to sea)* One went swimming, and then there were three. *(Pretend to leap and swim off)* Three little froggies said, “What can we do?” One jumped in the water, then there were two. *(Pretend to leap and swim off)* Two little froggies sat in the sun. *(Crouch like a frog)* One swam off, and then there was one. *(Pretend to leap and swim off)* One little froggie said “This is no fun!” He dived in the water, and then there were none! **HERE IS THE BEEHIVE** Here is the beehive. *(Make a fist)* Where are the bees? Hiding inside where nobody sees. Watch them come creeping out of the hive, One, two, three, four, five *(Release one finger at a time from the fist/hive)* BUZZ-ZZZ *(Wiggle fingers)* **THE HOKEY POKEY** You put your right foot in You take your right foot out. You put your right foot in And you shake it all about. You do the hokey pokey And you turn yourself around. That’s what it’s all about. *REPEAT WITH “LEFT FOOT,” “RIGHT HAND,” “LEFT HAND,” AND “WHOLE SELF”!* --- **Books to Read this Month** Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *A Spring Stroll in the City* *by Cathy Goldberg Fishman* *Pitter Pattern* *by Joyce Hesselberth* **FOR READERS AGES 3+** *¡Vamos! Let’s Go Eat!* *by Raúl the Third* *The Midnight Babies* *by Isabel Greenberg* | Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |--------|--------|---------|-----------|----------|--------|----------| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | | Writing: Talk a walk outside together. When you return home, work together to draw the story of your walk. What did you see? | Playing: Take turns pretending to be a variety of animals. Bark and wag your tail like a dog. Wriggle like a snake. Be a bird flapping its wings. | Talking: Say a favorite nursery rhyme, but change an important word to something silly. *Hickory Dickory Dock, the mouse ran up the tree...* | Singing: Has it been raining a lot? Sing “Rain, Rain, Go Away.” *(Words are on the back.)* | Counting: Talk about big and little today. Find and talk about items that are different sizes throughout the day. | Reading: Visit the library (in person or online) and check out books about spring. | Writing: Create a piece of art. Look at the sky and draw the clouds. Be sure to sign your name! | | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |--------|--------|--------|--------|--------|--------|--------| | Playing: Play Follow the Leader. One person (the leader) performs actions the others must follow. Take turns being the leader. | Talking: Go on a nature walk and look for items that start with different letters of the alphabet. For example, “F is for Flower, T is for Tree.” *(Words are on the back.)* | Singing: Sing “Row, Row, Row Your Boat” during bath time. *(Words are on the back.)* | Counting: Cut a piece of toast in half. Say “Now we have two pieces the same size.” | Reading: Help your child stack blocks as high as you can. Count each block as you add it. How many can you stack before it tumbles over? | Writing: Make a dot painting with cotton swabs and paint to help develop fine motor skills. | Playing: Cut out large shapes—a square, a triangle, a circle—and place them on the floor. Take turns telling which shapes to step on. | | 15 | 16 | 17 | 18 | 19 | 20 | 21 | |-------|-------|-------|-------|-------|-------|-------| | Talking: Talk about your day and their day. *I’m making breakfast. You’re playing with blocks. We’re getting ready to go out.* | Singing: Sing “I Hear Thunder.” *(Words are on the back.)* | Counting: Draw a chalk grid with numbers and have the child jump to the numbers you call out. | Reading: Teach letter sounds by playing “I Spy.” *I spy with my little eye something that begins with S. Yes! A spoon!* | Writing: Help your child experiment with a variety of writing tools. Use pencils, crayons, markers, and chalk on different types of paper. | Playing: Go on a circle hunt! Make a list of all the circle-shaped items you find today. | Talking: Choose a word of the day. Write the word down together. Use the word several times during the course of the day. | | 22 | 23 | 24 | 25 | 26 | 27 | 28 | |------|------|------|------|------|------|------| | Singing: Make up a song about something that is familiar or interesting to your child. | Counting: Count in nature. How many birds, rocks, flowers, trees do you see? | Reading: Place pieces of paper with big letters written on them around the room. Help your child find them. *Where’s the letter A? On the chair!* | Writing: Write your child’s first name in big block letters. Color and decorate it together. Talk about each letter. | Playing: Make paper bag puppets and play with them. Introduce them to each other. *(Instructions are on the back.)* | Talking: Go on a listening walk. Listen for birds, the wind, traffic, and point them out. At the end of your walk talk about what you heard. | Singing: Make up melodies to go with everyday activities, like getting dressed or cleaning up. Use familiar tunes and add new lyrics. | | 29 | 30 | |------|------| | Counting: Line up the family from shortest to tallest. From tallest to shortest. From oldest to youngest. From youngest to oldest. | Reading: Help your child notice words throughout the day. Point out street signs, words on food cartons, billboards, and more. | Talking is one of the best ways for children to learn new words. Speak to your child often during the day and try to use many different words to express your ideas. Children love to imitate, and they will try to imitate your speech. Chances to chat include while you are getting dressed in the morning, eating breakfast, riding in the car, walking from the car to a store, playing together, doing chores, taking a bath, going to bed, and while saying goodnight. Ask lots of open-ended questions, those that require more than a yes or no answer. **PAPER BAG PUPPETS** You will need: - Crayons or Markers - Small paper bags, like lunch bags - Yarn or ribbon - Glue stick Directions: 1. Use your crayons and markers to create a face on the bottom of your paper bag. 2. Use glue and yarn or ribbon to make hair. You can also draw your puppet’s hair. 3. Color in the bottom part of your puppet to make clothes. 4. Put your hand inside the bag and put on a puppet show. **ROW ROW YOUR BOAT** Row, row, row your boat Gently down the stream Merrily merrily, merrily, merrily Life is but a dream --- **I HEAR THUNDER** Sing to the tune “Frère Jacques” I hear thunder, I hear thunder. (Pound hands gently on floor or lap) Listen, don’t you? Listen, don’t you? (Cup hand to ear) Pitter, patter raindrops; pitter, patter raindrops; (Wiggle fingers in falling motion in front of face) I’m wet through, (Shake body) So are you! --- **RAIN, RAIN, GO AWAY** Rain, Rain, Go away; Come again, Another day; Little [child’s name] wants to play --- **Books to Read this Month** Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** - **Kisses** by Marta Comín - **Wings (Whose Is It?)** by Katrine Crow **FOR READERS AGES 3+** - **Stroller Coaster** by Matt Ringler - **Telling Stories Wrong** by Gianni Rodari | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | Writing: Play with play dough—it strengthens muscles needed for writing. | | 2 | Playing: Go on an outside scavenger hunt. Make a list (tree, car, flower, bird, bus, etc.) and check off the items as you see them. | | 3 | Talking: Take turns saying as many words as you can that rhyme with May. | | 4 | Singing: Make up simple melodies to go along with everyday activities or routines, like getting dressed or cleaning up. Use familiar tunes and add new lyrics. | | 5 | Counting: Go for a walk and find three different-sized twigs. Talk about shorter and longer. Ask your child to hand you the longest, the shortest, etc. | | 6 | Reading: Ask your child to "read" to you by telling you their own story based on pictures in a book. | | 7 | Writing: Make a Mother's Day card and have your child "sign" their name. Scribbles are ok! | | 8 | Playing: Play a stacking game. Use blocks, rocks, boxes, anything you have. Talk about what might make your stack tumble. | | 9 | Talking: Talk about feelings you felt today. What made you laugh? | | 10 | Singing: Sing "The Farmer Plants the Seeds." (Words are on the back.) | | 11 | Counting: Sing "The Ants Go Marching." (Words are on the back.) | | 12 | Reading: Draw the pictures to a story on 4-5 small pieces of paper. Help your child put the papers in proper sequence to tell the story. | | 13 | Writing: Draw a large alphabet. Have your child practice finger tracing while you say the letters out loud. | | 14 | Playing: Play hide and seek, taking turns being 'it' and doing the countdown. | | 15 | Talking: Look for signs of spring. Go for a walk and talk about what you see. Point out new grass, birds, first flowers, leaf buds. | | 16 | Singing: Sing a favorite song. Sing it fast. Sing it slow. Whisper it. | | 17 | Counting: Ask questions about what is heavier. Does an orange or a grape weigh more? Is Mom's shoe or your shoe heavier? | | 18 | Reading: Find out the details of your library's summer reading program. | | 19 | Writing: Draw pictures together. Label the things you draw. | | 20 | Playing: Go for a walk after dark. Pretend you are an explorer. Talk about what you see. | | 21 | Talking: Enunciate words today. Would you like a ba-ba-ba-nana? Banana begins with B! Can you close the d-d-d-door? Door begins with D! | | 22 | Singing: Involve your child in creating their own songs about their interests, favorite stories, or experiences. | | 23 | Counting: Draw numbers on the sidewalk with chalk. Say them as you step on them. | | 24 | Reading: Encourage your child to take the lead with reading. They can select the books and show you where to start. | | 25 | Writing: Help your child begin to recognize words for a few common objects by labeling them. Shoe, Table, Door, Floor. | | 26 | Playing: Set up an obstacle course and give your child directions. Run to the park bench. Jump over the stick. Touch the ground. Come back to me. | | 27 | Talking: When reading a book today stop before you get to the end and ask your child what they think will happen next. | | 28 | Singing: You: ABCDEFG Child: HIJKLMNP Continue taking turns to finish the alphabet. | | 29 | Counting: Count the number of eggs in a carton. Explain that 12 items together is also called a dozen. | | 30 | Reading: Act something out from the story you are reading. | | 31 | Writing: Make a list of things you liked best about this month. | Good readers have a large vocabulary. Knowing lots of words helps children better understand what they read. You can help your children learn lots of words by: - Having plenty of conversations. Take turns talking. It is important for you to ask questions and listen to what your children say in response. - Read together! A lot! - Make connections. Connect what you are reading in books to their lives. “Yes, Grandma has a black cat, too.” - Repetition. Children often love to read the same book over and over. This is a good thing as repeated readings help build vocabulary. **ANTS GO MARCHING** The ants go marching one by one, hurrah, hurrah. The ants go marching one by one, hurrah, hurrah. The ants go marching one by one, The little one stops to eat a plum. And they all go marching down, To the ground, to get out of the rain. BOOM BOOM BOOM Two by two. Tie its shoe. Three by three. Climb a tree. Four by four. Shut the door. Five by five. Take a dive. Six by six. Pick up sticks. Seven by seven. Tie a ribbon. Eight by Eight. Close the gate. Nine by Nine. Check the time. Ten by Ten. Say THE END. **THE FARMER PLANTS THE SEEDS** Sing to the tune “The Farmer in the Dell” The Farmer plants the seeds, The Farmer plants the seeds, (Pretend to plant seeds) Hi, ho, the dairy-o, The farmer plants the seeds. The sun comes out to shine… (Make large circle with arms) The rain begins to fall… (Hands flutter up and down) The seeds begin to grow… (Stand up tall) The farmer picks the crops… (Pretend to pick crops) We all sit down to eat… (Pretend to eat) Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** Dozens of Dachshunds by Stephanie Calmenson A Beautiful House for Birds by Grace Lin **FOR READERS AGES 3+** Milo Imagines the World by Matt de la Peña A Big Mooncake for Little Star by Grace Lin | Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |--------|--------|---------|-----------|----------|--------|----------| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | | Writing: Go outside and observe insects like ants, butterflies, and bees. Talk about their behaviors and habitats. Draw images of the insects. | Playing: Sit on cushions on the floor and pretend to be in a boat. Sing “Row, Row, Row, Your Boat.” (Words are on the back.) | Talking: Pick out a family snapshot or random picture and ask your child to tell you about it. Expand on what your child says to create a story. | Singing: Recite “Little Miss Muffet.” (Words are on the back.) | Counting: Measure your child’s height and write it here: ________ Compare it to January’s measurement. | Reading: Look at the covers of books together. Talk about what the book might be about. | Writing: Draw the outline of your child’s hand. Write the date and have your child “sign” the drawing. | | 8 | 9 | 10 | 11 | 12 | 13 | 14 | | Playing: Write or tape paper letters on small plastic cups. Have your child use a ball to roll and knock over the cup as you call out the letters. | Talking: Talk about summer. What are your favorite things to do in summer? How are summer and winter different? | Singing: Turn short stories or daily events into a song. Make up lyrics that narrate the story, using a melody that’s easy for children to follow. | Counting: Weigh your child and write it here: ________ How does it compare to January? | Reading: Read a book about flowers and plants. | Writing: In the morning write today’s To-Do list. Check things off as you do them. | Playing: Play Leap Frog with stuffed animals. Explain that the game is called Leap Frog because players resemble frogs leaping through the air. | | 15 | 16 | 17 | 18 | 19 | 20 | 21 | | Talking: Talk about colors. What is your favorite color and why? Find your favorite color as many times as you can today. | Singing: Recite the nursery rhyme “Diddle Diddle Dumpling.” (Words are on the back.) | Counting: Have the whole family take turns counting all their fingers and toes. | Reading: While reading a familiar book today, pause here and there to allow your child to say some of the words. | Writing: Make a word jar. Each day write a new word on a slip of paper and add it to the jar. Take turns pulling words out and discussing. | Playing: Play “Red Light, Green Light.” (Instructions are on the back.) | Talking: Ask W questions after reading a book. (Who, What, Where, When, Why.) Why is the mouse laughing? What color is the truck? | | 22 | 23 | 24 | 25 | 26 | 27 | 28 | | Singing: Sing one of your children’s favorite books. | Counting: Count how many kisses you give your child today. Keep a tally and add them up at the end of the day. | Reading: Look at a magazine together. Explain some of the pictures or illustrations. | Writing: Work with your child to practice tracing. Draw big letters and shapes for them to trace. | Playing: Pretend you are swimming in the ocean. What do you see? Describe the fish, the plants, the sand, the seashells, etc. | Talking: Talk about food. What do you like to eat? What should you eat for dinner? | Singing: Have a parade. Put on music and march around. Pretend to play instruments. | | 29 | 30 | | | | | | | Counting: Sort items from your grocery bag together. These things go in the pantry. These go in the refrigerator. What goes in the freezer? | Writing: Go to the library and pick out a book about summer. | One way children learn vocabulary is from listening to stories. They listen to understand what is being said, which helps them learn new words. Stories aren’t just found in books. You can tell stories about your day, your memories from growing up, or something about your child’s life. You can also use wordless picture books and make up a story together. With wordless books, you can develop imagination along with language and vocabulary skills. Make it fun! Having fun with words helps your child become more aware of words and eager to learn more. **LITTLE MISS MUFFET** Little Miss Muffet Sat on a tuffet, Eating her curds and whey Along came a spider And sat down beside her And frightened Miss Muffet away **ROW YOUR BOAT** Row, Row, Row, Your Boat Gently Down the Stream Merrily, Merrily, Merrily, Merrily Life is But a Dream **DIDDLE DIDDLE DUMPLING** Diddle diddle dumpling, my son John Went to bed with his trousers on One shoe off, and one shoe on Diddle diddle dumpling, my son John. **RED LIGHT GREEN LIGHT** One person is the traffic light. When they say green light everyone can move toward the finish line. When they say red light everyone must immediately stop. Continues until everyone reaches the finish line. Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *The Red Fruit* by Lee Gee Eun *Look at Me* by Rachel Fuller **FOR READERS AGES 3+** *Best Day Ever* by Marilyn Singer *Amara and the Bats* by Emma Reynolds | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | Plan a picnic. Together, write a list of things you will need to bring. Check off the list as you locate the items. | | 2 | Play store. Set up a store with your child’s toys. Take turns being the check-out clerk and the shopper. | | 3 | Talk about time. Draw a sun and underneath, write down things that happen during the day. Draw a moon and list things that happen at night. | | 4 | Sing a song with movement, like “BINGO.” (Words are on the back.) | | 5 | Talk about sizes. Draw small boxes and large boxes. Ask your child to circle the small boxes. | | 6 | Look at the cover of a book before reading it. Point out the book’s title and say “The name of this book is...” | | 7 | Write a short message and tuck it in your child’s shoe. Read it together when your child finds it. | | 8 | Play “Follow the Leader” outside. Take turns being the leader. | | 9 | Use a fruit or vegetable your child loves. Talk about how it looks, tastes, smells, feels. Where does it grow? Where do you purchase it? | | 10 | Play music with a fast tempo as you pick up and put away toys. Who can pick up the most toys? | | 11 | Compare amounts. You have more crackers than I do. I have more blueberries than you do. | | 12 | Vary your voice as you read. Use different expressions to help your child learn about feelings. | | 13 | Draw the outline of your child’s hand on a piece of paper. Write the date and have your child “sign” the drawing. Save it. | | 14 | Lay out letter cards on the floor. Children hop from one letter to another as you call out letters. | | 15 | Take a walk outside. Talk about all you see. Talk about the weather and how it is different than in winter. | | 16 | Sing or recite “Mary Had a Little Lamb.” (Words are on the back.) | | 17 | Count how many birds you see today. Keep a list. Note location, color, sounds. At the end of the day look at your list and discuss. | | 18 | After reading a book together have a conversation. Talk about your favorite parts. | | 19 | Encourage children to write letters to family members. This can be as simple as drawing a picture and adding a few words or their name. | | 20 | Encourage children to engage in imaginative play where they create stories and scenarios using dolls, action figures, or other toys. | | 21 | At bedtime talk about where various animals sleep at night. | | 22 | Play “Freeze” while dancing to music. When the music stops, everyone has to freeze. | | 23 | Use a piece of string to measure things. | | 24 | Read a book about summer. | | 25 | Ask your child to dictate a letter to a special person. Show how to address an envelope and add a stamp. Then mail the letter together. | | 26 | Play “Riddle Me.” I’m bigger than your hand and I’m in the kitchen. What am I? Yes, A banana! | | 27 | Talk about things you do in the morning, things you do in the afternoon, and things you do at night. | | 28 | Play “Echo Me.” Clap, stomp, or beat a drum and have your child repeat the noise. | | 29 | Create a grocery list with your child. Together, look at what you have and decide what you will need to purchase. | | 30 | Point out words everywhere you go today. | | 31 | Spend time drawing together. | You are your child’s first teacher, and your home is where your child begins to learn. Make your home a great place to learn. It doesn’t take money to create special places where you and your child can talk, sing, read, write, play, and count. Here are a few ideas. **PLACES TO READ** Create a special space for your children to look at books. Have a comfortable chair or pillows and a small shelf or basket for favorite books. Make sure there’s room for you and your child to sit together and that your child can reach books without needing help. **PLACES TO WRITE** Make it easy for your child to write throughout the day. Set up a space where your child can go on his or her own and use writing materials. Provide pencils, crayons, or markers of different sizes so your child can write with what is most comfortable. Use unlined paper. **PLACES TO PLAY** Play requires a little space, simple props, and some imagination and encouragement. You don’t need special toys or expensive electronics. Provide props like large boxes, old clothes or costumes for dress up, empty food containers, and empty paper towel rolls. Play comes naturally to young children and is one of the primary ways they learn. Provide plenty of opportunities for your child to play. --- **B-I-N-G-O** There was a farmer who had a dog and Bingo was his name-oh. B-I-N-G-O B-I-N-G-O B-I-N-G-O and Bingo was his name-oh. There was a farmer who had a dog and Bingo was his name-oh. (clap)-I-N-G-O (clap)-I-N-G-O (clap)-I-N-G-O and Bingo was his name-oh. --- **MARY HAD A LITTLE LAMB** Mary had a little lamb, Its fleece was white as snow, And everywhere that Mary went The lamb was sure to go; It followed her to school one day Which was against the rules, It made the children laugh and play To see a lamb in school. --- Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *Press Here* by Hervé Tullet *Bear Says Thank You/Oso dice gracias* by Michael Dahl (Text is in English and Spanish) **FOR READERS AGES 3+** *On a Summer Night* by Deborah Hopkinson *Heat Wave* by Lauren Redniss | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | **Writing**<br>Use building toys like LEGO or wooden blocks to form letters of the alphabet. | | 2 | **Playing**<br>Have a scavenger hunt. Ask your child to find something round, square, red, blue, etc. | | 3 | **Talking**<br>Talk about bigger and smaller.<br>*What is bigger, a giraffe or an ant? A house or a cat?* | | 4 | **Singing**<br>Make music with things you have in the house like pots, pans, spoons, boxes, and cups. | | 5 | **Counting**<br>Talk about time. How long does it take to get to the park? How long does it take to get to the library? | | 6 | **Reading**<br>Read a nonfiction book about birds. Talk about what you’ve learned. Say the rhyme “If I Were a Bird.” *(Words are on the back.)* | | 7 | **Writing**<br>Label the things in your child’s room: Bed, dresser, table, book, closet. Point to the words and discuss. | | 8 | **Playing**<br>Play with blocks. What can you make? Form the blocks into a letter shape. | | 9 | **Talking**<br>Take an alphabet walk outside. Talk about things that begin with different letter sounds. | | 10 | **Singing**<br>Sing or say “The Itsy Bitsy Spider.” *(Words are on the back.)* | | 11 | **Counting**<br>Put the family’s shoes in order from biggest to smallest. | | 12 | **Reading**<br>Go to the library and check out a new book. | | 13 | **Writing**<br>Draw a picture for a grandparent or other important person. Be sure to “sign” it. | | 14 | **Playing**<br>Play “What Fits?” Will the car fit inside your shoe? Will your shoe fit inside the car? | | 15 | **Talking**<br>Plan a visit to your local library. Talk with your child about everything the library offers (books, toys, games, programs, etc.). | | 16 | **Singing**<br>Pick a new kind of music you haven’t listened to before. Listen together. Discuss. | | 17 | **Counting**<br>Set the table for a meal. How many plates will you need? How many utensils? Napkins? | | 18 | **Reading**<br>Have a family storytime. Each person picks a book. | | 19 | **Writing**<br>Use play dough to shape your child’s first name. | | 20 | **Playing**<br>Play the yes-no game about time.<br>*Is it time for breakfast? Is it time to read? Is it time for kisses?* | | 21 | **Talking**<br>Before going to bed, talk about things you did this morning, this afternoon, and tonight. What will you do tomorrow? | | 22 | **Singing**<br>Sing a “good morning” song to greet your child in the morning. | | 23 | **Counting**<br>Go on a nature walk and count items you find, such as leaves, rocks, or flowers. | | 24 | **Reading**<br>Choose a picture book and read it together. | | 25 | **Writing**<br>Write your child’s first name. Talk about the first letter of their name. Make the sound and say words that begin with the letter. | | 26 | **Playing**<br>Sing “Scarecrow, Scarecrow” and do all the movements. *(Words are on the back.)* | | 27 | **Talking**<br>Offer choices today.<br>*Do you want this book or that one? Do you want water or milk? Would you like a banana or strawberries?* | | 28 | **Singing**<br>Take turns singing bits of favorite songs. | | 29 | **Counting**<br>Create a picture graph with two meal options. Have each family member vote for their preferred choice, and then tally the votes together with your child. | | 30 | **Reading**<br>Look at pictures in magazines or newspapers. Take turns telling stories about the pictures. | | 31 | **Writing**<br>Create letters with playdough to improve fine motor skills. | Children’s reading success in kindergarten and beyond begins with positive language and literacy experiences from the time they are infants. - Young children have shorter attention spans. You can do activities for short bits of time throughout the day or whenever you have the chance. - You can help your children learn in ways and at times that are best for them. - Children learn best by doing—and they love doing things with YOU! **THE ITSY BITSY SPIDER** The itsy bitsy spider went up the water spout. (Move fingers up toward sky) Down came the rain and washed the spider out. (Bring fingers down and back) Out came the sun and dried up all the rain (Move arms up over head) And the itsy bitsy spider climbed up the spout again. (Move fingers up toward sky) REPEAT WITH “GREAT BIG SPIDER” USING A GRUFF, DEEP VOICE. **IF I WERE A BIRD** If I were a bird, I’d sing a song And fly about the whole day long. And when the night comes, go to rest, Up in my cozy little nest. **SCARECROW, SCARECROW** Sing to the tune of “Twinkle, Twinkle, Little Star” Scarecrow, scarecrow, turn around, Scarecrow, scarecrow, touch the ground. Stand up tall and blink your eyes. Raise your hands up to the sky. Scarecrow, scarecrow, touch your toes. Scarecrow, scarecrow, tap your nose. Swing your arms so very slow, Now real fast to scare the crows. Raise your head, jump up and down. Now sit down without a sound. Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** Frog – Little Lifecycles by Maggie Li Alma, Head to Toe/Alma, de pies a cabeza by Juana Martinez Neal **FOR READERS AGES 3+** Bugs Everywhere by Lily Murray Dalmartian: A Mars Rover’s Story by Lucy Ruth Cummins | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | **Writing** Create a weather chart with your child using pictures and words for Sunny, Cloudy, and Rainy. Each morning this week, check off the day’s weather together. | | 2 | **Playing** Blow bubbles today. This strengthens muscles needed for speech. | | 3 | **Talking** Discuss opposites. Show examples of big and small, night and day, light and dark. | | 4 | **Singing** Clap your hands to the beat of a favorite song. | | 5 | **Counting** Lace Cheerios-type cereal onto a piece of yarn. Count them as you go. | | 6 | **Reading** Read a book about insects that are active in late summer, like crickets or cicadas. Talk about how you can hear them at night. | | 7 | **Writing** Write your to-do list together. Have your child check off each task as it is completed. | | 8 | **Playing** Set up a tinkering station with materials like craft supplies, cardboard, and tape. Children can use their imaginations to create their own inventions. | | 9 | **Talking** Ask your child “What is your favorite game to play?” Talk about why and play it if you can. | | 10 | **Singing** Sing a favorite song in parts. You sing, then your child, then you, and so on. | | 11 | **Counting** Count aloud as your child puts pebbles in a container one at a time, up to ten. | | 12 | **Reading** Have a family book club. Each person brings a book for a story time. | | 13 | **Writing** Pop bubble wrap or play with squirty toys to develop muscles needed for writing. | | 14 | **Playing** Tape a sheet of contact paper to the wall, sticky side out. See which toys stick and which do not. | | 15 | **Talking** Make silly sounds today. Encourage your child to also make silly sounds. | | 16 | **Singing** Play talent show. Each person sings a song or plays an instrument. (Instruments can be any noise-making items around the house.) | | 17 | **Counting** Gather common items like a key, comb, toothbrush, and pen. With your child, arrange them from smallest to largest; then, reverse the order from largest to smallest. | | 18 | **Reading** Pick a favorite book. Ask your child to tell you what happens before you start reading. | | 19 | **Writing** Use your fingers to draw shapes in the air. Take turns guessing what each person drew. | | 20 | **Playing** Go on a scavenger hunt. Look for things that begin with the “p” sound, like a plate, a pan, a pen. | | 21 | **Talking** Take turns telling each other simple stories. | | 22 | **Singing** Sing or say “If You’re Happy and You Know It.” (Words are on the back.) | | 23 | **Counting** Use toy blocks to measure how long something is. How many blocks long is your arm, your foot, etc.? | | 24 | **Reading** Hang up a piece of paper with the words to “Are You Sleeping?” and sing it every morning and night. (Words are on the back.) | | 25 | **Writing** Write your child’s first name. Talk about the first letter of their name. Make the sound and say words that begin with the letter. | | 26 | **Playing** Play “Hot and Cold.” (Instructions are on the back.) | | 27 | **Talking** Use family photos to tell different stories. Encourage your child to tell a story. | | 28 | **Singing** Have a family sing-along. Each person gets to pick a favorite song. | | 29 | **Counting** Count the number of people in your family. How many kids? How many grownups? How many pets? | | 30 | **Reading** Ask your child questions as you read to them today. What do you think will happen next? Where did the little dog go? | Playing to Learn New Words Play and have fun with words: - Read a book with lots of made-up words like “How Do You Wokka-Wokka?” by Elizabeth Bluemle. Try making up more words to go with the story. - Silly poems are fun and can teach new vocabulary. - Kids love riddles and jokes, which often use a “play on words.” Laugh along as you talk about the answer to the riddle or joke. - Having fun with words helps your child become more conscious of words and happy to keep learning. IF YOU’RE HAPPY AND YOU KNOW IT If you’re happy and you know it clap your hands. (clap, clap) If you’re happy and you know it clap your hands. (clap, clap) If you’re happy and you know it and you really want to show it, if you’re happy and you know it clap your hands. (clap, clap) OTHER VERSES: STOMP YOUR FEET! TURN AROUND! SHOUT HOORAY! DO ALL FOUR! ARE YOU SLEEPING? Are you sleeping, are you sleeping? Brother John, Brother John? Morning bells are ringing, morning bells are ringing, Ding ding dong, ding ding dong. HOT AND COLD 1. Select a household item for hiding. 2. The finder closes their eyes while the hider hides the item somewhere in the room. 3. The finder searches for the item while the hider provide clues. 4. When the finder is close to the item, the hider responds “you’re hot!” 5. When the finder is far from the item, the hider responds “you’re cold!” 6. Take turns being the hider and the finder. FOR READERS AGES 0-3 A Day at School with the Very Hungry Caterpillar by Eric Carle Ploof by Ben Clanton and Andy Chou Musser FOR READERS AGES 3+ Signing Around Town – Sign Language for Kids by Kathryn Clay William and the Missing Masterpiece by Helen Hancocks Check out these books at the library. If they are not available, ask the librarian for a recommendation. | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | Look out the window with your child and create a list of everything you see, using both pictures and words. | | 2 | Make a collage. Cut out shapes and let your child arrange them on a piece of paper. Use a glue stick to secure them to the paper. | | 3 | Talk about the weather today and what you should wear to go outside. | | 4 | Sing "good morning" using the Happy Birthday song. | | 5 | Work with your child to draw an imaginary monster. Ask your child how many arms, eyes, teeth? What color? | | 6 | Go to the library and take out a new book. Talk about new words you come across while reading the new book. | | 7 | Write a grocery list together. Walk around the kitchen checking what you might need and add it to the list. | | 8 | Take a walk outside. Collect colorful leaves. Try to find as many different types as possible. | | 9 | Use interesting new words. For example, delightful in place of good; voracious in place of hungry, scrumptious in place of delicious. | | 10 | Take turns singing bits of the alphabet song. | | 11 | Trace the hand of each person in your family. Whose hand is bigger? Whose is smaller? | | 12 | Spot letters on license plates today. Call them out as you see them. | | 13 | Write your child’s name in big letters. Decorate the page and hang it where they can see it. | | 14 | Play “I Spy” with rhyming words. | | 15 | Together draw a picture of a bus. Create a short story about the bus’s journey. Where is it going? Why are the passengers getting on and off? | | 16 | Sing “Five Little Speckled Frogs.” (Words are on the back.) | | 17 | Pick a point in your house or on your block. Count the steps to get there. | | 18 | Hold a favorite book upside-down or start reading it backwards. Talk about what is “wrong” with the way you are reading the book. | | 19 | Work together to plan a walk around your neighborhood. Draw a map before you go and use it while you are walking. | | 20 | Play “restaurant.” Create a menu together. | | 21 | Use interesting expressions. I’m all ears in place of I’m listening. | | 22 | Sing “Five Little Ducks.” (Words are on the back.) | | 23 | Count the pumpkins you see today. Keep a tally. | | 24 | Read a book about fall. | | 25 | Write a list of words that rhyme with dog. | | 26 | Play a rhyming riddle game. What do you see that rhymes with bee? Yes, a tree! | | 27 | Smell different things and talk about them: spices, flowers, fruit, and cocoa. Which scents do you like or dislike? | | 28 | Dance to a fast song and then dance to a slow song. Clap along to both songs. | | 29 | Create patterns using everyday objects like colored blocks. Encourage your children to continue the patterns. | | 30 | Read a book about Halloween. | | 31 | Spend time scribbling today. | Parents are tremendous role models. If your children see that you think reading is important and enjoy it, they will follow your lead. When you go to the library, check-out books for you and your children. Put your books somewhere at home where your child can see them. Let your children see you reading. Talk about what you’ve read, even if it is just to say, “That was a good book. I liked reading it.” **FIVE LITTLE SPECKLED FROGS** Five little speckled frogs (hold up five fingers) Sat on a speckled log Eating the most delicious bugs YUM! One jumped into the pool (put down one finger) Where it was nice and cool Then there were four speckled frogs (hold up four fingers) **START OVER FROM THE BEGINNING BUT WITH FOUR SPECKLED FROGS, THREE SPECKLED FROGS, TWO SPECKLED FROGS, ONE SPECKLED FROG. “THEN THERE WERE NO SPECKLED FROGS!”** --- **FIVE LITTLE DUCKS** Five little ducks Went out one day Over the hill and far away Mother duck said “Quack, quack, quack, quack” But only four little ducks came back. Four little ducks Went out one day Over the hill and far away Mother duck said “Quack, quack, quack, quack.” But only three little ducks came back. Three little ducks Went out one day Over the hill and far away Mother duck said “Quack, quack, quack, quack.” But only two little ducks came back. Two little ducks Went out one day Over the hill and far away Mother duck said “Quack, quack, quack, quack.” But only one little duck came back. One little duck Went out one day Over the hill and far away Mother duck said “Quack, quack, quack, quack.” But none of the five little ducks came back. Sad mother duck Went out one day Over the hill and far away The sad mother duck said “Quack, quack, quack, quack.” And all of the five little ducks came back. --- Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *Fall Frolic in the City* by Cathy Goldberg Fishman *Trick or Treat, Pout Pout Fish* by Deborah Diesen **FOR READERS AGES 3+** *A Tree is a Home* by Pamela Hickman *There’s a Ghost in This House* by Oliver Jeffers | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | **Writing** | | | Create a list of things to do this month. Hang it up where everyone can see. Have your child check off items as they are completed. | | 2 | **Playing** | | | Make a story box and tell stories together. (Instructions are on the back.) | | 3 | **Talking** | | | At the end of the day talk about everything that happened. What did you like best about today? | | 4 | **Singing** | | | Have a family sing-along. Each person gets to pick a favorite song. | | 5 | **Counting** | | | Draw a large pizza decorated with toppings. Divide it into slices using a marker or scissors. Ask your child, “Can you count the slices? Each one is part of our pizza.” | | 6 | **Reading** | | | Read a book that won the Caldecott Medal. The library will help you find one based on what your child likes. | | 7 | **Writing** | | | Draw a map of your neighborhood. Include landmarks your child knows. The park, the library, the red house on the corner. | | 8 | **Playing** | | | Go on a walk and collect leaves. Ask questions. What color is that leaf? Are those two leaves the same or different? | | 9 | **Talking** | | | Talk about your favorite books. Which do you like best and why? | | 10 | **Singing** | | | Recite “Rub a Dub Dub” (Words are on the back.) | | 11 | **Counting** | | | Roll a small ball back and forth. Count to ten with each person saying a number each time they roll the ball. | | 12 | **Reading** | | | Read fiction and nonfiction books about fall. Your library has lots to choose from! | | 13 | **Writing** | | | Provide a variety of stickers and a blank sheet of paper. Ask your child to create a scene or tell a story with stickers. | | 14 | **Playing** | | | Make a blanket tent. Pretend you are sleeping there overnight. What will you bring? Read a book together in the cozy tent. | | 15 | **Talking** | | | Wish upon a star tonight. Recite “Star Light, Star Bright.” (Words are on the back.) | | 16 | **Singing** | | | Sing a favorite rhyming song. Stop at the end of a line and have your child fill in the word. (See “Twinkle, Twinkle Little Star” on the back.) | | 17 | **Counting** | | | Fill a jar with small objects and have your children estimate how many are in the jar. Then count together to see who was closest. | | 18 | **Reading** | | | Snuggle together and read two favorite books and one new book you haven’t read yet. | | 19 | **Writing** | | | Draw your child’s name in big puffy letters. Color them in together. | | 20 | **Playing** | | | Take turns naming animals and making animal sounds. | | 21 | **Talking** | | | Talk about opposites. Reach high to the sky and low to the ground. Take a big step and a little step. | | 22 | **Singing** | | | Play favorite songs. Bounce, tap, clap to the rhythm. | | 23 | **Counting** | | | See how many cotton balls you can fit into a variety of different-sized containers. | | 24 | **Reading** | | | Use your finger to follow along with the words in the book as you read to your child today. | | 25 | **Writing** | | | Make a book with your child. Draw letters and pictures to tell a story. Tape the pages together. | | 26 | **Playing** | | | Go for a morning walk. Walk slow. Walk fast (toddler pace). Repeat. | | 27 | **Talking** | | | Rhyming Day! Incorporate rhymes wherever you can. Look at the birds, they fly high in the sky. | | 28 | **Singing** | | | March to a drum. Use any empty container to act as a drum. | | 29 | **Counting** | | | Use rulers, measuring tape, or even footsteps to measure different objects around the house or outside. | | 30 | **Reading** | | | Read a book about winter. | Listening to nursery rhymes and songs is an early literacy experience that helps children understand how language and stories work. Recite rhymes and sing songs with children from the time they are infants. This helps them become aware of and then play with the sounds in the words. Many rhymes tell a story with a beginning, middle, and end. This shows children how stories work and that events happen in a sequence. Good readers understand that stories and books have a beginning, middle, and end. After reciting a rhyme or singing a song ask your child about the song. What happened at the beginning? What happened at the end? **RUB A DUB DUB** Rub a Dub Dub Three Men in a Tub And Who Do You Think They Be? The Butcher, The Baker, The Candlestick Maker And All of the them Out to Sea **MAKE A STORY BOX** 1. Use a small box and decorate it together. Label it Story Box. 2. Find random pictures with no words to add to the story box. Use family snapshots, advertisements from magazines, and other pictures. 3. At story time each person takes a picture (without peeking) and tells a short story about the picture. **TWINKLE, TWINKLE, LITTLE STAR** Twinkle, twinkle, little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are **STAR LIGHT, STAR BRIGHT** Star light, star bright, The first star I see tonight; I wish I may, I wish I might, Have the wish I wish tonight. --- **Books to Read this Month** Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *First Snow* by Bomi Park *Odd Beasts: Meet Nature’s Weirdest Animals* by Laura Gehl **FOR READERS AGES 3+** *Hiders Seekers* *Finders Keepers – How Animals Adapt in Winter* by Jessica Kulekjian *Goodbye Autumn, Hello Winter* by Kenard Pak | Date | Activity | |--------|--------------------------------------------------------------------------| | 1 | Make a winter card to send to someone special. Who will you send it to? Use a stamp and post the card in a mailbox. | | 2 | Make an indoor tent with blankets and furniture. Cuddle together and read favorite books. | | 3 | Plan a real or imagined party together and make a list of everything you’ll need and everything you will do at the party. | | 4 | Change the way you sing a familiar song. Sing it faster or slower. Change up the words. | | 5 | Weigh your child and write it here: ________ Compare it to January and June. | | 6 | Read books about different holidays and how people celebrate them. | | 7 | Wrap and unwrap blocks with tin foil. This helps strengthen writing muscles and manual dexterity. | | 8 | Pretend to be an animal that likes cold weather. Who will you be? | | 9 | Talk about your feelings. What made you happy today? | | 10 | Sing “The Frost Song.” (Words are on the back.) | | 11 | Measure your child’s height and write it here: ________ Compare it to January and June. | | 12 | Read stories and then talk about them. Ask, ‘What was your favorite part of the story?’ or ‘Which character did you like best?’ | | 13 | Use words or drawings to label objects and create signs for different areas of the house. | | 14 | Trace a variety of different objects on a piece of paper. | | 15 | At mealtimes, talk about the food that you are preparing, what tools you are using, how you are making it, and how it will taste. | | 16 | Recite “Three Little Kittens.” (Words are on the back.) | | 17 | Make a high tower with blocks. How many blocks did you use? | | 18 | Be a reading role model. Let your child see you reading a book, magazine, or newspaper. | | 19 | Create a Menu: Discuss what you’ll have for dinner (or any meal). Help your child write and draw a menu. | | 20 | Use play dough to make a snowman. | | 21 | Encourage family members to share stories about their day during dinner or before bedtime. | | 22 | Sing “Cold and Snowy Morning” (Words are on the back.) | | 23 | Name three things you have to wear in winter. | | 24 | Read a variety of books about winter. | | 25 | With your child, make a book of words and drawings of things they are interested in. | | 26 | Go for a short walk after dark. What do you see? What does it feel like outside? | | 27 | Talk about favorite things that happened in the past year. | | 28 | Sing nonsense words to a familiar tune. Sha la la. Doo bee doo bee doo bee doo wop bop, etc. | | 29 | Work together to put a stack of children’s books in order from largest to smallest. | | 30 | Read a book of nursery rhymes. The library can help you find one. | | 31 | Write a list of things to do in 2026. | Your library helps children get ready to read. - The library has many materials and ideas you can use to talk, sing, read, write, play, and count with your child. It doesn’t matter if your child is four days old or four years old, we have books, music, programs, and services to help your child develop language and prereading skills. - We have books to read together, music to borrow, places where you can write, places to play and learn, and programs for all ages. **THE THREE LITTLE KITTENS** The three little kittens, they lost their mittens, And they began to cry, “Oh, mother dear, we sadly fear, That we have lost our mittens.” “You lost your mittens? You poor little kittens. Well, let us have some pie. Meow, Meow, Meow Let us have some pie.” **THE FROST SONG** *Sing to the tune of “The Farmer in the Dell”* The frost is in the air. The frost is in the air. It’s wintertime, it’s wintertime, The frost is in the air. The frost tells me it’s cold. The frost tells me it’s cold. It’s wintertime, it’s wintertime, The frost tells me it’s cold. *Sing other verses in which the frost is “on the roof,” “on the windows,” and “on the ground”* **COLD AND SNOWY MORNING** *Sing to the tune of “Here We Go Round the Mulberry Bush”* This is the way we put on our mittens Put on our mittens Put on our mittens This is the way we put on our mittens On a cold and snowy morning This is the way we shovel the snow Shovel the snow Shovel the snow This the way we shovel the snow On a cold and snowy morning This the way we put on our coats Put on our coats Put on our coats This is the way we put on our coats On a cold and snowy morning This is the way we build a snowman Build a snowman Build a snowman This is the way we build a snowman On a cold and snowy morning. This is way we put on our hats Put on our hats Put on our hats This is the way we put on our hats On a cold and snowy morning Check out these books at the library. If they are not available, ask the librarian for a recommendation. **FOR READERS AGES 0-3** *I’m a Little Snowman* *by Hannah Eliot* *Hooray for Fish* *by Lucy Cousins* **FOR READERS AGES 3+** *Snow Birds: A Picture Book* *by Kirsten Hall* *Acorn Was a Little Wild* *by Jen Arena*
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On the Money Interns Encourage Saving and Financial Literacy Across Chicago Reducing College Debt Page 5 “B Corps” Make An Impact Page 9 Teen Business Creation Page 19 Letter from the Treasurer Page 3 # TABLE OF CONTENTS | Page | Title | |------|----------------------------------------------------------------------| | 3 | Letter from the State Treasurer | | 4 | Future Leaders at the Fed | | 5 | Reducing College Debt | | 6 | Avoid Lingering Debt | | 7 | Musician: Fame or Fortune? | | 8 | Millennial Financial Future/Story Slam | | 9 | The Benefit of B Corps | | 10 | Market Rules 101 | | 11 | The Importance of PR | | 12 | Project Destined | | 13 | Teen Cosmetic Line | | 14 | Climate Change | | 15 | Greenwashing Capitalism | | 16 | How to Gain Business Exposure | | 17 | Media Adaptation/Paying Student Athletes | | 18 | Cannabis Cash/Better Path for Youth | | 19 | Teen Entrepreneurs | ## ABOUT ON THE MONEY On the Money magazine is written by teens for other teens. On the Money covers entrepreneurship, business, finance, credit, saving and more, providing real world experiences and resources that can help students learn to meet their business, money and career goals. On the Money is provided by the Economic Awareness Council through collaboration with the DePaul University, Chicago Public Library, the City of Chicago, the Chicago Public Schools and One Summer Chicago. www.OntheMoneyMagazine.org *Request additional copies at firstname.lastname@example.org* ## ABOUT THE EAC The Economic Awareness Council (EAC) is a non-profit financial education organization with program attendance of over 25,000 each year. www.EconCouncil.org Thank you to the Citi Foundation and the Cities for Financial Empowerment Fund, State Farm Insurance Companies®, Republic Bank of Chicago, TCF Bank, Bank of America, Byline Bank, Huntington Bank, U.S. Bank and MB Financial for their support of On the Money. Thank you to DePaul University & DePaul’s University Center for Writing-based Learning (UCWbL). Thank for hosting our On the Money meetings & for the support of your writing mentors. Discipline and persistence are key when it comes to saving. Whether it’s saving for a new book, a new pair of shoes, or your favorite video game, putting extra money aside gets you one step closer to your goal. Preparing for the future is important to help ensure financial independence, and it is never too early to start saving. As the Illinois State Treasurer, I am dedicated to providing people with the tools they need to invest in themselves. In our office, financial literacy and workplace experiences are two ways we can help students prepare for the future. Research tells us that starting early with financial education makes a difference in the lives of our youth. Students who take a class in personal finance are more likely to engage in financially responsible behaviors, and even more encouraging is the rate at which individuals save and accumulate wealth as adults when they have attended schools with financial curricula. Furthermore, in states where financial education is compulsory, the delinquency rates have decreased and the credit scores have increased. It is for these reasons that Illinois has adopted new economic and financial literacy standards for Kindergarten through 12th grade. The treasurer’s office has partnered with Econ Illinois to ensure that high quality financial education is available across the state. This collaboration is helping teachers and school districts implement the new Financial Literacy Social Studies standards by providing free resources such as free curriculum to professional development days. For students looking to take the extra step in preparing for their financial future, or for those looking to gain some workplace experience, the treasurer’s office internship program provides a worthwhile experience to those interested in understanding how state government and financial entities can work together to provide important services to the public. Treasurer’s office divisions including Civic Engagement, Policy, Scheduling/Advance, Legal, Portfolio Investments, Unclaimed Property, and Investment Operations offer hands-on opportunities to understand how a constitutional officer and their staff perform day-to-day responsibilities to serve the public. It is never too early to start preparing for your financial future, and the treasurer’s office has the tools you need to ensure your success. Happy Saving! For more information regarding the internship program at the Illinois State Treasurer’s Office, visit www.illinoistreasurer.gov. Sincerely, Michael W. Frerichs Illinois State Treasurer FOLLOW US AND LEARN MORE AT: /TreasurerMichaelFrerichs @ILTreasurer ILLINOISTREASURER.GOV On October 26, 2018 I had the amazing opportunity to attend the first annual Future Leaders program hosted at the Federal Reserve Bank of Chicago. I was able to network with individuals who currently hold a position there and learn about their daily workplace. The program was focused on opportunities in the Information Technology (IT) field. What I found interesting is that IT even plays a role in business. The event as an all-day event from 8:00am to 2:00 pm. There was a chance to network and ask the panel questions. After the program ended, we were able to go downstairs and have a tour of the Money Museum. This event encourages women and minorities to apply to roles in the IT world. Nataya Johnson, a participant, commented, “What I learned from Future Leaders at the Federal Reserve Bank of Chicago is that there is room for upward mobility. There is room to grow no matter what type of degree you have. Certain people who have worked for the Federal Reserve for over 10 years started from entry-level positions. These positions taught them how to get to the spot they are now at in their lives. Hearing that has taught me that my life has to start somewhere in order to move upward in my life.” Students can apply for the next year’s program and learn more about the Fed, by visiting the Federal Reserve of Chicago website: https://www.chicagofed.org/careers/internship-program Jennifer Baeza College is Not Unaffordable! “I won’t apply there because it is out of my reach.” This straight-A student is referring to a top-tier college. Every year, many undocumented students refuse to apply to top colleges. A survey from College Board found that, of the 65,000 undocumented students that graduate from high school every year in the U.S., only 5% to 10% enroll in college. Oftentimes, one’s immigration status correlates with socio-economic status. Low-income along with undocumented status can deter a perfectly qualified senior from submitting an application to a college that would maximize their opportunities. “Annually, approximately 30,000 talented low-income students nationally are academically qualified to attend the nation’s best colleges, but the majority of them don’t even apply to one selective college.” (College Board) There are four main sources of scholarships and grants: federal, state, institutional, and private. As an undocumented student, one is instantly ineligible for the federal and state grants. Luckily, students are still eligible for institutional and private scholarships. For example, colleges such as Pomona College, Oberlin College and Tufts University have policies on their acceptance of undocumented students. Further, state agencies such as the Illinois Student Assistance Commission are committed to making college more affordable and accessible for students in need. “To reach our goal, we established the Illinois Monetary Award Program (MAP) Grant which Illinois state students can apply to. We also do a lot of outreach with CORE Peer Mentors to do one-on-one financial aid information workshops across the state,” Abel Montoya, the Director of Outreach Operations, explained. In particular, for Chicago Public School students, there are also initiatives within CPS to help ease undocumented students’ transition to college. Miguel Saucedo, the Director of Strategic Partnerships and Special Populations in CPS, shared that educators have united to form a focus group called Coalition of Illinois Educators Leading Undocumented Students. “We try to host financial resource fairs where we bring together scholarship providers and families. We also post policy information and scholarship lists for DREAMers,” Dr. Saucedo shared. “One of the challenges right now with the focus group, though, is that we don’t have much youth involvement.” Nationwide, there are also nonprofit organizations such as QuestBridge that link low-income students with educational and scholarship opportunities, believing that this information gap creates lack of access. College affordability is a real problem right now for a large population of undocumented students, but in all levels, there is an increasing amount of support available. Learn more about planning to pay for college and reducing debt at ISAC.org. Request a visit with an ISAC Student Corp member. Carina Peng Visit CollegeBudgetBuilder.org to create a college budget! Would you like to still be paying off your college debt ten years after graduating? Debt could be a long-term burden of financial stress. “On average, students will pay back their loans based on a 10-year repayment schedule,” says withfrank.org. This would take a large toll on the lifestyle you would have wished to live. The additional money you would have had is now unavailable. Any extra money you have you should use to start paying your loans down so that you do not accumulate so much compound interest. Your desire to vacation has vanished. Being able to spend money on better quality items is gone. Not only will you not have the fun experiences, but you also have other bills to pay. Does this mean you have to pick up more than one job? You can decide whether you want to be in debt with no extra money, in debt owing very little money or not in debt at all. Planning early is a way to avoid debt. Getting scholarships is also another way. To plan early, open a savings account at a nearby trusted bank where you can deposit a designated amount of money each month. Starting your freshman year of high school, research scholarships that you can apply for. “Apply for more than one scholarship,” says Kailyn Bates, a scholarship expert who has her own non-profit organization, Scholars Path. The scholarships could be through your future school or community sources. Scholarship money can cover your dorm, books, and tuition. “Each year, an estimated $46 billion in grants and scholarship money is awarded by the U.S. Department of Education and the nation’s colleges and universities,” says www.debt.org. You have many ways to avoid lingering debt. It is up to you to be responsible and take advantage of the many available resources. Mia Booth CPS high school seniors who graduate with a 3.0 GPA and who test completion-ready in math and English are able to pursue a degree or certificate at City Colleges at no cost—free tuition and books. Complete your application online at: www.ccc.edu/starscholarship What Does the Scholarship Cover? City Colleges will provide waivers for all tuition and books not covered by financial aid. Who Is Eligible for this Program? City Colleges will provide this free college opportunity for Chicago Public High School graduating seniors who meet these academic requirements: 1) Graduates from a CPS high school with a 3.0 or higher GPA 2) Enrolls in one of the City Colleges’ academic pathways* 3) Earns either: A) a score of 17 or higher on the English and math ACT, B) a score of 460 or higher on the English SAT and 540 or higher on the math SAT, or C) tests completion-ready* through the CCC placement exam. The best score from any of these components (ACT, SAT, or CCC placement exam) will be used to qualify the student. This includes undocumented students, international students, and students at CPS charter high schools. *French Rotary Scholarships What Is Completion-Ready? Completion-ready means a student’s test scores indicate he or she is ready to complete two years of college-level coursework and earn an associate degree within three years of enrolling at City Colleges. Steps to Apply 1) Check the Star application box while completing the City Colleges online admissions application. If you have already applied to CCC, you can submit a scholarship application via the Student Portal under the “Finance” section. 2) Complete and submit the Free Application for Federal Student Aid (FAFSA) and the verification process required by City Colleges. If you are ineligible to complete the FAFSA, you must complete the Star Certification of Ineligibility form found on the Student Portal. 3) Complete the Transfer Partner Consent form, accepting or declining to share your student data with four-year colleges and universities that offer additional funding to Star Scholars who transfer. This can also be found in CCC’s student portal. How Long Is the Scholarship Good for? CPS graduates will have up to three years to use the funds starting in the first fall semester after their CPS graduation. One in 12 millennials would cut off their own family to become a household name. Are you one of those? How far are you willing to go to make your dream come true? An article by J. Maureen Henderson in 2017 stated that more than a quarter of millennials would quit their job in exchange for fame. However, according to VooDoo Funk, “A survey of over 200 independent musicians, DJs, producers and bands found that while record sales are down, they are making up the shortfall through merchandise and live performances. However, almost a quarter (23%) actually lose money on their musical endeavors, and less than five percent of them made a living.” Given these statistics, it seems important to explore how young artists can be more focused in making their art form a viable, financially sustaining success than a ticket to fame, but how can they do this? First, according to Nelson (1993), social media makes fame seem easy to achieve. In an interview with Gene, a professional musician, he shared how he became successful. “There’s a danger to feel frustrated or discouraged when you compare your skill set with other musicians. It’s important to find your uniqueness. No one else can approach music the way YOU do. It’s always a struggle to remain focused and believe in your voice but it’s the best approach.” Focus on being a great artist or musician NOT just fame. Gene was asked on his opinion about this concern and said, “In my opinion, fame doesn’t always equate to having artistic integrity and vice versa.” Gene reported the true investments in his music career that have paid off in, “Education from DePaul University and Berkley College of Music as well as mentorship from other working professional musicians.” Mr. Rakov from Workingbearproductions.com said that the key method famous musicians use to make a lot of money is by performing concerts. He added, “in order to be a successful musician, you have to create music to build an audience, play live-concerts, and brand building. The money is in live performances. You give away your music for free to build a fan base. Real Fans go to your shows. The more fans, the more tickets sold, the more merchandise bought, the more money you make.” In conclusion, many teens are unaware of the consequences that come from looking up to their idols and only desiring to be as famous. Don’t choose popularity over your art form and making a living doing what you love! Sindy Sanchez On the Money would like to thank TCF Bank for their sponsorship of this issue. What is the Financial Future of Millennials? Millennials are constantly badgered for their reckless spending ways and told that they have no sense when it comes to managing money. But is it right to criticize them when we’ve done nothing to prepare them for the financial aspects of adulthood? A major contribution to this financial illiteracy is the lack of education in high school. High school is a pivotal time for mapping out how a person will succeed in their future years and much of the knowledge they are told to retain in their common core classes will rarely be used in their everyday lives. In 2008, a report showed that in a financial literacy exam, the average American teen scored a 48.3%, even when the passing score was lowered to 60%. (Lewis Mandell from The Financial Literacy of Young American Adults). This is why a financial literacy class would be helpful in their high school years. The information they’d learn would prepare them for things like college debt, credit scams, and taxes, among many more. The subject would cover a multitude of lessons and could “lend itself well to its own course”, as stated by Mr. Walker, a math teacher at Walter Payton College Prep. When geared with this knowledge, there’d be a lower chance of young adults falling into financial crisis. A fellow Payton senior stated: “Students armed with knowledge will be in a position to lead significantly better lives, enjoying less stress due to having good financial stability and a more enjoyable life due to being able to retire earlier than average.” This is how the economy would benefit. When these young adults are equipped with the proper financial knowledge, they’d be more likely to make better financial decisions which in turn would cause them to owe less money. The average American household has $137,063 in debt while only making an annual income of $59,039. (Leo Sun from USA Today) The class would lower debt by educating students and cause a financial boost in the economy. By teaching future generations a vital topic like this, we’d start a cycle of better financial decisions and helping the economy and its people all in the process. Leslie Walker STORY SLAM On October 11th, 2018, I attended Farther Foundation’s 10th annual “Story Slam.” Farther Foundation provides opportunities for deserving students to travel worldwide and participate in programs where they are immersed in new cultures, develop skills, provide community service, cultivate leadership potential and attain personal growth. Story Slam encourages alumni and professionals to attend the event and donate. I was able to view presenters such as Nancy Baker, Britt Julious and Jacqueline Baldwin tell their personal stories and share their experiences with the Farther Foundation. “Farther Foundation helps students break free from the constraints of poverty and socio-economic isolation and propels them toward outstanding academic and personal achievement,” comments David Weindling (President of Farther Foundation). Did you know? 99% of Farther Foundations students go on to college. 95% persist in college. 67% attend colleges with graduation rates higher than 75%. Every year alumni are able to apply to the Go Farther Alumni Network Award which is a grant from $250-$500. This award is given to alumnus that support a charitable project or organization of the alumnus choice. This year the recipient for the award was Dejah Powell. Learn more at fartherscholar.org. Jennifer Baeza Congratulations to Go Farther Alumni Award Winner: Dejah Powell Benefit Corporations, colloquially known as B Corps, have been gaining rapid popularity since the first B Corp certification in 2007. According to the B Lab, the founders of the B Corp movement, there are over 2,655 B Corps in 60 different countries. B Corps are for-profit companies that are committed to solving social, environmental, and economic problems through business (Lomnaco, 2018). In order to obtain certification, a company must pass the B Impact assessment: a test that assesses the company’s performance in Governance, Workers, Community, Environment, and Customers. There are a variety of benefits associated with obtaining a B Corp certification. Consumers are often more likely to gravitate towards businesses that conduct themselves ethically and have a mission beyond just profit. This is especially true for millennials. According to a University of Southern California study, 91% of millennials are far more likely to support a business with a social cause rather than a company that primarily seeks to please their shareholders. Globally recognized, powerhouse brands like Ben and Jerry’s and Patagonia, both worth hundreds of millions, grew in large part due to their advertised environmental and social missions. Beyond the potential for growth, most B Corp companies aim to obtain certification simply because it aligns with their values to positively impact the world. As Jill Coleman, Supply chain manager of Wild Friends Food explained, “Our customers, consumers, suppliers, and employees trust us to care about their health and well-being, and the health and well-being of the environment, just as much as we care about our shareholders’ financial well-being. Becoming a B-Corp allows us to responsibly, and legally, offer all our stakeholders a high level of care when making decisions.” Becoming a certified B Corp allows the company to demonstrate these values with their customers, employees, and communities alike (Yena Hu, Director of Business Development for Sherpa Foods). When I interviewed Brandon Smith, a founder of a B Corp sports drink company named NOOMA, he stressed that there is far more to his company than just making money. NOOMA, and many B Corps included, exist to help and inspire the communities that not only believe in the product but the cause as well (Smith). B Corps are intriguing organizations that expertly balance the social responsibility of a nonprofit while still making enough money to flourish. They are and will continue to be an important example of how businesses can be used to transform and impact the world. Jonathan Lee On the Money would like to thank State Farm Insurance Companies® for their sponsorship of this issue and State Farm Agent Jon Guderjan for volunteering. In a world of many diverse brands, styles, and creators, it is a constant strategic duel between profits and popularity. Who can survive in an industry of such rigor? High fashion designers use marketing strategies such as social media and urban/street culture to influence, as well as implementing their own techniques to sell dreams and clothes their customers. Social media platforms have overpowered outdated consumer marketing methods and have managed to become a marvelous strategy for high fashion designers’ benefit. “Gucci has woven e-commerce, social media, digital marketing and the integration of mobile apps into the tapestry of its legacy” (Danziger, Forbes Article, 2018). After conducting interviews, Aerial Yazmine, a fashion designer, has confirmed that social media has undoubtedly been used to reel in consumers. After being asked a series of questions about marketing strategies, Yazmine stated, “…Staying consistent with social media, posting every day—that’s where a lot of people see me and is a good showcase for my talents.” In addition to the many strategic plans that designers use, high fashion designers note that integrating the influence of urban culture and streetwear to their luxury, high-end product elevated their sales by 5% in 2017. Millennials alone have contributed to 50% of Gucci’s sales, and 65% of Saint Laurent sales. Another CPS student designer, Lorenzzo, admits that he spends about $600 every other month or so on designer brands such as Gucci. Clark states, that “the luxuriousness of the clothing and how up to date designers are in what’s new” keeps him purchasing high end fashion brands. Lastly, a major key in marketing strategy for the fashion industry is the use of a designer’s very own ingenuity. “If the story you’re selling and the dream you’re trying to create doesn’t relate to popular culture and people are at large, your channels are not going to drive growth” (Ian Schatzberg). With that being said, the influence of social media, urban/street culture, and designers have all been strategies implemented to elevate, expand, and expose high fashion brands to the new generation X. Kimberly Brown The Importance of PR “If I was down to my last dollar, I’d spend it on public relations” - Bill Gates. Does Bill Gates know something that you don’t? If he thinks public relations is so important, isn’t it worth looking at for your own business? **Public relations is about the way in which your brand speaks with your audience.** PR is about the narratives you tell, the connections you construct, and the press you obtain to enable individuals to interface with your image emphatically. It’s unique in relation to marketing, which is particularly entrusted with creating income, and it’s not the same as publicizing, which depends on paid advancement to share your messages. PR is an important strategy for new companies and small businesses competing with large businesses. With small budgets, PR can frequently fall low on the rundown of to-dos. For new businesses that want to gain potential clients and hold a position in the market, PR can help. Kelsey Bradley, public relations associate at the Cities for Financial Empowerment Fund says, “Media drives customers. It drives local knowledge and awareness and can also be a great way to out advertise competitors.” According to a 2017 article by Hubspot, on average millennials are **247% more likely to be influenced by blogs or social networking sites.** Millennials are highly likely to read third-party sources to gain knowledge on a trend or topic, so if they’re in your target audience, PR is a must. And people are tired of old tactics. Now people want to be in control of the media they want to see. Ragan Magazine of PR daily statistics reports that 86% of people skip TV advertisements; 44% of direct mail is never opened; 91% of email users have unsubscribed from a company email that they had previously opted in to. Gwenyth Easterling Thank you to the CFA Society of Chicago for your partnership and volunteer support. Thank you to the CFE Fund for your support of youth financial capability. PROJECT DESTINED Everyone loves free money. One way to win free money in scholarships involves interning with the real estate program, Project Destined. You can win thousands of dollars in scholarships and learn skills such as financial literacy and networking. Project Destined is an innovative program because it is helping neighborhoods reinvest in themselves by giving the tools needed by students who are striving for a change. Project Destined is seeking juniors and seniors in high school (and some freshmen in college) looking to get first jobs and get into the college of their dreams by adding to their resume and distancing themselves from others. The full-time program is currently in New York and Atlanta with over one hundred students competing for scholarship prizes. The prizes range in the thousands with one major prize each month and smaller prizes weekly. In the spring of 2018 in New York City, C4EIS did a case study which concluded that 90% of students feel they have the network they need to succeed. Jennifer Lopez (People Magazine, 2018) gave a visit to the program in the Bronx and stated, “… By the end of the program, they (students) own a part of a building in their own community in which the profits they make go into their college education.” This is good as the Bureau of Labor Statistics analyzed that real estate jobs are expected to grow 6% by 2026. (11/27/18) The founders or Project Destined, Fred Greene and Cedric Bobo, worked with Chicago Scholars in 2018 to test the market in Chicago. One of the scholars that took the opportunity, Na’imah John-Charles, said, “I realized it (real estate) is about networking and management,” Mr. Greene stated that “the Chicago Scholars launch was very successful.” The final results concluded that in 2019 Project Destined is expected to launch in Chicago! For more information, you can go to @ProjectDestined on Instagram to find out when they will come so that you may apply be part of their full-year internship. Jeanpierre Lem Thank you to MB Financial Bank for their sponsorship of this issue CHICAGO TEEN STARTS COSMETIC LINE The beauty industry has grown tremendously within the last two years. According to Forbes Magazine, “There are at least 40 prominent beauty startups today founded by women, making the $445 billion (sales) industry - one of the most prevalent places for women to self-start their way to big-time success.” Privately owned beauty businesses are continuously being acquired as the years go by. According to Forbes Magazine, “Sixty-two privately held beauty companies were acquired in 2016, 38% more than the previous year and a record since 2012, according to analytics firm CB Insights. So far in 2017, there have been 14 transactions”, says CB Insights. Chicago teen, Morgan Lyle, a senior at Kenwood Academy, has decided to make her mark in the beauty industry at such a young age by creating her own lip gloss line, ‘Morgan Jai Macquillage’. Lyle gives credit to her parents for inspiring her to become an entrepreneur. She says, “What truly inspired me to become an entrepreneur was my parents, growing up in a household where both of my parents were small business owner inspired me to own my own business and continue on that legacy.” Although being an entrepreneur may seem like the ideal job, it comes with many obstacles that Lyle has had to overcome. “It’s hard as a new business trying to get your company to become noticed especially since there are popular cosmetic lines such as Fenty. Gaining a steady clientele and dealing with my competitors was definitely my top two obstacles.” Lyle says that there is nothing that she can’t overcome. Even through the obstacles, this young entrepreneur has continued to shine just like her glosses and her company logo which is “A touch of color with a lot of shine.” People can purchase products and learn more about Morgan Jai Macquillage, by following her instagram @morganjai_maquilage. Amber Anderson As a teen living in Chicago, we have not seen the floods and hurricanes that have greatly impacted the lives of many people across this nation, but they are important. Have you ever wondered who or what causes these sudden changes? Climate change is caused by human activities and greenhouse gases creating a blanket around the earth’s surface trapping in the sun’s warmth. Acknowledging the issue globally with increased awareness and efforts by businesses and individuals is needed. Together BP gas, Microsoft, Amazon and other companies involved in the Business Environmental Leadership Council have adapted by using renewable energy sources (Business Environmental Leadership Council, 2018). This also helps the Earth, since America is globally considered to emit the largest amount of carbon emissions on a per person basis (Kimberly Amadeo September 26, 2018). We as individuals can help with this issue from home by essentially decreasing our energy use in transportation and conserving electricity. One of On the Money’s partners and long-time supporter of our organization’s environmental and business education program at the Museum of Science & Industry during Money Smart Week, BMO Harris Bank, shared information about how they incorporate sustainability as a priority in their business practices. “BMO has been carbon neutral for the past eight years. We have maintained carbon neutrality by limiting emissions from energy use and other sources, investing in electricity from renewable energy sources, and purchasing locally based carbon credits. In the United States, 100% of the electricity used in facilities we operate is offset by renewable energy. BMO Harris Bank is a part of the EPA’s Green Power Partnership Program and made the “National Top 100” list in 2018.” Kelly Deenton, a Senior Manager of Environmental Sustainability, suggested that students interested in sustainability that are entering the workforce consider, “Students can choose to specialize in sustainability or pursue a role in another field that combines sustainability with another skill (e.g., engineering, energy management, buildings / architecture, marketing, communications, accounting, etc.) Find a company that shares your core values and is already active in sustainability, and join their green team. Do internships. Network. Set up information interviews with professionals in the field.” Climate change has been discussed for many years. When asking Neely Law, (Center for Watershed Protection) the biggest concern for the future of earth, she stated, “This is a hard question to answer as our climate, our earth, our economy, quality of life, public health, living and food resources are all interrelated and a change in one affects the other.” Therefore, although Chicago isn’t really prone to floods and hurricanes, climate change still takes has some impact on our lives. The little actions we partake in to decrease this issue now, can and will have a positive impact in decreasing the impact of climate change and increasing the well-being of ourselves and our planet for future generations to come. Giselle Rodriguez Thank you to BMO Harris Bank for your support of financial and economic education. Eco-Friendly. Zero Waste. Green. The American public is constantly bombarded with these statements. On products, advertisements, and broadcasted on business titles, it is seemingly unavoidable. However, in reality, 95% of consumer products that claim to be green are actually greenwashing, capitalizing on the green image to benefit their products, their perception, and their growth (Roos, Products Mislead Buyers with ‘Green’ Claims, 2010). Under the pressure of societal movements highlighting the detrimental effects of industry on the planet, businesses have appealed to the public eye through a new type of green: greenwashing. Greenwashing as a marketing tactic has been prevalent for decades, adapting to the consumer perspective. These movements highlighted industries’ impact on the environment. From global warming to ocean pollution, more environmental issues have gathered the attention of the public—and businesses. Thus the term “eco-friendly” came about, where consumers pay extra green bills (dollars) under the false assumption that a difference is being made. Look at the water bottle industry: Nestlé, Ice Mountain, Aquafina—all carry major contributors into the 8 million tons of plastic dumped into the oceans annually (Plastic Oceans, The Facts, 2018). However, the branding of these plastic bottles says otherwise, covered in scenic mountain pictures that seem “green”. The public is continuously presented with these marketing claims, often overlooking the promises of corporations. Kathryn Kellogg, a zero-waster, has also been a victim of these false promises stating, “As a person who attempts to be aware of the environment, it is a devastating feeling being falsely led into paying for something you think will be helping the environment, but is instead harming it.” This is where education comes into place. In order for one to change this problem, one must be aware the problem exists and more and more youth are showing promise in making a change. In a statement from Cristian Carpio, the co-founder of HOLANI, a bottle brand targeting single-use water bottles, he discusses how “The youth are the up and rising. That’s why HOLANI was founded, as a high-school startup not only highlighting issues of single-use plastics, but also to reveal that change really is possible – through awareness and exposure.” To acknowledge deceptive marketing practices, to bring environmentalism into the conversation, or to simply be aware of one’s waste are just of a few examples where the world can slowly reduce its environmental damage, hopefully beginning the planet’s road to recovery. Steven Li On the Money Intern Steven Li, center, (also of HOLANI) and On the Money volunteers and interns with their new water bottle. WAYS TO GAIN BUSINESS EXPOSURE IN HIGH SCHOOL Myles Gage speaks at Young Chicago Saves Conference You’re never too young to get business experience. Even if your school does not offer classes, clubs, or resources to learn about business principles, there are still many outlets provided to most young adults to get involved. Business is very broadly defined, and includes various opportunities to gain exposure to the business world. Many clubs in school often have a treasurer position, which can help students discover whether they enjoy being responsible for finances and give young learners an opportunity to explore some of the fundamentals of business. Saving money, budgeting money, and even trying to invest money are great ways to learn how to manage finances. An ambitious undertaking would be to procure a business internship. “As a high school student, you’re not too young to seek out an internship in the business world. There are firms out there that recruit high school students for their internship programs” (Mario Gage, Senior Investor Services Associate). There are also less intimidating jobs such as working at a clothing store or a restaurant, which could educate you on how small and/or large businesses operate. Aside from these great ways for young adults to gain business experience, there are also many innovative approaches to getting involved in a business that is often not commonly thought of as being business-related. An example of an innovative business idea that is feasible for young adults is buying sneakers and selling them for a greater price (Myles Gage, Relationship Manager). Lemonade stands, selling something online or even exchanging items with friends are also great ways to learn the value of money while having fun. Candace Bonfiglio, the AVP Marketing Officer at Republic Bank of Chicago, believes a foundational knowledge of business is extremely useful when applying to colleges and even other jobs. Acquiring some business experience in high school could give students who are pursuing a business major in college a leg up in some courses they may be taking down the road. In the 2014-2015 school year, “the greatest number of degrees were conferred in the fields of business (364,000)” (National Center for Education Statistics). Learning business principles could also be beneficial in non-business-related careers. For example, an architect could use business principles when marketing their services, deciding how to maximize the financial gains of the work they are doing, or if they are thinking of starting their own firm. Hannah Levin On the Money would like to thank Republic Bank for their sponsorship of this issue. How Media Has Adapted Over Time The news is presented in many different ways: television, websites, or even social media. But, as we all know, news wasn’t always one click away or one tap away. Since the creation of the internet, there have been many new ways for news agencies to get their information from one place to another. Because of this, print media is declining. The estimated total of U.S daily newspaper circulation in 2017 was on its highest decline since newspaper began being distributed in the U.S. (Journalism.org). Michael Shea, a world history teacher at Kenwood Academy said, “Because of the way news has changed in our society, it makes information a little more available and creates new opportunities for people to create a living off of.” According to SocialMediaToday, social media has created many jobs for bloggers, app developers, web designers and the list goes on. A digital imagining teacher at Kenwood Academy, Todd Osborne, said “It’s evolution of a society, I think it’s made news and information more accessible which I think is a good thing.” The way that news is presented in today’s society has adapted with technology and doing so reduced old-fashioned ways of spreading news. Instead, the new wave of news distribution may also offer new jobs in a fruitful, thriving industry. Alexander Shaw Should Student Athletes Get Paid? In the world of sports, there is a debate about whether student-athletes should get paid for their hard work. In college sports, students are expected to work hard at practice and in the real game. The students also have to put time into their studies so they can be eligible to play, but they are receiving their education at no or a lower cost. Some college sports fans and even some people who are involved in the college sports business say there are several reasons that student athletes should get paid. One reason is the school time they lose during their season. Imagine having to go across the country to play a sport while keeping up with your course load. One of my athlete sources said that, “College athletes really have to work hard because of the pressure they are under if the sport is something they want to do as a career.” Another source, a Division 1 college athlete, said that some major challenges were, “Balancing schoolwork, sport workouts/practice/meetings, and social life.” He suggests that if college athletes were to get paid, based on their sport, they could get part of the revenue generated. One other thing to consider is that if the student gets injured and can’t play, his whole career as an athlete will be over, and he won’t get paid for any of his or her hard work. However, some others involved in college sports say college athletes shouldn’t get paid. College athletes do have to work hard day in and day out, but universities pay for new uniforms, road trips, rooms, and new equipment, totaling approximately $41,471 per player. One of my sources said that, “College athletes shouldn’t get paid because it would be a job rather than an activity for them.” Playing a college sport is a big commitment and is a big step to a student’s future. There are many things to consider in deciding if athletes should get some of the revenues from their sport. Jeremy Brice CANNABIS CASH It is known by many names: pot, weed, cannabis, wood, joint, and marijuana, but despite its many aliases marijuana is still recreationally illegal in Illinois. States such as California, Alaska, Nevada, etc. have legalized recreational marijuana causing an influx in state revenue but this has not yet happened in IL. However, things may change in Illinois with newly elected Governor JB Pritzker, saying “I am ready to stand with leaders, communities, and families across our state to legalize marijuana and move our state forward.” When asking Charlotte White, a registered voter in Illinois, if she would vote in favor of the legalization of recreational marijuana she responded, “Yes...bottom line is fewer people will be going to jail because it will be something that’s legalized, and also be bringing funding into the state.” In Mrs. White’s opinion, the legalization will not cause an increase in drug use, but the decriminalization of marijuana users. This may be especially important for some minority groups. The American Civil Liberties Union reported that, for some states in the US, blacks were six times more likely to be arrested for possession of marijuana than whites (American Civil Liberties Union, 2013). The legalization of recreational marijuana does not just have a social impact on a state, but also a financial one. In California, where marijuana is part of normal agribusiness, the sales tax of marijuana flowers are $9.25 per ounce (Loughead & Scarboro, Tax Foundation, 2018). In combination with taxes on marijuana flowers and seeds, the marijuana industry grossed $1.4 billion in 2017 and is predicted to gross $2.8 billion by 2021 (Berke & Gould, Business Insider, 2018). An anonymous angel investor in a marijuana-related business stated, “The primary reasons we invested in a marijuana-related business were the significant growth opportunities as a new and emerging industry as well as the potential dramatic upside assuming legalization occurs in the future.” While nothing is certain, and there are many risks and possible negative outcomes as well, the legalization of marijuana may decrease the number of people imprisoned for marijuana possession and have economic benefits to help lift Illinois out of debt. Imani Joseph A Better Path for Youth: Could investments in youth education and opportunity reduce youth incarceration, improve youth outcomes AND ultimately reduce costs? In Illinois, much more money is required to imprison a juvenile than educate a teenager for a year. According to Chi Youth Justice Files, in Illinois, it costs nearly fifteen times more for a year of juvenile imprisonment than a year of schooling. “In 2013, Illinois paid about $90,000 per child to lock up a youth in juvenile prison for a year and only $6,119 per child to fund public K-12 education.” Many South and West Side schools in Chicago are struggling with high dropout rates and this relates closely with an increased risk of incarceration. For high school dropouts, “Roughly 60 percent of this segment of society can expect to spend time in prison by age 34,” a 2012 study by University of Chicago sociologists noted. What can be done to better support schools and reduce the dropout rate? Some may believe that prison for juveniles is the sole disciplinary action to correct crime, but often detention also inflames the problem at hand. It can be very difficult for youth to move forward after incarceration as two area experts who work with justice involved youth commented. “The problems youth endure have the possibility to overtake work the correction we attempt at our facility,” says Tina Cooper from West Side Health Authority. “We witness many youth that enter SER with hopes of attaining employment and/or a high school diploma, but many of them face countless barriers that it makes it feel almost impossible to achieve such a feat,” Adrean Vargas, Youth Program Manager at Central States SER, told On the Money. These valuable programs serve as critical resource to help youth who have been incarcerated, but this a huge challenge to overcome. What can we do to help? This generation holds future national leaders, entrepreneurs, lawyers, teachers, journalists, and even corporate leaders. Go against the grain by participating in social activism, volunteering and supporting youth outcomes, in every neighborhood. Sullivan Anderson The mental trials and hardships that individuals go through while attempting to create a business are very common in young entrepreneurs. Being able to come up with an idea for your business is more than half the battle when wanting to start a business. Two things that can help with anyone’s decision to start a business are to make sure to start as early as possible and to ensure that you’re skilled at the business you are creating. When starting your business young, there’s a lot of things that you would need help with understanding. One such issue would be age limitations. It may take more time to plan and brainstorm ideas than you would anticipate. I asked a cafe business owner, Darrel Washington, about what he wished he would have known at the start of his business. He stated, “I wish I knew how long the process really was. It would’ve been less stressful.” Taking into account the length of the process would help eliminate the stress of thinking things will happen sooner. BNP Paribas Bank did a study that the Gen Y people averaged 8 launched businesses compared to the elder baby boomers with 3.5 launched businesses. There was also a study done by the Massachusetts Institute of Technology (MIT) that found that the average age for entrepreneurs to start their business is in their 40s. People usually start businesses later due to their vast experience with the financial side of life while millennials usually use more trial and error methods. Among all the extra stress, it would help a lot of people to do something they enjoy doing when they start a business. When interviewing the musician Ron Prince about his favorite and least favorite aspects of his line of work he stated, “My favorite part is playing and my least favorite is carrying equipment.” Looking at the broader meaning that can be taken from this statement, there’s always something you won’t like about whatever you’re doing, but the more you enjoy it, the better. Aaron Mitchell WANT TO BUY FROM OTHER LOCAL TEEN ENTREPRENEURS OR SELL YOUR PRODUCT? VISIT IGENMARKET.COM! TRY IT OUT! APPLY WHAT YOU LEARNED IN ON THE MONEY 1) On pages 5-6, interns discuss the cost of college. What are 2 things you are doing to make college more affordable for you. Highlight these below and then find the location where your closest ISAC Student Corp member is by visiting ISAC.org. Strategy 1: ____________________________ Strategy 2: ____________________________ ISAC Corp Member Location: _______________ 2) One page 10, Jonathan Lee highlights the benefits of “B” Corps. What are 2 companies that you are aware of that are making a positive impact in your community? And how? Company 1: ____________________________ Company 2: ____________________________ 3) Several youth entrepreneurs are highlighted in On the Money and on Igenmarket.com. Which is your favorite? Describe one youth entrepreneur below. NEED A BANK ACCOUNT? LEARN MORE AT LEARN MORE AT GETBANKEDCHICAGO.COM AND LRNG-OSC.ORG LEARN MORE ABOUT ONE SUMMER CHICAGO AT ONESUMMERCHICAGO.ORG. What Are You Saving For? ☐ YES! I want to be a Young Illinois Saver. I pledge to save $_____ a month to reach my goal of saving for _________ (i.e. college, emergency fund, car.) Name ______________________________________ Zip _______________________________________ Phone* (_____) ______________________________ Email _______________________________________ *Required if you want to receive text messages, don’t forget to check the box! Keeping in Touch We want to stay in touch with you with information and advice to support you and your pledge to save. Please check the box next to the publications and reminders that you would like to receive: ☐ American Saver Newsletter (Quarterly Email) ☐ e-Wealth Coach Series (Monthly Email) ☐ Text Message Savings Tips and Reminders For text messages, standard carrier message and data rates may apply. You may receive up to 4 messages per month. Text STOP to cancel. Text HELP for help. Mobile Privacy Policy and T&Cs: http://americasaves.org/about-us/171
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LO: I am learning to explain the impact of discrimination. Context: LGBTQ+ Month What is discrimination? Example of Age Discrimination The middle-aged woman is hired; however, the old-aged woman is not hired. The middle-aged woman is hired because she can do a lot, but the old-aged woman is not because she can not do as much as the young; however, the old has more experience than the young. What is discrimination? discrimination noun 1. the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. "victims of racial discrimination" synonyms: prejudice, bias, bigotry, intolerance, narrow-mindedness, unfairness, inequity, favouritism, one-sidedness, partisanship; More 2. recognition and understanding of the difference between one thing and another. "discrimination between right and wrong" synonyms: differentiation, distinction, telling the difference "the discrimination between right and wrong" The 9 protected characteristics - Disability - Gender - Age - Religion - Race - Pregnancy - Marriage - Gender changes - Sexual orientation What do we mean by 'sexual orientation'? Sexual orientation is the emotional, romantic, or sexual attraction that a person feels toward another person whether it is someone of the same gender or the opposite gender. Language - Homophobic language doesn’t just affect gay people. It affects pupils who have gay friends and family as well, by suggesting that there is something wrong or inferior with their friends and family members. There are around 20,000 young people growing up with same sex parents. Research by the University of Cambridge *Different Families* 2010 found that the children of these parents find the use of the word gay as an insult, upsetting and makes them think there is something wrong with their parents. Is this right? Think about... Watch the first 20 seconds. What is this video about? What message is it trying to portray in the opening scenes? How does it make you feel? Watch the rest of this video As you are watching, list the problems that the people in the video are facing and what challenges they have to deal with. Are all of the people in the video sad? What does this tell you? Now watch the video on this website. Write down any of the challenges the man mentions the people in the LGBTQ+ community, including himself, have had to face. https://www.bbc.co.uk/newsround/40459213 Your Task: You are going to tell me all of the challenges, you have learned about today, that members of the LGBTQ+ community may have faced. Is this right? Explain why/ why not. It is up to you how you present this. You could: - Write a short paragraph on Google Docs, - create a Google slides - draw pictures to illustrate, - create a mind map. Examples of how you could present your work: - Mindmap - Drawing - Google Slides - Write a short explanation FACING DISCRIMINATION Those who identify within the LGBTQ community face different challenges than those who do not. - Workplace discrimination - Violence - Internalized homophobia - Judgment/disapproval from family members - Judgment within the LGBTQ community The issue of workplace prejudice is especially relevant to LGBT people, who continue to experience negative cultural and social attitudes that can lead to harassment, discrimination, and even violence in the workplace. LGBT people also face discrimination in other areas of their lives, such as housing, health care, and education. The issue of discrimination against LGBT people is a complex one, with many factors contributing to it. It is important to understand the history of discrimination against LGBT people and the current state of affairs in order to address these issues effectively. If you want to challenge yourself, complete the question on the Google form you have been emailed this morning. Any questions? Anonymous questions If you have any questions about the learning you have completed today please email your class teacher. We will keep your questions anonymous but will send out a questions and answer sheet to the year group. | Attachment | Description | |------------|-------------| | Lets learn about the history of LGBT+ in the UK | | | That's So Gay.exe | |
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In 1979, the U.S. and Saudi Arabia jointly launched a small solar-research station in the village of Al-Uyayniah. The Saudis are now planning to build modern solar projects across the kingdom. The fate of one of the biggest fossil-fuel producers of the past 40 years may now depend on its investment in renewable energy. BY JEFFREY BALL Photographs by Mohammed Al-Deghaishim PRINCE TURKI BIN SAUD BIN Mohammad Al Saud belongs to the family that rules Saudi Arabia. He wears a white thawb and ghutra, the traditional robe and headdress of Arab men, and he has a cavernous office hung with portraits of three Saudi royals. When I visited him in Riyadh this spring, a waiter poured tea and subordinates took notes as Turki spoke. Everything about the man seemed to suggest Western notions of a complacent functionary in a complacent, oil-rich kingdom. But Turki doesn’t fit the stereotype, and neither does his country. Quietly, the prince is helping Saudi Arabia—the quintessential petrostate—prepare to make what could be one of the world’s biggest investments in solar power. Near Riyadh, the government is preparing to build a commercial-scale solar-panel factory. On the Persian Gulf coast, another factory is about to begin producing large quantities of polysilicon, a material used to make solar cells. And next year, the two state-owned companies that control the energy sector—Saudi Aramco, the world’s biggest oil company, and the Saudi Electricity Company, the kingdom’s main power producer—plan to jointly break ground on about 10 solar projects around the country. Turki heads two Saudi entities that are pushing solar hard: the King Abdulaziz City for Science and Technology, a national research-and-development agency based in Riyadh, and Taqnia, a state-owned company that has made several investments in renewable energy and is looking to make more. “We have a clear interest in solar energy,” Turki told me. “And it will soon be expanding exponentially in the kingdom.” Such talk sounds revolutionary in Saudi Arabia, for decades a poster child for fossil-fuel waste. The government sells gasoline to consumers for about 30 cents a gallon and electricity for as little as 1 cent a kilowatt-hour, a fraction of the lowest prices in the United States. As a result, the highways buzz with Cadillacs, Lincolns, and monster SUVs; few buildings have insulation; and people keep their home air conditioners running—often at temperatures that require sweaters—even when they go on vacation. Saudi Arabia produces much of its electricity by burning oil, a practice that most countries abandoned long ago, reasoning that they could use coal and natural gas instead and save oil for transportation, an application for which there is no mainstream alternative. Most of Saudi Arabia’s power plants are colossally inefficient, as are its air conditioners, which consumed 70 percent of the kingdom’s electricity in 2013. Although the kingdom has just 30 million people, it is the world’s sixth-largest consumer of oil. Now, Saudi rulers say, things must change. Their motivation isn’t concern about global warming; the last thing they want is an end to the fossil-fuel era. Quite the contrary: they see investing in solar energy as a way to remain a global oil power. The Saudis burn about a quarter of the oil they produce—and their domestic consumption has been rising at an alarming 7 percent a year, nearly three times the rate of population growth. According to a widely read December 2011 report by Chatham House, a British think tank, if this trend continues, domestic consumption could eat into Saudi oil exports by 2021 and render the kingdom a net oil importer by 2038. That outcome would be cataclysmic for Saudi Arabia. The An assembly line at Al-Uyaynah’s research station will soon expand eightfold to become one of the kingdom’s first commercial-scale solar-panel factories. The Saudis burn about a quarter of the oil they produce—and their domestic consumption has been rising at an alarming 7 percent a year. The Atlantic July/August 2015 kingdom’s political stability has long rested on the “ruling bargain,” whereby the royal family provides citizens, who pay no personal income taxes, with extensive social services funded by oil exports. Left unchecked, domestic consumption could also limit the nation’s ability to moderate global oil prices through its swing reserve—the extra petroleum it can pump to meet spikes in global demand. If Saudi rulers want to maintain control at home and preserve their power on the world stage, they must find a way to use less oil. Solar, they have decided, is an obvious alternative. In addition to having some of the world’s richest oil fields, Saudi Arabia also has some of the world’s most intense sunlight. (On a map showing levels of solar radiation, with the sunniest areas colored deep red, the kingdom is as blood-red as a raw steak.) Saudi Arabia also has vast expanses of open desert seemingly tailor-made for solar-panel arrays. Solar-energy prices have fallen by about 80 percent in the past few years, due to a rapid increase in the number of Chinese factories cranking out inexpensive solar panels, more-efficient solar technology, and mounting interest by large investors in bankrolling solar projects. Three years ago, Saudi Arabia announced a goal of building, by 2032, 41 gigawatts of solar capacity, slightly more than the world leader, Germany, has today. According to one estimate, that would be enough to The goal is not just to install solar panels across Saudi Arabia but to export them. Among the potential locations is the United States. The skyline in Riyadh is a striking reminder of Saudi Arabia’s rapid growth and urbanization. In 1960, the city had just 155,000 inhabitants; today it has more than 5 million. Nasser Qahtani is an oilman through and through. On a credenza in his Riyadh office, he has a souvenir glass block that holds a shot of crude from Saudi Arabia’s biggest oil field. He spent about 15 years working at an Aramco petroleum-processing plant. And he has a master’s degree from Texas A&M University, which is why he has two Aggies coffee mugs on his bookshelf. “That’s for my easy days,” he told me one morning, pointing to the smaller one. “That’s for my tough days,” he deadpanned, pointing to the bigger mug. Nasser has many tough days. Any shift away from oil threatens a host of entrenched powers, and as the vice governor of regulatory affairs for Saudi Arabia’s Electricity & Cogeneration Regulatory Authority, he spends much of his time trying to meet about 20 percent of the kingdom’s projected electricity needs—an aggressive target, given that solar today supplies virtually none of Saudi Arabia’s energy and, as of 2012, less than 1 percent of the world’s. Some of Saudi Arabia’s most prominent industrial firms, as well as international electricity producers and solar companies big and small, have lined up to profit from what they see as a major new market. The fact that Saudi Arabia, an ardent booster of fossil fuels, has found compelling economic reasons to bet on solar is one of the clearest signs yet that solar, at least in some cases, has become a cost-effective source of power. But the Saudis’ grand plan has been slow to materialize. The reasons include bureaucratic infighting; technical hurdles, notably dust storms and sandstorms that can quickly slash the amount of electricity a solar panel produces; and, most important, the petroleum subsidies that shield Saudi consumers from any real pressure to use less oil. The kingdom is a fossil-fuel supertanker, and though the captain knows that dangerous seas lie ahead, changing course is proving exceedingly hard. corral the competing constituencies to work together to modernize the country’s energy system. Sipping Arabic coffee while sitting beneath paintings of the same three Saudi royals who adorned Prince Turki’s office wall, Nasser underscored the extent to which his country’s energy subsidies promote waste. In October, the World Bank estimated that Saudi Arabia spends more than 10 percent of its GDP on these subsidies. That comes to about $80 billion a year—more than a third of the kingdom’s budget. “In my opinion, that’s an accurate number,” Nasser said. “This is not sustainable.” Also unsustainable is the opportunity cost of burning so much oil at home. Aramco sells oil to the Saudi Electricity Company for about $4 a barrel, roughly the cost of production. Even with the global price of oil down to about $60 a barrel as of this writing (a drop of about 40 percent since June 2014), Saudi Arabia forgoes some $56 on every barrel it uses at home. That gap will become far greater if, as many experts expect, the global price rebounds. Saudi leaders carefully calibrate the kingdom’s output to keep that global price where they want it: high enough to fill Saudi coffers but low enough to avoid spurring competitive threats. For years, analysts have debated how much oil Saudi Arabia has in the ground, with some alleging that the kingdom is far less flush than it lets on. Saudi officials maintain that they face no immediate crisis, but they talk about the need to keep in check competitors such as the U.S. shale-oil industry. A serious reduction in the oil they have available for export would hinder their ability to fend off such threats. Over roughly the past year, the government has toughened energy-efficiency requirements for air conditioners, imposed the country’s first-ever fuel-economy standards for cars, and begun to require insulation in new buildings. It’s moving to require that new power plants be more efficient than the ones they replace. And in March, Saudi Arabia signed a memorandum of understanding with South Korea to build the kingdom’s first two nuclear reactors, and possibly more. What Saudi leaders don’t appear likely to do, at least anytime soon, is cut the fossil-fuel subsidies. Many Saudis view cheap energy as a birthright, and any increase in prices would be hugely unpopular. In a speech in February, the head of the central bank called for slowly reforming the subsidies, but he gave no indication of when. In the meantime, officials are looking to what once seemed an unthinkable solution: promoting renewable energy. “The view initially was not to support renewables,” Nasser told me, explaining that Saudi officials feared “that if renewables were successful, we would not find customers for our commodity.” That view has changed—sort of. Should solar somehow begin to threaten the primary market for Saudi oil—as a transportation fuel—the kingdom’s calculus could shift back. The Saudis spend about $80 billion a year—more than a third of the kingdom’s budget—on domestic energy subsidies. Few places better illustrate Saudi Arabia’s energy challenge than the country’s Red Sea coast. Along a stretch of black highway running north from the coastal city of Jeddah lies a string of new infrastructure. All of it is big. All of it is named for King Abdullah bin Abdulaziz al Saud, who died in January after leading the country for a decade. And much of it was built by Aramco, which, beyond being an international oil giant, is the Saudi government’s go-to player for getting things done. There’s the new King Abdullah Football Stadium, the new King Abdullah University of Science and Technology, the new King Abdullah Economic City, and the new King Abdullah Port. To the north of all this development, in the village of Rabigh, sits an enabler of growth: a massive, oil-fueled power plant. Built by a Chinese firm and completed in 2012, the plant consists of two towering furnaces that produce electricity by burning heavy fuel oil. When I visited one morning this spring, a tanker sat at the pier, disgorging its liquid into one of the plant’s six circular storage tanks. Each tank holds about 14.5 million gallons of oil, which the plant typically burns in a week. In the sweltering air, the place stank like a Jiffy Lube, the kind of smell that sinks into your pores. Luai Al-Shalabi, a worker who lives in a dormitory there, told me the oily odor is ever-present: “All the time I feel it.” Oil isn’t the only liquid this plant requires. It also needs freshwater—more than half a million gallons a day. The plant’s furnaces burn the oil, the heat boils the water, and the steam spins the plant’s turbines. All of that freshwater isn’t readily available in this desert kingdom; the Saudis have to make much of it out of saltwater. Next to the power plant is a desalination plant. It’s small by Saudi standards; far bigger ones produce drinking water. Yet it still seems huge: a maze of tanks, tubes, filters, and pumps covering an area twice as large as a football field. The water the plant sucks in from the Red Sea contains about 40,000 parts per million of salt. By the time it comes out the other end, having been filtered and mixed with chemicals, its salt content is 25 parts per million. The process is a triumph of man over nature. And every step consumes electricity—which comes primarily from oil. Solar power presents an alluring alternative. The kingdom first began experimenting with energy from the sun in the 1970s. In 1979, the same year that unrest in the Middle East sparked a global oil shock and President Jimmy Carter had solar panels installed on the White House roof, the United States and Saudi Arabia jointly launched a solar-research station about 30 miles northwest of Riyadh, in a tiny village called Al-Uyaynah, which at the time lacked electricity. Work at this site languished in the 1990s and early 2000s but has picked up in the past few years. In 2010, the King Abdulaziz City for Science and Technology, the research agency that runs the station, built a small experimental assembly line there to manufacture solar panels. A year later, it more than quadrupled the line’s capacity. It plans to expand the facility again over the next several months, this time by a factor of eight. Prince Turki told me that Saudi officials want to add another factory elsewhere in the kingdom; it will be one of the largest outside of China. The goal, he said, is not just to install solar panels across Saudi Arabia but to export them—a way, Saudi officials hope, to create high-paying tech jobs for the kingdom’s large population of young people. (Some two-thirds of Saudis are younger than 30.) Officials also want to bankroll solar installations in other countries, to boost the market for Saudi-made panels. Among the potential locations is the United States, where Turki envisions the kingdom undercutting other solar providers in part by tapping cheap development loans from Saudi banks. But the factory at Al-Uyaynah shows how far the country has to go. The equipment comes mostly from Europe, and the solar cells—the square slices of silicon that make up a solar panel—are made in Taiwan. Often, as on the day I visited, the assembly line doesn’t produce much, because materials are stuck in transit. Once, a shipment of the plastic sheeting used to seal the backs of solar panels sat at a Saudi port for a month, and it melted. The disconnect between aspiration and reality is even starker at the King Abdullah University of Science and Technology, one of the big projects along the Red Sea coast. The multibillion-dollar campus has both a world-class solar-research lab and some stupendously energy-inefficient amenities—including, in the middle of the desert, a hotel where I found my room chilled to about 62 degrees Fahrenheit and a nine-hole golf course fully lit for nighttime play. The entire campus went up in about three years. It has a town square with a Quiznos sandwich shop, a Burger King, and a grocery store with an extensive selection of dates and nonalcoholic beer, all across the street from a towering white mosque. It has steel-and-wood offices and houses with red-tile roofs, both of which evoke suburban California. And it has a faculty of experts recruited from around the world. Among them is Marc Vermeersch, a Belgian physicist and materials scientist who arrived in January after spending several years in Paris heading up solar work at Total, the French oil giant. Vermeersch told me that although no expense was spared in setting up the university’s solar laboratory, the money wasn’t wisely spent. The lab includes half a dozen highly specialized printers—including one that cost about $1 million—that apply coatings to surfaces, a process important in researching futuristic solar-panel technologies. But because Saudi Arabia wants to ramp up solar power soon, Vermeersch and his colleagues are reconfiguring the lab to focus on near-term research, work he hopes will pay off in the next few years. The university houses an incubator for technology startups, including a firm founded on the premise that there’s good money to be made in keeping solar panels clean in the desert. The company’s creator is Georg Eitelhuber, an Australian-born mechanical engineer who came to the university in 2009, the year it opened, to teach physics at a high school on the campus. “King Abdullah made me an offer I couldn’t refuse,” Eitelhuber told me kiddingly, in an Aussie accent. In late 2010, Eitelhuber attended a ceremony at the university for which “a bunch of bigwig managers” gathered to Taqnia, a state-owned company, is finalizing a deal to provide solar energy for 5 cents a kilowatt-hour—a price that may be the cheapest in the world. Georg Eitelhuber came to Saudi Arabia to teach high-school physics. A few years ago, he began developing a system, shown at right, to keep solar panels clean in the desert. With seed funding from the university, he and some colleagues set about designing a waterless system. “The idea of using desalinated water that’s desalinated using oil,” he said, “is just a big green wash.” Five years later, his company has a late-stage prototype—a long metal rod with lines of brush bristles, powered by the panels—and several solar-panel manufacturers are testing the device. Eitelhuber plans to start installing it on solar farms next year. ARAMCO IS THE most important player in the kingdom’s shift to solar power. The company’s initial forays have been tiny—a solar-panel array next to one of its office buildings, for example—but its plan to break ground on 10 or so bigger solar projects next year seems to represent the start of a more serious commitment. A high-ranking Saudi official told me he expects Saudi Arabia to develop an initial tranche of a few gigawatts of solar capacity over the next five years. The projects will be in places where the cost of conventional fuel is high, either because the sites are remote or because they use diesel. (Saudi Arabia has historically had to buy large quantities of diesel at international prices because its refineries can’t process enough to satisfy domestic demand.) Even at these cherry-picked sites, solar power is likely to cost more than electricity from the existing conventional plants—but only because those conventional plants get oil at a subsidized price. This explains why the government, not the private sector, is making most of the investment in solar. Private companies are waiting for the government to offer up a slate of contracts that would, in effect, allow solar energy to compete with artificially cheap oil-fired electricity. One of the biggest firms waiting in the wings is Acwa Power International, which is based in Riyadh and owns and operates power and desalination plants in the Middle East, Africa, and Southeast Asia. In the past few years, Acwa Power has signed contracts to produce solar power in several countries—places where the price of conventional electricity is higher than in Saudi Arabia. Earlier this year, it won a bid to build a solar farm in Dubai. The price at which Acwa Power agreed to sell electricity from that solar farm—5.84 cents a kilowatt-hour—turned heads among solar watchers the world over. It was heralded as signaling a new era of cost competitiveness. Paddy Padmanathan, Acwa Power’s president and CEO, told me he’s confident the company will make a healthy profit over the 25 years of the deal. “All of a sudden, renewables are becoming a very competitive proposition,” he said. Acwa Power hasn’t yet developed any solar projects in Saudi Arabia. But Prince Turki told me that Taqnia, the state-owned company he chairs, is finalizing a deal to provide solar energy to the Saudi Electricity Company for 5 cents a kilowatt-hour—even less than the price Acwa Power recently agreed to in Dubai. “It’s the cheapest in the world that I know of,” Turki said. That deal may be a tantalizing sign of things to come, but the goal Saudi Arabia announced three years ago of building 41 gigawatts of solar capacity remains a distant glimmer. In January, Saudi officials announced that they were pushing back the target date from 2032 to 2040—and even with the longer time frame, skeptics have dismissed the goal as a mirage. Proving them wrong would require reshuffling an economic deck that the kingdom’s leaders have stacked for decades to favor petroleum. In that sense, Saudi Arabia’s energy challenge is a more extreme version of the one that faces the rest of the world. But if the kingdom’s leaders can find the political courage to act decisively, Saudi Arabia, of all nations, could become a model for other countries trying to shift away from oil. Jeffrey Ball, who writes about energy and the environment, is the scholar in residence at Stanford University’s Steyer-Taylor Center for Energy Policy and Finance.
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2019-2020 EXHIBIT DESIGN CHALLENGE The ZOOMS STEM Design Challenge offers students a chance to develop a solution to a ‘real’ problem faced by Zoo Keepers and staff at the Minnesota Zoo. From designing an enrichment, to building a model of a renovated animal exhibit, the problem will challenge students to use the engineering design process while applying their science and math knowledge, creativity, and problem solving skills to best solve the problem and present a solution. Selected students are invited to showcase their design challenge solution in the ZOOMS Design Challenge Exhibition in March at the Minnesota Zoo for a chance to win a backstage pass experience with our animals! THE CHALLENGE For 10 years, most of the nocturnal exhibit hallway located at the center of the Tropics Trail has sat nearly empty and boarded up. Currently the zoo is seeking funding to revitalize this space with a new theme: Creatures of the Canopy. The zoo hopes for the space to lead visitors on an immersive walk through the layers of the rainforest and encounter animals that live in each level while also providing an interactive children’s play area. Included in this plan are the current nocturnal hallway residents: The Linne’s two-toed sloth pair and baby, Norman, Lily and Tofu, and the 14 ft. Burmese python, Nikita. The zoo would like help in redeveloping this area for these animals and choosing new smaller rainforest species to add to the space. The final plan should balance keeper, visitor, and animal needs while also highlighting important rainforest conservation issues. THE TASK The exhibit design challenge will require students to redesign and build an exhibit model of the new Creatures of the Canopy exhibit to meet animal, visitor, and keeper needs. Students will need to make special considerations such as: - What will need to be changed/added to meet keeper, animal and visitor needs? - Where and how big should the new animal spaces be for the sloths and python? - How can a small educational children’s play area be added while fitting with the theme? - How can the animals be organized in the space to lead visitors on an immersive walk through the levels of the canopy? - What will guests learn from visiting this space about rainforest conservation issues? - Which rainforest animal(s) could be chosen to add to the space? What would their space look like? A CLOSER LOOK AT EXHIBIT DESIGN Zoos are frequently welcoming new animals, whether it be in a brand-new exhibit or in an existing one. Whatever the case may be, the zoo’s exhibit designer’s job is to design the best environment for the animals as well as the keepers and the visitors. Designing an exhibit starts by researching the animal’s natural environment to learn all they can about the animal’s habitat, including the plants, climate, and topography. Research might also include a consideration of the animal’s behavior, such as how much space it needs, if it climbs, jumps, or swims, and how strong it is. Working cooperatively with curators, zookeepers, educators, artists, engineers, and many others, exhibit designers must also consider the needs of the keepers, through creating functional and easy to clean spaces, and the visitors, by creating exhibits that are educational, interactive, and deliver an important message about conservation. Balancing these needs in one design is a difficult job with many differing opinions and constraints! PROJECT REQUIREMENTS BY LEVEL Level 1: 3rd – 5th Grade Requirements ☐ Development of a **3D model** that closely resembles the shape/size of the current exhibit space. (No dioramas) - Choose at least **1** more rainforest animal to exhibit in the space ☐ **Profile drawing** (See Figure 1) **OR** basic bird’s eye view blueprint (See Figure 2) - Include measurements/dimensions of key exhibit features (tree height, barrier height, water depth etc.) - Label key features and design elements. Level 2: 6th-8th Grade Requirements ☐ Development of a **scaled 3D model** according to current Zoo exhibit blueprint measurements. - Choose at least **2** more rainforest animals to exhibit in the space ☐ **Profile drawing** of the exhibit (See Figure 1) - Drawing should represent panoramic view of exhibit - Label key exhibit features (trees, ramps, enclosure barriers) ☐ **Scaled bird’s eye blueprint including:** (see Figure 2) - Labeling of key features and design elements - Include chart of scaled and real-world measurements of exhibit features as well as the scale being used. Level 3: 9th- 12th Requirements ☐ Development of a **scaled 3D model** according to current Zoo exhibit blueprint measurements. - Choose at least **3** more rainforest animals to exhibit in the space ☐ **Profile drawing** of the exhibit (See Figure 1) - Drawing should represent panoramic view of exhibit - Label key exhibit features (trees, ramps, enclosure barriers) ☐ **Scaled bird’s eye blueprint including:** (see Figure 2) - Use of technology (CAD) is encouraged to draft an accurately scaled blueprint, but it is not required to participate. - Labeling of key features and design elements - Include chart of scaled and real-world dimensions of exhibit features as well as the scale being used. - Mark changes in elevation for both land and water features. - Total volume/area of the enclosure(s) and any water or shelter features. - Include any important material and safety specifications for real world materials used in exhibit (ex: glass thickness, fence or visitor barrier height, water depth, type of plants being used, dimensions of zookeeper and shift doors) ADDITIONAL REQUIREMENTS FOR ALL LEVELS Poster Tri-Fold: A visual presentation documenting the following: - **Problem**: Why is this solution needed? - **Research**: What are the natural behaviors of the animal? What does its natural habitat look like? Does research support decision-making throughout the design process? - **Constraints**: What factors prevent a perfect design? Could your solution exist in real life? What issues might you encounter if your plan was chosen to build? - **Planning**: Brainstorm possible solutions. How did you modify your design along the way? Save sketches and documents created through the process to document evolution of idea. - **Final Design**: Select best solution. What are the main features of the new exhibit? What are the measurements/dimensions? How does it differ from the current space? Is there a theme? What are the real life materials that would be used? - **Solution**: How does the exhibit design act a solution to the problems mentioned in the challenge? - How does the design meet animal, keeper and visitor needs? - Is the space functional, safe, and does it mimic the animal’s natural habitat? - Does the new design include any zoo specific requested features? - Does the new design improve current challenges of the exhibit? - **Conservation Connection**: How does exhibit design help the Minnesota Zoo with conservation efforts? How is the animal doing in the wild? What can visitors learn at the exhibit to help them act on behalf of wildlife? EVALUATION 1. **Creative Ability (10 pts):** Approach and solution is innovative and unique. 2. **Use of Engineering Process (30 pts):** Presentation and demonstration of engineering design process was used in development of exhibit redesign solution. Evidence of design/redesign and connection to conservation. 3. **Addressing Solution Requirements (30 pts)** a. How does the exhibit balance and meet the needs animal, keeper, and visitor needs? b. Is the design realistic? Is the new design an overall improvement for the space? Have all challenges of the space been considered and solved? c. Model and birds eye blueprint represents a scaled version of the actual zoo space. (Level 2-3) or represents the general shape of the exhibit (Level 1) d. Profile drawing or birds eye view includes measurements of key features (Levels 1-3) 4. **Teamwork/Presentation (15 pts)** Effective communication, organized presentation and trifold, team demonstrates collaboration. ADVANCING TO THE ZOOMS EXHIBITION **How do I select the top projects to advance to the ZOOMS Exhibition?** **Host an Exhibition Event – Invite MN Zoo staff to attend** One or two education staff members may be available to attend to listen to student presentations. Appointments for zoo staff to attend your school’s exhibition must be scheduled 2 weeks in advance. We cannot guarantee availability to attend. Please contact firstname.lastname@example.org to arrange. **Classroom Showcase/Teacher Choice** Teachers may use the evaluation criteria rubric (provided in workshop) and evaluate projects individually or host their own Design Challenge Classroom Showcase with the teacher submitting the top student designs to the Minnesota Zoo before the deadline. **How many projects can I submit to the Zoo for review?** - Each teacher may submit maximum of ¼ of the number of projects created. - Example: 15 total projects = 3 to 4 project submissions - All teachers can submit a minimum of one project - Not all projects submitted will advance to the March ZOOMS Exhibition. Projects will be narrowed by zoo staff and announced in mid-February. - All schools are guaranteed to have one group from their school advance to the exhibition. Only 40 elementary, 40 middle school, and 40 high school projects will be chosen. What must be included in each project submission? - **Online Google Submission Form** - Student written description of the solution and how it met design requirements - Shared link to google drive folder of group project photos - 1-2 Photos of up close views Tri-Fold Board - 1-2 Photos of prototype (may be with or without students) **Conditions** - Open to all 3rd-12th grade teachers and their students - Students must work in a group of 2-4 students to qualify to advance to the exhibition. - Teachers must register to participate no later than Friday September 13th. **REGISTRATION** Teacher and student participation in the ZOOMS Design Challenge is FREE! Teachers can also attend a full one-day training on **Tuesday September 24th from 9 am-3 pm** to gain background knowledge of the challenge and gather resources to implement into the classroom. Register online by visiting mnzoo.org/stem and clicking the ‘Apply Now’ link under the 2018-2019 Design Challenge. The first 10 elementary teachers, 10 middle school teachers, or 10 high school teachers who register will receive a $200 stipend upon completion of the following: - Attend the ZOOMS Design Challenge Workshop in September - Participate in pre/post ZOOMS program teacher and student assessment surveys - Implement the ZOOMS design challenge in your classroom - Submit student projects to be reviewed by the Minnesota Zoo in mid-February. - Send chosen advancing teams to participate in the ZOOMS Design Challenge Exhibition in March. **FIELD TRIP FINANCING OPPORTUNITIES** There may be financial assistance to fully fund or reduce the cost for your school to visit the Minnesota Zoo to help support implementation of the ZOOMS Design Challenge. Certain criteria must be met in order to qualify. Please inquire by emailing email@example.com for further questions. ## IMPORTANT DATES | Event | Date and Time | |--------------------------------------------|--------------------------------------| | Closing date for Registration | Friday September 13, 2019 | | ZOOMS Design Challenge Workshop | Tuesday September 24, 2019 9 am – 3pm| | Design Challenge Implementation Support | Saturday October 12, 2019 9 am -12 pm| | (Optional) | | | Closing Date for Top Project Submissions | Thursday February 13, 2020 by 12 pm | | Projects Advancing to Exhibition Notified | Wednesday February 19, 2020 | | Elementary ZOOMS Design Challenge Exhibition| Tuesday March 17, 2020 9 am-2:30 pm | | Middle School ZOOMS Design Challenge Exhibition| Wednesday March 18, 2020 9 am-2:30 pm| | High School ZOOMS Design Challenge Exhibition| Thursday March 19, 2020 9 am -2:30 pm| ## CONTACT Contact Kristi Berg for further questions and information. Email: firstname.lastname@example.org Phone: 952-431-9243 Visit mnzoo.org/stem to learn more! ## Thank you to our ZOOMS! Sponsors ![Sponsors Logos](image-url)
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SHERLOCK’S SPOTLIGHT A Quarterly Gazette for Young Sherlockians Everywhere Spring 2021 “A Case of Identity” Artwork by Eros Marcy, Germany Your original artwork could be on the cover of our next issue... See page 2 for more details! Welcome to SHERLOCK’S SPOTLIGHT Volume 2, No. 2 Spring 2021: “A Case of Identity” Published four times a year by The Beacon Society, a society providing educators with resources to bring the magic of Sherlock Holmes to life. Editor: Steve Mason Associate Editors: Rob Nunn and Michael McClure Submit Your Original Artwork for our Gazette Cover We would love to use a student's artwork for the cover of each issue. If you would like to submit a .jpg, .png or .pdf of an original artwork, please follow the simple rules: • You must be between the ages of 8-13. • You must have your parent’s or guardian’s permission to submit the artwork. • The artwork must be Sherlock Holmes based. You may send the artwork by email directly to Steve Mason at email@example.com Either have your parent or guardian email the artwork to us or have them include a statement authorizing the use of your artwork in our Gazette. Copyright: © 2021 by The Beacon Society All rights are hereby assigned to the contributors. Find out more about the Beacon Society and our efforts to bring Sherlock Holmes to students at: www.beaconsociety.com Welcome to SHERLOCK’S SPOTLIGHT Volume 2, No. 2 Spring 2021 – “A Case of Identity” Contents Highlights from the Head-Light, by Carla Coupe 4 That’s—A—Maze-ing, by Steve Mason 5 Character Profile: Mrs. Hudson, by Rob Nunn 6 Portrayals of Sherlock Holmes in Art and Animation, by Jerry Margolin 7 “A Case of Identity” Story Profile, by Rob Nunn 8 Word Search Challenge, by Steve Mason 10 Scotland Yard and Inspector Lestrade, by Rich Krisciunas 12 Color Test, by Steve Mason 14 Entertainment Resources for Younger Sherlockians, by Beth Gallego 15 Can You See the Differences?, by Steve Mason 17 2021 R. Joel Senter Essay Contest 18 Sherlock’s World: Where Did Sherlock Holmes Go to School?, by Liese Sherwood-Fabre 19 Sherlock Holmes Mini-Mystery, by Steve Mason 20 The Junior Sherlockian Society 22 Baker Street Elementary, by Joe Fay, Rusty Mason, & Steve Mason 23 Puzzle Answers 24 Highlights from the Head-Light Spring is here and so is our third issue of *Sherlock’s Spotlight*! Did you know that typewriters were used in the 1890s? In this issue’s story, “A Case of Identity,” a typewriter provides an important clue that helps Sherlock Holmes solve the case. Sherlock often helped the detectives at Scotland Yard. How did Scotland Yard get its name? Which detective worked with Sherlock the most? Read on and find out. Sherlock and Doctor Watson rented rooms in a house on Baker Street, and Mrs. Hudson was their landlady. What did a landlady do? What do we know about Mrs. Hudson? Check out the article about her in this issue. What about when Sherlock was a boy? What were his school days like? In many ways they were very different from your school days today, but you and Sherlock still share a few things, like homework. You can also practice some of Sherlock’s skills with our puzzles and brain teasers and mazes. Why does The Beacon Society publish *Sherlock’s Spotlight*? We want to bring the Sherlock Holmes stories to young people, and hope you enjoy them as much as we do. Do you like to write? Our essay contest gives prizes to students who write about Sherlock Holmes [www.beaconsociety.com/joel-senter-essay-contest.html]. How did Sherlock Holmes solve all those mysteries? The Junior Sherlockian Society [www.juniorsherlockian.com] shows you how. Are you an artist? Then send us (with your parents’ or guardians’ permission) your drawing of Sherlock Holmes [www.beaconsociety.com/sherlocks-spotlight-gazette.html]. You might see your creation on the cover of a future issue of *Sherlock’s Spotlight*! Have fun reading issue 3, and don’t forget to share *Sherlock’s Spotlight* with your friends! Carla Kaessinger Cope Head-Light, The Beacon Society That’s-A-Maze-ing In “A Case of Identity”, Sherlock Holmes must determine a specific typewriter to help solve the mystery. Help Sherlock Holmes locate the mysterious typewriter to aid in his efforts. Find the answer on page 24 After Sherlock Holmes and Dr. Watson, Mrs. Hudson is the character that appears most often in the Sherlock Holmes stories. Mrs. Hudson was the landlady for Holmes and Watson at 221B Baker Street, owning the building they lived in, cleaning their rooms, and delivering their meals. She appeared in the very first Sherlock Holmes story, *A Study in Scarlet*, and would pop up over and over again during the entire time Holmes lived on Baker Street. Watson described Mrs. Hudson as being very patient with Holmes while she put up with his messiness, dealt with him playing music at late hours, tolerated his smelly science experiments, and even accepted when he was shooting a gun in the house! Even though Sherlock Holmes’s behavior made him a very difficult person to rent rooms to, he and Mrs. Hudson liked each other very much. She worried about his health many times when she felt he was working too hard on a case, and he would sometimes include Mrs. Hudson in his work when it took place in Baker Street. Once, after Holmes had found a stolen military document, he and Mrs. Hudson set things up so the document would be revealed to its owner when the man took the cover off the breakfast dish that Mrs. Hudson delivered to the room. Another time, Holmes was trying to trap a murderer who was after him. He had a wax statue of himself sitting in front of a window at 221B Baker Street, and Mrs. Hudson would crawl across the floor every fifteen minutes to move the statue slightly so the criminal would think that it was really Holmes. Sherlock Holmes disappeared from London for three years after defeating a dangerous criminal, and Mrs. Hudson worked with Holmes’s brother to make sure his rooms in Baker Street were ready when he returned. Mrs. Hudson took pride in owning a nice house. She cooked excellent breakfasts, afternoon teas, and suppers. She employed a maid to keep the house clean, and was bothered every time Holmes’s young helpers entered the house because they were very dirty and loud. When clients and guests arrived to meet with Sherlock Holmes, Mrs. Hudson was often there to deliver a message to Holmes, show the clients upstairs to meet with him, and would sometimes even start a fire in the fireplace to make them comfortable. Sherlock Holmes eventually retired and moved to the country where he raised bees. Although this ended their business dealings, it’s nice to think that Mrs. Hudson had plenty of good stories to tell her friends about the years she spent as landlady to the world’s greatest detective. Rob Nunn PORTRAYALS OF SHERLOCK HOLMES IN ART AND ANIMATION With permission from the collection of Jerry Margolin Snoopy from *It’s a Mystery, Charlie Brown* Alvin from *The Chipmunks - Elementary, My Dear Simon* HawkShaw the Detective Mary Sutherland was on her way to the church to be married, when her fiancé disappeared! When Miss Sutherland comes to Sherlock Holmes for help, he realizes this is quite an interesting case. Miss Sutherland inherited a large amount of money years ago after her uncle died, but she never needed to use it. She continued to live with her mother and step-father, making enough money from her job as a typist. Her mother and step-father use Mary’s money now, but if she were to ever get married, she will need that money for her own house. Miss Sutherland attended a dance one evening, and met Hosmer Angel, a very secretive man. He would only tell Mary that he works in an office. She was not allowed to know where he lives, what his job is, or to even see his handwriting! All of Hosmer’s letters to her were typed on a typewriter instead of being written by hand. Hosmer Angel speaks very quietly, wears dark glasses, and has long whiskers. Mary is love-struck with the man. Even though he won’t let her know much about him, she is happy to meet with him each night. Hosmer makes Mary promise to always be true to him, even if he were to disappear for a while. And then he does disappear! On the day of their wedding, Hosmer gets into a cab to go to the church, but isn’t in the cab when it arrives for the wedding. Holmes says he has already solved the mystery by the time Miss Sutherland has finished her story and tells her she should forget about Hosmer Angel. But Mary says she promised Hosmer to be true to him and that she will do so for at least ten years. After she leaves Baker Street, Holmes writes a note to Mary’s stepfather, James Windibank, inviting him to visit Baker Street. Windibank replies in a typed letter, and Holmes sees something very interesting in the way this letter was typed. When James Windibank arrives at Baker Street, Holmes tells him what he has figured out. At first, Windibank is worried, but eventually gets very angry with Holmes. Holmes threatens to fight Windibank, but the man runs out of the apartment! Holmes knows that it is useless to try and convince Mary Sutherland to listen to what he has figured out about her step-father. The villain behind this mystery gets away, and Holmes expects that he will continue onto a life of crime. Rob Nunn Word Search Challenge You and a friend can now test your clue-finding skills in the fog-shrouded streets of London. 1. One player will take Holmes’s team, the other player will take Watson’s team. 2. Each player shall search his letter grid for the 5 names from “A Case of Identity” listed next to the grid. 3. Circle each letter of the name. The letters, not circled, will fill out a Sherlock Holmes quote from the story. Place each letter in the spaces below the word search. 4. The first player to find all 5 names and complete the quote wins. Holmes’s Team | NEWSNVERTR | ANGEL | | USIEOTTOGE | HOLMES | | NENMSRALIM | SUTHERLAND | | PRDLTESSIO | WATSON | | NSIOAMYBOY | WINDIBANK | | MIBHWWCUF | | 10 | Sherlock’s Spotlight 1. One player will take Holmes’s team, the other player will take Watson’s team. 2. Each player shall search his letter grid for the 5 names from “A Case of Identity” listed next to the grid. 3. Circle each letter of the name. The remaining letters, not circled, will fill out a Sherlock Holmes quote from the story. Place each letter in the spaces below the word search. 4. The first player to find all 5 names and complete the quote wins. **Watson’s Team** | E | N | E | E | V | Y | E | R | T | |---|---|---|---|---|---|---|---|---| | G | U | S | S | T | D | O | G | N | | D | E | N | U | E | R | R | A | O | L | | I | I | M | O | P | A | R | S | E | S | | R | S | I | H | O | H | T | N | S | M | | E | Y | B | T | O | A | Y | U | N | Y | | H | J | I | S | W | S | T | E | V | Q | | T | K | A | E | L | Y | Y | O | D | L | | E | X | E | W | Z | O | K | H | J | M | | S | H | O | L | M | E | S | Y | E | S | **Answers:** - Etheridge - Hardy - Holmes - Watson - Westhouse Find the answers on page 25 Scotland Yard is the headquarters of the Metropolitan Police force which is responsible for law enforcement within Greater London. The Metropolitan Police’s duties are the detection and prevention of crime, the preservation of public order and the supervision of road traffic. The Metropolitan Police force was formed in 1829 by home secretary Robert Peel, whose name inspired a nickname for its police officers that remains today: “bobbies.” Scotland Yard derives its name from the location of the original headquarters at 4 Whitehall Place, which had a rear entrance on a street called Great Scotland Yard. The Scotland Yard entrance became the public entrance to the police station, and over time the street and the Metropolitan Police became synonymous. The police force moved from Great Scotland Yard in 1890, to a newly completed building on the Victoria Embankment and adopted the name "New Scotland Yard" for the new headquarters. The original building was sold and redeveloped into a luxury hotel, operated by Hyatt, and opened in December 2019. Over the years, Scotland Yard detectives have investigated many high profile cases, including the murders of the elusive Jack the Ripper. Today, 33,000 police officers protect one of the largest cities in Europe. Sherlock Holmes was regularly contacted by members of Scotland Yard to assist in their investigations. Detectives frequently came up with the wrong solution to the crime, only to have Holmes correct their error by the end of each story. However, Holmes was happy to allow the detectives to take the credit for his deductions. Holmes described his role, "I am the last and highest court of appeal in detection. When (Detectives) Gregson or Lestrade or Athelney Jones are out of their depths—which, by the way, is their normal state—the matter is laid before me. I examine the data, as an expert, and pronounce a specialist's opinion. I claim no credit in such cases. My name figures in no newspaper. The work itself, the pleasure of finding a field for my peculiar powers, is my highest reward.” The most prominent detective Holmes helped was Inspector Lestrade who appeared in 13 stories. We do not know his first name, only his initial: G. Lestrade’s first appearance was in the first Sherlock Holmes story, *A Study in Scarlet*, which was published in 1887 where Holmes describes the 20-year police veteran as “a well-known detective.” Holmes was not impressed with Lestrade’s police work in the early stories and criticized him as “lacking in imagination, and normally out of his depth.” Holmes grew to be more positive about Lestrade in later stories. In “The Cardboard Box”, Holmes remarked that Lestrade’s tenacity “has brought him to the top at Scotland Yard.” In *The Hound of the Baskervilles* he said that Lestrade is “the best of the professionals.” Lestrade has become the most famous police character in the stories and a fixture in Sherlock Holmes movies. The author M. J. Trow wrote a series of seventeen books using Lestrade as the central character, beginning with *The Adventure of Inspector Lestrade* in 1985. Sherlockians have argued about the pronunciation of the inspector’s name. To clear up controversy, Arthur Conan Doyle’s daughter Dame Jean Conan Doyle stated that her father pronounced the name with a long a sound (as “Le’strayed”). Rich Krisciunas COLOR TEST Sherlock Holmes decides to test the members of the Baker Street Irregulars, just for the fun of it. See how many of these you can do in 1 minute (60 seconds). Have someone else time you or time yourself. You must say the color of the word out loud, rather than reading the word itself. For example: For the word GREEN, you would say “Blue” out loud, as that is the color of the word... You can either go horizontally (left to right) or vertically (up and down). Set your timer, and see how many you can do in 60 seconds. You can try it multiple times to see if your score improves each time. See how your number matches up to your friends or family! Ready, set, go!!! Holmestead is a small, quiet town within the great city of London. In fact, the town is very, very small. It occupies a space in the cellar beneath a building on Baker Street, and it is populated entirely by mice. Among those mice is the great sleuth, Basil of Baker Street. Making regular visits to 221B, just above the tiny town, to listen to Sherlock Holmes and Doctor Watson, Basil has learned the art of detection by studying at the feet of the master himself. Down in Holmestead, Basil shares a flat with his friend, Dr. David Q. Dawson, who assists on and records Basil’s cases. One evening in the year 1885, Basil and Dawson are just returning from an evening listening to Holmes when they run into Mrs. Judson, their "mousekeeper". She has come to fetch them. Their neighbors, Mr. and Mrs. Proudfoot, are waiting for Basil to return. Their twins, Angela and Agatha, are missing! Soon, a ransom note arrives, signed by The Terrible Three. They want Holmestead for themselves, and Basil has just 48 hours to save both the twins and the town. Just like his idol, he will follow the clues to find Angela and Agatha and thwart the plans of The Terrible Three. *Basil of Baker Street* is the first book in a series by Eve Titus, originally published in 1958 with black-and-white illustrations by Paul Galdone. After spending some time out of print, a new hardcover edition was published in 2016 under the title *The Great Mouse Detective: Basil of Baker Street*. Readers familiar with stories including “A Case of Identity” and “The Red-Headed League” will notice the investigative techniques Basil has picked up from Holmes. Basil has also adopted Holmes’s wardrobe, including a quilted dressing gown, ulster, and tiny deerstalker cap. Not to be outdone, Dawson wears a long coat and a bowler hat. These images and more are captured in fine detail in Galdone’s drawings. *Basil of Baker Street* is a loving homage to the canon and a clever, fun adventure all its own, ideal for young readers. In London, in 1887, a tiny mouse named Olivia Flaversham celebrates her birthday. Her father, owner of Flaversham’s Toys, has made a lovely clockwork dancing doll for her. This cozy scene is rudely interrupted by the arrival of a peg-legged bat, who kidnaps Mr. Flaversham, leaving Olivia alone in the workshop. Olivia goes in search of Basil of Baker Street, the great sleuth she is sure can find her father. She gets lost in the city, but is found by Dr. David Q. Dawson, recently returned from service in Afghanistan. The two make their way to Baker Street. Basil is uninterested in such a simple case until Olivia mentions the bat. Basil knows this bat: his name is Fidget, and he works for Basil’s archenemy, Professor Ratigan. Clearly, Ratigan is using Mr. Flaversham for some nefarious scheme, but what sort of scheme needs a toymaker? Basil sets out to solve the case, bring Olivia’s father home, and bring Ratigan’s reign of evil to an end. Things are not quite as straightforward as they first seem, of course, and Basil and Dawson end up racing against time to save not just Mr. Flaversham, but themselves, the Queen, and all of mousedom! *The Great Mouse Detective*, released by Disney in 1986, is loosely based on *Basil of Baker Street* (1958), by Eve Titus, and its sequels. The case brought to Basil is original for the movie, and Ratigan himself did not appear in the first book of the series. Basil, with his pipe, his dressing gown, and his violin, is a perfect reflection of Sherlock Holmes, who is shown living upstairs. The movie takes some of the best scenes from the book series and adds its own cinematic twists and turns. It is currently available on DVD and streaming on Disney+, and it is a treasure to be enjoyed by the whole family. Beth Gallego Can You See the Differences? Can you help Sherlock Holmes find the six (6) differences between the picture of Buckingham Palace and the reflection below it? Find the answers on page 26. 2021 R. Joel Senter, Sr. Essay Contest We are proud to announce the winners of the 2021 R. Joel Senter, Sr. Essay Contest. Each of the winners will receive a cash award and plaque. Thanks so much to the Awards Committee and Carolyn Senter for making this possible. 7th - 9th Grades: 1st Place – Kaitlyn Polchow 2nd Place – Ryan Foley 3rd Place – Emily Genter & Sabrina Kim 10th - 12 Grades: 1st Place – Juliana Schoepner 2nd Place – Eleanor Hébert 3rd Place – Andrew Quiñones We will be posting the winning essays on the Beacon Society website in the near future. Congratulations to these younger Sherlockians for keeping Sherlock Holmes alive, as well as honoring the memory of Joel Senter. Because Sherlock Holmes’s ancestors were country squires, he would have had an upper-class education. For the first few years, he would have had tutors and governesses to oversee his early education at home. When he got a little older, he would have been sent to a “public” school to prepare him for attending a university, often living there for next six to eight years (depending on when he started there). Girls would have continued to study with governesses and tutors at home. In the United States, a “public” school means one that is provided by the government to everyone for free. In Britain, a “public” school is one where any boy could attend, regardless of his religion. The family had to pay for him to attend. There were seven boarding schools during Sherlock’s time: Eton, Harrow, Rugby, Westminster, Winchester, Charterhouse, and Shrewsbury. Another two had boys attending during the day and then go home: St. Paul’s and Merchant Taylors’s. The boys studied Latin, Greek, and other languages and were trained to be gentlemen with proper manners and diction. There were also lots of sports to help them learn to work together as a team. If your family couldn’t afford one of these schools, boys (and girls in some cases) could attend Sunday schools or ragged schools run by religious or charity organizations to provide children with basic reading and writing. The government didn’t offer free elementary education or technical training until after 1870. By the time Holmes left to study at a university, not only would he have been able to read and write Latin and Greek, he would have developed a moral code emphasizing teamwork, loyalty, obedience, and command. Certainly, he showed these in when he would solve cases, and with his loyal team-mate, Dr. Watson. Liese Sherwood-Fabre Sherlock Holmes Mini-Mystery Can you help Sherlock Holmes solve the mystery from the clues provided? Sherlock Holmes and Dr. Watson enjoy a quiet dinner at Simpson’s restaurant, followed by a trip to the Gaiety Theatre. This large theatre, built in 1864, holds over 2,000 attendees, and uses gas lighting, mirrors, and prisms to allow for a different lighting pattern than most theatres. Holmes and Watson arrive early at the theatre to claim their tickets at the box office, as well as tickets reserved for Inspectors Lestrade and Gregson, who have agreed to meet them in the lobby. Holmes eagerly pays out eight shillings for each of the four tickets. As they enter the lobby, Watson notes they arrived just in time, as outside a massive storm with driving rain has begun. The rain however does not lessen their excitement for seeing the premiere of this long-awaited play, *Joan of Arc*. The theatre had been sold-out for weeks, and the lobby is packed with patrons waiting to go to their seats. It takes Holmes, Watson, and the two inspectors almost ten minutes just to arrive to the row containing their seats. Once seated, the four gentlemen have several minutes to discuss various items of interest before the lights dim, indicating the start of the play. Just before the curtain is raised, Sherlock Holmes is tapped on his shoulder by an anxious-looking usher. “Mr. Holmes, can you please follow me to the theatre’s main office. I believe we have been robbed.” Holmes, Watson, Lestrade, and Gregson immediately leave their seats and follow the attendant up the aisle to the lobby and then to the office to the left of the exit doors. The general manager of the theatre, a Mr. Edwardes, explains that someone had entered the office, tied up the assistant manager, and taken the proceeds from all of the ticket sales. As the group walk outside the theater, it is apparent the rain had lessened, but is still coming down in bucket-fashion. Standing under the theatre’s portico, the four men glance around to see if any clues could have been left by the robbers on their way out of the theatre. Standing off to one side is a young couple, obviously waiting to claim one of the remaining hansom cabs, while trying not to get splashed by the passing horses and carts. Holmes and Watson quietly approach the couple. “Greetings,” the detective says to the gentleman. “Did you change your mind about seeing the play?” “No,” the young woman answers nervously. “We just arrived and found out the theatre is sold out. We are waiting for a hansom cab to take us back to our residence. Fortunately this small covered area is keeping us bone dry.” Holmes smiles, and turning to Inspector Lestrade states, “I do not believe this couple is telling us the truth. I believe you may want to detain them for questioning.” Why does Holmes question the veracity of the woman’s statement to him? See page 24 for the answer. Steve Mason The Junior Sherlockian Society UNLOCKING A YOUNG PERSON’S UNDERSTANDING AND APPRECIATION OF SHERLOCK HOLMES The game is afoot! The Beacon Society invites youth to complete Junior Sherlockian Training – an in-depth study of Sherlock Holmes’s character traits, observational skills, capacity for critical thought, and inductive and deductive reasoning. During the online training, Junior Sherlockians-in-Training complete tasks to explore, experience, and extend their understanding and appreciation of the great detective. Upon completion of the tasks and submission of “training evidence”, a certificate of completion is granted. 2 Explore Complete TWO TASKS to be introduced to the great detective. 2 Experience Read or listen to TWO stories written by Sir Arthur Conan Doyle. 1 Extend Complete ONE TASK to extend your understanding and appreciation. ‘B’ RECOGNIZED Submit your 2-2-1-b training evidence. Begin your Sherlockian training at www.juniorsherlockian.com THIS WEEKEND I ASKED MY DAD IF HE COULD EXPLAIN THE DIFFERENCE BETWEEN A RADIUS, DIAMETER, AND CIRCUMFERENCE OF A CIRCLE? MY PARENTS NEVER HELP ME WITH MY MATH HOMEWORK... YES I HAVE LEARNED I GET HIGHER GRADES BY SIMPLY GUESSING THAN USING MY PARENTS... INSTEAD, HE ASKED ME - WHAT DO YOU GET IF YOU DIVIDE A PUMPKIN'S CIRCUMFERENCE BY IT'S RADIUS? PUMPKIN $\pi$... HE THEN SAID 3.14% OF SAILORS ARE "PI-RATES"... ONCE AGAIN, MY MOM HAD TO HELP WITH MY HOMEWORK... THAT’S-A-MAZE-ING SHERLOCK HOLMES MINI-MYSTERY: It was noted that it began pouring rain just as Watson and Holmes arrived at the theatre. It was at least 20 minutes later before they were notified of the robbery, made their way to the manager’s office, and then outside where it was still raining hard. The couple indicated they had just arrived to the theatre, only to find out it was sold out. Obviously, they should have shown some sign of getting wet if they had arrived after it had started pouring. So their answer did not hold true to Holmes, and they ultimately admitted to the robbery. WORD SEARCH: Holmes’s Team NEVER TRUST TO GENERAL IMPRESSIONS MY BOY Watson’s Team NEVER TRUST TO GENERAL IMPRESSIONS MY BOY Can You See the Differences a) the flag on the palace roof has changed colors b) The windows have changed colors c) The lower front door has changed colors d) Many of the vertical rails on the fence are missing or added e) The coat on the right guard has changed color f) The hat on the left guard has changed color
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Any life is a life of change. We experience transitions in work and relationships, changes in our physical and mental health, and new events in our school communities and even in our world. Sometimes we know a change is going to happen, while other times it comes suddenly and unexpectedly. Maybe it is a disappointment, or maybe it is a wonderful surprise. As we start to re-adjust from isolation, and physical distancing to a “new normal”, it is important to come up with effective ways to deal with and bounce back from these situations. Here are a few healthy practices for increasing your level of resilience and coping with change and disappointment. **Activities to build resilience:** - **Storytelling Activity:** - Re-creating storylines we tell ourselves. - Consider a situation that produces worry or anxiety in your life. Try writing out a new version with a more positive interpretation. Recognize how you feel in the process. - **The Upside of Stress Anxiety:** - It is not all about differentiating if it is all good or all bad. It is about how choosing to see the good in stress how you can use strengths to deal with challenges. - Think of one of the most difficult events of your life. How you can use this story to help others. How can you leverage it to impact someone in a positive way? - **Perform Acts of Kindness** - Reflect on your individual talents and strengths and consider how you can make a difference using them. - **Engage in Gratitude Activities:** - Every day for the next week, write down 3-5 things each day that you are grateful for. - Start a gratitude blog/group text with friends. - Write a letter of gratitude to people who are special to you. - Tell people you see every day what you appreciate about them. - **Engage in the Three Good Things Activity:** - Consider ending your day by reflecting on and writing down 3 good things that happened today. Be intentional about reflecting on your experiences, noting how you felt, and what was the best thing about the experience. - **Doors Closed - Doors Open:** - Shift your perspective from focusing on what is not there anymore, to seeing the potential of the future. - **Using Values to Build Resilience:** - Manage stress by knowing what you value. - **Change your internal dialogue:** - Everything starts with your thoughts. Simply by switching your language from ‘I can’t do this’ to ‘I can do this’ can be really powerful. - **Change your external language:** - Once you’ve changed your internal dialogue it’s time to change your external dialogue. Start conversing with people using more positive language. For example, avoid using phrases such as ‘I’m no good at this’ and instead reframe your external dialogue and use more empowering language to build a growth mindset. Get into the habit of focusing on the good things in your life instead of complaining and talking about your problems. Tips to Coping with Uncertainty: Focus on what needs to be done next. When we get caught up thinking about the future or reliving the past, we often increase our levels of anxiety and uncertainty. If we shift our focus to what we need to do today or next, then we’re able to take meaningful steps forward. This helps us stay present and grounded. Ask yourself, ‘what do I need to do next?’ and then get to it. Challenge your expectations. Take a few minutes to reflect on the expectations you have for yourself and those around you, particularly in the current environment. Are these expectations attainable? Do they support positive relationships with yourself and others? Try identifying the actions and behaviours that will lead to fulfillment of your expectations and use them to create small achievable goals. Use growth mindset to guide your self-talk. Keeping this in mind allows us to speak to ourselves in a more supportive and encouraging fashion. Consider the following re-frames: Change “This is too hard” to “This may take some time and effort.” Change “I made a mistake; I am bad at this” to “Mistakes help me learn; with practice I can get better.” Use ‘and’ instead of ‘but’. When we use the word, ‘but,’ we often invalidate the part of the sentence that came before it. However, when we use the word ‘and,’ we allow both parts of the sentiment to exist together. Think about how the message of this sentence changes when read with an ‘and’ instead of a ‘but’: “I’m having a really hard time trying to keep all these balls up in the air, ‘and’/‘but’ I know I’m lucky to have a job.” Everyone has limits, and certain experiences really challenge our ability to cope, our ability to overcome. Each one of us have and will face personal loss, disappointment, and failure, and yet we survive; we adapt. We all have that resilience within us. We need to be reminded of it during times of uncertainty and times resulting in disappointment. Developing resilience is a personal journey and it takes practice and self-awareness. Engaging in any of the above resilience activities are ways you can further develop the skill. The key is to identify ways that will work well for you as part of your own strategy for fostering resilience.
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Core memory weavers and Navajo women made the Apollo missions possible Integrated circuits for the Apollo Guidance Computer came from Fairchild Semiconductor, which opened a factory in Shiprock, N.M., in 1965. The factory employed mostly Navajo women. (This woman was featured, unnamed, in a Shiprock brochure.) Courtesy of the Computer History Museum Joy Lisi Rankin • February 18, 2022 The historic Apollo moon missions are often associated with high-visibility test flights, dazzling launches and spectacular feats of engineering. But intricate, challenging handiwork – comparable to weaving – was just as essential to putting men on the moon. Beyond Neil Armstrong, Buzz Aldrin and a handful of other names that we remember were hundreds of thousands of men and women who contributed to Apollo over a decade. Among them: the Navajo women who assembled state-of-the-art integrated circuits for the Apollo Guidance Computer and the women employees of Raytheon who wove the computer’s core memory. In 1962, when President John F. Kennedy declared that putting Americans on the moon should be the top priority for NASA, computers were large mainframes; they occupied entire rooms. And so one of the most daunting yet crucial challenges was developing a highly stable, reliable and portable computer to control and navigate the spacecraft. NASA chose to use cutting-edge integrated circuits in the Apollo Guidance Computer. These commercial circuits had been introduced only recently. Also known as microchips, they were revolutionizing electronics and computing, contributing to the gradual miniaturization of computers from mainframes to today’s smartphones. NASA sourced the circuits from the original Silicon Valley start-up, Fairchild Semiconductor. Fairchild was also leading the way in the practice known as outsourcing; the company opened a factory in Hong Kong in the early 1960s, which by 1966 employed 5,000 people, compared with Fairchild’s 3,000 California employees. At the same time, Fairchild sought low-cost labor within the United States. Lured by tax incentives and the promise of a labor force with almost no other employment options, Fairchild opened a plant in Shiprock, N.M., within the Navajo reservation, in 1965. The Fairchild factory operated until 1975 and employed more than 1,000 individuals at its peak, most of them Navajo women manufacturing integrated circuits. It was challenging work. Electrical components had to be placed on tiny chips made of a semiconductor such as silicon and connected by wires in precise locations, creating complex and varying patterns of lines and geometric shapes. The Navajo women’s work “was performed using a microscope and required painstaking attention to detail, excellent eyesight, high standards of quality and intense focus,” writes digital media scholar Lisa Nakamura. In a brochure commemorating the dedication of the Shiprock plant, Fairchild directly compared the assembly of integrated circuits with what the company portrayed as the traditional, feminine, Indigenous craft of rug-weaving. The Shiprock brochure juxtaposed a photo of a microchip with one of a geometric-patterned rug, and another of a woman weaving such a rug. That portrayal, Nakamura argues, reinforced racial and gender stereotypes. The work was dismissed as “women’s work,” depriving the Navajo women of appropriate recognition and commensurate compensation. Journalists and Fairchild employees also “depict[ed] electronics manufacture as a high-tech version of blanket weaving performed by willing and skillful Indigenous women,” Nakamura notes, yet “the women who performed this labor did so for the same reason that women have performed factory labor for centuries – to survive.” Far from the Shiprock desert, outside of Boston, women employees at Raytheon assembled the Apollo Guidance Computer’s core memory with a process that in this case directly mimicked weaving. Again, the moon missions demanded a stable and compact way of storing Apollo’s computing instructions. Core memory used metal wires threaded through tiny doughnut-shaped ferrite rings, or “cores,” to represent 1s and 0s. All of this core memory was woven by hand, with women sitting on opposite sides of a panel passing a wire-threaded needle back and forth to create a particular pattern. (In some cases, a woman worked alone, passing the needle through the panel to herself.) Apollo engineers referred to this process of building memory as the “LOL,” or “Little Old Ladies,” method. Yet this work was so mission critical that it was tested and inspected multiple times. Mary Lou Rogers, who worked on Apollo, recalled, “[Each component] had to be looked at by three of four people before it was stamped off. We had a group of inspectors come in for the federal government to check our work all the time.” The core memory was also known as rope memory, and those who supervised its development were “rope mothers.” We know a great deal about one rope mother – Margaret Hamilton. She has been recognized with the Presidential Medal of Freedom, among other awards, and is now remembered as the woman who oversaw most of the Apollo software. But her efforts were unrecognized by many at the time. Hamilton recalled, “At the beginning, nobody thought software was that big a deal. But then they began to realize how much they were relying on it…. Astronauts’ lives were at stake. Our software needed to be ultrareliable and it needed to be able to detect an error and recover from it at any time during the mission. And it all had to fit on the hardware.” Yet, little is known about the thousands of others who performed this mission-critical work of weaving integrated circuits and core memory. At the time, Fairchild’s representation of the Navajo women’s work as a feminine craft differentiated it from the high-status and masculine work of engineering. As Nakamura has written, the work “came to be understood as affective labor, or a ‘labor of love.’” Similarly, the work performed at Raytheon was described by Eldon Hall, who led the Apollo Guidance Computer’s hardware design, as “tender loving care.” Journalists and even a Raytheon manager presented this work as requiring no thinking and no skill. Recently, the communications scholar Samantha Shorey, engineer Daniela Rosner, technologist Brock Craft and quilt artist Helen Remick firmly overturned the notion that weaving core memory was a “no-brainer” with their Making Core Memory project. In nine workshops, they invited participants to weave core memory “patches” using metal matrices, beads and conductive threads, showcasing the deep focus and meticulous attention to detail required. The patches were then assembled in an electronic quilt that played aloud accounts from 1960s Apollo engineers and Raytheon managers. The Making Core Memory collaboration challenged the dichotomy of masculine, high-status, well-paid science and engineering cognitive labor versus feminine, low-status, low-paid, manual labor. A 1975 NASA report that summarized the Apollo missions spoke glowingly of the Apollo computing systems – but mentioned none of the Navajo or Raytheon women. “The performance of the computer was flawless,” the report declared. “Perhaps the most significant accomplishment during Apollo pertaining to guidance, navigation, and control was the demonstration of the versatility and adaptability of the computer software.” That computer, and that software, relied on the skilled, technical, embodied expertise and labor of thousands of women, including women of color. They were indubitably women of science, and their untold stories call us to reconsider who does science, and what counts as scientific expertise. READ MORE AT: https://www.sciencenews.org/article/core-memory-weavers-navajo-apollo-raytheon-computer-nasa Heavy Equipment Updates Heavy Equipment Policies and Procedures now available on nndcd.org website and you can click--> HERE February Delivery February 18 - Little Water - Trailer Teamwork makes the Dreamwork! ‘They shouldn’t be afraid’: Non-profit provides relief for COVID-positive Navajo & Hopi families BY: SHONDIIN SILVERSMITH - FEBRUARY 10, 2022 Glenda Wheeler handed a list of food items to her helpers for the day as they all stood behind their shopping carts inside the Window Rock Bashas’, ready to shop. Wheeler let them know they are serving four families today, and everything listed on the shopping list needed to be purchased to fulfill the request. She divided the team into two groups, telling them to pay attention to the list and mark off the items as they were collected. Once the groups started moving, she looked at the Community Health Representative (CHR) helping her shop for the day and gave a simple direction: “Follow me.” Wheeler moved quickly toward the aisle, holding up her shopping list as the CHR pulled up behind her. “We’re getting the ramen noodles,” she said to him as she took her pen to her shopping list. “Get eight of them,” she said as she crossed noodles off the list. The food that Wheeler and her team purchased would soon be delivered to Navajo families who are currently in quarantine or isolated due to COVID-19, as part of the Direct Relief Program operated by the Navajo & Hopi COVID-19 Relief Fund. The Direct Relief Program is available to those living on the Navajo and Hopi Nations who are currently sick with COVID-19 and are isolated or have been exposed to a confirmed case of COVID and are currently quarantining. “My job is to serve COVID-positive families that are in quarantine at home,” Wheeler said. “My job is to go out and serve my people, help my people and assist my people that are in quarantine that are struggling with COVID in the family.” The goal, she said, is to help keep COVID-19 from spreading. Providing people with the essentials keeps them from having to choose between following quarantine and going hungry. “We have to help one another and provide all the necessary items so they can stay home,” she said. She has shopped for hundreds of families over the last few months, and can confidently say she knows the layout of Bashas’ like the back of her hand. “I have it memorized,” she said. “We know the store from one side to the other.” Once they were all done shopping, Wheeler worked with the Community Health Representatives to load their truck with the food and goods for the families they were serving. They buy anything from water to fresh produce, from dog food to hygiene products to baby formula. Each aid box contains enough food to last a family of four up to two weeks. The supplies were soon on their way to four families in the Fort Defiance area. Wheeler often partners with CHR’s because they know the service areas well and the families that are often recipients of the program. More than $500 worth of food and goods were loaded into a CHR’s truck that day. Helping victims of the virus Wheeler has been working with the Direct Relief Program since October, but she’s worked for the Navajo & Hopi COVID-19 Relief Fund before. She worked with them for over a year during the height of the pandemic before she left in early 2021 to get some rest. The organization asked her to come back in the fall, and she said she agreed because she likes to help her people. Wheeler is originally from Steamboat, a Navajo community just east of Hopi tribal lands, but she set up her base of operation at the nearby Ganado chapter house, collaborating with the Ganado chapter president and council delegate to run her operation out of their facilities because it makes it easier for her to deliver in her service areas. Since there are only two of them on the team, Wheeler said it’s nice to have people from the community volunteer their time to help her fulfill requests. They help her in various ways, from packing the boxes to sanitizing all the goods and making deliveries. Ganado Chapter President Marcarlo Roanhorse has helped Wheeler pack boxes before, but he was also a recipient of the Direct Relief Program when his family tested positive for COVID-19 a few months ago. Roanhorse said when his family tested positive, they took immediate action and ended up staying in quarantine for 15 days, and he’s grateful that Navajo & Hopi COVID-19 Relief was able to provide them with assistance. They got fresh produce, non-perishables, vitamins, medication, teas, and a variety of other household items — all the things they needed to help sustain them for the duration of their quarantine. “I’m very thankful for this program,” he said. “This program is needed for the purpose of providing services to encourage our relatives, our families, our Navajo community members, and our Hopi neighbors to stay in quarantine to stop the spread of COVID.” Roanhorse said the collaborative efforts put into the relief that the organization provides are what make it such an important program. “I became a victim to this virus,” Roanhorse said, and knowing that help was there when his family needed it was a relief. “I understand the feeling that these recipients feel when they have that relief,” he added. “And that’s really what it is, is knowing that they have relief and the ability to rely on others.” Wheeler’s territory is large, ranging from Sanders on the southern edge of the Navajo Nation to Fort Defiance near Arizona’s eastern border and north toward Pinon. She’s even traveled as far as Kayenta to pitch in and deliver aid packages. She’ll partner with Community Health Representatives in the area to help fulfill more requests because she can’t get to all of them by herself. The Direct Relief Program grew out of an immediate need when the delta variant of COVID-19 hit the Navajo Nation in 2021. Navajo & Hopi COVID-19 Relief Fund Co-Founder Ethel Branch said the organization was hopeful in the Spring of 2021 because the numbers in the Navajo Nation were dropping and there was an “aggressive vaccination rollout.” “We were very hopeful that we were through the worst of things with COVID here on Navajo and Hopi,” Branch said, but they monitored the situation constantly. When the COVID-19 case numbers looked good in June, Branch said the organization wanted to shift its main work from direct relief work to more sustainable community work within the Navajo Nation. “We were pretty much at the end of our budget for direct relief work, so we started to wind down our operations,” she said. They started to look to the future, which meant long-term work within the community. But then the delta variant of COVID made its way onto the Navajo Nation, and by August, the number of positive cases was increasing again. Branch said when cases went from single- to double-digits in June, to triple-digit cases by the end of August, the organization knew the situation was getting critical. And that’s when they re-engaged their direct relief efforts. When cases started to pick back up, Branch said it may have been because the Navajo people were given this sense of false security and safety in the face of the delta variant because of the vaccination numbers the Navajo Nation government was providing at the time. When the Navajo & Hopi COVID-19 Relief Fund leaders saw the numbers increase to over 400 positive cases per day by the end of August, Branch said it was clear that the Navajo Nation was not well-positioned to withstand the new variant. “We were not well (prepared), and nobody is responding and preparing to protect our community because they’re all buying into this idea that we’re highly vaccinated and we’re going to be OK,” Branch said. More than 400 families helped in 2021, more than 1,200 requests in January 2022 That’s when the organization launched its Delta Relief Program, which was later renamed the Direct Relief Program. Branch said the program took off slowly when they launched it, but soon grew to 17 teams working to meet requests for help, but as caseloads fell in the fall, they scaled back. Now, they’re trying to build back up to at least 14 teams to get through the surge of requests due to the spread of the omicron variant. From September to December 2021, Branch said they were able to serve 426 families. In January alone, the Direct Relief Program had more than 1,200 help requests, Branch said. As of Feb. 8, the Navajo Nation Department of Health has reported more than 6,800 new COVID-19 cases and 30 deaths since the beginning of the year. On Feb. 7, officials reported that 83 of the 110 chapters in the Navajo Nation were experiencing an uncontrollable spread within the communities. Families that enter quarantine or isolation and need help with food and supplies can fill out a request form online, where they answer several questions related to the household. If families can’t do it online, they can call a hotline and work with a Navajo & Hopi COVID-19 Relief Fund team member to get the form filled out. Due to high demand, requests are taking anywhere from 72 to 96 hours to be completed. Once a request is checked by the program director, it’s sent to team leaders like Wheeler to fulfill. Wheeler said she delivers more than 30 requests some days. The team follows a set shopping list, but augments their shopping to meet the needs of the household that can’t go to the store. So, if a family needs to have dog food and baby formula, they buy it for them. “Everything’s provided,” she added. Fulfilling a request involves shopping for a list of food that includes fresh produce, canned and dry goods. They also provide essential supplies such as toilet paper, hygienic products, and over-the-counter medication. Each family is also provided with an isolation kit that contains at-home COVID-19 tests, PPE like KN95 mask and three-ply masks, disinfectant wipes and spray, hand sanitizer, a thermometer, and an oximeter with batteries. “We wanted to give people the tools that they needed to, to minimize that spread in their household, and minimize potential adverse impacts and loss of life,” Branch said. “There was a lot of thought and care and planning that went into the design of that program.” In January, Wheeler said her team was shopping day and night to serve people. The work is difficult. Most days it’s just Wheeler, her teammate and a volunteer to fulfill requests. The teammate and volunteer both happen to be her daughters. “This job is hard to do, you have to be strong, you have to be open-hearted, and you have to care for everybody,” Wheeler added. “It’s important, because we need to help one another to overcome this virus.” For people who sign up for help with the Direct Relief Program, Branch said she hopes that they see that someone cares about them and that they matter because there is help for them through this difficult time. “They shouldn’t be afraid,” she said. “They will get the help and the tools they need to stay safe.” The organization is hoping to see a drop in requests this month as the number of positive COVID-19 cases continues to decrease. READ MORE AT: https://bit.ly/3K0Eky8 Statement from Shelly C. Lowe on Her Confirmation as Twelfth Chair of the National Endowment for the Humanities WASHINGTON, DC (February 3, 2022) The United States Senate yesterday voted to confirm Shelly C. Lowe as the twelfth Chair of the National Endowment for the Humanities (NEH). The White House is expected to make the official appointment in the coming days and Lowe will begin her appointment shortly thereafter. Lowe issued the following statement after her Senate confirmation: “I am honored and privileged to serve the nation as Chair of the National Endowment for the Humanities and am grateful for the bipartisan support of the Senate and of President Biden and Vice President Harris. “Having grown up in a small rural Navajo community in Northeast Arizona, I have personally seen how the humanities can help sustain and strengthen individuals, communities, and institutions, yet I am alert to the fact that access to humanities resources remains unevenly distributed across our country. I look forward to working with NEH staff and the network of state and jurisdictional humanities councils to expand opportunities for all Americans to participate in and benefit from humanities-centered research, education, and public programs.” Lowe is a citizen of the Navajo Nation and grew up on the Navajo Reservation in Ganado, Arizona. From 2015 to 2021 she served as a member of the National Council on the Humanities, the 26-member advisory body to NEH, an appointment she received from President Obama. Lowe’s career in higher education has included roles as Executive Director of the Harvard University Native American Program, Assistant Dean in the Yale College Dean’s Office, and Director of the Native American Cultural Center at Yale University. Prior to these positions, she spent six years as the Graduate Education Program Facilitator for the American Indian Studies Programs at the University of Arizona. Lowe has served in a variety of leadership roles nationally, most recently as a member of the University of Arizona Alumni Association’s Board of Directors and of the Challenge Leadership Group of the MIT Sloan Indigenous Community Scholarship. She has served on the board of the National Indian Education Association and as a trustee on the board for the National Museum of the American Indian. Lowe holds a Bachelor of Arts in Sociology, a Master of Arts in American Indian Studies, and has completed doctoral coursework in Higher Education from the University of Arizona. Those interested in scheduling an interview should email email@example.com or firstname.lastname@example.org. READ MORE AT: https://www.neh.gov/news/statement-shelly-c-lowes-confirmation-twelfth-chair-national-endowment-humanities Navajo woman tackles lack of access to healthy food in her community PHOTO BY: RAYMOND CHEE As a Navajo social worker with a passion for public health and nutrition, Cheryllyn Yazzie’s goal was to advocate for her community’s health by teaching them how to eat. But she soon realized something was “not clicking.” “It was also the disconnect,” she said. “I’m trying to teach them, ‘Be healthy, eat this kind of food.’ But then on the other hand, in their systems, in their environment, they don’t have that access.” “I’m the one who’s doing this wrong,” she thought. She knew she had to find a way to get these foods to the families in her community, but the roads seemed crushing. Growing the food herself became the goal. But Yazzie couldn’t access enough water, electricity, and she barely had an acre of land to work with, so the idea of building a farm at the scale she aspired to seemed too distant. That didn’t stop her. Instead, she and her husband, Mike Hester, built the infrastructure they lacked and started a business in Yazzie’s hometown in Dilkon, Arizona, in 2018. Four years later, Yazzie’s business, Coffee Pot Farms, is now a 36-acre operation that grows and sells fresh produce including lettuce, bok choy, brassicas, tomatoes, peppers, onions, spinach, and beets to families across the Navajo Nation and Arizona. “What we wanna do is be able to offer something that’s gonna be local, that’s gonna be from the land here,” she said. “Build up that community here and really figure out how to take care of one another.” Yazzie said her goal is to establish a bridge between present and future generations by building a healthy community that is capable of focusing on living and learning as much as they can to pass on to their descendants. “We wanna be able to have people that are healthy in order for us to carry on our traditions, our stories, our songs, our prayers,” she said. And supporting that connection gained more meaning when the COVID-19 pandemic first hit, which took a toll on grocery store shelves across the nation. Yazzie’s work offered relief to Navajo families who came to her seeking to secure food for their households. “It hit us a lot harder because a lot of reservation residents travel to the nearby border towns to buy our groceries and supplies, but when the supply chain was interrupted, we had a hard time finding basic food supplies,” said Cara Dukepoo, a Navajo American who became a regular customer of Yazzie’s at the beginning of 2020. Dukepoo found Yazzie’s business one afternoon through a Facebook ad, she said, and she didn’t hesitate to sign up. “It made me feel more comfortable as a mom knowing that I was able to buy fresh, local, organic produce for my kids,” she said. Through Yazzie, Dukepoo was able to have a guaranteed supply of eggs for her family even through the toughest downturns of the pandemic. “What it showed to us is that people were actually searching out and asking if we had any food boxes,” Yazzie said. “So it helped us to think about what would be most helpful as we move forward and that was one of the areas we really worked at.” How to get Navajo hardship checks: Moved? Had a baby? These and other questions answered. Later that year, Yazzie started offering food box subscriptions and bi-weekly veggie box pick-ups available for her community at different locations. “We always knew that we were gonna get enough vegetables that last us for two weeks, we also knew that the vegetables wouldn’t spoil, so we were pretty confident that we would be OK,” Dukepoo said. Yazzie was committed to helping families in her community when they most needed it, she said, even when the pandemic had impacted her on a personal level. She said losing her dad to COVID-19 in 2021 was the hardest challenge she has faced since she started her business. “That was hard. I still cry every day. I’m still emotional,” Yazzie said. “But I know he’s proud of what we have done.” Even though she said some days she struggled to find motivation, that moment helped her find more meaning behind supporting the health of her community. Inspiring a community “It was personally the first time I’d seen a commercial farm being run on the reservation, ‘cause you usually only see home gardens or traditional fields,” Dukepoo said. “Seeing something at her scale, at a very professional level – it was surreal.” Dukepoo said Yazzie’s work inspired her and her family to expand their own home garden as they realized it was possible to grow many more things than they used to think. And Dukepoo is not the only one. Yazzie said since she started using social media to tell her story and share more information about her business, people from her community reached out to her expressing how they felt represented and inspired by her work. “It’s a part of showing people that it’s possible, even through lots of these obstacles,” she said. “We can figure it out if we have that purpose and have that reason of why we wanna do something.” READ MORE AT: https://bit.ly/3HiP2QX Navajo Nation nears completion of Chinle berm project designed to prevent flooding Navajo Nation officials are nearing completion of a newly restored wash berm project in Chinle. It's designed to help prevent flooding in residential areas that have experienced significant water damage from monsoon rains and spring runoff from the Chuska Mountains. "We at the Chinle Chapter sincerely appreciate the Office of the President and Vice President, Division Directors, NDOT, and all the other entities for their dedication in providing a safer environment for our Chinle community members. We have had a lot of flooding that has impacted our livelihood in the past, so we appreciate how they've taken the time to prioritize and protect our goals as a community," said Chinle Chapter President Jumbo-Fitch in a press release. The Navajo Division of Transportation along with the Chinle Chapter and the U.S. Army Corps of Engineers as of last week had completed nearly a mile-and-a-half of the two-mile section along the Chinle Wash. They expect the project to be finished by the end of next week. The new wash stands about six feet tall and has a broader base than previous berms. Officials say the area has experienced considerable flooding that's threatened livelihoods and public safety and damaged property. READ MORE: https://www.knau.org/knau-and-arizona-news/2022-02-07/navajo-nation-nears-completion-of-chinle-berm-project-designed-to-prevent-flooding Southwestern Colorado rangers share sustainable firewood with Navajo community The Dolores Ranger District of the San Juan National Forest is providing firewood to help heat homes in the Chinle area of the Navajo Nation. San Juan Wood for Life is a pilot project between the San Juan National Forest, Chinle Chapter of the Navajo Nation, National Forest Foundation and Weston Backcountry. The project provides tribes with a sustainable source of firewood from forest thinning projects. In February, about six truckloads of ponderosa pine – at least 84 cords of firewood – are being delivered to the Chinle Chapter House as weather allows. The wood will be processed into firewood and delivered to elderly and other vulnerable populations in the area free of charge. "The wood has arrived and is being split for delivery to homes," said Colin Tsosie, program coordinator for the Chinle Chapter House. Households that need firewood will receive one cord each. He said there is a big demand for firewood in Chinle and wood stoves are a primary source of heat for residents, including the elderly. "I don't know if you've been to Chinle, but there are not a lot of forests around for firewood," Tsosie said. "It's been cold here, the goal of the project is to help the community with firewood at no cost." Residents typically drive 45 minutes or longer gather firewood, he said. The labor and rising cost of wood and fuel makes it a challenge, especially for the elderly, he said. A truckload of firewood has been selling for $280. The Chinle Youth Program and AmeriCorps volunteers are helping to split and deliver the wood. Sign up for the firewood is available at the Chinle Chapter House. Dolores District Ranger Derek Padilla said firewood for the San Juan Wood for Life is from forest thinning projects in the Glade and Lake Canyon areas in the northwest part of the district. Local demand has not been high for the firewood available in that remote area, he said. The firewood-sharing program to help out neighbors is seen as a good use for it. "It helps us address forest health needs, while also helping communities that need firewood," he said. "My hope it that it will develop into a multiyear program." The reduction of fuel loading in the Glade helps minimize beetle kill, reduces the chance for large, destructive wildfires, and provides a product for the timber industry, according to the U.S. Forest Service. A challenge for forest thinning projects is that the market for smaller timber is scarce, Padilla said. The larger mills are not taking it, but it makes good firewood. The Chinle Chapter has participated in the Wood For Life program with Arizona's Coconino and Kaibab National Forests in the past and was chosen for the San Juan pilot program because of existing distribution networks and infrastructure. The Wood for Life program was developed in 2018 as a collaboration between the Kaibab and Coconino National Forests, the Navajo Nation and Hopi Tribe and the National Forest Foundation. The partnership now includes more than 60 organizations. Since its inception, more than 7,000 cords of wood have been provided to local tribal governments and nonprofits, which process and distribute it to community members throughout the Southwest. "The expansion of Wood for Life to the San Juan National Forest will allow the program to benefit more forest lands and reach more communities," said National Forest Foundation program manager Sasha Stortz in a news release. "We're thrilled for this significant moment of growth and really appreciate all the partners who have come together to make it happen." READ MORE: https://bit.ly/33Nj4MQ Former Navajo president receives lifetime achievement award By FELICIA FONSECA TWIN ARROWS, Ariz. (AP) — Peterson Zah has never claimed to be an extraordinary Navajo, just a Navajo with extraordinary experiences. Those who gathered Tuesday to honor the former Navajo chairman and president at a tribal casino east of Flagstaff disagreed. They said Zah has worked tirelessly to promote the Navajo culture and language, inspire youth, strengthen tribal sovereignty, provide more economic security for the tribe and ensure that Native Americans everywhere had certain religious freedoms and were included as part of federal environmental laws. "The extraordinary experiences that you have had came about because you continually push yourself to learn, to grow and to do literally whatever it takes to promote the Navajo people and the Navajo Nation," said Zah's longtime friend, Eric Eberhard, who worked in the tribe's Department of Justice. Zah was receiving a lifetime achievement award from the Flagstaff-based environmental group, the Grand Canyon Trust. The award acknowledged Zah's love of the land, waters and all living things — values he said he carried on from his mother's teachings. "He is gentle. He looks you straight in the eye. He talks with his hands as much as with his voice," the group's board chairman, Jim Enoté, read off the award. "The land and the culture are always with him." Zah was the first president elected on the Navajo Nation in 1990 after the tribe restructured its government under three branches to prevent power from being concentrated in the chairman's office. He later served as the Native American liaison to the Arizona State University president, a position he held for 15 years. Concerned about the state of politics on the Navajo Nation, Zah turned his attention to finding ways to help Navajos return to basic cultural teachings of harmony, peace and respect for themselves and others. Zah, 84, told The Associated Press that as long as people live in peace and respect each other's differences, they can maintain beauty and make the world better for future generations. He struggled to name the thing he's most proud of. "It's hard for me to prioritize in that order," he said after the award ceremony. "It's something I enjoy doing all my life. People have passion, we're born with that, plus a purpose in life." Zah said it's work he couldn't have done alone and credited team efforts that always include his wife, Rosalind. He said he took seriously the responsibility to educate others to correct wrongdoings against Indigenous people. Under Zah's leadership, the tribe established a Permanent Fund that's grown to more than $4 billion. The Navajo Nation won a court battle against Kerr McGee decades ago that found the tribe had authority to tax companies that extract minerals from the reservation. All coal, pipeline, oil and gas leases were renegotiated, which increased payments to the tribe. A portion of that money is added annually to the Permanent Fund. Zah has fiercely advocated against Navajo lawmakers raiding the money over the years. He and his wife are still active in politics, and Navajo leaders routinely turn to Zah for advice. Charles Wilkinson, a longtime friend and lawyer, said Zah was at one time known as the Native American Robert Kennedy "because he had charisma and he had ideas and he was getting things done." That included an effort to ensure Native Americans could use peyote as a religious sacrament. Karletta Chief recalled Zah's work pushing to clean up the hundreds of abandoned uranium mine sites on the reservation, and ensuring that tribes were part of the Clean Water Act, the Clean Air Act and other federal laws that are vital to her work as a hydrologist. "All that really inspired me in my journey because I grew up in a community impacted by coal in Black Mesa," said Chief, an associate professor at the University of Arizona. READ MORE: https://bit.ly/3C9tTpg World Water Day - March 22 World Water Day is an international United Nations holiday, observed every year on March 22. Clean and safe water is something that is still not accessible to many people around the globe, and even in our part of the world. World Water Day brings awareness to this issue and to how important it is to make freshwater accessible to everyone, for drinking and sanitation purposes. There are currently 2.2 billion people living with no access to clean and safe water, which means this is a global water crisis that we need to take action against. History of World Water Day A proposal for World Water Day to become an official observance was first introduced in Agenda 21 of the United Nations Conference on Environment and Development, held in Rio de Janeiro in 1992. In December of the same year, the United Nations General Assembly adopted a resolution that declared March 22 as World Water Day, to be observed every year. The first World Water Day was celebrated on March 22, 1993. The day is observed by all UN member states, as well as people and international organizations dedicated to the cause of making freshwater accessible for everyone. The logo and main symbol for World Water Day is a water drop shape in the UN’s color blue. READ MORE: https://www.calendarr.com/united-states/world-water-day/ World Backup Day - March 31 Has your computer ever crashed when you were working on something important, causing you to lose all of your important documents? Has your phone ever stopped working, leaving you without all your precious photos and videos? Well, World Backup Day on March 31st is here to remind you how important it is to regularly back up all of your files and documents in order to keep them safe. Even though technology has become more reliable, phones, computers, and hard-drives are still not foolproof, and in a few seconds, you can lose all your data beyond recovery. On March 31st, stop procrastinating and sit down with all your devices to backup your files and photos. It is now easier and quicker to do than ever! History of World Backup Day World Backup Day was started in 2011, by digital consultant Ismail Jadun. Jadun saw a post on Reddit, where a user wrote about losing their hard drive and wishing someone had reminded them about how important it is to backup your data. Jadun thought it would be a good idea to have a global day to remind everyone to sit down and back up all the files and documents they don’t want to lose. He chose March 31st as the date to observe World Backup Day because it is the day before April Fool’s, and only a fool would forget to backup their data. At the same time, April Fool’s is a day of pranks, and losing all of your files can sometimes feel like the universe is playing a prank on you. So, you can avoid that by backing up all your devices on World Backup Day! The day quickly spread amongst internet users and many social media platforms, as Jadun encourages all participants to take a pledge on March 31st and share it with their followers every year. The pledge goes “I solemnly swear to backup my important documents and precious memories on World Backup Day, March 31st.” Backing up your data is extremely important for safety reasons too. Data that is not backed up and protected is more at risk of being hacked or stolen by viruses. How to Backup Your Files and Documents Luckily, with technological advancements, backing up your data couldn’t be easier nowadays. Most devices offer ways to backup and protect your files at the tip of your finger. Apple, Google, Microsoft, Samsung, and other companies have their own backup services, such as the iCloud or Google Drive, or Window’s Backup and Restore. Usually, all you have to do is access your devices’ settings, and find the option to backup all of your data. And voila! In a few minutes, all of your precious information is safe and sound. World Backup Day raises awareness about just how much data is lost every year due to the 60 million computers that crash annually, or the 200,000 smartphones that are lost or stolen, among many other factors that put our files at risk. The advice is to always have three copies of the data you want to keep safe: two on physical storage (such as a phone, computer, USB flash drive, or hard-drive) and one in the Cloud. How to Take Part in World Backup Day Celebrate this day as it is intended: take time to sit down and back up all of your devices. Also, set a reminder to do it more regularly and not only on one day of the year. Backing up your data not only gives you peace of mind but the opportunity to look back on all your previous years of saved photos and memories to look at and reminisce about. READ MORE AT: https://www.calendarr.com/united-states/world-backup-day/ New Horizons for dedicated DCD staff Rachelle Silver-Tagaban worked at DCD for over 10 years as a Rural Addressing/GIS Technician. She was responsible for assisting clients from the Navajo Nation seeking Physical Address Verifications (PAVs) and other mapping tasks for the Addressing Authority office. Over the years, she has completed over 14,000 PAVs for Navajo Nation clients. DCD held a small reception to honor and thank Rachelle for all the work she did for the division. James Adakai, DCD Deputy Director, said, "DCD was glad to have Rachelle at the Rural Addressing Program, and we’re grateful for her contributions to DCD and Navajo Nation. Rachelle has been a great asset to DCD and we wish her great success in her next step of her career." Good luck and thank you for all your help Rachelle!! ## PERSONNEL NEWS -- DCD OPEN POSITIONS | POSITION TITLE | LOCATION | PAY RATE | CLOSING DATE | |-----------------------------------------------------|------------------------|------------|--------------| | Accounts Maintenance Specialist (S) | Red Lake, NM | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Forest Lake, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Alamo, NM | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Kaibeto, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Coalmine Mesa, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Navajo Mountain, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Lukachukai, AZ | 27,519.84 | OUF | | Community Services Coordinator (S) | Tolani Lake, AZ | 38,836.80 | OUF | | Accounts Maintenance Specialist (S) | Tolani Lake, AZ | 27,519.84 | OUF | | Community Services Coordinator (S) | Sanostee, NM | 38,836.80 | OUF | | Community Service Coordinator (S) | Navajo Mountain, AZ | 38,836.80 | OUF | | Accounts Maintenance Specialist (S) | Red Mesa, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Teecnospos, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Black Mesa, AZ | 27,519.84 | OUF | | Community Service Coordinator (S) | Hardrock, AZ | 38,836.80 | OUF | | Accounts Maintenance Specialist (S) | Rough Rock, AZ | 27,519.84 | OUF | | Accounts Maintenance Specialist (S) | Red Valley, AZ | 27,519.84 | 02/25/2022 | | Accounts Maintenance Specialist (S) | Twin Lakes, NM | 27,519.84 | 02/25/2022 | | Community Service Coordinator (S) | Wide Ruins, AZ | 38,836.80 | 03/10/2022 | **Capital Projects Management Department** - Registered Architect (S) - Window Rock, AZ - 69,217.20 - OUF **Community Housing & Infrastructure Department** - Senior Electrician (S) - Fort Defiance, AZ - 38,836.80 - 03/10/2022 **Rural Addressing Authority** - Rural Addressing/GIS Technician - Window Rock, AZ - 38,836.80 - 03/08/2022 (OUF) Open Until Filled (S) Sensitive Position (subject to background check) Closing Dates may change due to temporary reduction in non-essential Navajo Nation government services. For the most up-to-date personnel info, please visit DPM's website at http://www.dpm.navajo-nsn.gov/jobs.html --- **Comic of the Month** SEE? I TOLD YOU THEY WERE A BAD IDEA, BUT NOOOOO, YOU HAAAD TO HAVE HEATED SEATS! ©2021 Scott Hilburn/Distributed by Andrews McMeel Syndication --- **Quote of the Month** EVEN AFTER ALL THIS TIME THE SUN NEVER SAYS TO THE EARTH, "YOU OWE ME." LOOK WHAT HAPPENS WITH A LOVE LIKE THAT, IT LIGHTS THE WHOLE SKY. -- HAFIZ Community Land Use Planning on the Navajo Nation Navajo Nation Local Governance Act (LGA)—Title 26 The LGA provides opportunities and grants Chapters authority over local issues relating to: - Conserving natural resources - Preserving Navajo heritage and culture - Land Use Planning **Natural Resources to protect:** - Geology/soils and minerals - Groundwater and surface water - Grassland, shrubs, trees, etc. - Wildlife - Threatened/endangered species - Air quality **Cultural Resources to protect:** - Anasazi cultural sites - Historic preservation of sacred sites - Graves protection/burial sites - Traditionally sensitive areas - Culturally significant areas - Tourist sites/agriculture The average American creates about 4.4 pounds of trash per day. - That is about 1,600 pounds of trash created per person per year! - According to the 2010 Census, 173,667 people live on the Navajo Nation. - That is about 764,000 pounds of trash that is created on the Navajo Nation per day! The Navajo Nation should pursue Solid Waste Management policies and practices that advance the values of environmental protection, materials conservation, and long-term sustainability. It is important to include Solid Waste Management in Community Infrastructure Plan. The Navajo Nation Solid Waste Act (NNSWA) states: - Section 201 prohibits the disposal of solid waste “…in a manner that will harm the environment, endanger the public health, safety and welfare, or create a public nuisance.” It is understood this prohibition includes open dumping, open burning, and dumping trash into a waterway. Section 204 explicitly prohibits open dumping. Subchapter 503 defines civil and criminal penalties for violations of designated parts of the NNSWA. 1. **REFUSE** - avoid/say no 2. **REDUCE** - make less/use less 3. **REUSE** - use more than once 4. **RECYCLE** - convert into something else 5. **ROT** - compost/decompose 6. **Trash/land fill** - make zero waste Arizona 110th Anniversary of Statehood (1912): February 14, 2022 FEBRUARY 14, 2022 From the Guide to 2010 State and Local Census Geography – Arizona – History: The United States acquired most of the area of Arizona from Mexico in 1848. The United States acquired additional area, comprising the southern part of Arizona, from Mexico in 1853 as part of the Gadsden Purchase. Arizona Territory was organized from the western part of New Mexico Territory on February 24, 1863. Part of Arizona Territory north and west of the Colorado River was added to the state of Nevada in 1866, resulting in generally the same boundary as the present state of Arizona. Although the territory had not yet been legally established, census data are available for Arizona beginning with the 1860 census. For an explanation of the revision to the 1860 population of Arizona, see Richard L. Forstall, Population of States and Counties of the United States: 1790-1990, Washington, DC: U.S. Government Printing Office, 1996, page 14. Data for the legally established state of Arizona are available beginning with the 1920 census. READ MORE AT: https://www.census.gov/newsroom/stories/arizona.html Presidents’ Day: February 21, 2022 FEBRUARY 21, 2022 From the National Archives, George Washington’s Birthday: “Washington’s Birthday was celebrated on February 22nd until well into the 20th Century. However, in 1968 Congress passed the Monday Holiday Law to ‘provide uniform annual observances of certain legal public holidays on Mondays.’ By creating more 3-day weekends, Congress hoped to ‘bring substantial benefits to both the spiritual and economic life of the Nation.’ “One of the provisions of this act changed the observance of Washington’s Birthday from February 22nd to the third Monday in February. Ironically, this guaranteed that the holiday would never be celebrated on Washington’s actual birthday, as the third Monday in February cannot fall any later than February 21. “Contrary to popular belief, neither Congress nor the President has ever stipulated that the name of the holiday observed as Washington’s Birthday be changed to ‘President’s Day.’” READ MORE AT: https://www.census.gov/newsroom/stories/presidents-day.html Presidential Places Number of Counties, Minor Civil Divisions and Towns Matching Last Names of Presidents Note: "Matching" in this graphic means the geographic entity's name is an exact match with a presidential last name. For example, "Washington" counts as a match, but, "Washington Heights" does not. Source: U.S. Census Bureau MAF/TIGER database (TAB20), Geographic Vintage: 2020 Census A Higher Degree Number of People Age 25 and Over With a Bachelor's Degree or Higher (In Millions) - Doctorate degree: 4.7 - Professional degree: 3.4 - Master's degree: 24.1 - Bachelor's degree: 52.8 Source: More information on confidentiality protection, methodology, sampling and nonsampling error, and definitions is available at <https://www2.census.gov/programs-surveys/cps/technical_docs/compendia/cps2021.pdf> Get free at-home COVID-19 tests Every home in the U.S. is eligible to order 4 free at-home COVID-19 tests. The tests are completely free. Orders will usually ship in 7-12 days. Order your tests now so you have them when you need them. Order Free At-Home Tests If you need a COVID-19 test now, please see other testing resources for free testing locations in your area. ABOUT THE AT-HOME COVID-19 TESTS The tests available for order: - Are rapid antigen at-home tests, not PCR - Can be taken anywhere - Give results within 30 minutes (no lab drop-off required) - Work whether or not you have COVID-19 symptoms - Work whether or not you are up to date on your COVID-19 vaccines - Are also referred to as self-tests or over-the-counter (OTC) tests Give Your COVID-19 Vaccination Protection a Boost Booster shots are now available for everyone 12+ and vaccinated COVID-19 vaccines continue to work very well at preventing severe illness, hospitalization, and death. A booster shot is an extra dose that helps keep up your protection. When to get your booster Stay safer this winter. Get a booster as soon as you’re eligible. - Pfizer-BioNTech (5 months after your 2nd dose) - Moderna (5 months after your 2nd dose) - Johnson & Johnson’s Janssen (2 months after your single dose) Find free vaccines near you - Visit vaccines.gov - Text your ZIP code to 438829 - Call 1-800-232-0233 - Scan the QR code Practice the 3 W’s To reduce the risk of COVID-19 and its Variants Wear a mask Watch your distance Wash your hands Be Safe and Be Vigilant DIRECT RELIEF PROGRAM GO TO HTTPS://BIT.LY/NHDIRECTRELIEF TO SIGN UP OR CALL 833-956-1554 If you are currently sick with COVID and are isolating, or have been exposed to a confirmed case of COVID and are currently quarantining, we can provide you with an Isolation Kit so you can stay home and help stop the spread of COVID. Our Isolation Kits include: • Food for Sick Family Members • Food for Healthy Family Members • Gatorade and Pedialyte • Clean Drinking Water • KN95, 3-ply, and Kid Masks • Disinfectant Wipes • A Thermometer • A Humidifier • Vitamins *Please provide a reliable phone number. *Direct Relief Program services are limited to residents of the Navajo and Hopi nations. Due to a high volume of requests, it may take 72-96 hours to complete a delivery. Our team will attempt contact with you 3 times at the number you provide before moving on to the next help request. ISOLATION KITS AVAILABLE NAVAGO & HOPI FAMILIES COVID-19 RELIEF FUND PRESENTS MARCH MADNESS WIN SUNS VS LAKERS TICKETS! WIN $250! For each vaccine shot you’ve had, you get one chance to win! "You miss 100% of the shots you don't take" -Michael Jordan Don’t miss your shot to win $250 or our Grand Prize of a fully-paid Phoenix Suns game experience! ($1,250 value) TO ENTER TO WIN CALL 1-833-956-1554 OR SIGN UP AT BIT.LY/PROTECTCOMMUNITY If you have already participated in our Vaccination Campaign, you will be automatically entered to win. The DCD Newsletter, "Community Info", is produced monthly by the Division of Community Development and is a resource for division staff and chapters. NEWSLETTER TEAM: Norbert Nez, Editor Denise Copeland, Assistant Editor Sylvia Jordan, Contributing Writer Division of Community Development • P.O. Box 1904, Window Rock, AZ 86515 (928) 871-7182 www.nndcd.org
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JUDGMENT DAY Intelligent Design on Trial Briefing Packet for Educators Resources to help you meet challenges to teaching evolution About this Packet Evolution is the central organizing principle of all biological science, yet teaching evolution has become controversial in many states. When the National Science Teachers Association recently surveyed its members, 30 percent said they experienced pressure to omit or downplay evolution and related topics in their science curriculum. What would you do if someone objected to the teaching of evolution in your school or district? Could you defend the teaching of evolution and explain why teaching intelligent design or any other form of creationism in the science classroom is unacceptable? These materials provide clear, easily digestible information to guide and support you in facing challenges to evolution. This briefing packet is part of a multimedia set of educational resources. Resources include the two-hour NOVA program *Judgment Day: Intelligent Design on Trial*; a companion Web site; media-rich resources on the Teachers’ Domain Web site, including an online professional development course; and an enhanced version of a Web site created to accompany the PBS series *Evolution*. Contents **Judgment Day: Intelligent Design on Trial** **Educational Resources** Describes the multimedia resources related to the *Judgment Day* program. **What Is Evolution?** A brief overview of the theory of evolution and the scientific evidence that supports it. **What Is Science?** A primer on what is and is not science, including descriptions of the type of work scientists do and definitions of terms such as scientific theory and the scientific method. **FAQs about Evolution and Intelligent Design** Provides answers to common questions about evolution and intelligent design. **Evolution and Intelligent Design: Arguments and Responses** Offers responses to frequently heard arguments used to challenge the teaching of evolution. **Timeline: Kitzmiller v. Dover Area School District** Provides a summary of the 2005 Dover, Pennsylvania legal trial that challenged the school board’s requirement that teachers read a statement about intelligent design to students before teaching them evolution. **Trials about Evolution and Creationism in the United States** Highlights the legal history of the fight over evolution. Includes *Evolution Trials at-a-Glance*, a chart listing the dates and outcomes of U.S. trials relating to the teaching of evolution. **Comparison of Evolutionary Biology and Intelligent Design** Provides a chart comparing the principles of evolution to the principles of intelligent design. **Support Statements from Scientific Organizations** Presents statements supporting evolution from the nation’s leading scientific organizations. **Support Statements from Religious Organizations** Presents statements supporting evolution from diverse religious organizations. **Resources** A selected bibliography of useful books, Web sites, and online teaching resources. **Briefing Packet Credits** **Program Credits** Educational Resources Briefing Packet for Educators This packet highlights key issues in the evolution versus intelligent design debate. A companion piece to the NOVA program *Judgment Day: Intelligent Design on Trial*, it provides clear, easily digestible background information to guide and support educational leaders and other stakeholders in their understanding of and response to challenges to the teaching of evolution in public schools. Web Site The companion Web site to the two-hour NOVA program contains text-based and multi-media features, a teacher’s guide, and other resources. In addition, the Web site provides streaming video of the entire NOVA program along with three audio podcasts and one video podcast. Available online at pbs.org/nova/id. Evolution Web Site A companion resource to the PBS series *Evolution*, this Web site provides resources for classroom educators, students, and lifelong learners. It showcases issues in evolutionary biology through streaming imagery, animations, simulations, dynamic timelines, conversations with experts, and extensive links to evolution-related learning resources worldwide. Available online at pbs.org/wgbh/evolution. Teachers’ Domain Media-rich resources highlighting key issues in evolution and the evolution versus intelligent design debate are incorporated into this growing digital library from WGBH. These are available at teachersdomain.org. Online Course A two-session online workshop is available on Teachers’ Domain for educators to use for self-study or for professional development credit through a local or national course provider. The workshop focuses on issues related to teaching evolution, including the particular challenges of teaching it amidst the ongoing debate over intelligent design. Available online at pbs.org/nova/id/course. NOVA Program Description All of these resources are supported by a two-hour NOVA program, *Judgment Day: Intelligent Design on Trial*. The program highlights one of the latest battles in the war over evolution that took place in a tiny town in eastern Pennsylvania called Dover. In 2004, the local school board ordered science teachers to read a statement to their high school biology students. The statement suggested that there is an alternative to Darwin’s theory of evolution called intelligent design, the idea that life is too complex to have evolved naturally and therefore had to have been designed by an intelligent agent. The science teachers refused to comply with the order, and parents filed a lawsuit in federal court accusing the school board of violating the separation of church and state. Suddenly, the small town of Dover was torn apart by controversy, pitting neighbor against neighbor. NOVA captures the emotional and scientific conflict in interviews with the townspeople, scientists, and lawyers who participated in the historic six-week trial, *Kitzmiller v. Dover Area School District*. With recreations based on court transcripts, NOVA presents the arguments by lawyers and expert witnesses in riveting detail and provides an eye-opening crash course on questions such as “What is evolution?” and “Does intelligent design qualify as science?” The lessons from Dover will continue to have a profound impact on how science is viewed in our society and how it is taught in the classroom. An editorial cartoon by Signe Wilkinson, first published in the Philadelphia Daily News on November 15, 2005, during the deliberations phase of Kitzmiller v. Dover. The high volume of press coverage—much of it satirical like this cartoon—shows how the case brought out the conflict over the teaching of evolution like no event since the legendary Scopes trial of the 1920s. What Is Evolution? **Definition** Biological evolution refers to the cumulative changes that occur in a population over time. These changes are produced at the genetic level as organisms’ genes mutate and/or recombine in different ways during reproduction and are passed on to future generations. Sometimes, individuals inherit new characteristics that give them a survival and reproductive advantage in their local environments; these characteristics tend to increase in frequency in the population over time, while those that are disadvantageous decrease in frequency. This process of differential survival and reproduction is known as natural selection. **Principles of Natural Selection** - Genetic mutation continually produces variations among individuals within a species. - At the same time, a greater number of organisms are born than can survive and reproduce, given the limited resources they share. This can apply both to a given species and to the totality of all species. - Individuals with specific characteristics best suited to their environment will have the greatest chance of survival and reproduction. If these individuals leave more offspring, over many generations, those characteristics (associated with better survival and reproduction) can become common within the population or species as a whole. This has been termed “survival of the fittest.” - In turn, a group of individuals may eventually acquire characteristics so distinct from others in their population they become a new species. - This process of new species development is both generated by genetics and affected by geographical and environmental factors. A geographically isolated population will not share its genetic mutations with other groups of organisms, and thus may be especially likely to evolve into a new species. - A single species may contain multiple population groups which evolve into separate new species of their own, a process called adaptive radiation. **Evidence** **Geology** Copious geological evidence indicates the earth is at least 4 billion years old, more than enough time for vast evolutionary changes to occur among organisms. Radiometric dating techniques, which analyze the clock-like deterioration of radioactive isotopes in rocks, are often used to determine the age of geological formations. **The fossil record** A rich record of thousands of fossils shows clear evolutionary paths. These include fossils of extinct ancestral species; “transitional” fossils showing crucial changes in form, such as water-based animals evolving to live on land; and many forms of human ancestral species. Conditions are not always right for fossilization, which can account for many apparent gaps in the fossil record. **Genetics** Modern genetics shows precisely how characteristics are inherited—and how they change. Rigorous studies demonstrate the rate at which a genetic mutation, once introduced into a population, can spread. This mathematical, laboratory-based analysis supports the natural history observations already used as evidence for evolution. The merging of evolutionary theory and biology developed in the 1930s and 1940s. This link, between the internal mechanism of inheritance in organisms and the external changes we see in species, is called neo-Darwinism or the “modern synthesis” of biology. **Biochemistry and metabolism** Basic metabolic reactions (chemical changes in living cells by which energy is provided for vital processes) such as the Krebs cycle (sometimes called the citric acid cycle) are the same in all species. The Krebs cycle is the same in humans, insects (such as the house fly, bumble bee and fruit fly), oak trees, mice, seaweeds, mushrooms, etc. Basic metabolic similarities are a compelling argument for evolution from a common ancestral species. **DNA** The 1953 discovery of DNA as the molecular basis of our genes provides evidence for evolution and opens new worlds of biological inquiry. By charting a species’ total set of DNA—its “genome”—we can see how much of its total DNA is shared with other species, identify which genes are shared (and specifically where differences occur), and study evolutionary changes and relationships among species more precisely. **Biogeography** Part of evolutionary biology since the 19th century, biogeography is the analysis of the global distribution of species. Many evolutionary changes occur when species are isolated—on islands, for example—and studying the geographical distribution of related species often reveals the course of evolution. **Conclusions** - All life on earth, in every form, is related (shares common ancestry). As humans, we are not only related to all other primates and animals, but to all plants, fungi, bacteria, and microbes. - Evolution occurs over long time periods. Our species, *Homo sapiens*, has existed in its current physical form for approximately 150,000 to 200,000 years. Our ancestors split off from all other primates 5 to 6 million years ago. Dinosaurs became extinct 65 million years ago; the first true small mammals appeared some 200 million years ago. - Individuals do not evolve genetically, but populations do. That is, any one organism will not change genetically in its lifetime, but the frequency of certain genes in a population will change over time, leading species to develop particular characteristics. - There is no permanent set of characteristics that makes a species “fit” in evolutionary terms. “Fitness” is a relative term, referring to the number of surviving offspring an individual produces. Fitness is also relative to the particular environment in which a population lives. A trait that increases fitness in one environment might lower fitness in another environment (or situation). Many well-adapted, long-lasting species have gone extinct because of changes in climate, a lack of resources like food or water, or the introduction of new predators or competitors. - Evolution is an ongoing process and has been witnessed many times in the field as well as in the laboratory. For example, populations of rats have been shown to build up resistance to rat poison. Individual rats do not build resistance in a single generation. Some individual rats may have a slightly greater natural resistance to poison and survive. If these rats reproduce they may pass on this resistance and build a population with an increased average resistance to poison. The same thing occurs with insects with pesticides, and bacteria with antibiotics. This is sometimes called microevolution. - Humans evolve like any other species. Indeed, researchers believe they have identified human genes that have changed over the last several thousand years; one enables us to better tolerate milk and may have spread after we domesticated animals. Going further back in time, some scientists are studying a gene sequence called FOXP2, which is slightly different in humans than in other primates, and may have become modified in a way that helped us develop our language skills. What is science? Science is a systematic form of inquiry, based on prediction, reasoning, observation, and testing that explains how the natural universe works and seeks to continually refine our knowledge. What is the “scientific method” that scientists use? Science operates by means of the scientific method—the formulation of hypotheses that are consistent with observed phenomena and the subsequent testing of these hypotheses to determine their validity. Scientific knowledge is constantly refined or altered by new evidence; if a hypothesis can be disproved by experimentation, scientists reject it and formulate a new hypothesis that better fits the observed data. More specifically, what is a “theory” in science? A scientific theory is not a guess, hunch, or speculation. In science, a theory is a well-supported systematic explanation of some aspect of the natural world that incorporates facts, laws, and tested hypotheses. A theory is the highest order of understanding in science. In science, a fact is an observation that has been repeatedly confirmed. Evolution, defined as descent with modification, is a theory, supported by overwhelming evidence, facts, inferences, and tested hypotheses. When do theories change? Scientific theories are only valid as long as the evidence supports them. In any field of science, researchers continually use the scientific method to challenge existing views and determine which explanations fit the evidence best. Extensive work in evolutionary biology in the last 150 years has confirmed that Charles Darwin’s theory of evolution by natural selection best explains the evidence. Atomic theory is an example of a scientific theory that has changed over time. Dalton’s evidence of the atom as an indivisible sphere has been tested and refined over time. We no longer understand the atom to be an indivisible unit but a divisible unit made of electrons surrounding a nucleus of protons and neutrons, which can be further divided into quarks, gluons, and other subatomic particles. Major scientific theories like atomic theory or evolutionary theory, already supported by multiple lines of independent evidence, are refined over time but not overturned without scientific evidence that discredits them. People use all kinds of reasoning. What is different about scientific reasoning? Science involves reasoning about the natural world. It does not involve supernatural explanations of the physical universe around us. Authentic scientific inquiry is based on the things we can study and test. What is the relationship of mathematics to science? Since Galileo in the 17th century, math has been regarded as the common language of science. Most fields of science express large portions of their knowledge in mathematical terms, and evolutionary biology is no exception. Specifically, within biology, the area of genetics has long used mathematical analysis to determine how often specific genes are expressed, how rapidly they may become prevalent within a species, and what the evolutionary prospects are for species under certain conditions. What do scientists spend their time doing? Scientific work is largely based on research. New ideas or observations are most useful if they can provide us with specific questions to test. In this vein, scientists who develop a hypothesis try to test it. Other scientists then also test and re-test the hypothesis to see if it stands up to scrutiny. One of the many reasons intelligent design is not an authentic part of biology is because it offers no significant research program; moreover, even the founders of the intelligent design movement have never seriously tried to run scientific experiments based on their ideas. Scientists say they “know” certain things. But haven’t other scientists thought that in the past and been proven wrong? This is an important point. Science is a largely cumulative enterprise in which our knowledge generally progresses over time. Scientists are typically the first to admit that they do not know everything about the universe; people usually become scientists because they want to learn more. There are, however, particular principles that have stood the test of time and that we know beyond a reasonable doubt: That the earth revolves around the sun, for instance. The principles of evolutionary biology are among these well-established pieces of knowledge. In biology, the abundant evidence accumulated since Charles Darwin’s time has served to prove the basic principles he developed. All told, science is a way of knowing that has shown us many answers, but does not claim to know all of them. What does science say about the nature of religious beliefs? By definition science cannot address supernatural causes because its methodology is confined to the natural world. Therefore science has nothing to say about the nature of God or about people’s spiritual beliefs. This does not mean science is anti-religious; rather, it means science simply cannot engage in this level of explanation. Q: What is evolution? A: Biological evolution refers to the cumulative changes that occur in a population over time. These changes are produced at the genetic level as organisms’ genes mutate and/or recombine in different ways during reproduction and are passed on to future generations. Sometimes, individuals inherit new characteristics that give them a survival and reproductive advantage in their local environments; these characteristics tend to increase in frequency in the population, while those that are disadvantageous decrease in frequency. This process of differential survival and reproduction is known as natural selection. Q: What is intelligent design? A: Intelligent design, or ID, is the idea that certain features of the universe and life are too complex to have arisen by natural causes and instead are best explained as being the product of an intelligent designer. Q: What is science? A: Science is a systematic form of inquiry, based on observation, prediction, reasoning, and testing, that explains how the natural universe works, and seeks to continually refine our knowledge. Science operates by means of the scientific method—the formulation of hypotheses that are consistent with observed phenomena and the subsequent testing of these hypotheses to determine their validity. Scientific knowledge is constantly refined or altered by new evidence; if a hypothesis can be disproved by experimentation, scientists reject it and formulate a new hypothesis that better fits the observed data. Q: What is creationism? A: Creationism is the belief that the universe and life on earth were created by a supernatural entity (such as God). There are a few forms of creationism. “Young earth” creationism is the belief that God created life on earth in its present form no more than 6,000–10,000 years ago, as specified by Genesis in the Bible. “Creation science” claims to use the methods of science to study the Earth from the perspective of Genesis. Intelligent design claims that the complexity of nature supports the existence of an intelligent designer, though it doesn’t posit what or who it might be. Q: Isn’t evolution just a theory, not a fact? A: In science, a theory is a well-supported systematic explanation of some aspect of the natural world that incorporates facts, laws, and tested hypotheses. A fact is an observation that has been repeatedly confirmed. Evolution, defined as descent with modification, is a theory, supported by overwhelming evidence, facts, inferences, and tested hypotheses. Q: Why teach evolution in schools? A: The theory of evolution is one of the most well established fields of scientific inquiry—and is fundamental to any type of investigation in the life sciences. Students need to know about evolution because it is key to fully understanding every aspect of the biological sciences, from genetics to animal behavior. Q: Why not teach intelligent design, or creationism, alongside evolution? A: The federal courts have ruled that creationism, creation science, and intelligent design are not science, but instead endorse a specific religious belief. Therefore, these topics are not appropriate content for a science classroom. Neither ID nor any other form of creationism has met any of the standards of science and cannot be tested by the scientific method. On the other hand, evolution, like all other sciences, is founded on a growing body of observable and reproducible evidence in the natural world. The state of knowledge in evolutionary biology is the product of 150 years of rigorous challenges using the methods of science, whereas intelligent design is not supported by scientific evidence. Teaching evolution alongside these other approaches would imply that creation science and intelligent design meet these same high standards of testability, and they do not. Q: Why not just teach biology in school, but skip evolution? A: Biology is the study of life, and all life has evolved and is continuing to evolve (or change) over time. Because every species bears the mark of its evolutionary history, to truly grasp the depth and implications of biology, evolution must be part of the picture. Q: What is the legal basis for keeping ID or any form of creationism out of the classroom? A: The U.S. Constitution states the government “shall make no law respecting an establishment of religion”—the “Establishment Clause” of the First Amendment. Multiple court verdicts, including a 1987 decision by the U.S. Supreme Court, have found that creationism is an attempt to bring religious views into the classroom, and therefore violates the Establishment Clause. It is thus unconstitutional to teach creationism in public schools. In 2005, the judge in the Dover, Pennsylvania case ruled that intelligent design was intended “to promote religion in the public school classroom,” in violation of the constitutional separation between church and state. Q: But some people say evolution is just another form of religion itself: Darwinism. A: The idea of evolution did not begin or end with Charles Darwin. Many alternate proposals about evolution already existed when Darwin published *On the Origin of Species* in 1859, but his work was quickly recognized as the most compelling explanation in the field of natural history. Since then, thousands of scientists have added greatly to our understanding of evolution, through research in biology, genetics, paleontology, geology, and more. If modern studies contradicted Darwin’s work, science would follow the evidence. Instead, over and over again, research has confirmed the principles Darwin outlined, while further fleshing out the picture. Evolutionary biology does not depend on the personal authority of one person’s writing. Evidence for evolution comes from many sources, including the fossil record, comparative anatomy, and genetics. The theory of evolution is based on facts. Religion is based on belief. Evolution is science, not religion. Q: Can you accept evolution and still believe in religion? A: Yes. The common view that evolution is inherently anti-religious is simply false. All that evolution tells us is that life on this planet could have arisen by natural processes. For many people of various faiths, showing that something is due to a natural process doesn’t take it outside the realm of the divine. Religious thinkers across the ages have written that merely showing that something is natural puts it within the influence of God, the creator of all nature. By definition science cannot address supernatural causes because its methodology is confined to the natural world. Therefore science has nothing to say about the nature of God or about people’s spiritual beliefs. This does not mean science is anti-religious; rather, it means science simply cannot engage in this level of explanation. Evolution and ID: Arguments and Responses **Evolution is a theory, not a fact.** In science, a theory is a well-supported systematic explanation of some aspect of the natural world that incorporates facts, laws, and tested hypotheses. Evolution, defined as descent with modification, is a theory, supported by overwhelming evidence, facts, inferences, and tested hypotheses. In science, a fact is an observation that has been repeatedly confirmed. **Schools should teach the controversy about evolution.** There is no scientific controversy about the existence of evolution. To be sure, scientists are always trying to refine the precise details of what we know in any field, including evolutionary biology, but this does not cast doubt upon the overall principles of evolution. **But it is only fair to study alternate theories in addition to evolution, such as intelligent design.** When it comes to science, fairness flows from the facts. Science is built upon a public record of empirical evidence, and in this case, the facts point to the existence of evolution by natural selection beyond a reasonable doubt. By contrast, it would be unfair to teach students intelligent design, which has no way of being tested and claims scientists cannot understand how the natural world works. **There are gaps in the fossil record.** Life on earth dates back approximately 4 billion years—a huge stretch of time. There may not be a fossil for each and every single year of that period, but there are hundreds of thousands of fossils and more are discovered every year. These finds demonstrate the evolution of species, including many remarkably intact examples showing crucial transitions between forms of life. Conditions are rarely ideal for fossilization, which can account for many apparent gaps in the fossil record. **The overall evidence for evolution is largely incomplete.** Actually, it’s remarkable how much evidence has been uncovered since Charles Darwin’s time that confirms the principles of evolutionary biology. DNA, for instance, provides powerful proof that all living things are related: We share 95–98 percent of our DNA with chimpanzees; 10 percent of human genes are clearly related to genes in flies and worms; and humans even have strings of DNA in common with bacteria. This allows us to confirm how closely related all species are to each other, and to determine when species separated from each other. Moreover, studying DNA closely allows us to identify particular genes that distinguish species from one another and probably played a key role in evolutionary changes—like human genes that may facilitate our language abilities. **No one has ever seen evolution actually happening.** Not true! In fact, scientists have studied the same kinds of bird species that helped inspire Charles Darwin, the finches of the Galapagos Islands, and observed evolutionary changes and adaptations triggered by a single summer of dry weather. And that’s just one example. Scientists have documented evolutionary changes in a multitude of species with short life-spans (such as fruit flies), tracing natural adaptations over a series of generations. Moreover, scientists have documented not just particular adaptations, but the development of new species, from small mammals to birds, fish, plants, and more. **Man cannot be descended from chimps, monkeys, or gorillas.** We’re not. Humans, along with chimpanzees, monkeys, gorillas, and other primates, are all descended from a common primate ancestor, which lived tens of millions of years ago and is now extinct. Our own ancestors branched off and formed a new species within the last few million years. In evolutionary terms, chimpanzees, monkeys, and gorillas are like our cousins. Beyond primates, all other species are simply more distantly related cousins. Mutations destroy genetic information, but never add information, so evolution cannot explain the increased complexity of organisms. This is simply untrue. For one thing, the common process of gene duplication, in which sections of DNA are copied, and sometimes mutate, can create new and valuable pieces of genetic materials while preserving the original copies of genes. Thousands of scientists have studied this topic. Moreover, scientists know that complexity can be generated by a relatively small number of genetic changes. For billions of years, all species have retained the same chunks of DNA supporting certain functions necessary for life—reproduction of DNA, metabolism, growth mechanisms—while isolated DNA mutations can produce complex-looking body parts, like an elephant’s trunk or elk’s antlers. In short, not only can an organism’s DNA become more complex, but it does not take a great deal of new genetic information to generate the complexity we see in many species. Some natural structures, like the bacterial flagellum cited by Michael Behe, are too complex to have evolved for the purposes they serve. There must have been a designer who created them. Actually, we know a great deal about the development of the very same structures that intelligent design advocates like Behe claim we cannot explain. Complex physiological structures develop from an accumulation of changes over time. They may consist of simpler building blocks, which served other purposes, then become adapted into more complex structures. Behe claims the “flagellar motor” which many bacteria use to propel themselves is too complex to have evolved naturally. In reality, scientists know that a distinct part of the flagellum is used by some bacteria to attack other cells, and can study how this structure may have evolved. Similarly, intelligent design advocates claim the eye is too complex to have evolved. However, scientists have already found that crucial components of the eye, such as light-sensitive structures, are a common element of species ranging from humans to bacteria. Eyes are thus constructed from many basic biological building blocks we can examine in great detail. Intelligent design advocates are being unfairly shut out of the mainstream corridors of science. Not so. Scientists typically aim to publish papers in peer-reviewed journals, but intelligent design proponents have never done this. Moreover, as Michael Behe has admitted in court, they have also not attempted to test their own hypotheses in laboratory settings. Finally, although more than 10,000 people earn Ph.D.s in science and engineering from American universities every year, the intelligent design movement has revolved largely around the same small handful of people for two decades. It is not a growing intellectual movement and is not being unfairly denied access to the proper channels of science. Timeline: Kitzmiller v. Dover Area School District October 18, 2004 The Dover Area school board, in Pennsylvania, becomes first in the country to require materials about intelligent design in science classes. November 19, 2004 The Dover school board publicly announces its new policy: Science teachers will have to read a statement to students saying evolution is “not a fact,” and that “intelligent design is an explanation of the origin of life that differs from Darwin’s view.” They will also make available a textbook promoting intelligent design, *Of Pandas and People*. December 14, 2004 Parents of eleven Dover-area students file suit, to prevent intelligent design from becoming a mandated part of the curriculum. September 26, 2005 As a result of the suit, a trial on the validity of teaching intelligent design—named *Kitzmiller v. Dover*—begins in district court in Harrisburg, Pennsylvania, with Judge John Jones presiding. September 26—October 14, 2005 Witnesses testify for the plaintiffs, who are trying to remove intelligent design from the classroom. They include biologist Kenneth Miller; Dover science teacher Bryan Rehm; scholars Robert Pennock and Barbara Forrest, who have studied the intelligent design movement and other forms of creationism; and Dover-area parent Tammy Kitzmiller. October 17—November 4, 2005 Witnesses testify for the defense, who have implemented the pro-intelligent design policy. They include biochemist and intelligent design advocate Michael Behe; William Buckingham, the head of the Dover school board’s curriculum committee; and Alan Bonsell, another school-board member. November 4, 2005 The main lawyers in the case, Eric Rothschild for the plaintiffs and Patrick Gillen for the defense, make their closing arguments. November 8, 2005 In elections for the Dover school board, all eight seats being contested (out of nine) are won by candidates running on a pro-evolution, anti-intelligent design platform. December 20, 2005 Judge Jones issues a 139-page verdict in the trial, finding for the plaintiffs and criticizing the claims made for intelligent design. Jones states that intelligent design is “a religious view, a mere relabeling of creationism, and not a scientific theory.” He adds that the Dover school board’s claim to be examining an alternate form of science is simply “a pretext for the Board’s real purpose, which was to promote religion in the public school classroom, in violation of the Establishment Clause.” The school board, now consisting of newly-elected, pro-science members, will not appeal the ruling. Many court cases relating to evolution, creationism, and the separation of church and state have occurred throughout United States history. Here is a core group of notable trials centered on the issue, all of which involved laws passed by state legislatures or policies instituted by school boards. The oldest, the Scopes Trial, remains one of the most famous trials of any kind in U.S. history. **The Scopes Trial, Tennessee, 1925** In 1925, Tennessee’s state legislature banned the teaching of evolution in public schools. The new law made it illegal for instructors to discuss “any theory that denies the story of Divine Creation of man as taught in the Bible,” or to teach that “man has descended from a lower order of animal.” The American Civil Liberties Union, representing teacher John Scopes, sued to overturn the act. In court the creationist law was upheld, despite the famous cross-examination that Scopes’ lawyer, Clarence Darrow, gave his anti-evolution opponent, former presidential candidate William Jennings Bryan. The jury only heard testimony about whether Scopes had violated the existing anti-evolution law, leaving larger questions about the constitutionality of that law untouched. The Tennessee Supreme Court later threw out Scopes’ conviction but did not address the status of the law either. Furthermore, despite the Supreme Court’s decision to throw out the conviction, the outcome was that evolution was not taught in schools. Tennessee’s anti-evolution measure remained intact until the 1960s. The Scopes trial generated enormous media coverage in its day, as the first case of its kind, as a symbol of civic divisions in America, and because of the fame of its central figures. In later years, the trial continued to resonate in society: Creationists glorified Bryan and by the 1930s had been spurred on to institute similar laws in other states, while the popular 1960 film about the case, *Inherit the Wind*, portrayed Darrow as a hero. **U.S. Supreme Court: Epperson v. Arkansas, 1965—1968** In 1965, Arkansas still had a law, also dating to the 1920s, forbidding the teaching of evolutionary biology. That year the Arkansas Education Association, allied with science teacher Susan Epperson, challenged the measure. After a brief trial, the presiding judge found the anti-evolution law to violate the U.S. Constitution, which states the government “shall make no law respecting an establishment of religion,” its Establishment Clause. This verdict was overturned by the Arkansas Supreme Court in 1967. On appeal, the U.S. Supreme Court agreed with the original decision, declaring in 1968 it was illegal to ban classroom science for reasons of “conflict with a particular religious doctrine.” **McLean v. Arkansas, 1981** In 1981, Arkansas’ legislature passed Act 590, a so-called “equal-time provision” mandating that the teaching of evolutionary science should be accompanied by the teaching of creationist ideas. The provision’s aim was to make classroom time for “creation science,” the notion that natural history can be explained through a largely literal reading of religious documents. A coalition of opponents, including clergyman William McLean, challenged the law in a federal district court trial. The verdict: The presiding judge ruled “creation science” had “no scientific merit or educational value as science,” and was an illegal attempt to bring particular religious views into the classroom. U.S. Supreme Court: Edwards v. Aguillard, 1981—1987 In 1981, Louisiana passed its own “equal-time” law, The Louisiana Balanced Treatment Act, mandating the teaching of creationism along with evolution. After four separate rulings against the measure in lower courts, the case was appealed to the U.S. Supreme Court, which also struck down the law. In the majority opinion of Justice William Brennan, the Louisiana law “advances a religious doctrine by requiring either the banishment of the theory of evolution from public school classrooms or the presentation of a religious viewpoint that rejects evolution in its entirety.” In so doing, the court ruled, “creation science” violated the Establishment Clause. Kitzmiller v. Dover Area School District, 2005 In 2005, the school board in Dover, Pennsylvania mandated that classes on evolutionary science commence with an announcement supporting the study of “intelligent design,” the idea that life is too complex to have evolved due to purely natural causes. A group of parents filed suit to overturn the new policy. After a lengthy trial, presiding Judge John Jones found for the parents, declaring that “intelligent design” is “a religious view, a mere re-labeling of creationism, and not a scientific theory.” Evolution Trials at-a-Glance | Year(s) | State | At Issue | Outcome | |---------|---------|-----------------------------------------------|----------------------------------------------| | 1925 | Tennessee | State v. John Scopes (“Scopes Trial”) | Law upheld. | | | | Law banning teaching of evolution. | | | 1965–8 | Arkansas | Epperson v. Arkansas | Overruled by U.S. Supreme Court. | | | | Law banning teaching of evolution. | | | 1981 | Arkansas | McLean v. Arkansas | Struck down by federal district court. | | | | Law mandating “creation science” be taught along with evolution. | | | 1981–7 | Louisiana | Edwards v. Aguillard | Overruled by U.S. Supreme Court. | | | | Law mandating “creation science” be taught along with evolution. | | | 2005 | Pennsylvania | Kitzmiller v. Dover | Struck down by the Harrisburg, PA federal district court. | | | | School policy introducing “intelligent design.” | | | Comparison of Evolutionary Biology and Intelligent Design | |--------------------------------------------------------| | **What are the basic principles?** | | Evolution works by the process of natural selection. Genetic mutations cause variations among living things. The organisms best adapted to their environments will survive and pass on their traits. Over time, groups of organisms with distinct features form new species. | | A central tenet of intelligent design is that life forms are the deliberate creation of a “designer.” | | **What accounts for the complexity of organisms?** | | The accumulation of evolutionary changes over time leads to the development of complex structures in living things. In turn, those structures may also become adapted for new functions. | | The creative intelligence of a supernatural designer accounts for the complexity of organisms. | | **What is the supporting evidence?** | | Evolutionary biology involves work in many fields, including paleontology, genetics, chemistry, and geology. Evidence includes fossils, DNA, and geological data showing the earth’s age and the distribution of species around the globe. | | Intelligent design is not backed by any standard scientific research or experimental evidence. Instead, its advocates use complex organic structures (such as the bacterial flagellum or the human eye) as examples of structures that they claim are too complex to have evolved. | | **How are the species related?** | | Evolutionary biology holds that all life is related, a concept demonstrated by genetics; all life forms, including animals, plants, fungi, and bacteria, contain common elements of DNA. | | It depends on the variation of intelligent design being discussed. Intelligent design advocate Michael Behe generally accepts the idea of common descent among species, but other intelligent design proponents tend to view species as being created separately. | | **How are the concepts being tested?** | | Research into evolution is limited to observation of the natural world, in the form of testable ideas stemming from collected data. Ideas about evolution are published in peer-reviewed journals and subject to ongoing scrutiny by other scientists. | | Intelligent design is based on the idea of supernatural forces creating living things. Intelligent design advocates have never attempted to test their own work through basic research or submitted papers to peer-reviewed journals. | | **Is natural selection involved?** | | Yes. Evolution holds that the same types of natural forces have been in play during the history of the earth, and continue to exist in our time as well. | | Intelligent design proponents hold differing views about natural selection. Many proponents feel that species or organic structures were created at particular moments in the past. | Support Statements from Scientific Organizations The following is a list of statements from some of the many nationally and internationally recognized scientific and scholarly organizations that support biological evolution. **American Association for the Advancement of Science, 2002** The AAAS, in existence since 1848, is the world’s largest scientific organization. Its position statement asserts that “evolution is one of the most robust products of scientific inquiry” and “an essential element of science education.” By contrast, AAAS states, “the ID movement has failed to offer credible scientific evidence” for its views and “has not proposed a scientific means of testing its claims,” making intelligent design “improper to include as a part of science education.” www.aaas.org/news/releases/2002/1106id2.shtml **American Institute of Biological Sciences, 1994** The organization, one of the most prominent of such groups in science, notes that “biologists agree that evolution occurred and that the forces driving the evolutionary process are still active today. This consensus is based on more than a century of scientific data gathering and analysis.” It concludes: “Because creationism is based almost solely on religious dogma stemming from faith rather than demonstrable facts, it does not lend itself to the scientific process. As a result, creationism should not be taught in any science classroom.” www.neseweb.org/resources/articles/7403_statements_from_scientific_an_12_19_2002.asp#aaas5 **National Academy of Sciences, 1999** Signed into being in 1863, the NAS is an organization of scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. In 1999, after the Kansas Board of Education voted not to include evolution on its state standardized tests, the NAS responded: “Evolution is not only universally accepted by scientists; it has also been accepted by the leaders of most of the world’s major religions. The National Academy of Sciences has long been an advocate for the teaching of evolution as a central element in any science education program.” www.nasonline.org/site/PageServer?pagename=NEWS_statement_president_08201999_BA_Kansas_curriculum **National Association of Biology Teachers, 2004** The NABT states that “Scientists have firmly established evolution as an important natural process,” and that forms of knowledge “that invoke non-naturalistic or supernatural events or beings, whether called ‘creation science,’ ‘scientific creationism,’ ‘intelligent design theory,’ ‘young earth theory,’ or similar designations, are outside the realm of science and not part of a valid science curriculum.” The organization recommends teaching evolution “in a standards-based instructional framework with effective classroom discussions and laboratory experiences.” www.nabt.org/sites/S1/index.php?p=66 **National Science Teachers Association, 2003** The NSTA, with over 55,000 members, states that “evolution is a major unifying concept in science.” They say, “evolution has not been emphasized in science curricula” fully enough due to “official policies, intimidation of science teachers, the general public’s misunderstanding of evolutionary theory, and a century of controversy. In addition, teachers are being pressured to introduce creationism, ‘creation science,’ and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.” www.nsta.org/positionstatement&psid=10 **Pennsylvania Academy of Science, 2006** After the conclusion of the Dover trial in Pennsylvania, the state’s Academy of Science stated that evolution “is the cornerstone of biological education around the world,” while by contrast “there is no scientific evidence or supporting data for the idea of intelligent design.” Therefore the academy “rejects the idea that intelligent design as an alternative to modern evolutionary theory be taught in science/biology classes,” and “supports the teaching of evolution, as supported by valid scientific evidence” in the state. www.neseweb.org/resources/articles/7403_statements_from_scientific_an_12_19_2002.asp#aaas5 Support Statements from Religious Organizations The following is a list of statements from a wide range of religious organizations that see no conflict between religious beliefs and acceptance of evolutionary biology. **Central Conference of American Rabbis, 1984** In a statement about creationism in school textbooks, the organization said that “the principles and concepts of biological evolution are basic to understanding science… students who are not taught these principles, or who hear ‘creationism’ presented as a scientific alternative, will not be receiving an education based on modern scientific knowledge… these students’ ignorance about evolution will seriously undermine their understanding of the world and the natural laws governing it, and their introduction to other explanations described as ‘scientific’ will give them false ideas about scientific methods and criteria.” www.ncseweb.org/resources/articles/3677_statements_from_religious_org_12_19_2002.asp **Episcopal Church, General Convention, 2006** This resolution claims there is not an inherent conflict between religious belief and the acceptance of evolutionary biology, noting that “the theory of evolution provides a fruitful and unifying scientific explanation for the emergence of life on earth, that many theological interpretations of origins can readily embrace an evolutionary outlook, and that an acceptance of evolution is entirely compatible with an authentic and living Christian faith.” www.episcoparchives.org/e-archives/bluebook/29.html **Presbyterian Church, General Assembly, 2002** A statement issued after the church’s organizational meetings in 2002: “Reaffirms that a natural explanation of the history of nature is fully compatible with the affirmation of God as Creator,” and “Encourages… state bodies across the nation to establish the highest standards for public science education based on the judgment of the scientific community as to what constitutes the most reliable content of scientific knowledge and practice.” See section 09–08 of this document: www.pcusa.org/ga214/business/09–education.pdf **Roman Catholic Church, 2007** Speaking to a group of Italian priests on July 24, 2007, Pope Benedict XVI again addressed the topic of evolution. Referring to debates over creationism in Germany and the United States, he observed that evolution and belief in God the creator are presented “as if they were alternatives that are exclusive—whoever believes in the creator could not believe in evolution, and whoever asserts belief in evolution would have to disbelieve in God,” as the *New York Post*’s article (July 26, 2007) translated it. “This contrast is an absurdity,” he continued, “because there are many scientific tests in favor of evolution, which appears as a reality that we must see and enriches our understanding of life and being. But the doctrine of evolution does not answer all questions, and it does not answer above all the great philosophical question: From where does everything come?” For the story in the *New York Post*, visit: www.nypost.com/seven/07262007/news/worldnews/evolution___god_do_mix___pope_worldnews_bill_sanderson.htm **United Methodist Church, 1984** At an annual conference, the organization declared that “adherence to immutable theories is fundamentally antithetical to the nature of science,” and added that it “opposes efforts to introduce ‘Scientific’ creationism into the science curriculum of the public schools.” www.ncseweb.org/resources/articles/3677_statements_from_religious_org_12_19_2002.asp Resources Books Evolution Alters, Brian J. and Sandra M. Alters. *Defending Evolution: A Guide to the Creation/Evolution Controversy*. Sudbury, Mass: Jones and Bartlett, 2001. A classroom guide to teaching evolution and dealing with opposition to it. Carroll, Sean B. *The Making of the Fittest: DNA and the Ultimate Forensic Record of Evolution*. New York: Norton, 2006. A scientist explains clearly for a general audience how DNA provides compelling evidence of evolution and reveals new details about the evolutionary process. Forrest, Barbara and Paul R. Gross. *Creationism's Trojan Horse: The Wedge of Intelligent Design*. New York: Oxford University Press, 2003. An informative look at the origins, development, and political goals of the intelligent design movement. Kirschner, Marc W. and John C. Gerhart. *The Plausibility of Life*. New Haven: Yale University Press, 2005. How recent genetic research has refined our ideas about the mechanisms of evolution and shed new light on the development of complexity among living things. Larson, Edward J. *Evolution: The Remarkable History of a Scientific Theory*. New York: Modern Library, 2004. An introduction to evolutionary biology, covering both the scientific substance and the political, social, and legal developments related to it. Miller, Kenneth R. *Finding Darwin's God: A Scientist's Search for Common Ground Between God and Evolution*. New York: Cliff Street Books, 1999. Analyzes the scientific faults of ID and presents a religious scientist's accommodation of faith and science. National Academy of Sciences. *Teaching about Evolution and the Nature of Science*. Washington, D.C.: National Academy Press, 1998. A book aimed at helping teachers distinguish between science and religion as different ways of knowing about the world. Numbers, Ronald. *The Creationists: From Scientific Creationism to Intelligent Design*. Cambridge: Harvard University Press, 2006. A highly-regarded account of creationism in America by a leading historian of science. Petto, Andrew J. and Laurie R. Godfrey, Eds. *Scientists Confront Intelligent Design and Creationism*. New York: WW. Norton & Co., 2007. A series of essays from contributors rebutting the arguments of intelligent design and placing the issue in historical and scientific context. Quammen, David. *The Song of the Dodo: Island Biogeography in the Age of Extinctions*. New York: Simon & Schuster, 1996. Compelling account of the way biogeography influences evolution; also reconstructs the work of Alfred Russel Wallace, co-founder of evolutionary biology. Scott, Eugenie C. *Evolution vs. Creationism: An Introduction*. Connecticut: Greenwood Press, 2004. Introduction covering many facets of the current dispute, by the head of the National Center for Science Education. Scott, Eugenie C. and Glenn Branch, Eds. *Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools*. Boston: Beacon Press, 2006. A primer on intelligent design, the tactics of its backers, the legal issues at stake in the classrooms, and the strategies schools can employ to keep evolution in the curriculum. Weiner, Jonathan. *The Beak of the Finch: A Story of Evolution in Our Time*. New York: Vintage, 1995. Vivid account of scientists studying evolution in action in the present day, on the Galapagos Islands. Zimmer, Carl. *Evolution: The Triumph of an Idea*. New York: HarperCollins, 2001. A companion piece to the PBS series of the same name, offers an overview of the theory of evolution and where it stands today. Intelligent Design Behe, Michael J. *Darwin's Black Box: The Biochemical Challenge to Evolution*. New York: The Free Press, 1996. Provides examples of five biochemical systems to argue that life is "irreducibly complex." Resources (cont.) Web Sites Evolution American Association for the Advancement of Science Resources aaas.org/news/press_room/evolution Background information on evolution, classroom benchmarks for students, talking points for teachers, study guides, legal information, statements of support from religious leaders, and more. Citizens for Science citizensforscience.org/aggregator A national group with local state chapters that organizes pro-science community efforts, particularly in response to creationist attempts to alter science education. Evolution pbs.org/wgbh/evolution Information-rich site originally developed as a companion to a 2001 PBS series. Evolution Teacher’s Guide pbs.org/wgbh/evolution/educators/teachstuds/tguide.html A guide available for download, with information and teaching suggestions on evolution. National Academy of Sciences nationalacademies.org/evolution This section of the NAS Web site is devoted to evolution resources. National Association of Biology Teachers nabt.org/sites/S1/index.php?p=5 Information on publications, workshops, grants, plus instructional materials and more. National Center for Science Education nactscied.org The leading clearinghouse of information and a resource for advice on evolution education. National Science Teachers Association nsta.org/publications/evolution.aspx Resources about evolution and a list of NSTA publications on the subject. Online Course for Teachers: Teaching Evolution pbs.org/wgbh/evolution/educators/course A professional development course that helps teachers examine major evolutionary concepts, explore teaching methodologies, and address obstacles to teaching evolution. Science and Creationism books.nap.edu/html/creationism Guide published by the National Academy of Sciences; provides clear explanation of the facts about evolution and suggestions for dealing with creationist objections to it. Talk Origins talkorigins.org A resource center full of information about evolutionary biology and creationism. Teaching About Evolution and the Nature of Science books.nap.edu/readingroom/books/evolution98 Guide published by the National Academy of Sciences; covers many aspects of evolution and offers teaching suggestions. Understanding Evolution evolution.berkeley.edu This educational Web site covers the science and history of evolutionary biology as well as the many ways evolutionary biology factors into people’s lives and the way research in evolutionary biology is performed. Intelligent Design Discovery Institute’s Center for Science and Culture discoverycsc.org Provides a blog, reading list, frequently-asked questions and answers, and other information in support of intelligent design. Intelligent Design Network www.intelligentdesignnetwork.org Features press releases, information about events, publications, and more, related to the intelligent design movement. Briefing Packet Credits This guide was produced by the Educational Outreach department of the WGBH Educational Foundation. **Director, Educational Outreach** Julie Benyo **Educational Content Manager** Sonja Latimore **Editor** Amy Kittenplan Hubbard **Writer** Peter Dizikes **Advisors** Louise S. Mead, Ph.D. Maureen Reusche, Ed.D. Brian Dempsey *Acton-Boxborough Regional High School* *Framingham, MA* **Science Director, K-12** *Arlington Public Schools* *Arlington, MA* **Biology Teacher (ret.)** *Science Specialist* *Lake County Educational Service Center* *Lake County, OH* **Designers** Cathleen Schaad Vijay Mathews **Photo Researcher** Debby Paddock **Print Production** Lenore Gibson --- Program Credits **Senior Executive Producer** Paula S. Apsell **Executives-in-Charge** Paul G. Allen and Jody Patton **Executive Producer** Richard Hutton **Written by** Joseph McMaster **Directed by** Gary Johnstone and Joseph McMaster **Produced by** Joseph McMaster, Gary Johnstone, and Vanessa Tovell **Supervising Producer** Bonnie Benjamin-Phariss **Senior Producer** Susanne Simpson --- Permission is granted for reproduction of this printed material by schools and libraries for educational use only. All other rights reserved. Other than as specified above, no part of the *Judgment Day: Intelligent Design on Trial* Briefing Packet for Educators may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the WGBH Educational Foundation, One Guest Street, Boston MA 02135. NOVA is closed captioned and described for viewers who are deaf, hard of hearing, blind, and visually impaired. To access descriptions, activate the second audio program (SAP) on your stereo TV or VCR. Cover Photo Credits: AP Images; The Granger Collection, New York; David Gifford/Photo Researchers, Inc.; Cartoon: Signe Wilkinson Editorial Cartoon ©2005 Signe Wilkinson. Used with the permission of Signe Wilkinson and the Washington Post Writers Group in conjunction with the Cartoonist Group. Judgment Day: Intelligent Design on Trial is produced by NOVA and Vulcan Productions, Inc., in association with The Big Table Film Company. NOVA is produced for PBS by WGBH Boston. © 2007 WGBH Educational Foundation and Vulcan Productions, Inc. Funding for NOVA is provided by The DOW Chemical Company, David H. Koch, the Howard Hughes Medical Institute, the Corporation for Public Broadcasting, and public television viewers.
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Chapter Two, “Origins of Empires,” for *Lessons from Early Empires* How did early empires begin? Each one had its own original story, but some intriguing patterns appear in different eras. As we compare the origins of early empires across time periods, three patterns emerge. One focuses on developing river flood-plains, a second depends on poaching the efforts of earlier state-builders, and the third entails a gradual conquest by rulers of varying levels of competence – usually fathers, sons, and grandsons in a dynastic sequence. **Origins of River Flood-Plain Empires in Ancient Egypt, Mesopotamia, and India** The world’s first three empires – Egypt, Sumeria, and the Indus Valley – arose about five thousand years ago, in the early 3rd millennium BCE. What were the links between river valleys, hierarchical political structures, and multinational empires? In all three instances, strong imperial rule was needed to harness flooding rivers by controlling labor at critical times – the two weeks just before and after the annual flood. Nature provided water and silt (fertilizer). But centralized imperial rulers had to control the labor force – the time-demands of early flood-plain agriculture were not conducive to yeoman farming. Irrigated agriculture then offered wealth to underpin imperial power.\(^1\) We begin our illustrations of early imperial origins by contrasting developments in three river plains – the Nile (Egypt), the Tigris-Euphrates (Mesopotamia), and the Indus (India). **The Nile River Valley and the Origins of Dynastic Egypt.** Modern civilization began with the rise of agriculture, first in the Fertile Crescent of southwestern Asia about 10,500 years ago and within a millennium thereafter in northern China. Crop agriculture demanded that people become sedentary, and food surpluses brought greater economic security, more complicated political organization, written languages, monumental architecture, \(^1\) Bent Hansen, *Egypt and Turkey: The Political Economy of Poverty, Equity, and Growth*, Oxford, England: Oxford University Press, 1991, p. 38. settlement in cities, and the desire to control other ethnic groups.\textsuperscript{2} The creation of empires – large political constructs within which one powerful group controlled subservient regions – began several millennia later.\textsuperscript{3} Dynastic Egypt was the first great multinational empire, and its Nile-based imperial power, which began about 2900 BCE, continued for nearly 26 centuries. Why was Egypt first? The pharaohs (kings) in ancient Egypt built a political edifice that translated agricultural surpluses from the Nile River Valley and Delta into incredible power and wealth, illustrated most strikingly by royal funerary monuments – pyramids, temples, and tombs. As recently as seven millennia ago, ancient Egypt was nearly empty.\textsuperscript{4} Before agriculture spread to Egypt between 6000 and \textsuperscript{2} Jared Diamond, \textit{Guns, Germs, and Steel: The Fates of Human Societies}, New York: Norton & Company, 1997, pp. 141-142. \textsuperscript{3} A. Bernard Knapp, \textit{The History and Culture of Ancient Western Asia and Egypt}, Chicago: The Dorsey Press, 1988, pp. 39-40. \textsuperscript{4} Roland Oliver and J. D. Fage, \textit{A Short History of Africa}, London: Penguin Books, 1995, p. 13. 5000 BCE, perhaps only 20,000 nomadic people lived in the Nile Valley and Delta, subsisting by hunting and gathering.\(^5\) The rise of dynastic Egypt occurred when Egyptians learned how to harness the Nile River. With irrigated agriculture, the population of Egypt exploded. The agricultural productivity of the region might have supported three million people during the middle of the Old Kingdom era (2500 BCE).\(^6\) \(^5\) A. Bernard Knapp, *The History and Culture of Ancient Western Asia and Egypt*, Chicago: The Dorsey Press, 1988, pp 34-35. \(^6\) Jaromir Malek (ed.), *Cradles of Civilization, Egypt*, Norman, Oklahoma: University of Oklahoma Press, 1993, pp. 24-25. It is crucial to understand how agriculture evolved in the Nile River Valley and Delta. Nature helped Egypt to become so productive by providing ample water and fertilizer (silt), and the demands of the Nile hydraulic system – the need to organize labor efficiently immediately before and after the annual inundations of the Nile – led to a hierarchical social structure. Nile-based farmers could feed their families with only about one-third of their harvests, so there was plenty of agricultural surplus for the government to appropriate. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Ancient_Egypt.png> The Nile Valley and Delta – The Heart of Ancient Egypt But the pharaohs needed political legitimacy to tax the farmers, and they found it in divine kingship.\textsuperscript{7} The kings based their ruling power, not just on their being living gods, but also on their perceived ability to communicate between human subjects and the pantheon of gods and thus to maintain order and correctness (\textit{maat}) in Egyptian society.\textsuperscript{8} Herodotus wrote that Egypt was a gift of the Nile River. The annual inundations of the Nile provided two essential contributions – water and silt – to the agriculture of the Nile Valley and Delta. Most of the Nile’s water and silt – about five-sixths – originated in Ethiopia, the source of the Blue Nile branch of the river. The annual rise and fall of the Nile gave natural irrigation and fertilization to Egyptian farmers in the Nile Valley and Delta.\textsuperscript{9} \textsuperscript{7} Joyce Tyldesley, \textit{Hatchepsut, The Female Pharaoh}, London: Penguin Books, 1996, pp. 8-10. \textsuperscript{8} Ian Shaw (ed.), \textit{The Oxford History of Ancient Egypt}, Oxford, England: Oxford University Press, 2000, pp. 99-101. \textsuperscript{9} Cyril Aldred, \textit{The Egyptians}, London: Thames & Hudson Ltd, 1998, p. 68. Ancient Egypt (Lower Egypt, Upper Egypt and Kush), c. 3000-332 BCE Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Ancient_Egypt_map-en.svg> The average rise of the Nile was 26 feet, but the annual flood levels varied greatly. Along the riverbanks of the Nile, the Egyptians constructed basins surrounded by earth dikes with water intakes and outlets. The basins were filled in July and August, when the annual Nile flood elevated the river level. They were drained in October and November, when the flood receded. After the flood recession, seeds were broadcast into the rich, silty soil, and no further fertilization was required before harvest in April and May.\(^{10}\) The yearly Nile flood was a boon for agriculture in Egypt, but the hydraulic system required careful organization of labor and was highly risky. To make effective use of water and silt, farmers had to build and maintain dikes, create basins, move water in canals, and operate drainage systems. In ancient Egypt, all of those tasks were done manually, using picks, hoes, baskets, and \(^{10}\) Barbara Watterson, *The Egyptians*, Oxford, England: Blackwell Publishers Ltd, 1997, pp. 130-131. water-jars. The labor-intensive system was time-specific since critical tasks had to be accomplished just before the Nile waters rose or shortly after they receded. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Hapy_tying.svg> Hapi, God of the Annual Flood of the Nile – Depicted Twice to Symbolize the Unification of Upper and Lower Egypt The hydraulic system thus required specialists to organize and supervise the work. Egyptologists speculate that authoritarian political organization evolved from the necessities of water control. The risks were great. Too much water damaged dikes and flooded fields and villages, whereas too little water meant a loss of valuable planted area. In Egyptian cosmology, the annual inundation of the Nile was interpreted as a reenactment of the creation of the world by the creator sun-god, Atum.\(^{11}\) The power and wealth of the ancient Egyptian dynasties was based principally on the taxation of agriculture. The inundations of the Nile River contributed to very high agricultural productivity and hence large surpluses that could be taxed away. In average years most Egyptian farmers produced about three times the amount needed by their families for subsistence, so the potential for taxation was great. Agricultural taxation was heavy (from 10- \(^{11}\) Ian Shaw (ed.), *The Oxford History of Ancient Egypt*, Oxford, England: Oxford University Press, 2000, p. 102. 50 percent of output), paid in-kind (usually in grain, sometimes in honey), and varied with the height of the Nile inundation (measured carefully at regular intervals by government devices called nilometers).\(^{12}\) \[\text{Source: Wikimedia Commons, available at} \] \[\langle \text{https://commons.wikimedia.org/wiki/File:Cairo_Nilometer_2.jpg} \rangle\] \[\text{Nilometer With Measuring Shaft – At Rawda, Near Cairo}\] \[\text{__________________________}\] \(^{12}\) Barbara Watterson, *The Egyptians*, Oxford, England: Blackwell Publishers Ltd, 1997, p. 45. Domesticated plants and animals were transferred from the Fertile Crescent region of southwestern Asia to Egypt between 6000 and 5000 BCE. Ancient Egyptian agriculture relied heavily on the Fertile Crescent package – three cereals (emmer wheat, einkorn wheat, and barley), four pulses (lentils, peas, chickpeas, and beans), one oilseed (flax, for linseed), four animals (cows, sheep, goats, and pigs), three fruits (grapes, dates, and figs), and numerous vegetables (especially onions and garlic). To that package, the early Egyptians added two endemic plants – chufa, a vegetable, and sycamore fig, a fruit. The cereals provided carbohydrate and some vegetable protein, the pulses contained much more protein, and the animals offered milk, wool, plowing, and transport. That diversified agricultural package thus easily met Egypt’s basic human needs – carbohydrate, protein, fat, clothing, animal traction (for plowing), and transportation.\(^{13}\) \(^{13}\) Stephen Quirke and Jeffrey Spencer (ed.), *The British Museum Book of Ancient Egypt*, New York: Thames and Hudson, Inc., 1999, pp. 17-18. Agriculture Originated in the Fertile Crescent, c. 8500 BCE The early Egyptians also made and drank beer (brewed from barley and flavored with dates) and wine. Ancient Egypt is one of the first places where beer was brewed, and beer was a very popular beverage. A wide variety of beers, differing by quality and alcohol content, were produced. All strata of the population drank beer regularly, whereas the few wines produced were consumed only by the rich. Grapes were first domesticated about 5000 BCE in Georgia (in the Caucasus Mountains), and wine was first produced there about a millennium later. Grapes and wine were transferred to Egypt via the Fertile Crescent early in the third millennium BCE. Along with the pharaoh’s omnipotent authority came clearly specified political responsibilities. The king’s three primary worldly responsibilities were to guarantee *maat* (by maintaining law and order, ensuring security from foreign invasion, and personally leading his army in battle), encourage agricultural success and adequate food supplies (by managing the Nile hydraulic systems, collecting agricultural taxes, and storing surplus food in public warehouses to forestall famine), and construct religious monuments (by providing design, management, land, labor, and construction materials).\(^{14}\) In addition to a strong military force, the pharaoh needed an effective politico-economic \(^{14}\) Cyril Aldred, *The Egyptians*, London: Thames & Hudson Ltd, 1998, pp. 86-88. organization to wield his unlimited power and carry out his political responsibilities.\textsuperscript{15} \begin{center} \includegraphics[width=0.5\textwidth]{pharaoh.png} \\ \textit{Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Pharaoh.svg>} \\ \textit{Typical Depiction of an Egyptian Pharaoh} \end{center} State bureaucracy was first developed in ancient Egypt to deal with those complex management problems. The bureaucracy depended on educated managers, engineers, and scribes who were literate and numerate. Writing and basic accounting developed \textsuperscript{15} Joyce Tyldesley, \textit{Hatchepsut, The Female Pharaoh}, London: Penguin Books, 1996, pp. 7-8. initially to serve state bureaucratic needs. A powerful vizier headed the bureaucracy, and his power usually was second only to that of the king.\textsuperscript{16} The court often was itinerant to facilitate bureaucratic functions (tax collection and the organization of labor on government projects) in the widespread regions along the Nile.\textsuperscript{17} The king had a right to conscript seasonal labor at any time of the year. But that corvée labor system typically was used for monument construction during the Nile inundation, when the Nile flood plain was under water and thus no farm work was possible, and for hydraulic projects (irrigation and drainage) before or after the flood season. The workers despised the conscripted labor (corvée) system because they received only minimal rations and no salary for their labor and the tasks were physically demanding. \textsuperscript{16} Bill Manley, \textit{The Penguin Historical Atlas of Ancient Egypt}, London: Penguin Books, 1996, p.24. \textsuperscript{17} Ian Shaw (ed.), \textit{The Oxford History of Ancient Egypt}, Oxford, England: Oxford University Press, 2000, pp. 99-101. Wealthier Egyptians hired proxies or paid bribes to circumvent their corvée obligations. The elite had funerary figurines (*shabti*) placed in their tombs to carry out corvée and other labor tasks during the afterlife. Whether alive or dead, Egyptian nobles found ways to avoid paying harsh labor services to the pharaoh.\(^{18}\) The origins of the long-standing multinational empire in ancient Egypt thus depended on building a hierarchical political structure to develop Nile agriculture. **The Tigris-Euphrates River Valley and the Origins of Ancient Mesopotamian Empires.** The ancient kingdoms and empires based in the Tigris-Euphrates River Valley had shorter lives than those of dynastic Egypt. But the power and wealth of the Mesopotamian states, too, were based on river-floodplain agriculture. Agriculture was first practiced along the Levantine coast of the eastern Mediterranean region (modern Israel, Lebanon, \(^{18}\) Stephen Quirke and Jeffrey Spencer (ed.), *The British Museum Book of Ancient Egypt*, New York: Thames and Hudson, Inc., 1999, pp. 96-97. Syria, and southeastern Turkey) about 8,500 BCE. The domestication of plants and animals spread in a 1,200-mile arc to the Tigris-Euphrates Valley during the following millennium. The generation of food surpluses and the ability to store them led to the creation of cities. Associated innovations in this process included the wheel, writing, metallurgy, and monumental architecture, and, within the agricultural sector, the plow, milking of animals, planting of fruit trees, and production of wine and beer.\(^{19}\) The gradual development of productive agriculture – and of a requisite sedentary life-style – eventually permitted the production of food surpluses and storage along with increases in population densities. Human societies thus were able to feed specialist, non-agricultural groups and afford a division of labor. Craftsmen produced tools, weapons, and art and developed new technologies, while warriors engaged in protection and conquest. With literacy, \(^{19}\) A. Bernard Knapp, *The History and Culture of Ancient Western Asia and Egypt*, Chicago: The Dorsey Press, 1988, pp. 11-14. complex structures of social organization arose. Populations concentrated, and centralized political rule began. Rulers and their armies created and protected cities, nation states, and empires. Mankind thus established four prerequisites for modern civilization – agriculture, writing, advanced social organization, and cities.\(^{20}\) By 5000 BCE, the hills of northern Mesopotamia (modern Iraq) were filled with agricultural villages. Gradually, innovative people invented gravity-fed irrigation and settled the rich alluvial soils of the Tigris-Euphrates basin in southern Mesopotamia, a much more fertile agricultural region. At about the same time, Egyptian farmers began practicing irrigation in the Nile Valley and Delta, using natural water and soil nutrients. Irrigated agriculture in huge river basins then served as the basis of rich and innovative kingdoms in both Mesopotamia and Egypt. \(^{20}\) A. Bernard Knapp, *The History and Culture of Ancient Western Asia and Egypt*, Chicago: The Dorsey Press, 1988, pp. 46-47. The Levant – Trade Crossroads, Linking Egypt with Mesopotamia Between 5000 and 3000 BCE, the Sumerians in southern Mesopotamia developed irrigated agriculture, introduced the plow and the wheel, and produced large agricultural surpluses (barley and sheep’s wool).\(^{21}\) The Sumerians became trade-dependent and exported grain and textiles to obtain much-needed raw materials (wood, metals, and \(^{21}\) A. Bernard Knapp, *The History and Culture of Ancient Western Asia and Egypt*, Chicago: The Dorsey Press, 1988, pp. 26-28. stone), gold, silver, and precious gems.\textsuperscript{22} About 3000 BCE, the Sumerians invented pictographic writing with cuneiform symbols to assist mercantile accounting. Sumerian writing later was given the name, cuneiform, from the Latin term for “nail-shaped” because the writing marks resembled nails inscribed in clay.\textsuperscript{23} \begin{center} \begin{tabular}{|c|c|c|c|c|} \hline \textbf{Sumerian (Vertical)} & \textbf{Sumerian (Rotated)} & \textbf{Early Babylonian} & \textbf{Late Babylonian} & \textbf{Assyrian} \\ \hline star & & & & \\ sun & & & & \\ month & & & & \\ man & & & & \\ king & & & & \\ son & & & & \\ head & & & & \\ lord & & & & \\ his & & & & \\ \hline \end{tabular} \end{center} Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Cuneiform_evolution_from_archaic_script.jpg> Cuneiform Writing – Originated in Sumeria, Evolved in Assyria \textsuperscript{22} A. Bernard Knapp, \textit{The History and Culture of Ancient Western Asia and Egypt}, Chicago: The Dorsey Press, 1988, pp. 42-45. \textsuperscript{23} Daniel C. Snell, \textit{Life in the Ancient Near East, 3100-332 B.C.E.}, New Haven, Connecticut: Yale University Press, 1997, pp. 16-17. During the third millennium BCE, three successive dynasties – ruling families that passed political power from one generation to the next – ruled Mesopotamia. Sumer (2900-2350 BCE) was a decentralized collection of independent city-states within Mesopotamia in which the land was owned and farmed by temples and the crown. The language of the Sumerians, who invented cuneiform writing, was unrelated to any other. Akkad (2350-2112 BCE) was a centralized state within a unified Mesopotamia in which private land ownership and wealth generation were stressed. The Akkadians, who initially ruled the north and then conquered the Sumerian-speaking south, were the first Semitic-speaking dynasts in the Near East.\(^{24}\) (The Semitic language family includes ancient Akkadian, Assyrian, and Aramaic and modern Arabic, Hebrew, and Amharic.) \(^{24}\) Daniel C. Snell, *Life in the Ancient Near East, 3100-332 B.C.E.*, New Haven, Connecticut: Yale University Press, 1997, pp. 32-34. Ur III (2112-2004 BCE) was a centralized and unified state in which most land ownership was held directly by the crown. The Ur III kings re-introduced Sumerian ideas and fused the Sumerian and Akkadian cultures into a single Mesopotamian one. Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Ancient_ziggurat_at_Ali_Air_Base_Iraq_2.jpg> *Ur III Ziggurat (Temple), 21st century BCE, Near Ai Air Base, Iraq* Although the ruling dynasties in Mesopotamia thus shifted, all Mesopotamian kingdoms drew their wealth and power from floodbased agriculture, using water and silt from the Tigris-Euphrates system.\textsuperscript{25} \textbf{The Indus River Valley and the Origins of the Indus Valley Culture.} The first great civilization in South Asia was the Indus Valley Culture (2600-1700 BCE), a rich, innovative, and urbanized agricultural kingdom in contemporary northwestern India and southwestern Pakistan. Excavations, which began in the early 1920s, have uncovered more than 100 Indus Valley Culture sites.\textsuperscript{26} The people were likely proto-Dravidian, speaking a language close to modern Tamil. (Most scholars agree that the first settlers in much of the Indian subcontinent were speakers of Dravidian languages, such as modern Tamil, Telugu, Kannada, and Malayalam, still in widespread use in southern India). This \textsuperscript{25} Rondo Cameron, \textit{A Concise Economic History of the World}, New York: Oxford University Press, 1989, pp. 28-31. \textsuperscript{26} Gordon Johnson, \textit{Cultural Atlas of India}, Abingdon, England: Andromeda Oxford Limited, 1996, pp. 58-59, 62. intriguing Indus Valley civilization derived its wealth from floodplain agriculture and foreign trade.\textsuperscript{27} \begin{center} \includegraphics[width=\textwidth]{indus_valley_civilisation.png} \end{center} \textit{Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Indus_Valley_Civilization,_Mature_Phase_(2600-1900_BCE).png>} \textbf{The Indus Valley Culture, 2600-1700 BCE} \textsuperscript{27} Andrew Robinson, \textit{India, A Short History}, London: Thames & Hudson, 2014, pp. 35-36. Agriculture spread from the Fertile Crescent in southwestern Asia to the Indian subcontinent. The earliest evidence of agriculture in the subcontinent dates from about 8000 BCE, first in Baluchistan and then in the Indus River Valley, where semi-nomadic farmers grew wheat. To the agricultural package developed much earlier in the Fertile Crescent (consisting of wheat, barley, dates, lentils, peas, cattle, sheep, goats, pigs, and dogs), the Indus Dravidian people added sesame (a local oilseed) and two major innovations – domesticated fowl and cotton, which they spun and wove into cloth. Cotton was indigenous to the Indus Valley region, and early Indus societies were the first to produce cotton cloth. There is strong evidence of regular and significant trade with the Akkad and Ur III states in Mesopotamia for at least three centuries (2300-2000 BCE). The Indus Dravidians exported surplus grain and newly-invented cotton cloth.\(^{28}\) \(^{28}\) Stanley Wolpert, *A New History of India*, New York: Oxford University Press, 2009, p. 18. The Indus Valley Culture was organized around two major cities, and in both there is evidence of careful urban planning – standardized bricks for construction, huge granaries to store wheat and barley, and sophisticated sewer systems. Harappa in the eastern Punjab had perhaps 40,000 residents at its peak, and its protective city wall was 40-feet thick at the base for all of its 3.5 miles. Mohenjo-daro, 400 miles distant in the Sind and home to perhaps 50,000 people, was meticulously laid out and constructed, and it featured skilled potters and metallurgists who worked in bronze and copper.\(^{29}\) \(^{29}\) Sugata Bose and Ayesha Jalal, *Modern South Asia, History, Culture, Political Economy*, London: Routledge, 1998, pp. 13-14. The pantheistic religion of the Indus Valley Culture was based on a deified king, a mother goddess, and a hierarchical priesthood.\(^{30}\) \(^{30}\) Stanley Wolpert, *India*, Berkeley, California: University of California Press, 1999, pp. 25-26. Harappa – First Indus Valley Culture Site Excavated The Indus Culture disappeared about 1700 BCE. The probable cause was a catastrophic series of earthquakes and floods that changed the course of the Indus River and ruined agriculture. Other possible causes are over-grazing, deforestation, and the gradual decline of rainfall.\(^{31}\) More than 30 skeletons have been unearthed at Mohenjo-daro, showing evidence of people suffering a mass, calamitous death about 1700 BCE. Unlike its counterpart \(^{31}\) Hermann Kulke and Dietmar Rothermund, *A History of India*, New York: Routledge, Taylor & Francis Group, 2016, pp. 10. river-valley-based states in Egypt and Mesopotamia, the Indus Valley kingdom suffered a tragic and sudden ending.\textsuperscript{32} **Comparative Summary of the Origins of River-based Empires.** The world’s first three empires arose in the early Third Millennium BCE. All were based on irrigated agriculture in the flood plains of large river valleys – Dynastic Egypt on the Nile, Sumeria, Akkad, and Ur III in Mesopotamia on the Tigris-Euphrates, and the Indus Valley Culture on the Indus. In all three regions, wealth was generated principally by flood-plain farming. The main crops in all of these early empires were drawn from the Fertile Crescent package, featuring wheat and barley. The Indus Valley Culture first domesticated cotton and made cotton textiles for export to Mesopotamia. In all three flood-plains, regular annual floods brought water and silt, making agriculture very productive. Farm families subsisted on about one-third of their \textsuperscript{32} Andrew Robinson, \textit{India, A Short History}, London: Thames & Hudson, 2014, pp. 44-45. harvests. The governments established bureaucracies to tax agriculture heavily. The origins of the river-based empires depended on strong rule to allocate labor effectively during the peak labor seasons – the two weeks before and after the annual floods. The ruling hierarchies thus gained great central power, especially in Egypt, including the right to conscript seasonal labor. In addition to managing the hydraulic systems underpinning irrigated agriculture, the ruling elites guaranteed political stability (law and order and security from invasions) and constructed religious and funerary monuments (to buttress their political legitimacy). They also engaged in foreign trade to supplement agricultural wealth. Independent river-based empires and kingdoms persisted in Egypt and Mesopotamia for more than two millennia, but the Indus Valley Culture experienced a catastrophic ending about 1700 BCE (probably caused by earthquakes shifting the course of the Indus River). **Origins of Poached Empires in Ancient China** China was a late entrant into the business of creating empires. China has two important rivers systems – the Yellow River in the north and the Yangzi River in the center. The Han Chinese people created a small kingdom, the Shang, in the middle of the 2nd millennium BCE, based on the Yellow River and its tributaries. But they did not move southward and occupy the larger Yangzi River valley until the end of the 1st millennium BCE.\(^{33}\) Imperial China and its twenty-one centuries of dynastic rule began with the initial unification of north and south China in the late 3rd century BCE. Significantly, China’s first two imperial dynasties – the Han and the Tang – both were created by poaching the unifying efforts of overly-ambitious predecessor states. The dynasties that did the tough work of conquering to unify (or re-unify) China soon over-extended themselves and imploded, allowing the Han and Tang \(^{33}\) John Fairbank and Merle Goldman, *China, A New History*, Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1998, pp. 35-38. dynasts to pick up the pieces and move forward. Our second set of illustrations of imperial origin will examine the beginnings of those first two unified Chinese empires. **Qin Unification and the Rise of the Han Empire.** During the Warring States Period (481-221 BCE), the Qin kingdom in northwestern China established a military-agrarian meritocracy and expanded from its western frontier base to conquer most of China.\(^{34}\) The Qin heartland (west of modern Xi’an) had important geographic advantages – natural defensive barriers, good loess soil (alluvium from the Yellow River network), irrigation potential, and location on a major Central Asian trade route.\(^{35}\) Qin military power grew out of the effective use of mass infantry and horse cavalry, strong organization and discipline, and emphasis on merit in determining military promotions. \(^{34}\) Patricia Buckley Erbey, *The Cambridge Illustrated History of China*, Cambridge, England: Cambridge University Press, 1996, pp. 49-51. \(^{35}\) Valerie Hansen, *The Open Empire, A History of China to 1600*, New York: W. W. Norton & Company, 2000, pp. 93-95. Qin Unification of China (400-221 BCE) – c. 260 BCE The Qin rulers abolished feudalism, created a free peasantry that owed land taxes (paid in grain) and labor services (corvée) directly to the state (not to feudal landlords), and permitted private sale of land. They enforced this anti-feudal revolution in all areas. that they conquered. The Qin government promoted the widespread use of iron plows and constructed irrigation and road networks. Qin leaders thus expanded their tax base – free peasant agriculture.\textsuperscript{36} The Qin government had an efficient bureaucracy, based on a Legalist philosophy that stressed written rules and laws (originally developed by Shang Yang in the early Qin kingdom during the 4\textsuperscript{th} century BCE). Efficient Qin bureaucrats standardized formerly diverse weights and measures, writing systems, coinage, cart axles, tools, and weapons in all conquered regions. Qin rulers and their advisors in the bureaucracy thus created a near-totalitarian system to underpin their centralized bureaucratic monarchy. Under the Legalist philosophy, the ends justified the means, and very heavy \textsuperscript{36} Lothar Ledderose, \textit{Ten Thousand Things, Module and Mass Production in Chinese Art}, Princeton, New Jersey: Princeton University Press, 2000, pp. 62-64. government intervention was rationalized because it produced significant gains in power and wealth.\textsuperscript{37} King Zheng of Qin (ruled 246-210 BCE), a brilliant militarist and public administrator, made the final conquests that unified China in 221 BCE. At that time, most Chinese people lived in the north (in or near the valleys of the Yellow and Huai Rivers), and non-Chinese peoples lightly occupied the Yangzi River valley and regions in the south. Upon unifying China for the first time in its history, Zheng took the title, Shi Huangdi (Great August Emperor), and ruled China as a megalomaniacal and increasingly paranoid leader (surviving three assassination attempts). Shi Huangdi, who spent his later years searching for an elixir to guarantee his personal physical immortality, refused to delegate political power or to prepare his ruling successor. He had expected his Qin dynasty to endure for 10,000 generations, but instead it \textsuperscript{37} Caroline Blunden and Mark Elvin, \textit{Cultural Atlas of China}, Abingdon, England: Andromeda Oxford Limited, 1998. Pp. 82-83. lasted for just fifteen years. Shi Huangdi died of natural causes in 210 BCE, and the Qin dynasty disappeared soon thereafter. Huhai, the second Qin emperor and an incompetent weakling in his father’s huge shadow, was murdered by his ministers in 207 BCE. Qin rule collapsed a year later.\(^{38}\) China under the Qin dynasty suffered from economic overstrain caused by extensive military campaigns of conquest within China and massive public works – high quality roads (a 4000-mile network across northern China), workable canals (the first Grand Canal of China stretching for over 1,200 miles), immense irrigation schemes (in the Wei River valley and on the Chengdu plain in Sichuan), a lavish new capital (Xianyang near modern Xi’an), a Great Wall across northern China (on which 300,000 corvée workers were employed), and a costly tomb for the first emperor (containing a retinue army of 8,000 terracotta \(^{38}\) John Fairbank and Merle Goldman, *China, A New History*, Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1998, pp. 54-57. warriors that today attracts more than a million tourists to Xi’an every year).39 Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:2015-09-22-081415 - Terrakotta-Armee, Grosse_Halle.jpg> Terracotta Warriors in the Mausoleum of Qin Shi Huangdi, Xi’an, China The Qin government employed harsh administrative measures to expand and build so rapidly. They squeezed the 39 Corinne Debaine-Francfort, *The Search for Ancient China*, New York: Harry N. Abrams, 1999, pp. 94-98. peasantry through heavy taxes and corvée labor services (civilian and military), and they burned all books not deemed to have practical value (books on agriculture, iron-working, and craftsmanship were spared, but philosophical works on Confucianism or Daoism were happily destroyed by Legalist officials). Under Qin rule, the Legalist bureaucrats imposed a rigid social structure – ranking the royalty on top, followed in order by scholars (government bureaucrats), peasants, artisans, and merchants. In the Legalist philosophy (as in Confucianism), merchants were seen as not providing any productive service since they did not produce goods or administer laws. --- 40 Caroline Blunden and Mark Elvin, *Cultural Atlas of China*, Abingdon, England: Andromeda Oxford Limited, 1998, p. 83. 41 Valerie Hansen, *The Open Empire, A History of China to 1600*, New York: W. W. Norton & Company, 2000, pp. 103-105. 42 Patricia Buckley Erbey, *The Cambridge Illustrated History of China*, Cambridge, England: Cambridge University Press, 1996, pp. 61-63. The free peasantry was at the heart of the Qin Legalist system. Despite their exalted position, China’s peasants suffered the most from the economic overstrain created by Qin expansionism. The harsh use of conscripted and penal labor on public works and in military service created widespread resentment that quickly erupted in peasant rebellions. A commoner named Liu Bang led the peasant rebellion that overthrew the Qin government in 206 BCE. He restored order, cut taxes to one-fifteenth of harvests (from one-tenth), created a new dynasty (the Han), named himself King of Han in 206 BCE, and served as the first Han emperor, Gaozu (ruled 202-195 BCE).43 The resilient Han Empire (206 BCE-220 CE) lasted for more than four centuries – longer than any of its successors in dynastic Chinese history. _____________________ 43 Patricia Buckley Erbey, *The Cambridge Illustrated History of China*, Cambridge, England: Cambridge University Press, 1996, p. 64. Han Chinese Empire (206 BCE-220 CE) – c. 60 BCE The fall of the Han Dynasty, following peasant rebellions, is discussed in Chapter Five. In the aftermath of Han rule, China disintegrated into competing small kingdoms and chieftaincies for three-and-one-half centuries. Sui Reunification and the Rise of the Tang Empire. In many respects, Chinese imperial history then repeated itself. China was reunified in the second half of the 6th century CE. As in the first unification of China eight centuries earlier, Turkic-Chinese warrior nobles from the northwest led the process. Reunification was carried out by two short-lived dynasties – the Northern Zhou (534-581) and the Sui (581-618). The Northern Zhou reunited northern China by conquering the fertile Sichuan basin and the rich Kingdom of Qi in the northeast. In 581, a Northern Zhou noble military leader, Yang Jian, engineered a palace coup, ruthlessly killed 59 Zhou princes, and declared himself Emperor Sui Wendi (ruled 581-604). He solidified his power and tax base by forcing all subjugated nobles to cede their lands and move to his new capital, Chang’an (modern Xi’an). Wendi amassed an enormous military force – 500,000 troops, a huge naval fleet, and an extensive system of grain _____________________ 44 John Fairbank and Merle Goldman, *China, A New History*, Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1998, pp. 76-77. 45 Patricia Buckley Erbey, *The Cambridge Illustrated History of China*, Cambridge, England: Cambridge University Press, 1996, pp. 108-109. supplies – and mounted eight massive sailing assaults up the Yangzi River to conquer the kingdom of Qen in south China. After nearly four centuries of division, China was again united.\textsuperscript{46} \begin{center} \includegraphics[width=0.5\textwidth]{Sui_Wendi_Tang.jpg} \end{center} \textit{Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Sui_Wendi_Tang.jpg>} \textit{Emperor Sui Wendi (ruled 581-604) – Reunited China} \textsuperscript{46} Arthur F. Wright and Denis Twitchett (ed.), \textit{Perspectives on the T’ang}, New Haven, Connecticut: Yale University Press, 1973, pp. 2-3. To protect his new conquests, Emperor Wendi introduced a military innovation – a divisional militia (*fu ping*) of 200,000 volunteer farmer-soldiers, who farmed land in government settlements and in lieu of paying land rent served in military rotations between the capital, Chang’an, and the frontiers. Wendi legitimized his rule by claiming he was a Buddhist Cakravartin king (a leader ordained to rule by a decision of the Buddha), promoted the establishment of Buddhist monasteries and temples, and hoped to unify China’s mixed population by popularizing Buddhism as a universalistic religion with appeal for everyone seeking eternal salvation.\(^{47}\) Wendi was a popular leader who planned to integrate China through a massive program of public works, constructed by millions of conscripted laborers (who were paying their corvée labor service obligation to the state). He initiated – and his son, \(^{47}\) Caroline Blunden and Mark Elvin, *Cultural Atlas of China*, Abingdon, England: Andromeda Oxford Limited, 1998, pp. 99-100. Emperor Sui Yangdi (ruled 604-618), completed – the restoration or new construction of two capitals (Chang’an and Luoyang), the 1,200-mile Grand Canal system (linking the Yellow River and Yangzi River valleys to Beijing in the north and Hangzhou in the south), an expanded Great Wall, a new road network to the northern frontiers, and a series of public grain depots. Those public projects required enormous expenditures of forced labor service – 5.5 million workers were employed to repair and extend the Grand Canal and another 1 million to reconstruct the Great Wall (when the entire population of China was no more than 60 million).\(^{48}\) Yangdi added guns to butter when he became emperor in 604 upon the death of his father, Wendi, the Sui founding king. In 609, Yangdi embarked on expensive military campaigns in northern Vietnam and Champa (modern central and southern Vietnam) and \(^{48}\) Charles O. Hucker, *China’s Imperial Past*, Stanford, California: Stanford University Press, 1975, pp. 138-139. in Chinese Turkestan (modern Xinjiang Province in northwestern China). Between 612 and 614, he suffered disastrous defeats at the hands of the Koguryo kingdom in Korea, when he stubbornly mounted annual failed assaults that overstretched his supply lines. Like Qin Shi Huangdi, Sui Yangdi was a harsh and megalomaniacal leader who greatly overstrained the resources of his empire. Yangdi, widely viewed as an oppressive tyrant, was assassinated in 618 by one of his generals.\(^{49}\) Immediately after the second Sui emperor’s death, Li Yuan, a Sui military commander of Turkic-Chinese noble origins and a first cousin of Yangdi, founded a new dynasty, the Tang (618-907), and declared himself Emperor Gaozong (ruled 618-624). During the first two centuries of Tang rule, China entered its Golden Age – a period of political power, expanding wealth, and artistic creativity. As I show in Chapter Five, the Tang Dynasty also fell because of internal erosion leading to peasant rebellions. \(^{49}\) Valerie Hansen, *The Open Empire, A History of China to 1600*, New York: W. W. Norton & Company, 2000, pp. 193-196. Tang Chinese Empire (618-907) – c. 755 Comparative Summary of the Origins of Han and Tang China. A consistent and intriguing pattern emerges from this comparison of the origins of China’s Han Empire (206 BCE-220 CE) and Tang Empire (618-907 CE). Both empires inherited a unified China from a powerful, but short-lived, founding dynasty. that overextended itself – the Qin (221-206 BCE), which ruled for 15 years before the Han, and the Sui (589-618 CE), which governed for 29 years prior to the Tang. Those earlier building kingdoms each provided a strong central government operated by skilled scholar-officials and an important transportation network – the Qin built 4,000 miles of roads integrating the country, and the Sui constructed the Grand Canal linking north and south China. Both founding kingdoms were led by brilliant, harsh, and megalomaniacal leaders of Turkic-Chinese origin from northwest China – Shi Huangdi (246-210 BCE) of Qin and Wendi (581-604) and Yangdi (604-618) of Sui, who over-strained their economies with extensive military campaigns and massive public works. The founder-king of the Han dynasty, Liu Bang (Han Emperor Gaozu (ruled 202-195 BCE)), was a commoner who gained power through a peasant rebellion. His counterpart in the Tang dynasty, Li Yuan (Tang Emperor Gaozong (ruled 618-624)), was a Sui military commander who claimed the throne through a military coup d’état. Both early Chinese empires reached the peak of their power, territory, and creativity about a century after their founding – the Han under Emperor Wudi (ruled 141-87 BCE) and the Tang under Emperor Xuanzong (ruled 712-756). Both empires fell after peasant rebellions. **Origins of Three Islamic Empires during the Late Middle Ages** We next move to the late Middle Ages to illustrate the pattern of gradual imperial development within a dynastic sequence. Several hundred years after the 7th-century irruption of Muslim Arabs across western and central Asia and northern Africa, a fascinating development occurred. Between the 14th and 16th centuries, three non-Arab, Islamic empires gradually imposed their control across the region extending from southeastern Europe and northern Africa through north-central India. The largest was the --- 50 Cho-yun Hsu, *Han Agriculture, The Formation of Early Chinese Agrarian Economy* (206 B.C.-A.D. 220), Seattle, Washington: University of Washington Press, 1980, pp. 53-57. 51 Patricia Buckley Erbey, *The Cambridge Illustrated History of China*, Cambridge, England: Cambridge University Press, 1996, pp. 121-124. Turkish Ottoman Empire, centered in Istanbul and based principally in Anatolia and the Balkans. The most intriguing was the Turko-Persian Safavid Empire, centered in Esfahan and incorporating Persia and Mesopotamia. The richest was the Turcoman Mughal Empire, centered in Agra (later Delhi) and including most of the Indian subcontinent (except southern India) and Afghanistan. Our final set of illustrations of the origins of early empires will contrast the beginnings of those three Islamic dynastic empires. **Origins of the Ottoman Turkish Empire.** The Ottoman Empire arose in western Asia (the Anatolian Plateau) and southeastern Europe (the Balkans) during the 14th through 16th centuries. The Ottoman Turks created their empire by gradually taking territory and people from the declining Byzantine (eastern Roman) Empire. Roman Emperor Constantine (ruled 307-337) built an impregnable fortress in Constantinople (Byzantium) to control the Bosporus straits and be closer to Rome’s principal foe, Sasanid Persia. In 330, he transferred the capital of the Roman Empire to his new city, divided the Roman Empire in two, and created the Byzantine Empire as the eastern half.\textsuperscript{52} \begin{center} \includegraphics[width=\textwidth]{395_AD.png} \end{center} \textit{Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Theodosius_I%27s_empire.png>} \textit{The Roman Empire After Division by Theodosius I in 395 CE – Western Roman Empire (Red) and Byzantine) Empire (Purple)} The migrations of Seljuk Turks into Anatolia in the 11\textsuperscript{th}-13\textsuperscript{th} centuries precipitated the fall of the Byzantine Empire.\textsuperscript{53} The \textsuperscript{52} Peter Frankopan, \textit{The Silk Roads, A New History of the World}, London: Bloomsbury Publishing, 2015, pp. 24-25. \textsuperscript{53} Ibid., p. 26. Seljuks first enter recorded history as nomads in Central Asia who converted to Islam in the 10th century. In 1064, Seljuk Sultan Alp Arslan invaded Anatolia. At the Battle of Manzikert in eastern Anatolia (1071), Alp Arslan annihilated the Byzantine army and opened eastern Anatolia to waves of Turkish migrations.\(^{54}\) The Seljuks set up the Sultanate of Rum in Anatolia in 1080. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Seljuk_Empire_locator_map.svg> Seljuk Turkish Empire At Its Greatest Territorial Extent, 1092 \(^{53}\) John Julius Norwich, *A Short History of Byzantium*, New York: Vintage Books, 1997, pp. 236-237, 241. \(^{54}\) John Julius Norwich, *A Short History of Byzantium*, New York: Vintage Books, 1997, pp. 241-242. Hulegu, a Mongol and grandson of Chinggis Qan (also known as Genghis Khan), defeated the Seljuks in 1243 and created the Il-Khanate (1258-1335) to govern Persia and Mesopotamia. The Mongol incursions created a second massive wave of Turkish migrations of refugees and soldiers into Anatolia. Hence, by 1300, the Byzantine Empire was in severe decline.\(^{55}\) In Anatolia, the Byzantines controlled only Constantinople, a half-dozen major western cities, and a few Black Sea ports. Numerous Turkish tribes, awaiting political re-organization, inhabited the remainder of Anatolia. \(^{55}\) Douglas A. Howard, *The History of Turkey*, Westport, Connecticut: Greenwood Press, 2001, pp. 33-36. The Four Khanates of the Mongol Empire – Yuan Dynasty, Chagatai Khanate, Ilkhanate, and Golden Horde, 1335 In 1300, the Ottoman *beylik* was one of several small Turkish Muslim kingdoms in Anatolia, nominally under the rule of a Seljuk Sultan and a Mongol Ilkhan. Osman (ruled 1300-1326), a talented soldier and administrator, was the founding father of the Ottoman Empire (1300-1923). The keys to Ottoman success were the skilled use of *ghazi* Turkish warriors, seeking better pastures and fiefdoms, and religious tolerance for the Orthodox Christian Greek majority in western Anatolia.\textsuperscript{56} Murad I (Osman’s grandson, ruled 1360-1389) built the Ottoman Empire in southeastern Europe through conquest and diplomacy. He established the first imperial province, Rumelia, and placed his capital at Edirne (in Thrace) in 1365. Murad next took advantage of rivalries among the Balkan fiefdoms to conquer Bulgaria, Macedonia, and Serbia. He defeated a Balkan coalition, led by Lazar of Serbia, at the Battle of Kosovo in 1389 to cement Ottoman control.\textsuperscript{57} \textsuperscript{56} Albert Hourani, \textit{A History of the Arab Peoples}, New York: Warner Books, 1991, pp. 81-82, 86. \textsuperscript{57} Douglas A. Howard, \textit{The History of Turkey}, Westport, Connecticut: Greenwood Press, 2001, p. 38. Early Ottoman Conquests, 1301-1389 Mehmed II (The Conqueror, Murad’s great-grandson, ruled 1451-1481), successfully besieged Constantinople in 1453, and its fall sounded the final death knell of the Byzantine Empire. By then, Constantinople was a poor city of only 40,000 residents, and it had only 7,000 men to defend 14 miles of city walls. After a courageous defense, the city fell to Mehmed’s 300,000 troops, who attacked by land and sea. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:Walls_of_Constantinople.JPG> The Restored Land Walls of Istanbul – Re-built by Sultan Mehmed II, Late 15th century Mehmed styled himself as the Sovereign of Two Lands (Anatolia and Rumelia) and Two Seas (Mediterranean and Black). He expanded Ottoman control in the Balkans in the 1460s by taking Serbia, Bosnia, Herzegovina, Albania, and Greece. In the 1470s, Mehmed ensured Ottoman control of the Black Sea region by conquering northern Anatolia and by subjugating the Crimean Tatars (descendants of Mongols) to vassalage. Mehmed’s ruling strategy was to create a cosmopolitan empire. He rebuilt Istanbul (formerly Constantinople) as a new city of half a million multi-ethnic residents, only half Turkish. Mehmed also was a devoted scholar, who spoke six languages fluently, had a deep interest in technology, and was a patron of the humanities and arts.\(^{58}\) Suleiman I (The Magnificent or The Legislator, Mehmed’s grandson, ruled 1521-1566) was the Ottoman Empire’s greatest sultan. His army defeated Charles V, the Habsburg Emperor and King of Spain, in the critical Battle of Mohacs in 1526. He negotiated a secret mutual defense pact, against the Habsburgs, with Francis I of France in the Turco-French Treaty of 1536. Hungary became an Ottoman vassal in 1543, and the Ottomans maintained control of Hungary for 150 years.\(^{59}\) \(^{58}\) Lord Kinross, *The Ottoman Centuries, The Rise and Fall of the Turkish Empire*, New York: Morrow Quill Paperbacks, 1977, pp. 155-156. \(^{59}\) Jason Goodwin, *Lords of the Horizon, A History of the Ottoman Empire*, New York: Henry Holt and Company, 1998, pp. 81-83. Suleiman I (The Magnificent or The Legislator, Ruled 1521-1566) – The Ottoman Empire’s Greatest Sultan Suleiman personally led three campaigns against Safavid Persia, the Ottomans’ arch-enemy on the eastern front, between 1534 and 1554, adding southern Mesopotamia, including Baghdad, to his empire. Suleiman also oversaw a full codification of Sultanic and Quranic law, which clarified the rights, duties, and codes of conduct for both Muslims and non-Muslims.\(^{60}\) \(^{60}\) André Clot, *Suleiman the Magnificent*, London: Saqi Books, 2005, pp.73-74, 87. expanding Ottoman Turkish sultans thus took two and one-half centuries to build their massive empire spanning three continents – western Asia, southeastern Europe, and northern Africa. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:OttomanEmpireIn1683.png> Expansion of the Ottoman Empire, 1300-1683 Origins of the Safavid Persian Empire. The Safavid order, a militant religious brotherhood, was created by Sheikh Safi (1252- 1334) to promote Sufiism (mystical Islam) in Persia. Shah Ismail I (1501-1524), who was of Turkic ancestry, founded the Safavid Persian Empire (1501-1722) by leading Qizilbash (Turkmen) warriors in a series of conquests, starting in Tabriz (northwestern Persia). Ismail’s hopes of adding eastern Anatolia to his new empire were quashed by the Ottomans at the Battle of Chaldiran (1514). 61 Patrick Clawson and Michael Rubin, *Eternal Iran, Continuity and Chaos*, New York: Palgrave Macmillan, 2005, p. 23. 62 Michael Axworthy, *Empire of the Mind, A History of Iran*, London: Hurst & Company, 2007, pp. 129-131. The Safavid Persian Empire (1501-1722) – Disputes with Ottomans (Purple) and Uzbeks (Green) Shah Abbas I (The Great, 1587-1629) consolidated the Safavid Empire. Abbas secured imperial borders by conquering Khurasan (from the Uzbeks), Azerbaijan and Iraq (from the Ottomans), and Kandahar (from the Mughals). He used Persian --- 63 Monika Gronke, *Iran, A Short History*, Princeton, New Jersey: Markus Wiener Publishers, 2008, pp. 78-80. administrators to underpin his royal absolutism, and he created an elegant capital at Esfahan. Source: Wikimedia Commons, available at <https://commons.wikimedia.org/wiki/File:ShahAbbasPortraitFromItalianPainter.jpg> Shah Abbas I (The Great, 1587-1629) – Expanded and Consolidated the Safavid Empire Abbas introduced two key reforms to counter the power of troublesome Qizilbash warriors who had become a land-holding elite.\textsuperscript{64} He created a permanent army, using Caucasian ex-slaves and gunpowder (firearms and cannons), and he introduced \textit{tuyul} land grants, which were linked to offices rather than individuals and thus were not hereditary.\textsuperscript{65} The Safavid Empire was less wealthy than its two neighboring Sunni Muslim adversaries – the Ottoman and Mughal Empires. The Safavids’ main source of wealth and key export was silk (raw and textiles). Shah Abbas captured Gilan (near the Caspian Sea), the main region of sericulture (silk production), and he imposed a monopoly on silk trade and organized the leading Armenian merchants to enforce it. The Armenian traders dominated land-based trade (to the Levant, Anatolia, and Russia), and Indian merchants handled most maritime trade.\textsuperscript{66} The Safavid \textsuperscript{64} Patrick Clawson and Michael Rubin, \textit{Eternal Iran, Continuity and Chaos}, New York: Palgrave Macmillan, 2005, pp. 26-27. \textsuperscript{65} Michael Axworthy, \textit{Empire of the Mind, A History of Iran}, London: Hurst & Company, 2007, pp. 134-138. \textsuperscript{66} Rudolph P. Matthee, \textit{The Politics of Trade in Safavid Iran, Silk for Silver, 1600-1730}, Cambridge, United Kingdom: Cambridge University Press, 1999, pp. 232-233. shahs imposed taxes on trade, agriculture (land, crops, and animals), peasant labor (corvée), and non-Muslims (the *jizya* head tax).\(^{67}\) Political legitimacy for the absolutist Safavid shahs rested on three pillars – military power (Qizilbash warriors and later Caucasian soldiers), Persian bureaucrats, and the Twelver Shi’ite religion. Followers of Shi’ite Islam believe that only descendants of Ali ibn Abi Talib (Muhammad’s cousin and son-in-law) could be legitimate caliphs (leaders of all Muslim people) whereas Sunni Muslims believe that descendants of all original followers of the Prophet could become caliph.\(^{68}\) Shi’ites annually mourn the death of Husain ibn Ali, Ali’s son, in 680 at the Battle of Karbala, when Sunnis slaughtered Shi’ites. The Iranian followers of Twelver Shi’ism believe that beginning with Ali there were twelve imams \(^{67}\) Rudolph P. Matthee, *The Politics of Trade in Safavid Iran, Silk for Silver, 1600-1730*, Cambridge, United Kingdom: Cambridge University Press, 1999, pp. 239-241. \(^{68}\) Albert Hourani, *A History of the Arab Peoples*, New York: Warner Books, 1991, pp. 181-184. between 656 and 934. The Twelfth Imam is believed to have been in occultation since 934 (living on earth but hidden from human view by Allah) and is expected to appear in the future to bring justice to the world.\(^{69}\) Sunni Muslims view those Shi’ite interpretations as heretical. The longstanding conflicts between the Shi’ite Safavid Empire and its two Sunni neighbors, the Ottoman and Mughal Empires, thus were both religious and political. **Origins of the Mughal Indian Empire.** Invaders of India from Central Asia established the Mughal Empire (1526-1858), which at its peak controlled about two-thirds of the Indian subcontinent (all except South India) and incorporated much of current Afghanistan as well.\(^{70}\) The Mughal leaders were Turcomans – products of a cultural fusion between Turkic and \(^{69}\) Monika Gronke, *Iran, A Short History*, Princeton, New Jersey: Markus Wiener Publishers, 2008, p. 16. \(^{70}\) John F. Richards, *The Mughal Empire*, Cambridge, England: Cambridge University Press, 1997, pp. 6-9. Mongol peoples that had occurred in the 14th century in Transoxiana (modern Uzbekistan). Zahiruddiin Muhammad Babur, a strong warrior founding king, led the Mughal invasion of India. Babur was born in 1483 of a noble Chaghatai Turkish family in Transoxiana, and he inherited the rich Ferghana valley as a child. Babur was a classic Turcoman, descended from Timur (the Turkic leader of Samarkand, who is also called Tamerlane) on his father’s side and from Chinggis Qan (the Mongol leader, whose name is sometimes spelled Genghis Khan) on his mother’s side. In 1504, at age 21, Babur, nicknamed “The Tiger,” conquered the rich trading city of Kabul (modern Afghanistan) and set up his headquarters there. He failed in his goal of ruling Samarkand, where he hoped to follow in the footsteps of his grandfather, Timur. 71 Valérie Berinstain, *India and the Mughal Dynasty*, New York: Harry N. Abrams, Inc., 1997, pp. 19-21. Timur’s Empire – At His Death, 1405 After three unsuccessful attempts at conquering the Punjab, in 1526 Babur again led his cavalry and cannon through the Khyber Pass and invaded North India. The ruling Delhi Sultanate had been weakened by numerous local insurrections. With only 12,000 troops, Babur defeated Ibrahim Lodi, the Afghan Sultan of Delhi, and his 100,000 soldiers at the battle of Panipat, north of Delhi.\textsuperscript{72} Babur used cannons to disperse Ibrahim’s elephants and create chaos in his ranks, he employed better military tactics, and his troops were superior cavalrymen. In 1527, Babur carried his invasion into Rajputana (Rajasthan) and routed the army of Rana Sanga of Mewar, the leading Rajput ruler and warrior.\textsuperscript{73} He then defeated the last remnant army of the Delhi Sultanate at Gogra River in 1529, ending resistance to his rule.\textsuperscript{74}\textsuperscript{75} Babur set up twin capitals at Delhi and Agra. He retained the Delhi Sultanate’s decentralized \textit{pargana} (provincial) system of administration. Babur appointed Turcoman governors to rule each province, and they collected agricultural and trade taxes, \begin{footnotesize} \begin{enumerate} \item Valérie Berinstain, \textit{India and the Mughal Dynasty}, New York: Harry N. Abrams, Inc., 1997, pp. 24-25. \item Gordon Johnson, \textit{Cultural Atlas of India}, Abingdon, England: Andromeda Oxford Limited, 1996, p. 84. \item Sugata Bose and Ayesha Jalal, \textit{Modern South Asia, History, Culture, Political Economy}, London: Routledge, 1998, p. 36. \item Stanley Wolpert, \textit{A New History of India}, New York: Oxford University Press, 2000, pp. 121-124. \end{enumerate} \end{footnotesize} transferred part to the central government, and maintained their own armies.\textsuperscript{76} \begin{center} \includegraphics[width=0.5\textwidth]{emperor_babur.jpg} \end{center} \textit{Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Emperor_babur.jpg>} \textit{Babur, Founder of the Mughal Empire – 17\textsuperscript{th} century Portrait} \textsuperscript{76} Richard M. Eaton, \textit{The Rise of Islam and the Bengal Frontier, 1204-1760}, Berkeley, California: University of California Press, 1993, pp. 63-64. Babur held a low opinion of the Hindu people whom he had conquered. He wrote in his memoirs, *Babur-nama*, in a Turkic language: "Hindustan is a country of few charms. Its people have no good looks; of social intercourse, paying and receiving visits there is none; of genius and capacity none; of manners none; in handicraft and work there is no form or symmetry, method or quality; there are no good horses, no good dogs, no grapes, muskmelons or first-rate fruits, no ice or cold water, no good bread or cooked food in the bazaars, no hot-baths, no colleges, no candles, torches or candlesticks."77 When Babur died of natural causes in 1530, his son, Humayun, succeeded him and ruled unspectacularly for 25 years. Humayun was more interested in opium and astrology than in power, and he nearly lost his father’s hard-fought territory.78 Today, visitors to Delhi marvel at Humayun’s magnificent tomb, a masterpiece of Mughal architecture, built by his wife and son, which greatly exaggerates his place in Mughal history. --- 77 Quoted in Valérie Berinstain, *India and the Mughal Dynasty*, New York: Harry N. Abrams, Inc., 1997, p. 130. 78 Stanley Wolpert, *A New History of India*, New York: Oxford University Press, 2000, pp. 124-125. Comparative Summary of the Origins of Three Islamic Empires. Three powerful Islamic states – the Ottoman, Safavid, and Mughal Empires – arose in the late Middle Ages during the 14th-16th centuries. The three ruling dynasties were all or part Turkish – the Seljuk Turkish Ottomans in Anatolia and the Balkans, the Turko-Persian Safavids in Iran and Mesopotamia, and the Turcoman (Turko-Mongol) Mughals in north-central India and Afghanistan – and were recent migrants into the regions that they ruled. Source: Wikimedia Commons available at <https://commons.wikimedia.org/wiki/File:Islamic_Gunpowder_Empires.jpg> The Ottoman (Red), Safavid (Purple), and Mughal (Yellow) Empires, c. 1700 Rulership within the dynasties of the three Islamic empires passed directly from father to son in an effort to avoid succession struggles. The practice of fratricide (the murder of eligible contenders for the crown) was followed in the Ottoman Empire for three centuries. The three Islamic empires were more often enemies than allies, in part because Safavid Persia practiced the Shi’ite version of Islam whereas the Ottomans and Mughals followed Sunni Islam. The Mughals and Safavids avoided outright warfare, but the Ottomans and Safavids fought over control of Mesopotamia and Azerbaijan. The Ottoman, Safavid, and Moghul Empires sometimes are referred to as the Gunpowder Empires, reflecting their military make-up and use of gunpowder in expansion. All three states were formed through a series of military conquests, led initially by skilled Turkish warriors who took over declining states. The three founder-kings were talented militarists – Osman (Ottoman), Ismail I (Safavid), and Babur (Mughal). But the main expansion and consolidation of the three empires occurred under their distinguished third rulers (grandsons) – Murad I (Ottoman), Abbas I (Safavid), and Akbar (Mughal). The key to imperial success was the dynasts’ ability to forge alliances with the elites in their non-Turkish majority populations and to tax agriculture and trade effectively. All three Turko-Muslim dynasties discovered that public administration was even more challenging than military conquest. * * * * * * * * * * * * * So it was with the origins of early empires. In the earliest era, starting five thousand years ago, the empires were based on river-floodplain agriculture. Dynasts drew their political legitimacy principally from the need to control their labor forces at peak times during the flood calendar, make irrigated farming work, and generate wealth from agricultural surpluses. Later on, beginning about 2,200 years ago, empires were created by conquering warrior-kings. But those founders had to be much more than warriors. After unifying regions of similar ethnicity and subjugating tributary areas, successful founder-kings (and their successors) had to be skilled public administrators and effective self-promoters. For most, it seemed easier to create an empire than to run it. In the last era of the formation of pre-industrial empires, occurring about 500-800 years ago, the founder-kings were successful militarists who could plunder others’ wealth. But the formation of a longstanding empire required additional conquests and, especially, strong leadership from a chain of descendants of the original founder-king. Sequential leaders sustained imperial power by creating wealth through the development and taxation of agriculture and foreign trade.
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HEI MAKERS Technical creativity in 3D printing module Co-funded by the Erasmus+ Programme of the European Union 2017-1-LT01-KA203-035231 LESSON #5 3D PRINTING PARTS DEFECTS ANALYSIS Technical creativity in 3D printing module OUTLINE OF THE LESSON #5 • Topic 5.1 Causes of defects in 3DP • Topic 5.2 3DP defects - Case studies • Further learning • Tasks for reflection 5.1. CAUSES OF DEFECTS IN 3DP • In this lesson you will learn about the causes of the defects encountered in FDM 3D printing. • Expected learning outcomes: basic knowledge needed to obtain good quality parts from a FDM 3D printer. | Duration | 1 academic hrs | |----------------|----------------| | Author / Lecturer | Doru Cantemir, Ludor Engineering | | Delivery methods | Individual | | Evaluation methods | Test / Report / Feedback / Exam etc. | INTRODUCTION • Creating a good quality object with a FDM 3D printer is part art and part science. There are so many factors to take in consideration: the object design, the dozens of print settings to tweak, the filaments that usually display different properties in function of not only the type but also the color, the printers characteristics, etc. • On the bright side, you’re a maker and there is a lot of fun to play with all these variables. Most of the FDM 3D printers allows you to experiment and to improve your print quality and your knowledge about 3D printing in general and your 3D printer in particular. Figure 5.1.1. Some 3DP defects. Source: Ludor Engineering INTRODUCTION • Unexpected challenges may arise when printing and they must be resolved in order to complete a successful print. Many times, the solution is not immediately apparent, especially if your experience with 3D printing is limited. • Luckily, the 3D printing community is a very active one and several comprehensive and helpful guides were made available on Internet. Also, there are many forums an lot of people willing to help. So, the solution is somewhere there, you just need to look for it. Figure 5.1.2. Some 3DP defects. Source: Ludor Engineering CAUSES OF 3DP DEFECTS • The printing defects can be caused mainly by the following issues: – The nozzle distance relative to the build platform is not correct – Build platform is not level – The nozzle is partially or totally clogged – Filament problems: incorrect diameter, contamination, broken, finished, tangled, poor quality, etc. – Lack or loss of adhesion to the build platform – Shock or vibrations (from the printer or another source) – Incorrect printer settings Figure 5.1.3. Some 3DP defects. Source: Ludor Engineering NOZZLE OFFSET • The extruder should be located at the perfect distance from the build plate in order to correctly extrude and bond the first layer. • If the nozzle is too close to the build platform, there is not enough room for plastic to come out from extruder. If it’s too far, the plastic will not stick to the plate. Figure 5.1.4. Nozzle distance. Source: Ludor Engineering UNLEVEL BUILD PLATFORM • If the platform is uneven, the nozzle will be at different distances from it in different parts of the print – sometimes this could mean too close (no plastic come out or worst – scratched plate, destroyed nozzle) or too far (poor adhesion). Figure 5.1.5. Level platform. Source: Ludor Engineering CLOGGED NOZZLE • A clogged nozzle cannot extrude the right amount of plastic or will not print at all. There are many causes (poor quality or dirty filament, incorrect print temperature, incorrect nozzle offset) and several solutions: pulling a piece of filament through the extruder (cold pull), using a needle, dismantling and cleaning the extruder, burning the nozzle. Figure 5.1.6. Clogged nozzles. Source: Ludor Engineering FILAMENT PROBLEMS • The poor quality of the filament could be the cause of many catastrophic prints. • A good quality filament but used with incorrect settings (diameter, temperature, cooling, printing speed) or contaminated (dust, dirt, humidity), broken, tangled, etc. will also cause problems. Figure 5.1.7. Filament issues. Source: Ludor Engineering ADHESION ISSUES • Poor adhesion of the first printing layer to the bed creates many problems. To improve it, some materials can be applied on the bed, depending on the type of filament: different tapes, glue, hair spray, special sheets. • Cleaning the printing surface, correct levelling and nozzle offset, suitable printing speed, temperatures and cooling could also help a lot. Figure 5.1.8. 3D printing on a special sheet to improve adhesion. Source: Ludor Engineering SHOCK OR VIBRATIONS • Printer vibrations can definitely ruin a print. Causes of vibrations: printing too fast, incorrect accelerations settings, mechanical issues (loose screws, broken parts). Figure 5.1.9. Delta 3D printer. Source: Ludor Engineering Depending on the 3D printer and on software used, there are dozens of settings that can make or break a print job. You need to learn about them, to test, to gain experience. Figure 5.1.10. Printer settings. Source: Ludor Engineering 5.2. 3DP DEFECTS - CASE STUDIES • In this lesson you will learn about the various defects encountered in FDM 3D printing. • Expected learning outcomes: basic knowledge needed to obtain good quality parts from a FDM 3D printer. | Duration | 1 academic hrs | |-------------------|----------------| | Author / Lecturer | Doru Cantemir, Ludor Engineering | | Delivery methods | Individual | | Evaluation methods| Test / Report / Feedback / Exam etc. | PRINT NOT STICKING TO THE PRINTING SURFACE • The problem: first layer is not sticking to the build platform and this cause warping or even part moving during printing. • Possible causes: bed is not level, printing surface not clean, incorrect nozzle offset, unsuitable bed surface for the used filament, incorrect settings: speed, temperature, cooling • How to solve: - calibrate printer, set the right nozzle distance from bed - prepare the printing surface: clean the print surface with isopropyl alcohol or other substances appropriate for your filament - use proper settings - decrease the printing speed LAYER SHIFTING • The problem: some of the layers shift from their designated position • Possible causes: printing too fast, mechanical or electrical issues • How to solve: - decrease the printing speed - check the printer’s belts, make sure they are tight enough - make sure nothing is blocking the axis movement Figure 5.2.1. Layer shifting. Source: Ludor Engineering STRINGING • The problem: small strings of plastic are left behind on a 3D printed part • Possible causes: wrong settings for retraction, temperature or speed • How to solve: - make sure you have correct retraction settings selected - try lower printing temperature - use a heat gun to melt the strings Figure 5.2.2. Stringing. Source: Simplify3D BLOBS AND ZITS • The problem: poor print quality • Possible causes: incorrect retraction settings; vibrations; printing too fast • How to solve: – check that the correct Extrusion multiplier is selected in the slicing software; if yes, decrease filament flow settings – check / modify retraction settings in the slicing software – decrease print speed – reduce vibrations – make sure everything is tight – check bearings – adjust the firmware acceleration – clean/lubricate all the rods Figure 5.2.3. Blobs and zits. Source: Ludor Engineering EXTRUDING TOO MUCH PLASTIC • The problem: the printer supplies more material than needed, resulting in poor print quality • Possible causes: incorrect extrusion settings • How to solve: check that the correct Extrusion multiplier is selected in the slicing software; if yes, decrease filament flow settings Figure 5.2.4. Over-Extrusion. Source: Ludor Engineering Simplify3D, Print Quality Troubleshooting Guide, https://www.simplify3d.com/support/print-quality-troubleshooting/ All3DP, 2018 3D Printing Troubleshooting Guide: 41 Common Problems, https://all3dp.com/1/common-3d-printing-problems-troubleshooting-3d-printer-issues/ The Ultimate 3D Print Quality Troubleshooting Guide 2018 https://rigid.ink/pages/ultimate-troubleshooting-guide Gunaydin, Kadir & S. Türkmen, Halit. (2018). Common FDM 3D Printing Defects. Print Troubleshooting Pictorial Guide https://reprap.org/wiki/Print_Troubleshooting_Pictorial_Guide The Anatomy of a 3D Printer: Bed Leveling https://www.matterhackers.com/articles/3d-printer-bed-leveling Unclogging Nozzles https://forums.matterhackers.com/topic/39/unclogging-nozzles TASKS FOR REFLECTIONS • Think to a set of rules that could reduce or prevent some of the defects discussed. • Read more about 3D printing defects using the resources provided in the previous slide. • Take 3D printed parts, look for defects, analyze them and find out how to avoid them. HEIMAKERS www.heimakers.eu Let’s make together! www.heimakers.eu
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Uncovering the foraging movements of White-tailed Tropicbirds in the Western Indian Ocean White-tailed Tropicbirds are a common seabird species across all tropical oceans but their movement and foraging ecology has so far been poorly studied. A recent study tracked the feeding movements of White-tailed Tropicbirds breeding in Seychelles, which hosts the largest population of the species in the Indian Ocean. The study compared the feeding movements of two... populations: one on Aride Island, in the inner granitic islands, and one on Aldabra Atoll, a coralline outer island approximately 1200km southwest of Aride. Both islands sit within marine protected areas. The results showed that White-tailed Tropicbirds undertake long-distance movements to reach their feeding grounds, both during incubation and chick-rearing, often feeding hundreds of kilometres away from their colony. On both colonies, birds fed well outside the boundaries of the protected areas around the islands, highlighting their limitations in protecting the birds’ feeding areas. The White-tailed Tropicbirds on Aride were found to forage mostly north of the island (the foreign fishing vessel prohibited area lies mostly south), while on Aldabra birds fed mostly south, and to a lesser extent, north-east of the island, with a substantial proportion of their foraging grounds even outside of the Seychelles Exclusive Economic Zone. A surprising result was the substantial difference in foraging range between the two populations. The White-tailed Tropicbirds on Aride fed at least twice as far as those on Aldabra, averaging a total distance per trip of ~860 km during incubation and ~300 km during chick-rearing (vs ~360 km and ~140 km on Aldabra). Using habitat models, the study shows that this difference is likely driven by the birds’ preference for deep waters, which are more easily accessible from Aldabra than from inner Seychelles islands. These habitat preferences are likely linked with the presence of the birds’ main prey, flying fish and squid. (a) Map showing the Indian Ocean with water depth contours and locations of Aldabra and Aride. (b) Close-up map of Aldabra showing the distribution of seabirds. (c) Close-up map of Aride showing the distribution of seabirds. Another potential driver of the larger foraging range of White-tailed Tropicbirds on Aride could be reduced foraging opportunities associated with tuna. Tropical seabirds, including White-tailed Tropicbirds, can associate with sub-surface predators, which bring school of small fish closer to the surface. Tuna stocks in the Indian Ocean have greatly declined due to longstanding overfishing, and there are higher levels of industrial fishing effort and human activity in the feeding range of White-tailed Tropicbirds from Aride than around Aldabra. With the White-tailed Tropicbird population on Aride declining, there is an urgent need to better understand the extent of their reliance on sub-surface predators to feed, and the potential links between their longer foraging trips, higher exposure to industrial fishing and human activity in their foraging grounds, and demographic traits. Read the full paper here. Tracking data from this work are available from the seabird tracking database 2122 and 2158 This work was carried out in collaboration with, and with in-kind support from, the Seychelles Islands Foundation, the Island Conservation Society and the Island Biodiversity and Conservation Centre from the University of Seychelles. Related Articles Victory! NACES seafloor designated for protection https://www.birdlife.org/news/2023/06/30/naces-receives-fullSensitivity Mapping: Accelerating offshore wind expansion and protecting nature (https://www.birdlife.org/news/2023/02/20/sensitivity-mapping-accelerating-offshore-wind-expansion-and-protecting-nature/) New study on seabirds adds new perspective on how tracking data can identify important sites for conservation During the recent global summit on biodiversity, world leaders committed to protecting 30% of the world’s oceans for nature. But which 30% of the oceans... Subscribe to our email newsletter to keep up with the latest Seabird Tracking Database news from the BirdLife Seabird Tracking Database (https://www.birdlife.org). Email Address Subscribe ≈1 email/month • one-click unsubscribe • confidential Contact Us Privacy Terms of Use Cookie Settings © 2023 BirdLife International (https://www.birdlife.org/). All Rights Reserved. Website by TerraCommunications (http://terracommunications.org) & OctophinDigital (http://octophindigital.org)
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2024-09-07T14:37:59+00:00
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Over 100 years ago the Great War “Over There” ended “Over Here” in New Jersey. Explore the ending and remembering of World War I on this self-guided tour of Raritan and Somerville. 1. Knox-Porter Resolution is accessible by car only. 2. Raritan Public Library, 3-5. Wallace House & Old Dutch Parsonage, and 6. Somerset County Courthouse Green are accessible by car or foot. 2. Raritan Public Library and 3-5. Wallace House & Old Dutch Parsonage are ½ mile apart on East Somerset Street in Raritan and Somerset Street in Somerville. Be mindful of traffic and safety procedures while crossing Rte. 206 between Raritan and Somerville. 3-5. Wallace House & Old Dutch Parsonage and 6. Somerset County Courthouse Green are 1 mile apart on Main Street (Rte. 28) in Somerville. 1. Knox-Porter Resolution Somerville Circle Shopping Center 501 NJ Rte. 28, Raritan, NJ 08869 (Burger King) Enter Somerville Circle Shopping Center. Turn right towards Burger King and then right to park behind the trees and bushes surrounding two stone pillars. Walk around to the opposite side of the plants to find the plaque marking the signing of the Knox-Porter Resolution facing the traffic lights on Easton Turnpike. The stone pillars in this grove of bushes and trees are all that remain of Joseph S. Frelinghuysen, Sr.’s country estate in Raritan. These pillars supported the gate to “The Hill.” The “Old Mansion” stood about where P.C. Richard & Son stands today. Joseph Frelinghuysen represented Somerset County in the Senate of New Jersey from 1906 to 1912 and served as Senate President. In 1916 Sen. Frelinghuysen won election to the U.S. Senate, the first U.S. Senator from New Jersey elected not by the Legislature of New Jersey but by popular vote in accordance with the new 17th Amendment to the U.S. Constitution. A Republican, Sen. Frelinghuysen was a political ally and personal friend of U.S. President Warren G. Harding, a fellow Republican who won election in 1920. President Harding in 1921 and again in 1922 took summer vacations in New Jersey, staying as a guest of Sen. Frelinghuysen at the Hill. They were on the golf course together when the Knox-Porter Resolution arrived from Washington in the afternoon of July 2, 1921. President Harding returned to Sen. Frelinghuysen’s home here for a makeshift ceremonial signing of the resolution, fulfilling with the support of Republicans in Congress his campaign promise to rescind the U.S. declaration of war on Germany and effectively end the conflict at the time called “The War to End All Wars.” 2. New Jersey’s Frelinghuysen Family Raritan Public Library: https://raritanlibrary.org/history.html 54 East Somerset Street, Raritan, NJ 08869 Sen. Frelinghuysen was one in a long line of Frelinghuysens in New Jersey and American politics. The first Sen. Frelinghuysen was Frederick, great-great-grandfather of Joseph S. Frelinghyusen, Sr. Frederick Frelinghuysen lived in this house which is today Raritan Public Library. Frederick Frelinghuysen served as a delegate to the Provincial Congress of New Jersey at Burlington in 1776. The Provincial Congress adopted New Jersey’s first Constitution on July 2, 1776 and directed New Jersey’s delegates to the Continental Congress downriver in Philadelphia to cast New Jersey’s vote in favor of American independence. Peter Frelinghuysen, who carried on the Frelinghuysen political tradition as U.S. Congressman from New Jersey’s 5th Congressional District from 1953 to 1975, also carried on his family’s association with this historic house. Rep. Frelinghuysen purchased the house in 1970 and supported its historic preservation as a museum and library for the Borough of Raritan. Raritan Public Library’s Flemish bond brickwork with glazed “headers” forming a checkered pattern dates back to the early 1800s and echoes the brickwork on the earlier Old Dutch Parsonage, built in 1751 for Frederick’s father Rev. Johannes Frelinghuysen, a minister of the Dutch Reformed Church. Today November 11 is a meaningful date around the world, marked as Armistice Day in France and Belgium, Remembrance Day throughout the Commonwealth of Nations, National Independence Day in Poland, and Veterans’ Day here in the United States. These celebrations and observances all remember November 11, 1918 when a ceasefire went into effect at eleven o’clock in the morning on the Western Front of World War I. The New Jersey Society of the Sons of the American Revolution dedicated this flagpole at Wallace House & Old Dutch Parsonage on November 11, 1916, two years before the “eleventh hour of the eleventh day of the eleventh month” took on the mythic associations it still bears today. Far from remembering World War I, the United States in November 1916 when this flagpole was dedicated largely hoped to forget about the war “Over There” in Europe. Woodrow Wilson, the only U.S. President elected from New Jersey, had won reelection to the White House just a few days earlier on November 7 on the slogan “He Kept Us Out of War.” Early in his second term, however, President Wilson reversed course. The increasing attacks of German submarines on American ships and the emergence of the Zimmerman Telegram revealing Germany’s attempts to persuade Mexico to attack the United States prompted President Wilson on April 2, 1917 to ask Congress for a declaration of war to “make the world safe for democracy.” Following the Armistice in 1918, President Wilson traveled to Europe to represent the United States in peace negotiations, making him the first U.S. president to take an extended overseas trip while in office. President Wilson argued for a League of Nations to resolve future international conflict by diplomacy instead of war. Republicans at home, however, including Sen. Frelinghuysen, strongly opposed the League of Nations, and the U.S. Senate refused to ratify the Treaty of Versailles that President Wilson negotiated with the Allies. Voters, including for the first time women across the nation following the adoption of the 19th Amendment to the U.S. Constitution, rejected President Wilson’s vision for the postwar world in the presidential election in 1920. Instead, war-weary Americans chose the Republican candidate Warren G. Harding who promised a return to “normalcy.” 4. A Winter at War and a Summer at Peace Wallace House STATE HISTORIC SITE Washington Place, Somerville, NJ 08876 For President Harding, the rolling hills of Somerset County were a comfortable retreat for summer vacations. For his earliest predecessor as Commander-in-Chief, however, the Watchung Mountains were a defensive advantage for an army at war. While the Revolutionary War raged on in the fall of 1778, George Washington chose the Middlebrook region between the Watchung Mountains and the Raritan River for the Continental Army’s winter camp. The area was close enough to New York to monitor the British garrison centralized there but far out enough to allow retreat into the mountains of northern New Jersey if necessary. The country house of Philadelphia merchant John Wallace was the largest home built in New Jersey during the Revolutionary War, and in preparation for the Middlebrook Cantonment the Continental Army approached Mr. Wallace about renting this house for Gen. Washington’s winter headquarters. George Washington stayed here from December 11 – 21, 1778 and February 5 – June 3, 1779, guiding the Continental Army through another winter at war. Over 125 years later, President Harding arrived in Somerset County under very different circumstances. The Wallace House was now an historic house museum, purchased and preserved two decades earlier in 1897 by the Revolutionary Memorial Society of New Jersey. This photograph from the Revolutionary Memorial Society of New Jersey shows the Wallace House in the early twentieth century. The Greek Revival porch was a nineteenth-century addition later removed as part of the restoration of the house to its appearance during the American Revolution. Compare this picture of the north front, the side facing the railroad tracks, with the house today. Before urban development around Rte. 206 later in the twentieth century, Raritan and Somerville remained rural. The view from the Wallace House to Sen. Frelinghuysen’s country home at the Hill a mile away was clear and uninterrupted. On July 3, 1921, *The New-York Tribune* covering the signing of the Knox-Porter Resolution on the previous day reported, “From where he sat the President could look down the little valley a few hundred feet and view the site of the old Wallace home, where George Washington had his headquarters during the winter of 1778, or he could look just beyond the range of hills where the Continental Army was encamped that winter.” 5. Preservation and Peace Old Dutch Parsonage STATE HISTORIC SITE Washington Place, Somerville, NJ 08876 The first minister of the Dutch Reformed Church who lived here at the Old Dutch Parsonage was Rev. Johannes Frelinghuysen, son of the Great Awakening preacher Rev. Theodorus Jacobus Frelinghuysen who emigrated from the Netherlands to New Jersey and great-great-great-grandfather of Sen. Joseph Frelinghuysen who hosted President Harding in 1921. Johannes Frelinghuysen moved into the new house in 1751, returning to New Jersey with his new wife Dinah Van Bergh after a journey to the Netherlands. Dinah Van Bergh, Joseph Frelinghuysen’s great-great-great-grandmother, was herself a Dutch emigrant of pietist faith. Johannes Frelinghuysen met and married Dinah Van Bergh in Amsterdam where he had traveled to receive a license to preach in the Dutch Reformed Church. Johannes Frelinghuysen lived in this house only a few years until his death in 1754 but during this time he boarded and tutored students preparing for Dutch Reformed ministry and Dinah gave birth to their two children Frederick and Eva Frelinghuysen. After Johannes Frelinghuysen’s death, Dinah married one of her first husband’s former students and remained in the Old Dutch Parsonage when her second husband took up her first husband’s ministry. Following the Revolutionary War, the Old Dutch Parsonage passed out of the ownership of the Dutch Reformed Church. The house was unoccupied in 1912 when the Central Railroad of New Jersey purchased it to demolish and make way for raised railroad tracks through Somerville. Local outcry against the proposed demolition followed. Joseph S. Frelinghuysen, Sr. intervened in 1913, purchasing the Old Dutch Parsonage and relocating the house 500 yards to the west to its present location, safely beyond the railroad’s right of way. Sen. Frelinghuysen leased the Frelinghuysen family’s ancestral home for a time to the Third Reformed Church of Raritan, a successor to the Dutch Reformed congregations that had built the Old Dutch Parsonage in the eighteenth century. The Frederick Frelinghuysen Chapter of the Daughters of the American Revolution helped care for the historic house and used it as their meeting place, an appropriate venue in consideration of their chapter’s namesake. In 1937, Sen. Frelinghuysen donated the Old Dutch Parsonage to the D.A.R.’s Frederick Frelinghuysen Chapter who in turn transferred the historic house to the State of New Jersey in 1947 in the same transaction by which the Revolutionary Memorial Society similarly handed over the neighboring Wallace House. This picture from a 1913 Somerville newspaper shows the Old Dutch Parsonage at its original location about 500 yards to the east of its present site. The garret on top of the house includes a front-facing gabled room that was added in the nineteenth century. A porch adorns the front of the house and the front windows have been extended into fashionable French windows reaching from floor to ceiling. To the right is a nineteenth-century outbuilding that was left behind and demolished following the Old Dutch Parsonage’s relocation. This photograph of the Old Dutch Parsonage at its present location following the 1913 move shows partial progress in the restoration of the house to its eighteenth-century appearance. The front windows are now returned to their original dimensions: if you approach the house today you can still distinguish the original bricks from the replacements added in the early twentieth century just below the first-floor windows. The porch was also removed but the gable remains in the garret. Eventually the gable was removed and visitors today see the roof as Johannes Frelinghuysen and Dinah Van Bergh saw it when they first arrived here in 1751. Work remains to preserve the brickwork and interior plaster and complete the historic house’s restoration. While Joseph Frelinghuysen chose not to live at the Old Dutch Parsonage, he remained involved in its historic preservation. The politician was also a preservationist, and Sen. Frelinghuysen is the gentleman next to the mirror in this photograph of a Washington’s Birthday celebration with the Frederick Frelinghuysen Chapter of the Daughters of the American Revolution dressed in the costume of the Colonial Revival. 6. A Memorial in Reverse Fourth New Jersey Infantry Appreciation to Somerville Somerset County Courthouse Green, 35 East Main Street, Somerville, NJ 08876 While most memorials remember at home those who went off to war, this stone on Somerset County Courthouse Green takes the opposite approach. Here the Fourth New Jersey Infantry thanked local residents for their hospitality when they stayed in Somerville during World War I. The stone was installed on Decoration Day, an occasion for decorating the graves of fallen soldiers that predated World War I and has evolved today into Memorial Day in the United States. While the veterans of the Fourth New Jersey offered this stone in appreciation of local civilians, they also used the stone to remember their comrades who died fighting in Europe, with one evocative line assuring, “We also speak for those who sleep in France.” From President Wilson’s attempts to “Keep Us Out of War” to President Harding’s signing of the Knox-Porter Resolution, New Jersey is home to historic events and memorial significant to the beginning, ending and remembering of World War I. Explore the history and memory of the Great War at State Parks & Historic Sites from the shores of the Delaware Bay to the Skylands of High Point. The "War Emergency" on the Delaware Bay Fort Mott State Park https://nj.gov/dep/parksandforests/historic/fortmott.html 454 Fort Mott Road, Pennsville, NJ 08070 Fort Mott was part of a late nineteenth-century coastal defensive plan to protect the nation’s ports of industry and trade. In conjunction with Fort DuPont and Fort Delaware, Fort Mott’s main role was to restrict the advance of any enemy vessel making its way up the Delaware River and attacking the Delaware Valley. Fort Mott consisted of six large caliber guns with a range of at least 7.5 miles downriver. When war broke out in Europe, Fort Mott was ready to defend against any enemy warship if the conflict spilled over the Atlantic. Fort Mott’s garrison of Coast Artillery troops were also bolstered with more soldiers as part of the “War Emergency.” Some of these new soldiers would later be deployed to artillery units in the battlefields of Europe. Additionally, with the advent of airplanes as an instrument of war, soldiers from Fort Mott were assigned to anti-aircraft weapons around industrial complexes such as the E.I. duPont ammunition plant in Carneys Point. Today, the large concrete fortifications and some buildings remain and can be toured by the public. A museum in the historic Ordnance Storehouse tells the story of Fort Mott’s place in history and displays the technology used defending the river. Useful Monuments The War Memorial: https://nj.gov/state/memorial/index.shtml 1 Memorial Dr, Trenton, NJ 08608 On November 11, 1921, President Harding participated in the interment of the Unknown Soldier at Arlington, the national cemetery comprised of the former estate of Martha Washington’s grandson George Washington Parke Custis, seized from his son-in-law Confederate General Robert E. Lee during the Civil War. Many Americans following World War I argued for the erection of “useful monuments,” channeling funds for memorials to soldiers and sailors lost overseas to support the communities for which they fought and died at home. The War Memorial in Trenton is New Jersey’s own useful monument to World War I. The War Memorial opened in 1932 as “a great community center” combining “beauty, dignity, and civic utility.” First dedicated “In affectionate memory of the citizens of Trenton and Mercer County who made the supreme sacrifice for freedom in the World War” the War Memorial was restored and rededicated in 1999 “in honor of all those from this state who served with courage, dignity, and patriotism in the Armed Forces of the United States of America.” The refurbished Patriots Theater at the War Memorial remains a center for artistic performances and civic occasions including gubernatorial inaugurations in New Jersey’s capital. When the need for social distancing following the outbreak of COVID-19 in 2020 required New Jersey’s emergency response team to relocate from the State Police’s Regional Operations & Intelligence Center, the Governor and Commissioner of Health moved their daily briefings to the War Memorial’s George Washington Ballroom. This “useful monument” steered New Jersey through a public emergency a century after the conclusion of the war that inspired its construction. “Necessary and Proper for the Public Good” Old Barracks: https://www.barracks.org/ 101 Barrack Street, Trenton, NJ 08608 Even before the United States entered World War I, the American Red Cross steadily increased its efforts to provide aid and support. Women accepted the task of Red Cross work with honor and determination, and quickly proved their capability. When called upon to help with the war effort, the women of Trenton, through community volunteerism within the Old Barracks Association and the Red Cross, selflessly provided supplies and a willing workforce. The women of the Old Barracks Association did not hesitate to offer their historic building to the Red Cross for its war work, and they wasted no time in organizing and volunteering. Though such women were expected to participate in charitable causes due to their social status, the enthusiasm with which Trentonians served was truly a credit to New Jersey’s capital. The Old Barracks Museum presents a digital exhibit which highlights the use of the Old Barracks by the Trenton Chapter of the American Red Cross during World War I: https://www.barracks.org/necessary-and-proper-for-the-public-good-world-war-i-exhibit.html Explosion at Black Tom Island Liberty State Park: https://nj.gov/dep/parksandforests/parks/libertystatepark.html Black Tom Wayside at Pesin Drive East Lot 200 Morris Pesin Drive, Jersey City, NJ 07305 In the summer of 1914, when World War I broke out in Europe, President Woodrow Wilson was determined to keep the United States neutral. Foreign governments purchased millions of tons of American-made munitions and supplies, boosting the American economy. Strategically located off the coast of what is now Liberty State Park, Black Tom was the largest munitions depot in the United States. A constant stream of trains unloaded cargo from all over the U.S. onto ships and barges that headed out of New York Bay to the Atlantic Ocean. As the war escalated, German aggression could not be ignored. The British passenger liner *Lusitania* was sunk by a U-boat in the spring of 1915 in the Celtic Sea. There were about 100 fires or explosions on merchant ships leaving New York harbor and at chemical and munitions factories from New Jersey to California. On July 30, 1916 dozens of train cars and barges filled with hundreds of thousands of tons of ammunition exploded on Black Tom. Railroad officials were initially held responsible for improperly storing the munitions. Within weeks, rumors of German sabotage were widespread but the federal government was slow to act. This photograph shows the wreckage on Black Tom after the explosion. The Statue of Liberty stands in the bay to the left. By the time the Zimmermann Telegram was intercepted in January 1917, anti-German sentiment was rampant in America. In the telegram Germany proposed an alliance with Mexico against the United States. This proved to be the last straw and the United States declared war on Germany on April 6, 1917. Liberty State Park offers a free interpretive program “Explosion at Black Tom” once a month. For a monthly schedule of history and nature programs, please email email@example.com. In 1910 Anthony and Susie Dryden Kuser purchased a large Adirondack-style hotel known as the High Point Inn and 1,700 surrounding acres at the top of New Jersey. In 1911 they inherited an additional adjacent 7,000 acres from Susie’s father John Dryden. For over a decade the mountaintop property served as the Kuser family’s private summer estate, and in 1923 they donated the nearly-10,000 acres to the State of New Jersey for a public park and nature preserve. They initially hoped to sell the property to the State as part of a larger proposed “living memorial forest” to honor veterans. Although the plan and funding fell through, the idea of a memorial remained. In the years following the conclusion of World War I, patriotic spirit in the United States remained high. As a result, in 1927, Colonel Kuser wrote to Governor Harry Moore, and proposed the construction of a monument at High Point dedicated to New Jersey’s veterans: “Mrs. Kuser and I hereby make formal offer to give to the State of New Jersey…the construction of a monument at High Point in tribute to all citizens of the State of New Jersey who have served or who shall serve in any war in either the land, sea, or air forces of this country. We feel that all such service, regardless of station or accomplishment, is of an heroic character that should be recognized, and that it is altogether fitting to place such a memorial on the highest promontory without [sic] our borders.” Governor Moore accepted the Kusers’ generous offer, and in August of 1928 the construction of a granite obelisk modeled after the Bunker Hill Monument began at the summit of Kittatinny Mountain, the highest elevation in the State of New Jersey. Construction was completed in the spring of 1930 and on June 21 the official dedication took place. A large bronze plaque on the front of the Monument is engraved with the words of author Albert Payson Terhune: “To the Glory and Honor and Eternal Memory of New Jersey’s heroes by land, sea, and air, in all wars of our Country.”
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Section 6: Key Topic – Ocean Health Stressed Out! Focus Threats to ocean health Grade Level 7-8 (Life Science) Focus Question What stresses threaten the health of ocean ecosystems, and what may be done to reduce these stresses? Learning Objectives • Students will identify stresses that threaten the health of ocean ecosystems. • Students will explain natural and human-caused processes that contribute to these stresses. • Students will discuss actions that may be taken to reduce these stresses. Materials • (Optional) Materials for Scientific Posters: see Learning Procedure Note and Step 5) • (Optional) Materials for Constructing a Tabletop Shrimp Support Module (TSSM): see Learning Procedure Note and Step 6) - Copies of *Tabletop Shrimp Support System Construction Guide*, one copy for each student group - Materials for constructing TSSM modules: **Materials for one TSSM:** • 1 - 1 quart glass canning jar • 3 - plastic containers, 1 quart capacity or larger • 12 (approximately) - River pebbles, about grape-size; enough to cover the bottom of the glass jar in a single layer • 3-4 - small shells • 1 - Amano shrimp, *Caridina multidentata* (from an aquarium store) • 4 - aquatic snails, each less than 1 cm overall length • 8-inch stem of hornwort (*Ceratophyllum demersum*; from an aquarium store) • Duckweed, approximately 2 inches x 2 inches (from an aquarium store or local pond) • 2-8 - Amphipods (from a local pond) **Materials that may be shared by several groups:** • Fishnet or kitchen strainer • Dechlorinating solution (for treating tap water; from an aquarium store) • Solution of freshwater minerals (e.g., “cichlid salts;” from an aquarium store) • Calcium carbonate powder (from an aquarium store) • Tablespoon measure • Pond sludge • Plastic bucket, 1 gallon or larger capacity **Audiovisual Materials** - None **Teaching Time** Two or three 45-minute class periods plus time for student research; additional time will be required for optional activities (see Learning Procedure Note) **Seating Arrangement** Six groups of students **Maximum Number of Students** 30 **Key Words and Concepts** Ocean health Overfishing Habitat destruction Invasive species Climate change Pollution Ocean acidification **Background Information** *NOTE: Explanations and procedures in this lesson are written at a level appropriate to professional educators. In presenting and discussing this material with students, educators may need to adapt the language and instructional approach to styles that are best suited to specific student groups.* “The great mass extinctions of the fossil record were a major creative force that provided entirely new kinds of opportunities for the subsequent explosive evolution and diversification of surviving clades. Today, the synergistic effects of human impacts are laying the groundwork for a comparably great Anthropocene mass extinction in the oceans with unknown ecological and evolutionary consequences. Synergistic effects of habitat destruction, overfishing, introduced species, warming, acidification, toxins, and massive runoff of nutrients are transforming once complex ecosystems like coral reefs and kelp forests into monotonous level bottoms, transforming clear and productive coastal seas into anoxic dead zones, and transforming complex food webs topped by big animals into simplified, microbially dominated ecosystems with boom and bust cycles of toxic dinoflagellate blooms, jellyfish, and disease. Rates of change are increasingly fast and nonlinear with sudden phase shifts to novel alternative community states. We can only guess at the kinds of organisms that will benefit from this mayhem that is radically altering the selective seascape far The health of Earth’s ocean is simultaneously threatened by over-exploitation, destruction of habitats, invasive species, rising temperatures, and pollution. Most, if not all, of these threats are the result of human activity. An overview of these issues can be found in Diving Deeper, page 33, and are discussed in greater detail in Allsopp, Page, Johnston, and Santillo (2007) and Jackson (2008). Most of these threats involve entire ocean ecosystems, which are highly complex and are not well-understood. Since Earth’s ocean occupies more than 70% of our planet and the entire ocean is being affected, these issues inevitably will affect the human species as well. Despite their severity, many of the ocean health issues described in Diving Deeper are not widely accepted as pervasive and pressing problems requiring immediate attention. Part of the problem is a phenomenon called “shifting baselines,” a term first used by fishery biologist Daniel Pauly. A baseline is a reference point that allows us to recognize and measure change. It’s how certain things are at some point in time. Depending upon the reference point (baseline), a given change can be interpreted in radically different ways. For example, the number of salmon in the Columbia River in 2007 was about twice what it was in the 1930s, but only about 20% of what is was in the 1800s. Things look pretty good for the salmon if 1930 is the baseline; but not nearly as good compared to the 1800s. The idea is that some changes happen very gradually, so that we come to regard a changed condition as “normal.” When this happens, the baseline has shifted. Shifting baselines are a serious problem, because they can lead us to accept a degraded ecosystem as normal—or even as an improvement (Olson, 2002). Perceptions of coral reefs offer another example of shifting baselines. Many of Earth’s coral reefs appear to be in serious trouble due to causes that include over-harvesting, pollution, disease, and climate change (Bellwood et al., 2004). In the Caribbean, surveys of 302 sites between 1998 and 2000 show widespread recent mortality among shallow- (<5 m depth) and deepwater (> 5 m depth) corals. Remote reefs showed as much degradation as reefs close to human coastal development, suggesting that the decline has probably resulted from multiple sources of long-term as well as short-term stress (Kramer, 2003). Despite these kinds of data and growing concern among marine scientists, visitors continue to be thrilled by the “abundance and diversity of life on coral reefs.” So, people who have never seen a coral reef before may still find it to be spectacular, even though many species have disappeared and the corals are severely stressed. This activity guides a student investigation into stresses that threaten the health of ocean ecosystems, and actions that may be taken to reduce these stresses. **Learning Procedure** *NOTE: This lesson includes two optional activities; one involving scientific communication (Step 5) and another involving experiment-based hypothesis testing (Step 6). These activities will add significantly to time requirements, but they are both fundamental elements of modern science and can be related to...* many other curriculum elements, which may justify allocating the extra time needed for their completion. 1. To prepare for this lesson: - Review introductory information on the NOAA Ship *Okeanos Explorer* at [http://oceanexplorer.noaa.gov/okeanos/welcome.html](http://oceanexplorer.noaa.gov/okeanos/welcome.html). You may also want to consider having students complete some or all of the lesson, *To Boldly Go* . . . - Review *Ocean Health Overview* in Diving Deeper, page 33. - If you plan to use the optional scientific communication activity (Step 5), review Scientific Posters, page 204. - If you plan to use the optional experiment-based hypothesis testing activity (Step 6), review procedures in the *Tabletop Shrimp Support Modules Construction Guide*, page 205, and decide whether you will assemble the necessary materials or have students do this as part of their assignment. You may also want to review the original article, available online at [http://cacbefly.oreilly.com/make/up_aquanaut.pdf](http://cacbefly.oreilly.com/make/up_aquanaut.pdf). You may also want to check out Dr. Jeremy Jackson’s *Brave New Ocean* presentation at [http://www.esi.utexas.edu/outreach/ols/lectures/jackson/](http://www.esi.utexas.edu/outreach/ols/lectures/jackson/) (has links to a Webcast of the presentation). 2. If you have not previously done so, briefly introduce the NOAA Ship *Okeanos Explorer*, emphasizing that this is the first Federal vessel specifically dedicated to exploring Earth’s largely unknown ocean. Lead a discussion of reasons that ocean exploration is important, which should include understanding ocean health issues. 3. Tell students that their assignment is to research six major topics relevant to ocean health. Assign one of the following topics to each student group: - Overfishing - Habitat Destruction - Invasive Species - Toxins, Nutrients, Marine Debris - Climate Change - Ocean Acidification Instruct each group to prepare a report that includes: - Description of the problem; - Causes of the problem; - What needs to be done to correct the problem; and - What individuals can do to be part of the solution. There are several options for the format of the report, including an oral presentation, written report, PowerPoint™ or video presentation, or scientific poster (see Step 5). You may want to assign one or more of these formats or leave the choice to individual student groups, depending upon available time and resources. 4. Have each group present and discuss results of their research. Since the assigned topics include problems that exist on a global scale, it may be difficult for students to identify solutions and meaningful individual action. If this problem arises, you may want to ask, “How do you eat an elephant?” The answer is, “One bite at a time.” The key point is that these problems didn’t happen all at once, so we probably shouldn’t expect to fix them all at once. It may be helpful to consider specific individual decisions or actions that collectively contribute to the problem, and then how these decisions or actions could be modified to achieve a different outcome. Sharing the results of this discussion is important! Social networks used by students are an obvious possibility, as are a variety of school-to-school network projects. Please share your ideas with us, and let us know if you need our help (see Send Us Your Feedback, below). 5. (Optional) Have student groups prepare scientific posters about ocean health issues. See Page 204 for information about scientific posters. Arrange for students to present their posters to one or more audiences, such as other classes, parent groups, teachers, or community groups. Prior to beginning this activity, explain to students that communication is a fundamental part of modern science, and is essential for scientists to be able to learn and build on the results of others. In the case of ocean health issues, communication to non-scientific audiences is particularly important, because most people are unaware of these problems, and because most solutions involve public policy decisions that can be stimulated by large numbers of people expressing concern, or (even better) demanding that specific action be taken. 6. (Optional) The *Tabletop Shrimp Support Modules Construction Guide* is based on the Tabletop Shrimp Support Module (TSSM) described in an article titled *Ecosystems Engineering* by Martin John Brown, which appeared in Volume 10 of *Make* magazine. You can download a pdf of Brown’s original article from [http://cachelly.oreilly.com/make/wp_aquanaut.pdf](http://cachelly.oreilly.com/make/wp_aquanaut.pdf). In a followup comment about the article, Brown says: “Most of the questions I’ve gotten have to do with switching ingredients or adding extra animals. The short answer is, DON’T. Making a bottle ecosystem is not the same as just throwing some stuff from the local pond in a jar, and it is nothing like running a regular fish tank. There is a reason for everything in the article.” The concept of this activity is to investigate the reasons for some of the individual components in the TSSM through experimental manipulation. The objectives of this activity are to give students experience in formulating and testing hypotheses, as well as identifying critical functions in aquatic ecosystems. Prior to beginning this activity, you will need to decide whether students will be required to obtain their own materials for constructing their TSSMs, or whether you will provide some or all of them. You will also need to decide whether students will work individually or in pairs. Larger groups are not recommended, because this will limit the number of replicate and control systems available, and these are essential to a well-designed experimental procedure. Begin the activity with a class discussion that reviews TSSMs and the functions of individual components. Explain to students that you want to conduct a class experiment that tests hypotheses about one or more of these functions. Since the TSSM as described in the *Tabletop Shrimp Support Module Construction Guide* and in the original article by Brown is supposed to be a balanced system, hypotheses about the functions of components will be tested through experimental manipulations that alter this balance. Guide a class discussion to define one or more hypotheses and experimental manipulations that can test each hypothesis. Be sure to include controls, replicates, and avoid manipulating more than one variable at a time. A class of 30 students working in pairs would provide 15 TSSM systems, that could be allocated to 5 replicate controls and two sets of 5 replicate experimental systems to test two levels of a particular manipulation (e.g., half as much calcium carbonate and no calcium carbonate). Plan to allow systems to equilibrate for at least one week after they are assembled before beginning experimental manipulations. Randomly assign the systems to experimental and control groups. One technique for doing this is to give each system a number, beginning with “01,” then “02,” and so on. Then select a page from a telephone book and read the last two digits of the telephone numbers beginning at the top of the page. When the last two digits match the number of one of the systems, that system is assigned as a control. The next match is assigned to the first experimental group. The third match is assigned to the second experimental group. The fourth match is assigned as a control, and so on, consecutively assigning systems to control and experimental groups in rotation until all systems have been assigned. Hypotheses and predictions should be based on students’ knowledge of processes that occur in the TSSM system, such as photosynthesis and respiration. For example, students should realize that respiration produces carbon dioxide, and dissolved carbon dioxide will lower the pH of surrounding water (see Diving Deeper, page 41, for a demonstration of this). So, predictions about the function of calcium carbonate and/or shells might involve fluctuations in pH that could be measured in experimental and control systems. Here are a few other ideas: - Keep experimental systems in the dark for 24 hours, then check pH & compare to pH of systems after 12 hours darkness & 12 hours light. - Omit calcium carbonate and shells from some systems and repeat above, comparing results with systems that have calcium carbonate and shells. - Double the amount of plant material. - If you have an electronic dissolved oxygen meter, measure oxygen as well as pH in the above comparison. Once data are collected, students should perform simple statistical analyses to evaluate the significance of any differences observed, and state whether the experimental results support or reject the hypothesis. After a particular hypothesis has been tested, you may have students restore all of the TSSMs to the “balanced” design, allow the systems to equilibrate, and test another hypothesis. Again, systems should be randomly assigned to experimental and control groups. **The BRIDGE Connection** www.vims.edu/bridge/ — Scroll over “Ocean Science Topics,” “Human Activities,” then “Environmental Issue” for links to resources about pollution, conservation, bycatch, sustainability, and policy. **The “Me” Connection** Have students write a brief essay describing how they could have a personal impact on an issue affecting ocean health. **Connections to Other Subjects** English/Language Arts, Social Sciences, Physical Science, Mathematics **Assessment** Students’ reports and class discussions provide opportunities for assessment. Extensions 1. Follow events aboard the *Okeanos Explorer* at [http://oceanexplorer.noaa.gov/okeanos/welcome.html](http://oceanexplorer.noaa.gov/okeanos/welcome.html). Multimedia Discovery Missions [http://www.oceanexplorer.noaa.gov/edu/learning/welcome.html](http://www.oceanexplorer.noaa.gov/edu/learning/welcome.html) Click on the links to Lessons 12 and 14 for interactive multimedia presentations and Learning Activities on Food, Water, and Medicine from the Sea; and Seamounts. Other Relevant Lesson Plans from NOAA’s Ocean Exploration Program (The following Lesson Plans are targeted toward Grades 7-8) **Treasures in Jeopardy** (from the 2007 Cayman Island Twilight Zone Expedition) [http://oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/treasures.pdf](http://oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/treasures.pdf) Focus: Conservation of deep-sea coral communities (Life Science) Students will compare and contrast deep-sea coral communities with their shallow-water counterparts and explain at least three benefits associated with deep-sea coral communities. Students will also describe human activities that threaten deep-sea coral communities and describe actions that should be taken to protect resources of deep-sea coral communities. **Boom and Bust** (from the 2003 Mountains in the Sea Expedition) [http://oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_boombust.pdf](http://oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_boombust.pdf) Focus: Fishery management Students will describe stages in a commercial fishery that eventually becomes severely depleted, interpret basic data to predict when a fishery stock is beginning to show signs of overexploitation, and describe the potential consequences of overexploitation on fish populations, marine habitats, and fishing businesses. Students will also describe and discuss potential management policies that could avoid or remediate overexploitation in commercial fisheries. Other Resources See page 217 for Other Resources. Next Generation Science Standards Lesson plans developed for Volume 1 are correlated with *Ocean Literacy Essential Principles and Fundamental Concepts* as indicated in the back of this book. Additionally, a separate online document illustrates individual lesson support for the Performance Expectations and three dimensions of the Next Generation Science Standards and associated Common Core State Standards for Mathematics and for English Language Arts & Literacy. This information is provided to educators as a context or point of departure for addressing particular standards and does not necessarily mean that any lesson fully develops a particular standard, principle or concept. Please see: [http://oceanexplorer.noaa.gov/okeanos/edu/collection/wdve_ngss.pdf](http://oceanexplorer.noaa.gov/okeanos/edu/collection/wdve_ngss.pdf). Scientific posters are an increasingly popular way to communicate results of scientific research and technical projects. There are a number of reasons for this, including limited time at conferences for traditional “public speaking”-style presentations, better options for interacting one-on-one with people who are really interested in your work, opportunities for viewers to understand the details of your work (even if you aren’t present), and having a more relaxed format for those who dislike speaking in public. In addition, posters are more durable that one-time presentations; once they are created they can be used in many different settings, over and over again. For more discussion of pros and cons, as well as examples of good and bad posters, visit http://colinpurrington.com/tips/academic/posterdesign http://www.ncsu.edu/project/posters/NewSite/ Scientific posters usually contain the same elements as traditional written reports: title, introduction, materials and methods, results, conclusions, literature cited (key citations only!), acknowledgments, and contact points for further information. Good posters do NOT usually have an abstract, though an abstract is often required as part of the submission process and may be included in a printed program. Another similarity to traditional reports is that the best posters almost always go through several drafts. You should always expect that the first draft of your poster will change significantly before it emerges in final form. Be sure to allow enough time for others to review your first draft and for you to make needed changes. An important difference (and advantage) that posters have compared to written reports is that posters can be much more flexible in terms of layout and where these elements appear, as long as there is still a clear and logical flow to guide viewers through your presentation. Here are a few more tips for good scientific posters (see the Web sites listed above for many other ideas): - Posters should be readable from 6 feet away; - Leave plenty of white space (35% is not too much) -- densely packed posters can easily repel potential viewers; - The top and right columns of your poster are prime areas for vital material, while the bottom edge will receive much less attention; - Serif fonts (e.g., Times) are easier to read than sans serif fonts (e.g., Helvetica), so use sans serif fonts for titles and headings, and serif fonts for body text (usually no more than two font families on a single poster) - Text boxes are easiest to read when they are about 40 characters wide Below: An example of a scientific poster. Tabletop Shrimp Support Module Construction Guide NOTE: These procedures are adapted from *Ecosystems Engineering*, an article by Martin John Brown that appeared in Volume 10 of *Make* magazine. The article can be downloaded from [http://cache.fly.oreilly.com/make/wp_aquanaul.pdf](http://cache.fly.oreilly.com/make/wp_aquanaul.pdf). **Materials** **Materials (for one module)** - 1 - 1 quart glass canning jar - 3 - plastic containers, 1 quart capacity or larger - 12 (approximately) - River pebbles, about grape-size; enough to cover the bottom of the glass jar in a single layer - 3-4 - small shells - 1 - Amano shrimp, *Caridina multidentata* (from an aquarium store) - 4 - aquatic snails, each less than 1 cm overall length - 8-inch stem of hornwort (*Ceratophyllum demersum*; from an aquarium store) - Duckweed, approximately 2 inches x 2 inches (from an aquarium store or local pond) - 2-8 - Amphipods (from a local pond) - Pond sludge (from a local pond) - Plastic bucket, 1 gallon or larger capacity **These materials may be shared by several groups:** - Fishnet or kitchen strainer - Dechlorinating solution (for treating tap water; from an aquarium store) - Solution of freshwater minerals (*e.g.*, “cichlid salts;” from an aquarium store) - Calcium carbonate powder (from an aquarium store) - Tablespoon measure **Procedure** 1. Your teacher may provide some or all of the materials for your Tabletop Shrimp Support Module (TSSM), or you may be on your own. If you are responsible for rounding up the materials, you can obtain Amano shrimp, snails, hornwort, duckweed from an aquarium store. You can also obtain the dechlorinating and mineral solutions from an aquarium store, but you may want to partner with other groups since you don’t need very much of either solution for one TSSM. You can get pond sludge from (you guessed it!) a local pond. Try to find one that has a shallow end where you can easily reach the bottom. Make your collection late in the afternoon, because this is when dissolved oxygen should be highest, and acidity lowest. The best places for collecting will be near aquatic plants and have a mixture of substrates such as sand, rock, and decaying wood. Collect the sludge from the pond bottom, and drag a fine-mesh net through the water as well. Ideally, you will collect a mixture of amphipods, copepods, and ostracods along with the sludge. 2. Make Nitrate-Poor Fresh Water (NPFW) by adding dechlorinating solution and mineral solution to a gallon of tap water according to directions on the packages. Your teacher may have you do this step with one or two other groups. The water from the pond or the aquarium store is likely to have a lot of algae and nitrates which would allow algae to take over the system. The use of NPFW helps to prevent this. 3. Rinse your 1-quart canning jar, rocks, and shells in the NPFW. 4. Fill your 1-quart canning jar halfway with NPFW. Put rocks in first, then shells, then the shrimp, snails, hornwort, duckweed, and 2 tablespoons of pond sludge. Be sure not to overload your system with extra animals or plants. Use only the amount specified! 5. Add more NPFW to your jar so that the top of the water is 1-inch below the top edge of the jar. Add 1 tablespoon of calcium carbonate powder (this will make the water cloudy for several hours because it dissolves slowly). 6. Place the cap tightly on the jar. 7. Place your ecosystem in a location that has temperature between 70°F and 80°F, and moderate light for about 12 - 16 hours per day. Do not put your system in direct sunlight. 8. Your TSSM is complete! Allow your system to equilibrate for at least a week before beginning any experiments.
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OUR APPALACHIA EXHIBIT This fall, renowned photographer Roger May will be headlining the first annual Appalachian Literary Arts Storytelling Festival in Nelsonville, Ohio by sharing his work to highlight an authentic version of Appalachia following the War on Poverty. His crowd-sourced project began in 2014, fifty years after President Johnson’s infamous speech. Ahead of his appearance, we are calling on local school districts to curate their own mini-exhibit with the goal of guiding students to showcase their Appalachia in their home or school communities. Each participating district will be given space for up to ten photos to be displayed within The Grand Lobby of Stuart’s Opera House on October 5th and 6th. It will be up to the district to choose the photos that make the final exhibit, how to best display it, and full control on setting up that display. Attached you will find a quick 1-2 day lesson that can be used with your classes or augmented to fit them. This would be a great end-of-year project, or it could serve as a welcome-back project in the fall. English teachers could focus on photojournalism and pairing photography with the written word, history teachers could choose an angle of photographing historic locations in the area, science teachers could look for environmental beauties and concerns, art teachers could focus on rule of thirds, lighting, or camera angles—the opportunities are endless. The benefits for you and your school community include: - Authentic assessment opportunity - Recognition of your creative, insightful students - Awards brunch on the 6th for student exhibitors - One district will be awarded the OUR APPALACHIA Exhibit prize. This will go to the district whose collection of photos tells an authentic, creative, cohesive story. - From this district, one student will receive a $250 prize for his or her photo. - The teacher leader for this district will also receive $250 for his or her dedication to guiding students in telling authentic place-based stories - One photo from each participating district will be chosen to form the 2024 OUR APPALACHIA SHOWCASE. This showcase will be displayed at the Nelsonville Public Library and has the potential to travel around to other participating county libraries throughout the year. Each student whose work is chosen for this will receive $50. Important things to note: - Teacher leader is responsible for choosing which students from each district participate. It all depends on the story you want your exhibit’s photos to tell. **Note that it IS crowdsourced—younger students should not peruse the site with total freedom. Depending on your district, you may need to pull a few photos from his site to show as examples.** - Teacher leader is responsible for choosing the final 10 photos for each exhibit. - Teacher leader is responsible for ensuring the photos are up and ready for display by October 5th at 9:30am. More details will be shared on this in the fall. Acceptance for this year’s exhibits will be on a first-come first-serve basis, as we have limited space available. If you are the teacher for your district that would like to take this on, or if you have further questions, please email us at email@example.com with your name and preferred method of contact. We look forward to working with you and seeing YOUR Appalachia! Kaleigh Cox, ALAS Festival Committee Foundation for Appalachian 2024 Growing Home Fellow Logan-Hocking School District ELA teacher Brief Overview of Attached Lessons - Everything that follows is optional. These are examples from area teachers that are currently using May’s work in their classes. You have complete autonomy for how to share this with your own students. - Depending on the grade level and district, it may be beneficial to simply look at the purpose behind the project and share a couple pre-chosen examples before setting them free to take their own photos. Other teachers may choose to look more in depth as we’ve shown in the following lessons. Both examples attached were used with students in grades 9-12. ***note - there are a couple photographs with some nudity or drug use in the tabs for Alabama and Tennessee. Keep this in mind when planning how to use May’s work with your students in your district. In 1964, President Lyndon Johnson declared unconditional war on poverty in the United States and nowhere was this war more photographed than Appalachia. A quick Google image search of “war on poverty” will yield several photographs of President Johnson on the porch of the Fletcher family home in Inez, Kentucky. Many of the War on Poverty photographs, whether intentional or not, became a visual definition of Appalachia. These images have often drawn from the poorest areas and people to gain support for the intended cause, but unjustly came to represent the entirety of the region while simultaneously perpetuating stereotypes. In an attempt to explore the diversity of Appalachia and establish a visual counter point, this project looks at Appalachia fifty years after the declaration of the War on Poverty. Drawing from a diverse population of photographers within the region, this new crowdsourced image archive will serve as a reference that is defined by its people as opposed to political legislation. This project is open to submissions from 1 January – 31 December each calendar year. This project is designed and directed by Roger May. The purpose behind Looking At Appalachia - [https://lookingatappalachia.org/overview](https://lookingatappalachia.org/overview) Looking At Appalachia full site [https://lookingatappalachia.org/](https://lookingatappalachia.org/) Our Appalachia: A Roger May Inspired Exhibit Project Part One: Pull up this article so students can all see and experience it together. Look through it slowly and model questioning as you do – ask students questions mostly about the pictures. There are videos included as well if you choose to watch them. Read the article if you want, but really focus on the photos that accompany it and the story those photos tell. Ask students about the filters on the photos, the angle of the photos, the subjects they chose. Ask them why the journalist would have made those decisions and what they are seemingly saying about Appalachia. Ask them what is left out of that article. Article: In Appalachia, people watch COVID-19, race issues from afar After the discussion, invite students to summarize the story told by those photographs and graphics in that article. Then, move to part two and introduce Roger May’s work as the antithesis to examples like what was seen in the article from part one. Part Two: Examination *from Casey Cox of Nelsonville-York School District Your Task: Examine and analyze non-print texts that challenge and complicate the image of Appalachians. Directions: 1. Check out Roger May, creator of Looking at Appalachia, explain and introduce his project: Looking at Appalachia: 13 States in 39 Photographs 2. Look and think through several of the images on the Looking at Appalachia site, which you can find here: Looking at Appalachia 3. After you’ve spent some time really looking at Looking at Appalachia, choose three images you like best and fill in the spaces below. | | Copy and Paste the picture in this column | What is the subject of this image? | Explain how this image subverts, challenges, confirms, or complicates the image of what it means to be an Appalachian (3-5 sentences). | |---|------------------------------------------|----------------------------------|--------------------------------------------------------------------------------| | Example | ![Image](image_url) | A young man staring off into the distance, with a wooded landscape as a backdrop. | This image challenges the media’s depiction of Appalachia as solely white. It demonstrates that Appalachia is composed of a diverse range of individuals and voices. The photograph also implies that this man belongs in Appalachia, as it looks like he is a part of the landscape in the picture. | | Image 1 | ![Image](image_url) | | | | Image 2 | ![Image](image_url) | | | | Image 3 | ![Image](image_url) | | | Part Three: A Photo Essay *from Aaron Walker of Gallipolis City School District Using the work of Roger May as inspiration, create your own photobook. Upload 3-5 pictures that you have taken and place them in a Google slide presentation—one photo per slide, each with a title. On the final slide, write a paragraph or two that details why you’ve included what you’ve included; explain what you are trying to argue/say through your photos. Share with the class! From their own photo essays, students can then choose one they would like to submit for consideration in the district’s exhibit. While sharing, students could even suggest their favorite photo of their classmate for submission for the exhibit. Final Exhibit Requirements: Teacher Leader Each completed exhibit should include: - Shared Google Folder that includes: - all 10 photos from 10 different students (JPG format) separately, titled numerically - 1_BHS_StudentLastName - 2_BHS_StudentLastName - etc - One document to list information for each photo: - Student name - Title of Photo - Date (month, day, and year) - City, County, State - 100 word student explanation of the photo from the student, including why it was chosen and the message of their Appalachia they intended to tell. - One document to list exhibit information: - School District Name - Teacher Leader Name - Up to 300 word explanation of the exhibit from the teacher leader as intended to be displayed: why these photos in particular were chosen, and what story the exhibit as a whole tells about the school or home communities your district serves
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Horn of Africa Impact of Early Warning Early Action Protecting pastoralist livelihoods ahead of drought Horn of Africa Impact of Early Warning Early Action Protecting pastoralist livelihoods ahead of drought Food and Agriculture Organization of the United Nations Rome, 2018 The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. © FAO, 2018 FAO encourages the use, reproduction and dissemination of material in this information product. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of FAO as the source and copyright holder is given and that FAO’s endorsement of users’ views, products or services is not implied in any way. All requests for translation and adaptation rights, and for resale and other commercial use rights should be made via www.fao.org/contact-us/licence-request or addressed to email@example.com. FAO information products are available on the FAO website (www.fao.org/publications) and can be purchased through firstname.lastname@example.org. Photo cover: ©FAO/Luis Tato Contents From Early Warning to Early Action .......................................................... 1 Kenya ........................................................................................................... 4 Voices of Kenyan pastoralists ................................................................. 7 Return on investment ............................................................................. 13 Somalia ....................................................................................................... 14 Ethiopia ...................................................................................................... 16 Voices of Ethiopian pastoralists ............................................................ 17 Why milk matters ..................................................................................... 21 Lessons learned ......................................................................................... 22 ©FAO/Giulio Napolitano There’s evidence that the intensity and frequency of climate-driven natural disasters and conflicts is increasing. Natural disasters now occur nearly five times as often as 40 years ago. The impact on local economies, on peoples’ livelihoods and lives has similarly grown. In some of the worst-hit places, it can seem unrelenting. One drought will follow another, every time stripping away at the limited assets of poor and vulnerable people, robbing them of their self-reliance and wounding their humanity and dignity. Globally, expanding needs, competing priorities and limited resources mean that new tools are essential to make interventions as wise and effective as possible, to ensure that the impacts of crises are limited before they can grow into even more costly humanitarian disasters. Carefully-timed support also protects and empowers people the most, giving them the confidence to keep going or to resume their livelihoods. Investing in early action means FAO can help shelter longer-term development gains and increase resilience. Working with national governments and humanitarian, development and scientific partners, FAO’s Early Warning Early Action approach monitors risk information systems and translates warnings into anticipatory actions. Every quarter, FAO’s *Early Warning Early Action report on food security and agriculture* ranks risks by their likelihood and potential impact and identifies the best interventions. Then, FAO’s Special Fund for Emergency and Rehabilitation Activities, known as SFERA, can release money from its Early Action window. The funds back tailored plans which are rapidly put into place, drawing on FAO’s greatest asset: its technical knowledge and expertise in supporting rural livelihoods. Early actions are varied and flexible, ranging from cash transfers for fishing communities to safely store their nets ahead of an impending cyclone, to livestock treatments for herders as a drought intensifies, or flood defences for farmers before a severe rainy season. This study analyses the outcomes of early actions implemented in Kenya, Somalia and Ethiopia in 2017, evaluating how effective they were in mitigating the impact of severe drought on vulnerable pastoralist livelihoods and quantifying the benefits generated through acting early. Humanitarian response Risk of disaster increasing Disaster strikes Livelihoods lost and food security impacted Funds are allocated for response and recovery efforts PREPAREDNESS EFFORTS implemented to brace for impact and for quick response Early Warning Early Action approach Risk monitoring early warning system Warning trigger Cyclones Floods Droughts Severe winters Pest and diseases Conflicts Risk of disaster increasing Implement early actions to protect livelihoods Crop production - Crop diversification, water resource management, food preservation, supply of fertilizers, tools and pesticides Fisheries - Storage containers for fishing gear, distribute fisheries kits, early warning information distribution to safeguard fishers at sea Forestry - Prune trees, collect harvest, reinforce structures, install fire breaks Animal health and livestock management - Vaccinations, value chain support, distribute fodder and nutritional supplements Cash transfer - Work within existing social protection mechanisms to distribute cash to vulnerable households Funds released Disaster strikes Value added 1. Livelihood assets and long-term development gains protected 2. Cost-effective and reduces the cost of humanitarian response 3. Allows households to keep their livelihoods and dignity intact In September 2016, FAO and Kenya’s National Drought Management Authority set up ways to work together to better use risk analysis to trigger early interventions. In 2017, when the rains failed again, FAO was piloting its new Early Warning Early Action system, developing a flexible funding process to enable rapid action when early warnings flagged up a crisis. The monitoring of livestock movements, vegetation and rainfall in Kenya all warned that a major drought was likely, so USD 400 000 was quickly released from the SFERA Early Action window to mitigate the impact on the most vulnerable households, which are pastoralists. Feed for key breeding animals was distributed to families whose situations were most precarious. The aim was to help them keep their animals healthy, reproducing and producing milk. This would avoid forced sales when livestock were in a poor condition and worth little in an overcrowded market. Due to FAO’s interventions, pastoralist families went from herding their weak and exhausted livestock vast distances in search of water and grazing, to accessing livestock feed, water and veterinary care. The potential for conflict over scarce resources was also reduced. But the recurrent droughts, which are worsened by climate change, means this is still a concern amongst pastoralists. At the peak of the drought in northern Kenya in March and April 2017, herds assisted by FAO were not only surviving, but were strong, producing three times the usual amount of milk. Key breeding animals had been saved, protecting in turn their owners’ assets and their hopes for the future. In addition to animal feeds, FAO provided training on livestock best practices to government officers. FAO also gave training on managing livestock markets which helped the markets to remain open and operating as important economic and community meeting places. A woman feeds her cattle in a field under a blue sky with white clouds. “The elders all agreed that this was the worst drought they had ever seen. My cows were emaciated and lost all their strength” Alice Katiwe In all her 46 years, Alice Katiwe had never endured a drought of such intensity. Neither had the older folks of her village, Tsangatsini. When the drought began to bite hard in January 2017, Alice was consumed with worry about her 12 cows. She grows some maize, chickpeas and amaranth on her one and a quarter acre plot, but it is her livestock who support her four children and those of her eldest son. Alice’s cows pay the school fees. Alice lost 4 to starvation and was forced to sell another as prices slumped from USD 80 to USD 30. Everyone was trying to sell their animals. The 4 bags of ranch cubes and 30 multi-nutrient blocks Alice received from FAO’s Early Action Emergency Livestock Feed Programme saved her core breeding herd – essentially her life savings. Alice saw a distinct improvement in her cows’ health almost immediately and her main breeding cow recovered enough to become pregnant. “I expect her to generate a lot of milk,” Alice says. “Before, when she was healthy, she produced well.” Without the early action from FAO, Alice would have lost more of her cows, plunging her and her family into the spiral of poverty, from which it’s very hard to escape. “We would leave home at four in the morning, spend the entire day looking for water and pasture and return at ten at night. My uncle lost seven cows, but I not so many because I had started them on the food from FAO” Nyamawi Nyenye “I remember drought back in the 1970s when I was a young boy. And ones after. But these days, drought are more frequent and last longer.” Nyamawi Nyenye is down to 11 cows after losing and being forced to sell another. Nyamawi cultivates some maize and vegetables on his small plot. He’s trying to diversify into small businesses to protect his family from the plunge into poverty which drought can cause to pastoralists when their herds are devastated. But Nyamawi says he had to give this up in order to walk 50 or 60 kilometres to find water for his cows. “The dilemma was the balance between providing food for my family and for my livestock. When I had to sell my cow, the price was down to USD 20, where a goat usually fetches USD 30. That’s a big loss for me.” Nyamawi considers himself lucky though, as he received feed and vaccines from FAO in time to save the bulk of his herd. He began giving his cows a kilogramme of feed in the morning and evening, helping them overcome their unfamiliarity by mixing the feed with maize husks. Nyamawi says he thinks some pastoralists should consider reducing the number of animals they have, as climate change is increasing the frequency and severity of droughts. “My cow has a calf now because of the fodder from FAO. Before some of my animals couldn’t even stand up, they had so little to eat in this drought” Mlongo Mwanyasi “I need them to sell to educate my children, for ploughing and for food. I don’t have any other source of income, so I rear cattle to buy food and medicines.” Mlongo Mwanyasi is 46-years-old and raising cattle is her traditional family way of life. But when FAO staff went to her home, they found her livestock paddocks bare of fodder as little had grown in the preceding months because of one of the worst droughts in half a century. Climate change is believed to have played a part in the suffering in Kenya. “A drought would rage for two to three months and then dissipate by the fourth month when the rains came,” says Mlongo. “But now, this one is very severe.” Mlongo describes how her cattle start to fade away. “There was one female cow, which I would help to get up and walk to the forest so that she could graze. But she became too weak. I would forage for a few leaves for her. But it wasn’t enough.” As a beneficiary of FAO’s Early Action Emergency Livestock Feeding Programme, Mlongo received 2 sacks of 70 kgs of livestock feed and 15 multi-nutrient blocks. She’s very happy that one of her key breeding cows has recovered enough to be able to give birth to a calf. “I am very grateful because if had it not been for this food, I think she would have died.” Kenya Early Warning Early Action approach What was the return on investment? USD 1 → USD 3.5 for every USD 1 spent on feed interventions, households had a return of USD 3.5 when the cost of avoided assistance and restocking are added, the ratio increases to 9. September 2016 FAO and Kenya’s National Drought Management Authority established a EWEA system based on a range of indicators. October 2016 shortly after the EWEA system was set up it sounded the alarm about the onset of a major drought. December 2016 FAO acted quickly to support vulnerable herders The project 15 600 cattle received feed and veterinary care 35 400 smaller livestock received feed and veterinary care 140 tonnes of feed were distributed OVER 15 000 supplement kits were distributed 1 493 households targeted for early action interventions the project focused on saving the livestock of the most at-risk pastoralists in: Marsabit, Wajir, Kilifi and Kwale USD 400 000 was released through the SFERA Early Action Fund 2 training session on livestock Emergency Guidelines and Standards for 22 livestock officers 8 livestock market association were trained on the livestock co-management model Benefits to households USD 309 gained by each household thanks to early livestock feed interventions USD 44 each household gained money as milk production went up 3 fold USD 223 each household gained financially from better animal body conditions USD 42 each household also gained from reduced livestock mortality 50% of the cost of the project covered by the value of the extra milk +0.6 litre on average each child consumed an additional 0.6 litres of milk per day which represents 25% of daily calories and 65% of daily protein requirement for a 5 year-old child 98% of the households said the improvement in the body conditions of livestock was visible What were the extra funds used for? Beneficiaries told FAO what they spent their savings and additional income on: - Education - Medicine - Food - Savings - Additional feed A man and a woman in traditional attire are feeding a goat with a bottle. The setting appears to be outdoors, possibly in a rural area. FAO wanted to know exactly how effective the intervention had been in Kenya – to have very precise information and to learn lessons for future programming. So, in July 2017, staff went door to door, collecting data and listening to the experiences of pastoralist families. Their villages had been chosen because they received no other external help and the data would not be blurred. FAO’s outlay in northern Kenya was USD 90 per family. When extra milk, the cost of the animal saved and the value of its improved physical condition were calculated, the benefit-cost ratio was 3.5. That means every USD FAO spent brought a return of almost USD 3.5. This return on investment was measured against a control group of pastoralist families who didn’t get assistance. These families sold double the number of animals and killed nearly triple the number, both to eat and to lessen the burden of feeding them. For pastoralists, the depletion of their herds is like draining their bank accounts. It fuels a dangerous spiral of poverty and the reliance on much more expensive emergency humanitarian assistance. It batters their dignity and self-esteem. When the cost of avoided additional assistance and the expense of restocking herds are added into the return on investment calculation, the ratio increases to 8.9. The Kenya household survey and analysis proved that targeted early action in response to an early warning can be extremely good value for money. It also highlighted that action must be taken on a large enough scale to have the proper impact. It’s a very good pointer for decision making, mobilising financial resources and focusing action on the ground. In neighbouring Somalia, a nationwide drought was declared in November 2016 and an appeal launched for 3.9 million people enduring crisis and emergency levels of food insecurity. By the start of 2017, more than 700 000 people had been displaced by the drought. The impact on rural communities was devastating. Poor households lost up to 40-60 percent of their livestock. Risk of animal disease, heightened by the constant movement of weak animals in search of pasture and water, made matters worse and livestock prices plummeted while those of cereals soared. Pastoralist communities faced very poor terms of trade and the near-impossible task of keeping their herds, which are their primary asset and an invaluable source of milk, healthy and alive. FAO launched an Early Action initiative, allocating USD 400 000 to treat over 1 million animals, belonging to almost 28 000 households. Working with government ministries in Somaliland and Puntland, 60 veterinary teams held community meetings to identify the most vulnerable families. Collapsible water tanks, which each held 10 000 litres, were brought and installed at 64 strategic sites in Puntland. A donor partner funded the complementary training of community animal care workers. FAO’s focus on pastoralists’ animals was encouraged by the cost effectiveness of keeping livestock alive compared to restocking. In Somalia, it costs approximately USD 0.4 to provide supportive veterinary treatment as opposed to USD 40 to buy a goat. A potential USD 44 million was saved by treating such a large number of animals and their milk was enough to nourish 80 000 vulnerable mothers and children. Funding arrived within two weeks of the first Famine Alert, issued by FAO Somalia’s Food Security and Nutrition Analysis Unit and its partners in January 2017. Because the reaction was so rapid, it helped to kick-start a large-scale and effective famine-prevention programme costing USD 137 million. Overall, FAO’s Famine Prevention and Drought Response assisted more than 7 million Somalis. Around 1.3 million people received cash transfers, livelihood support, or both. A further 5.7 million people were helped with veterinary care for their livestock. A major animal health campaign vaccinated and treated more than 38 million animals. A woman in a red and black plaid shawl stands next to a goat, smiling at the camera. The failure of the deyr rains in Ethiopia at the end of 2016 came on the back of several punishing years of poor and erratic rainfall, threatening to spark a massive humanitarian emergency. Depleting pastures and water sources meant livestock-dependent pastoralists living in the driest areas faced severe risk as they struggled to keep their animals alive and part of their assets. Selling at the peak of a drought in poor condition and when the market is flooded means taking a big financial hit. Back in September 2016, early warning signs of drought had begun emerging, alerting FAO to act quickly and decisively. Its new Early Action Fund released USD 400 000 under the Special Fund for Emergency and Rehabilitation Activities, SFERA. Animal feed was distributed to 9 600 households in the worst hit areas of Ethiopia’s strongly pastoralist Somali Region. Feed and treatments reached over 105 400 animals, enabling pastoralists to keep their remaining livestock alive, healthy and of financial value. Their animals are pastoralists’ lifelines, their best defences against hunger, malnutrition and the humiliation and indignity of abject poverty. Secondary data analysis using historical baselines for mortality and body conditions as well as project data found that the early actions helped households accrue over USD 206 of benefits. When compared to the relatively low project costs, the cost to benefit ratio was found to be 1:7. The Early Action Fund contribution allowed FAO to carry out a strong response in pastoral areas of south and southeastern Ethiopia. Just under 200 000 households received supplementary feed and veterinary care for their animals, were supported in destocking their herds or had their water points rehabilitated. The total drought response funding was USD 7.9 million. “Our animals died from common diseases. They were malnourished and had no immunity. Without FAO’s support, more animals – maybe even people – would have died” Mahabo Hassen Hared In Ethiopia’s south-eastern Somali region, animals are essential to the survival of people. Mahabo Hassen Hared is one: a pastoralist who raises camels, goats and sheep and whose livelihood was perilous. “We are following the water and grass for our livestock,” says Mahabo outside her tukul, a circular, grass roofed house, common to pastoralist communities. Animals give their owners milk for drinking and for making butter and yoghurt. Camels fetch water and provide transport. Sheep and goat hides, as well as rope made from camel skins, generate income. But at the end of 2016, Mahabo’s animals were dying. So Mahabo walked for 4 days with her husband, 7 children and their dwindling herd to a camp for people displaced from their traditional way of life by the recurrent failure of the rains. They had heard that there was support there from the Ethiopian government and humanitarian agencies, including FAO. Under FAO’s Early Warning Early Action programme, Mahabo’s family received feed for their 35 goats for 2 months and treatment for parasites and diseases. The complementary interventions got the animals back to health and producing milk again. Mahabo is all too aware how serious the situation was. “Without FAO’s support, more animals – maybe even people – would have died.” “FAO’s support meant that animals could survive – we didn’t think we would have any left, as this drought has been so bad. But, we also need help to restock” Mahumed Ali Awil Even with FAO’s rapid intervention in Ethiopia, the cumulative effect of years of drought means some people were hit very hard. Mahumed Ali Awil, a 48 year-old pastoralist father of 10 children, lost around half of his camels. He says they had never fully recovered from the previous drought and hunger. FAO supported Mahumed with livestock feed – grass, molasses and urea – and with veterinary care and treatments. It helped his other animals. But the wider impact on his pastoralist community is great. “We need more help now with restocking,” says Mahumed. “When we lose our animals, we also lose out on the work they do for us. The camels transport goods and water and donkeys pull carts. It gives us income when they move soil, sand and stones and firewood.” People also used to buy small amounts of tea, oil and sugar, and some pastoralists could make some extra income from this trade. But now people are poorer than they were and this sideline has all but dried up, Mahmud explains. Water has been so scarce it has had to be trucked in from Warder, about 50 kilometres away on a poor road. So FAO has helped to build and rehabilitate boreholes as part of its Early Action interventions. The soil in Hany Abdullahi Aaden’s village had turned a baked, vibrant red with no grass for the 100 goats, cows and donkeys which provide essential income and nutrition for Hany, her husband, their six sons and two daughters. “Drought impacts women and children much differently to men,” says Hany. “It means more work for women, such as walking further to collect firewood and water.” Hany is reluctant to use her limited income to buy powdered milk for her children, but sometimes she has no choice. The nutrition of the young, and that of pregnant and breastfeeding mothers, plummets as there is less access to milk and meat proteins. Under FAO’s Early Warning Early Action programme, Hany was given 480 kg of supplementary feed and nutritional blocks. This stopped the crisis becoming an emergency for Hany and her family. Like many pastoralists, they already live close to the poverty line and can quickly be pushed under it by a shock. Getting back above the line is not at all easy. A woman milking a cow in a rural setting. Milk is vital for children’s nutrition. Just half a litre a day gives a 5 year-old 25 percent of the calories they need and 65 percent of the protein. In the Somali language, there’s a well-used phrase – *cano la’an* – or “the suffering due to lack of milk.” After it, all too frequently, comes another common saying – *nafaqo-darro* – “the weight loss which follows.” Fresh milk is a blessing to pastoralist communities in Africa, who rely on the nutrient-dense food to nourish small children. Dried milk is an expensive and desperate last resort, bought only when drought has decimated herds. Pastoralists rely on their goats, which produce milk for longer when it’s dry, and their cows as lifelines. Camels are especially prized in some communities. Their milk is seen as richer and they can lactate for much longer than other stock. Small children in Africa’s pastoralist communities are however also some of the most nutritionally vulnerable in the world. That’s because of the vulnerability, in turn, of their family livestock. In Ethiopia’s Somali Region, the acute child malnutrition rate regularly rises above 15 percent – the World Health Organization’s definition of a nutritional emergency. In its Early Warning Early Action work in the Horn of Africa, FAO has prioritised keeping pastoralists’ herds alive and healthy so as to secure the milk supply. The benefits are great. Adults also eat milk as yoghurt and a paste which is stirred into meals. Milk products generate income and strengthen community bonds: the tradition of *irmaans* – a better off person lending a milking animal to a poorer one in hard times – is deeply rooted. When pastoralists are asked directly what targeted interventions benefit them most, they focus on their livestock. Animals with good nutritional status produce lots of milk full of high quality protein, fatty acids and micronutrients. They reproduce well, making money, and help with transportation. Support to pastoralist communities with fodder, water, re-stocking and veterinary care are investments which pay back well. At the end of a drought year in which animals perish, the milk intake of a small child will have fallen by 90 percent. Lessons learned Anticipating and mitigating the impact of large scale drought in the Horn of Africa can be achieved. Acting early is not only possible, it is a responsibility, as solid evidence is now increasingly available as a trigger. Combining monitoring systems gives FAO a deeper picture of emerging threats which it can mitigate if it acts at the optimum time, such as before a drought has peaked. A number of other lessons were learned from the Horn of Africa pilot programmes. - Disaster patterns can provide lessons. The Horn of Africa’s weather has become increasingly unpredictable because of climate change, which means forecasts are critical. If we take this on board, we can plan and be ready. In Somalia, FAO had tanks for rapid placing where there was pasture but no water. - Having a financial system which is flexible and fast, allowing the rapid procurement of supplies before the peak of drought is hugely beneficial. This allows a quick start when the return on investment will be greatest. - Intervening early helps build people’s resilience to shocks. FAO helped pastoralists in the Horn of Africa to protect their core breeding herds, which in turn allowed them to keep their children in school, an important investment in the future. - Listening very carefully to beneficiaries is an important skill which can always be improved. It complements broader resilience goals, such as addressing what drives chronic food insecurity. In Kenya, pastoralists told FAO that they would benefit from learning about better herd management and fodder production methods as well as destocking before animals grew weak. - Early action must be planned jointly by partners who are working closely together, such as international, national and regional institutions. In Kenya, FAO’s early action would not have been possible without the information from the National Drought Management Authority as well as local government capacities. - Early actions should protect vulnerable households, particularly in exposed areas. Mindful targeting is essential to ensure the most needy receive the relevant inputs at the right time. - Preserving livestock assets alone is not enough. It has to run alongside encouraging livestock owners to produce and sell animals for the market, and to sell early whilst prices are still high. - There will always be a variable degree of inherent risk when early action is based on early warnings. They are projections of future events. But risk can be managed by taking a highly rigorous approach to forecasts, evidence and targeting. FAO takes a ‘no regrets’ approach, believing that early action is crucial. It shifts the focus from response to prevention and mitigation. © FAO/Luis Tato Acting early safeguards lives and livelihoods, builds resilience to future shocks, and eases pressure on strained humanitarian resources. FAO’s Early Warning Early Action uses risk analysis and forecasts to trigger interventions before a crisis escalates into a humanitarian emergency. Early Warning Early Action Food and Agriculture Organization of the United Nations (FAO) email@example.com www.fao.org/emergencies/fao-in-action/ewea @FAOEmergencies
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Grade 1 Knowledge 9 | Teacher Guide A New Nation: American Independence A New Nation: American Independence Teacher Guide Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at email@example.com. 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The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in the USA 01 LSCOW 2021 # Contents ## A NEW NATION: AMERICAN INDEPENDENCE | Lesson | Title | Pages | |--------|-------|-------| | 1 | The New World | 8 | | | Introducing the Read-Aloud (10 min.) | | | | • Core Connections | | | | • Where Are We? | | | | Read-Aloud (30 min.) | | | | • Purpose for Listening | | | | • “The New World” | | | | • Comprehension Questions | | | | • Word Work: Settlements | | | | Application (20 min.) | | | | • Sequencing Events | | | | • Working with Maps | | | 2 | A Taxing Time: The Boston Tea Party | 23 | | | Introducing the Read-Aloud (10 min.) | | | | • What Have We Already Learned? | | | | Read-Aloud (30 min.) | | | | • Purpose for Listening | | | | • “A Taxing Time: The Boston Tea Party” | | | | • Comprehension Questions | | | | • Word Work: Goods | | | | Application (20 min.) | | | | • Sequencing Events | | | | • Picture Gallery | | | 3 | The Shot Heard Round the World | 39 | | | Introducing the Read-Aloud (10 min.) | | | | • What Have We Already Learned? | | | | Read-Aloud (30 min.) | | | | • Purpose for Listening | | | | • “The Shot Heard Round the World” | | | | • Comprehension Questions | | | | • Word Work: Volunteers | | | | Application (20 min.) | | | | • Sayings and Phrases: “Let the Cat Out of the Bag” | | | | • Somebody Wanted But So Then | | | 4 | Declaring Independence | 53 | | | Introducing the Read-Aloud (10 min.) | | | | • What Have We Already Learned? | | | | Read-Aloud (30 min.) | | | | • Purpose for Listening | | | | • “Declaring Independence” | | | | • Comprehension Questions | | | | • Word Work: Independent | | | | Application (20 min.) | | | | • Picture Gallery | | Lesson 5 The Legend of Betsy Ross Introducing the Read-Aloud (10 min.) - What Have We Already Learned? - Essential Background Information or Terms Read-Aloud (30 min.) - Purpose for Listening - “The Legend of Betsy Ross” - Comprehension Questions - Word Work: Alternating Application (20 min.) - Sequencing Events - The Original Flag Pausing Point 1 (1 day) Lesson 6 George Washington, Commander in Chief Introducing the Read-Aloud (10 min.) - What Have We Already Learned? Read-Aloud (30 min.) - Purpose for Listening - “George Washington, Commander in Chief” - Comprehension Questions - Word Work: Struggled Application (20 min.) - Picture Gallery Lesson 7 Will This War Never End? Introducing the Read-Aloud (10 min.) - What Have We Already Learned? Read-Aloud (30 min.) - Purpose for Listening - “Will This War Never End?” - Comprehension Questions - Word Work: Confident Application (20 min.) - Syntactic Awareness Activity - Song: “Yankee Doodle” Lesson 8 A Young Nation Is Born Introducing the Read-Aloud (10 min.) - What Have We Already Learned? - Brainstorming Links Read-Aloud (30 min.) - Purpose for Listening - “A Young Nation Is Born” - Comprehension Questions - Word Work: President Application (20 min.) - Sayings and Phrases: “There’s No Place Like Home” - Syntactic Awareness Activity - Sequencing Events Lesson 9 Never Leave Until Tomorrow What You Can Do Today Introducing the Read-Aloud (10 min.) - What Have We Already Learned? Read-Aloud (30 min.) - Purpose for Listening - “Never Leave Until Tomorrow What You Can Do Today” - Comprehension Questions - Word Work: Almanac Application (20 min.) - Sayings and Phrases: “Never Leave Until Tomorrow What You Can Do Today” - Picture Gallery Lesson 10 Building a Nation with Words and Ideas Introducing the Read-Aloud (10 min.) - What Have We Already Learned? - Essential Background Information or Terms Read-Aloud (30 min.) - Purpose for Listening - “Building a Nation with Words and Ideas” - Comprehension Questions - Word Work: Anniversary Application (20 min.) - Picture Gallery Pausing Point 2 (1 day) Lesson 11 Liberty and Justice for ALL? Introducing the Read-Aloud (10 min.) - Brainstorming Links - Essential Background Information or Terms Read-Aloud (30 min.) - Purpose for Listening - “Liberty and Justice for ALL?” - Comprehension Questions - Word Work: Equally Application (20 min.) - Write About It Lesson 12 What Do a Flag, a Bell, and an Eagle Have in Common? Introducing the Read-Aloud (10 min.) - What Have We Already Learned? Read-Aloud (30 min.) - Purpose for Listening - “What Do a Flag, a Bell, and an Eagle Have in Common?” - Comprehension Questions - Word Work: Symbols Application (20 min.) - Write About It Domain Review (1 day) Domain Assessment (1 day) Culminating Activities (2 days) Teacher Resources This introduction includes the necessary background information to be used in teaching the *A New Nation: American Independence* domain. The Teacher Guide for *A New Nation: American Independence* contains twelve daily lessons, each of which is composed of two distinct parts, so that the lesson may be divided into smaller chunks of time and presented at different intervals during the day. The entire lesson will require a total of sixty minutes. This domain also includes two Pausing Points, one after Lesson 5, which contains a Mid-Domain Assessment, and another after Lesson 10. At the end of the domain, a Domain Review, a Domain Assessment, and Culminating Activities are included to allow time to review, reinforce, assess, and remediate content knowledge. You should spend no more than eighteen days total on this domain. **DOMAIN COMPONENTS** Along with this Teacher Guide, you will need: - Flip Book for *A New Nation: American Independence* - Image Cards for *A New Nation: American Independence* - Activity Book for *A New Nation: American Independence* - Digital Components for *A New Nation: American Independence* Additional resources that you may wish to integrate into your classroom instruction are: - Trade Book Guide for *A More Perfect Union: The Story of Our Constitution* by Betsy and Giulio Maestro - Read-Aloud Videos for *A New Nation: American Independence* All domain components materials can also be found on the program’s digital components site. In this domain, students will hear about when and how our country, the United States of America, started. They will be introduced to many important historical figures and events as the story unfolds of how the thirteen colonies determined and gained their independence from Britain to become the United States of America. The overriding focus of this domain is from the perspective of a rather wide lens (i.e., to emphasize the story of how the colonies became an independent nation). Although students will hear about many people, events, and dates, it is important to recognize that Grade 1 students are not expected to master or recall all of these details and facts. Some specifics are, of course, necessary so that students can understand and retell the story of our nation’s birth. The details that Grade 1 students should be able to recall are explicitly identified in the Core Content Objectives contained in this Introduction. In the Read-Alouds at the beginning of the domain, students will hear about the establishment of the thirteen colonies and will learn about the conflicts that ensued between the colonies and Great Britain. They will learn how the British imposing taxes upon the colonies led to the Boston Tea Party and, eventually, to war between the colonies and Britain, culminating in the Declaration of Independence and the founding of a new nation. Additional Read-Alouds highlight several particularly important historical figures—Betsy Ross, George Washington, Benjamin Franklin, and Thomas Jefferson. Finally, the domain concludes with two Read-Alouds that focus on the role of women, Native Americans, and African Americans during the colonial time period, as well as important symbols of our nation. Understanding the chronology of events and the importance of certain people—and how they fit together during this formative period of American history—will lay the foundation for another Grade 1 domain, *Frontier Explorers*, as well as for other historical topics in later grades. This unit also provides opportunities for students to build content knowledge and draw connections to the social studies subject area, but it does not explicitly teach the Texas Essential Knowledge and Skills standards for Social Studies. At times throughout the unit, you may wish to build on class discussions to support students in making cross-curricular connections to the strands of Government, Citizenship, Geography, and History from the social studies discipline. The following domains, and the specific core content that was targeted in those domains, are particularly relevant to the Read-Alouds students will hear in *A New Nation: American Independence*. This background knowledge will greatly enhance your students’ understanding of the Read-Alouds they are about to enjoy: - **Native Americans: Tradition, Heritage, and the Land (Kindergarten)** - **Colonial Towns and Townspeople: Once Upon America (Kindergarten)** - **Presidents and American Symbols: Uniquely American (Kindergarten)** The following list contains all of the core vocabulary words in *A New Nation: American Independence* in the forms in which they appear in the Read-Alouds. Boldfaced words in the list have an associated Word Work activity. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout the lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation. | Lesson 1 | Lesson 5 | Lesson 9 | |----------|----------|----------| | colony | alternating | almanac | | founded | patriotism | apprentice | | freedoms | represent | invention | | government | seamstress | | | settlements | | | | Lesson 2 | Lesson 6 | Lesson 10 | |----------|----------|-----------| | goods | army | anniversary | | harbor | daring | architecture | | representatives | defeat | domed | | revolted | struggled | university | | taxes | | | | Lesson 3 | Lesson 7 | Lesson 11 | |----------|----------|-----------| | militia | confident | equally | | obeyed | surrendering | justice | | signal | wilderness | liberty | | spies | | | | volunteers | | | | Lesson 4 | Lesson 8 | Lesson 12 | |----------|----------|-----------| | approved | capital | seal | | commander in chief | permanent | symbols | | declaration | president | | | independent | united | | CORE CONTENT OBJECTIVES • Locate the thirteen original colonies • Describe the Boston Tea Party • Explain the significance of Paul Revere’s ride • Identify “one if by land, two if by sea” • Identify Minutemen, Redcoats, and “the shot heard round the world” • Describe the contributions of George Washington as Patriot and military commander • Describe the contributions of Thomas Jefferson as Patriot, inventor, writer, author of the Declaration of Independence, and the third president of the United States • Describe the contributions of Benjamin Franklin as Patriot, inventor, and writer • Explain the significance of the Declaration of Independence • Identify “We hold these truths to be self-evident, that all men are created equal . . .” as part of the Declaration of Independence • Explain the significance of the Fourth of July • Identify the legend of Betsy Ross and the flag • Identify Martha Washington as Patriot and the wife of George Washington • Identify Washington, D.C., as the nation’s capital • Explain that the nation’s capital, Washington, D.C., was named after George Washington • Describe the roles of African Americans, Native Americans, and women during the evolution from thirteen colonies in America to independence as a nation • Identify and become familiar with the significance of the flag, the Liberty Bell, and the bald eagle as U.S. symbols In this domain, students will explore the genre of informational writing. They will learn to identify important facts and information before, during, and after informational Read-Alouds. They will practice collecting and synthesizing information by note-taking as a group with graphic organizers and by retelling the Read-Alouds from the first eight lessons in an ongoing Story Chart. Students will also work as a class, in small groups, and independently to write captions for an ongoing Picture Gallery, analyzing and describing images depicting important events in this time period. In Lesson 11, you will review informational paragraph writing. Students will then plan and write their own informational paragraphs about the founding of the United States. You may wish to add the following to students’ writing portfolios: - Thirteen Colonies map (Lesson 1) - captions for the Picture Gallery (Lessons 2, 4, 6, 9, 10) - Somebody Wanted But So Then (Lesson 3) - The Original Flag (Lesson 5) - informational paragraphs (Lessons 11–12) - any additional writing completed during the Pausing Point, Domain Review, or Culminating Activities A NEW NATION: AMERICAN INDEPENDENCE The New World PRIMARY FOCUS OF LESSON Speaking and Listening Students will identify where and how the thirteen colonies were formed. **TEKS 1.1.C; TEKS 1.6.E** Reading Students will identify the first English settlements in America. **TEKS 1.6.I** Language Students will demonstrate an understanding of the Tier 3 word *settlements*. **TEKS 1.3.B** Speaking and Listening Students will identify and sequence the first English settlements in America. **TEKS 1.1.A; TEKS 1.7.B; TEKS 1.9.D.iii** FORMATIVE ASSESSMENT Activity Page 1.1 **Thirteen Colonies Map** Students will locate and write one to three sentences about the thirteen colonies in North America. **TEKS 1.7.B** --- **TEKS 1.1.C** Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; **TEKS 1.6.E** Make connections to personal experiences, ideas in other texts, and society with adult assistance; **TEKS 1.6.I** Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down; **TEKS 1.3.B** Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; **TEKS 1.1.A** Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; **TEKS 1.7.B** Write brief comments on literary or informational texts; **TEKS 1.9.D.iii** Recognize characteristics and structures of informational text, including organizational patterns such as chronological order and description with adult assistance. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Introducing the Read-Aloud (10 min.)** | | | | | Core Connections | Whole Group | 10 min. | □ Image Cards 1–3 □ world map or globe □ board/chart paper and writing tools | | Where Are We? | | | | | **Read-Aloud (30 min.)** | | | | | Purpose for Listening | Whole Group | 30 min. | □ Thirteen Colonies Map (optional) (Digital Components) □ world map or globe (optional) □ Flip Book: 1A-1–1A-11 | | “The New World” | | | | | Comprehension Questions | | | | | Word Work: Settlements | | | | | **This is a good opportunity to take a break.** | | | | | **Application (20 min.)** | | | | | Sequencing Events | Independent | 20 min. | □ Thirteen Colonies Map (Digital Components) □ Activity Page 1.1 | | Working with Maps | | | | | **Take-Home Material** | | | | | Family Letter | | | □ Activity Page 1.2 | ADVANCE PREPARATION Introducing the Read-Aloud • Display a world map to have students locate the continent, country, and state in which they live. Read-Aloud • Prepare and display an enlarged copy of the Thirteen Colonies Map on Activity Page 1.1 to reference throughout the domain. Alternatively, a digital version may be accessed in the digital components for this unit. Application • Be prepared to discuss and sequence the three English colonies: Roanoke Island (“The Lost Colony”), Jamestown, and Plymouth. Prepare Sequencing Events Cards with the names and/or images of each of these. You may wish to use Image Card 3 for Plymouth. Alternatively, you may access cards in the Teacher Resources section of this Teacher Guide. Note to Teacher The intent of this first lesson is to review information that students have learned earlier in the Kindergarten program. This knowledge provides the foundation for subsequent lessons in this domain. If students have not already participated in the Kindergarten program, it is not necessary to provide an exhaustive review of each of these topics. Rather, the purpose is to orient students to the topics that will be addressed in the Read-Aloud. The most important information is included in the questions and answers for the Introducing the Read-Aloud section. You should also be aware of and explain to students that when they hear about the Pilgrims and other settlers who came from England, those settlers are called English settlers because they came from a country called England. Later, many years after the first English settlers arrived in North America, the country of England became part of a new and larger country known as the United Kingdom of Britain and Northern Ireland, commonly referred to as Great Britain or simply, Britain. Because of this change, students will hear references to England and English settlers when learning about the early colonial period before 1707, and they will also hear references to Great Britain, Britain, and the British for the time period after 1707. Universal Access • Prepare to illustrate the relationship between the concepts of continent, country, and state during the Introducing the Read-Aloud section by drawing concentric circles on the board/chart paper. **CORE VOCABULARY** **colony, n.** a region or place ruled and controlled by a faraway country Example: Massachusetts was a British colony in America before the American Revolution. Variation(s): colonies **founded, v.** set up; established Example: The organization was founded to help find homes for homeless dogs. Variation(s): found, founds, founding **freedoms, n.** rights; liberties Example: As the oldest child, my sister has some freedoms I do not have, including a later bedtime. Variation(s): freedom **government, n.** the group of people who makes decisions and laws for a larger group of people Example: The government passed a law that said that people could not smoke in public buildings. Variation(s): governments **settlements, n.** places where most people live Example: The English had settlements throughout North America. Variation(s): settlement | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|-----------------------------| | Vocabulary | colony (colonia) | founded | | | | government | freedoms | | | | settlements | | | | Multiple Meaning | | | | | Sayings and Phrases | set sail | | | | | sailed the ocean blue | | | Lesson 1: The New World Introducing the Read-Aloud Speaking and Listening: Students will identify where and how the thirteen colonies were formed. TEKS 1.1.C; TEKS 1.6.E CORE CONNECTIONS (5 MIN.) • Remind students that during the Early American Civilizations domain, they learned about several groups of people who lived in America before Columbus arrived. Ask students to recall where those people lived. (present-day Mexico, Central and South America) Show Image Card 1 (Native Americans) • Tell students that many tribes of Native Americans lived in the area that is now the United States of America. If students participated in the Kindergarten program, they may recall several of these tribes. • Remind students that the Native Americans were the first people to live in North America, and there are still Native Americans today. Ask students to share anything they remember about Native Americans from Kindergarten. Check for Understanding Recall: Who lived in America first: Native Americans or Europeans? (Native Americans) Show Image Card 2 (Columbus) • Next tell students about the European explorer named Columbus. Explain to students that Columbus traveled by ship to the Americas. Use the world map or globe to point out Europe and the general transatlantic route taken by Columbus in sailing to North America. TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. TEKS 1.6.E Make connections to personal experiences, ideas in other texts, and society with adult assistance. Tell students that the Native Americans were already living in America when Columbus arrived. **Show Image Card 3 (Pilgrims)** - Now explain to students that after Columbus’s voyages, more and more groups of people from various countries in Europe decided to make the trip across the Atlantic Ocean to explore North America. Tell students that one of these groups who came from England and landed at Plymouth Rock were the Pilgrims. - Use the world map or globe to point out the approximate location of the Pilgrims’ landing in Massachusetts. - Tell students that in today’s Read-Aloud, they will hear more about the Pilgrims as well as two other early English colonies: Roanoke Island and Jamestown. --- **WHERE ARE WE? (5 MIN.)** **Note:** Younger students often confuse the concepts of country and state, and when asked to name the country may respond by naming the state. If this happens, be sure to acknowledge that they have accurately provided the name of the state in which they live, but that you are asking them to name the country in which they live, of which their state is a part. - Ask students to first name the country in which they live, and then the state in which they live. - Tell students that there has not always been a country or nation known as the United States of America made up of different states such as [your state]. Tell students that for the next several days they will be learning about some of the important events and people responsible for the creation of our country, the United States of America. - Using a world map or globe, ask students if they can locate the continent of North America, on which the United States of America is located. - To clarify the relationship between the concepts of continent, country, and state, draw three concentric circles on chart paper, a chalkboard, or a whiteboard. Label the outer circle North America, the second circle the United States of America, and the innermost circle with the name of your state. Then, using the world map or globe, ask students to identify the part of North America that we call the United States of America. Finally, assist students in identifying the location of their own state. --- **ENGLISH LANGUAGE LEARNERS** **Speaking and Listening** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Do we live in the United States?”). **Intermediate** Have students answer using sentence frames (e.g., “We live in the country of ______”). **Advanced/Advanced High** Encourage students to answer the questions independently, using key details and vocabulary. **ELPS 1.E; ELPS 3.F** Lesson 1: The New World Read-Aloud Reading: Students will identify the first English settlements in America. TEKS 1.6.I Language: Students will demonstrate an understanding of the Tier 3 word settlements. TEKS 1.3.B PURPOSE FOR LISTENING • Tell students that the Pilgrims were not the first English people to settle in North America. Tell them that in today’s Read-Aloud they are going to learn about some of the other places in North America where the English settled, both before and after the Pilgrims’ arrival. Ask students to listen to find out about other English settlements in North America. “THE NEW WORLD” (15 MIN.) Support Display the Thirteen Colonies Map and a world map or globe to locate the places named and help students understand how they relate to each other. Show Image 1A-1: North America This is the North American continent, where we live today. *The part colored red is the United States*. Many hundreds of years ago, life in North America was very different than it is today. Show Image 1A-2: Native Americans [Ask students to describe what they see in this illustration.] The first people who lived in North America are known as Native Americans. The Native Americans lived in groups called tribes in different regions of North America. There were no stores like we have now, so they had to find or make most things they needed to survive, whether it was food to eat, clothing to wear, or a house in which to live. TEKS 1.6.I Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Hundreds of years later, a European explorer by the name of Christopher Columbus sailed and reached North America, but that was not where he had planned to go. [Point to the illustration of Columbus.] Tell students that Columbus was looking for spices, gold, and other treasures when he first set sail from Europe. Columbus set sail from Europe, hoping to find a quicker way to reach India and China, where spices, gold, and other riches were plentiful. But in 1492, when Columbus actually reached land, after he “sailed the ocean blue,” he and his crew did not arrive in India or China. They landed instead in North America where they met the native people who lived there. [Point to the Native Americans.] Who are these people? [Encourage students to use both the terms, Native Americans and Indians.] Why did Columbus call the people Indians? After Columbus, sailors from different countries in Europe traveled to North America. Portugal, the Dutch Republic (now the Netherlands), Spain, France, and England all sent explorers to North America, continuing to hope to find riches and goods that they might bring back to trade and sell in Europe. [Point to North America and Europe on the map.] Everyone was interested in this “New World.” [Remind students that the European explorers called North America the “New World” because it was “new” to them, as compared to the countries of Europe from which they came.] Show Image 1A-6: Thanksgiving: Pilgrims and Native Americans The English did not want to just visit the Americas. They were interested in starting settlements in order to live there. When people start settlements, they move to a new place to live. They wanted a place for their people to spread out from their small island country, England, across the Atlantic Ocean. You probably remember that English Pilgrims landed at Plymouth Rock in the 1600s, about a hundred years after Columbus. The Pilgrims had great difficulty adjusting to their life in the New World because it was very different from the city life they knew in Europe. The Native Americans that the Pilgrims met helped them survive, especially during that first year. Show Image 1A-7: Map of the United States of America with Massachusetts, Virginia, and North Carolina highlighted The Pilgrims were not the only English people to start settlements in North America. In fact, before the Pilgrims ever arrived at Plymouth [Point to Massachusetts.] This is where the Pilgrims landed and lived., other English men and women had settled in two other places. The first English colony was on Roanoke Island,[Point to the area off the coast of North Carolina.] followed by a colony at Jamestown.[Point to Virginia] A colony is a place that is ruled by a faraway country. So, the English men and women who moved to and settled Roanoke Island and Jamestown did not make their own rules or laws. The English king and government ruled the colonies. A government is a group of people who make decisions and laws for the people they represent. Show Image 1A-8: Baptism of Virginia Dare The first child born in North America to English parents was born on Roanoke Island. Her name was Virginia Dare.[Explain that the people are English settlers watching the baptism of Virginia Dare.] A baptism is a Christian religious ceremony. We don’t really know what happened to Virginia Dare or the other English settlers living on Roanoke Island, because they mysteriously disappeared several years after they arrived. For this reason, Roanoke Colony is often called “The Lost Colony.” *The colony was not really lost, but the colonists were never seen again.* Some people think life was so difficult on Roanoke Island that the colonists left their settlement and went to live with some of the Native American tribes in the area. Some people think the Roanoke Island settlers may have gone to live with the Native Americans since they may have run out of food. **Show Image 1A-9: English landing at Jamestown** It was another twenty years after the Roanoke Colony before the English tried to settle again in North America. When they did, one hundred English men and boys sailed up a river from the Atlantic Ocean and named the river “James” in honor of the king of England. The settlement they founded was called “Jamestown.” Like the other English settlers, the people who came to Jamestown met the Native Americans who were already living in this area. The English wanted to trade goods with them and were especially interested in acquiring the Native Americans’ beaver and deer skins to send back to England, where they were able to sell them for a high price. **Show Image 1A-10: Map of thirteen colonies** As time passed, more and more settlers from Great Britain arrived in North America. [Remind students that at this time, many years after the first English colonists arrived in North America, the country they came from was now known as Great Britain or Britain.] All up and down the East Coast of North America they formed more colonies, where they started new lives for themselves. By 1732, there were thirteen British colonies in North America [Point to each on the map]: Massachusetts, New Hampshire, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia. *The people living in the thirteen colonies in North America were ruled and controlled by the king and government of Britain.* Challenge If your state is one of the original thirteen colonies, have students point it out on the map. You may also wish to share more information about its colonial history. Show Image 1A-11: Map showing route from Africa to North America The British did not accomplish the hard work of setting up colonies all by themselves. They especially needed lots of helpers to clear and farm the land. First, they encouraged indentured servants to come work in America. These indentured servants had to work only for the English colonists for a certain, agreed-upon number of years without pay. After that time, they were free to live and work where they wanted, and to be paid for that work. As the British colonies grew, more and more workers were needed. Before long, European ships brought enslaved people taken from the continent of Africa to work in America. [Point to Africa and trace the route from that continent to North America.] These enslaved people were forced to come to North America, where they did not share the freedoms enjoyed by the colonists. Freedoms are rights or liberties. They could not leave their farms without permission, and it was against the law for anyone to teach them to read or write. As the colonists settled in the colonies, more changes were to come. COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** Who were the very first people known to live in North America? *(Native Americans; Indians)* 2. **Literal.** English Pilgrims settled Plymouth Colony. Name two other English colonies in North America that were settled before the Pilgrims arrived in Plymouth. *(Roanoke Island or “The Lost Colony”; Jamestown)* 3. **Inferential.** Why is Roanoke Island called “The Lost Colony?” *(because the colonists mysteriously disappeared)* **Show Image 1A-10: Map of thirteen colonies** --- Check for Understanding **Point to It:** [Point to the colonies on this map.] How many British colonies were settled in North America? *(thirteen)* --- 4. **Literal.** Who governed and ruled the thirteen British colonies—the king of Great Britain or the people who lived in the colonies? *(the king of Great Britain and the British government)* 5. **Evaluative.** *Think-Pair-Share:* If you could travel back in time, would you rather be one of the Native Americans who first lived in North America, one of the sailors who traveled with Columbus, or one of the English colonists? What do you think you might like and dislike about living in that time? *(Answers may vary.)* WORD WORK: SETTLEMENTS (5 MIN.) 1. In the Read-Aloud you heard, “[The English] were interested in starting settlements in order to live there [America].” 2. Say the word settlements with me. 3. Settlements are places where people move to live. 4. The English set up settlements up and down the East Coast of North America. 5. What settlements have you learned about so far? Think about places that groups of people settled in, not only in North America but around the world. Try to use the word settlements when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “The English made settlements in ______.”] 6. What’s the word we’ve been talking about? Use a Making Choices activity for follow-up. I am going to name several places. If I say a place that you think can have or did have settlements, raise your hand. If the place I name cannot have settlements, keep your hands in your lap. - the moon (no settlements) - Massachusetts (settlements) - the sun (no settlements) - Virginia (settlements) - under the sea (no settlements) - [your state] (settlements) Lesson 1: The New World Application Speaking and Listening: Students will identify and sequence the first English settlements in America. TEKS 1.1.A; TEKS 1.7.B; TEKS 1.9.D.iii SEQUENCING EVENTS (5 MIN.) • Show students the cards you prepared in advance with images/names of each of the three colonies. Ask students to identify each of the colonies on the cards. (*Roanoke Island, Jamestown, Plymouth*) • Tell students that they will order these cards to show which colonies came first. ◦ Ask students which colony was the first English colony in North America. (*Roanoke Island*) Affix this to the board/chart paper. ◦ Ask students which colony was formed soon after, and was more successful. (*Jamestown*) Place this card to the right of the Roanoke Island card on the board/chart paper. Tell students you are doing this to show that Jamestown was founded after the Roanoke Island colony. ◦ Show students the Plymouth card and ask them where in the sequence it should go. (*last, to the right of Jamestown*) • Remind students that these three colonies—Roanoke Island, Jamestown, and Plymouth—were not the only English colonies settled in North America. By the early 1700s, people from Great Britain had settled in thirteen different colonies along the East Coast of North America. • Invite students to share questions that they may have about the three colonies and the order in which they came in North America. WORKING WITH MAPS (15 MIN.) Check for Understanding Point to It: As I name each colony, point to it on the Thirteen Colonies Map. [Name the colonies in any order: Massachusetts, New Hampshire, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia.] Support Encourage students to keep pointing to the colonies’ location on the map whenever they hear their names. Challenge Have students locate the approximate locations of Roanoke Island, Jamestown, and Plymouth on their maps. TEKS 1.1.A Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D.iii Recognize characteristics and structures of informational text, including organizational patterns such as chronological order and description with adult assistance. Reread the following from the Read-Aloud: *All up and down the East Coast of North America, [the British] had formed more colonies, where they started new lives for themselves. By 1732, there were thirteen colonies in North America: Massachusetts, New Hampshire, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia.* - Have students turn to Activity Page 1.1. Explain that this is a map showing the thirteen colonies in America. - Name each colony and have students locate it on the map. Have students color the thirteen colonies. - On the back of the paper, have students write one to three sentences about the thirteen colonies using what they have learned. - Some students may need to dictate their sentences to an adult, whereas others may write their sentences independently. - Give students the opportunity to share their writing with a partner or with the entire class. **Take-Home Material** **FAMILY LETTER** - Send home Activity Page 1.2. A NEW NATION: AMERICAN INDEPENDENCE A Taxing Time: The Boston Tea Party PRIMARY FOCUS OF LESSON Speaking and Listening Students will identify the first English settlements in America. TEKS 1.1.C Reading Students will answer questions about the Boston Tea Party. TEKS 1.7.C Language Students will demonstrate an understanding of the Tier 2 word goods. TEKS 1.3.B Reading With assistance, describe the Boston Tea Party by examining a picture. TEKS 1.1.B; TEKS 1.7.B; TEKS 1.9.D.ii; TEKS 1.9.D.iii FORMATIVE ASSESSMENT Exit Pass Response Card Students will write a sentence about the Boston Tea Party. TEKS 1.7.B TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.7.C Use text evidence to support an appropriate response; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.1.B Follow, restate, and give oral instructions that involve a short, related sequence of actions; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D Recognize characteristics of informational text including (ii) features and simple graphics to locate or gain information; (iii) organizational patterns such as chronological order and description with adult assistance. | **LESSON AT A GLANCE** | |------------------------| | **Grouping** | **Time** | **Materials** | | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart Thirteen Colonies Map (Digital Components) | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map, world map or globe (optional) (Digital Components) Poster 1M: Stamps (optional) (Flip Book) loose tea, postage stamps, and rubber stamps (optional) Flip Book: 2A-1–2A-9 | | “A Taxing Time: The Boston Tea Party” | | | | Comprehension Questions | | | | Word Work: Goods | | | | **Application (20 min.)** | | | | Sequencing Events | Independent | 20 min. | Sequencing Events Cards: taxes, Boston Tea Party, First Continental Congress image of the Boston Tea Party paper and writing tools pictures with captions (optional) | | Picture Gallery | | | ADVANCE PREPARATION Introducing the Read-Aloud • Beginning in this lesson and continuing throughout the domain, you will transcribe as students work together to retell Read-Alouds using a running piece of chart paper referred to as the Story Chart. As you are able, display the “story” they retell over the course of the domain in a linear fashion by placing pieces of chart paper one after another. • Display the Thirteen Colonies Map you prepared in Lesson 1. Alternatively, you may access a digital version in the digital components for this domain. Application • Prepare for a sequencing activity like you did in Lesson 1. For this activity, prepare three Sequencing Events Cards with names/images for taxes, Boston Tea Party, and First Continental Congress. You may wish to use Image Card 5 for the Boston Tea Party. Alternatively, you may access cards in the Teacher Resources section of this Teacher Guide. • Throughout this domain, you will be creating a picture gallery with students, displaying pictures and student-created captions of important people and events from the founding of the United States. It is recommended that you designate a board for displaying these pictures and their captions as space allows. In this first picture gallery activity, you will display an image of the Boston Tea Party and write and display a caption for it as a class. You may access this image in the Teacher Resources of this Teacher Guide. Universal Access • Bring in a tin of loose black tea, some postage stamps, and a few rubber stamps for students to see, smell, and feel during the Read-Aloud. Note: Be sure to check with your school’s policy regarding food distribution and allergies. • Bring in pictures with captions from a magazine, book, or newspaper to share with students during the Picture Gallery introduction. **CORE VOCABULARY** **goods, n.** things that can be traded, bought, or sold Example: At the market, people bring goods such as vegetables from their farms, flowers from their gardens, or other things they have made, such as candles, for others to buy. Variation(s): good **harbor, n.** a protected body of water where ships can be left Example: Every Saturday, Mariela and her father would watch ships come in and out of the harbor. Variation(s): harbors **representatives, n.** people chosen to speak or act on behalf of a larger group Example: Representatives from each class told the principal what changes to the playground their class wanted. Variation(s): representative **revolted, v.** rebelled; rose up against Example: The girls revolted against their mother, going out when they weren’t allowed. Variation(s): revolt, revolts, revolting **taxes, n.** money people pay to a government for services Example: The government collects taxes on gasoline to help pay for the construction and repair of roads. Variation(s): tax --- **Vocabulary Chart for “A Taxing Time: The Boston Tea Party”** | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | taxes | goods | | | | revolted | representatives | | | | | (representantes) | | | Multiple Meaning | harbor | | | | Sayings and Phrases | a long time | | | | | these days | | | | | tempers flared | | | | | voice their opinions | | | | | keep the peace | | | Lesson 2: A Taxing Time: The Boston Tea Party Introducing the Read-Aloud **Speaking and Listening:** Students will identify the first English settlements in America. **TEKS 1.1.C** **WHAT HAVE WE ALREADY LEARNED?** - Ask students to recall the names of the three English settlements in North America they learned about in the last Read-Aloud. (*the Pilgrims in Plymouth, Roanoke Island (the “Lost Colony”), and Jamestown*) - Remind students these were some of the first English settlements in North America. As time passed, more and more English settlers arrived in North America. All up and down the East Coast of North America, they formed more colonies where they started new lives for themselves. - Tell students that throughout the domain, they will help you retell the story they have heard about the founding of the United States by answering some questions. - Divide the class into four groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. - What country did many of the people who lived in the colonies originally come from? (*Great Britain*) - How many different or separate colonies along the coast of North America did the British settle? (*thirteen*) - Who governed and controlled the colonies? (*the British king and his British Parliament*) **TEKS 1.1.C** Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. --- **ENGLISH LANGUAGE LEARNERS** **Language** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Did the King of England govern the thirteen colonies?”). **Intermediate** Have students answer using sentence frames (e.g., “_____ governed and controlled the colonies.”). **Advanced/Advanced High** Encourage students to answer the questions independently and using key details and vocabulary. **ELPS 1.E; ELPS 3.F; ELPS 4.I** **Support** If students have difficulty telling their assigned part of the story, prompt them by stating the questions as sentences and have them finish your sentences. If students give one-word answers and/or fail to use Read-Aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. • Have a student show the location of the thirteen British colonies on the Thirteen Colonies Map. Check for Understanding Point to It: [Have students stand in a circle or in lines of 13. Have each student point to and name one colony, moving in an order of your choosing.] Point to and name one of the 13 British colonies. • Remind students that they are learning about some of the important events that led to the creation of our country or nation, the United States of America. Lesson 2: A Taxing Time: The Boston Tea Party Read-Aloud **Reading:** Students will answer questions about the Boston Tea Party. **TEKS 1.7.C** **Language:** Students will demonstrate an understanding of the Tier 2 word *goods*. **TEKS 1.3.B** **PURPOSE FOR LISTENING** - Tell students to listen to learn about some of the problems the colonists encountered, and to find out why colonists did something drastic when they had the Boston Tea Party. “A TAXING TIME: THE BOSTON TEA PARTY” (15 MIN.) **Show Image 2A-1: Map of the thirteen colonies** For a long time, many colonists were proud to be British citizens, ruled by the king of Great Britain. But then things began to change. The king and the British Parliament, had spent a lot of money helping to set up and protect the colonies. To help pay for these expenses, Parliament decided to make the colonies in America pay **taxes** to Great Britain. **Show Image 2A-2: How taxation works** Taxes are extra money people pay when they buy certain things. For example, today, we may pay taxes when we buy clothes at a department store, food in a restaurant, or gasoline for the car. Depending on the state where you live, you might have to pay a dollar or two more for your new shirt than what’s listed on the price tag, or a few extra cents for your sandwich than the price listed on the menu. But these stores do not keep this extra money. They must give the extra money, or taxes, to the government. These days, we vote... and elect **representatives**, or people to represent us in government. These people make decisions about how to best spend taxes to provide public services that benefit all who live here. [You may wish to briefly name one representative of your locality and say, “We voted for this person to represent us in government. This person speaks for the people who live here.”] The government uses the taxes to help pay for things that everybody needs, like schools, public transportation, roads, water and garbage service, police and fire protection, and other public services. **Show Image 2A-3: British Parliament** But back in the time when the colonies were first established, the people who lived in the colonies were not permitted to vote and elect representatives or people to represent them in the British Parliament on the other side of the ocean. [Tell students that the room in this image is one of the rooms in Great Britain in which the British Parliament meets.] So, many people who lived in the American colonies in the 1700s felt that it was unfair for the British king to ask them to pay taxes. The colonists were asked to pay extra for stamps, sugar, and other things. Because the colonists could not voice their opinions to the British government through representatives, why, they wondered, should they have to pay taxes? It just didn’t seem fair to them. **Show Image 2A-4: Eighteenth-century teacup** All over the colonies, people grew more and more angry, but it was in the colony of Massachusetts that tempers flared the most. King George of Great Britain sent troops to try to keep the peace in Boston, but it did not help very much. *The people in the colony of Massachusetts were really mad about paying taxes!* Then, in 1773, the British Parliament did something that the colonists could not stand. They passed a law called the Tea Act and tried to force the colonists to buy tea from one British company only, charging a large tax for the tea. The colonists did not think it was fair to force them to pay more for tea, and they refused to pay taxes on tea, one of their favorite drinks. They began sending shiploads of tea back to Britain and ordering tea from the Dutch Republic instead. *The Dutch Republic was the name of the country we know as the Netherlands today.* This made the king even angrier. He told them that they could not send any more tea back to Great Britain without paying the tax. Because of this, the colonists of Massachusetts **revolted** or **rose up** against the British king. They decided that they would not accept the king’s decision. *Why do you think the colonists ordered tea from the Dutch Republic?* **Show Image 2A-5: Boston Tea Party** Shiploads of British tea continued to enter the port of Boston, Massachusetts. *A port is a place on the coast where ships load and unload goods.* On a December night in 1773, a group of men known as the Sons of Liberty planned a most unusual “tea party.” *If we were going to have a tea party, what might we do? Listen to see if that is the kind of tea party the Sons of Liberty had.* Smearing their faces with soot, grease, and streaks of red paint, they stuck feathers in their hair. Disguised as Mohawk Native Americans, a common symbol of freedom at the time, they made their way down to the **harbor** or **the water along the coast**. Climbing aboard three British ships, they dumped 342 chests of valuable tea into the Boston Harbor. This meant that the British lost tea and money. This event became known as the Boston Tea Party. **Show Image 2A-6: Paul Revere’s shop in Boston** Furious, King George of Great Britain closed the port of Boston, one of the American colonies’ most important ports. He told them that they would not receive any more **goods** from Britain until they paid for the tea that they had destroyed. With no supplies coming from Great Britain, there was nothing for the colonists to sell in their shops, so people had to close their shops. [*Point to the image and explain that it is a shop in Boston that was owned by a man named Paul Revere. Tell students they will hear more about Paul Revere in the next Read-Aloud.*] Many people lost their jobs. Food was scarce. Colonists from up and down the East Coast helped out, sending money and supplies to Massachusetts. **Support** Here, **goods** are things that can be traded, bought, or sold. The word **good** can also mean enjoyable, obedient, positive, or better than average. What were the colonists to do? What should they say to the British king? The people of Boston began to talk of war against Great Britain and its king, but other colonists warned them not to act so quickly. “Wait a bit,” they suggested. “It is never a good idea to fight back without cooling off a bit first.” Show Image 2A-7: First Continental Congress All thirteen colonies decided to come up with a plan together. They held a big meeting in Philadelphia, Pennsylvania, about midway between the farthest New England colonies and the farthest Southern colonies. [Point out Philadelphia on a U.S. map. Review the location of the thirteen colonies.] Each colony elected representatives to attend the meeting. It wasn’t possible for all colonists to attend the meeting, so each colony sent a few people to speak for them. It was the first time that representatives from all the colonies (except Georgia) met together in one place. They called themselves the Continental Congress. Leaders in the colonies were divided. Some remained loyal, or faithful, to Great Britain and the king. They were called Loyalists. “After all,” they said, “we’re British, too!” Others were beginning to think of themselves not as British citizens, but as Americans. They wanted to rule themselves instead of being ruled by a faraway king. These people were called Patriots. Show Image 2A-8: George Washington, Benjamin Franklin, and Thomas Jefferson [Point to each person in the image as you read about him.] Members of the Continental Congress included George Washington from Virginia, a young army commander who had helped protect the colonies. Benjamin Franklin attended the second meeting of the Continental Congress, a Philadelphian known for his ability to get people to work together. Though unable to attend, Thomas Jefferson, known as an excellent writer, was elected as a representative from Virginia. [Point to the men again, and have students repeat the names of these three men after you.] At that first Continental Congress, the representatives decided to approach the king in a friendly way. They sent him a letter, telling him that they wanted to work things out peacefully. They asked the British Parliament to stop making laws or rules for them. “We feel that we should create our own laws since we are not able to vote for laws in Parliament,” they said. In the meantime, while they waited for an answer from the king, the colonists decided to stop selling goods to Great Britain and to stop buying goods from Great Britain. Show Image 2A-9: Carpenters’ Hall, location of First Continental Congress [Point out that the representatives met in this building in Philadelphia, Pennsylvania.] At the end of the meeting, the colonists were still split in their opinions about what to do. The Loyalists hoped that the king would grant their requests, letting them make their own laws while still remaining British. The Patriots kept things stirred up, talking of going to war and breaking away from Britain altogether. So the Loyalists and Patriots did not agree about what to do. The Loyalists were loyal to whom? The Patriots wanted to make their own laws. Did they want to obey the king anymore? It certainly was not a calm time! Challenge When you stop buying and/or selling goods out of protest, it is called boycotting. COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** What are taxes, and what are they used for? *(extra money paid for goods you buy that government uses to help pay for public services, such as schools, police and fire protection, water and garbage services, etc.)* 2. **Literal.** What is a representative? *(someone elected to represent a larger group of people in the government; helps the government decide what to spend taxes on)* 3. **Literal.** Why did the king and the British Parliament decide to tax the British colonies in America? *(They wanted to get some money; the British Parliament had spent a lot of money to help set up and protect the colonies.)* - **Literal.** How did the British colonists feel about being taxed? *(They disagreed with it; they were angry.)* Why do you think they felt that way? *(They didn’t have representatives in Parliament.)* 4. **Literal.** What was the Boston Tea Party? *(The colonists dumped tea into the Boston Harbor.)* 5. **Literal.** What was the colonists’ next plan for solving the problem with the British king? *(They had a meeting called the First Continental Congress and wrote the king a letter.)* --- Check for Understanding **Think-Pair-Share:** Did the Boston Tea Party solve the problem of tea being taxed? *(no)* How do you know the problem wasn’t solved? *(The king was furious and closed the port so that no more supplies could come into Massachusetts; the colonists didn’t have anything to sell in their stores, which led to more problems.)* - **Literal.** Did everyone agree on what should be done? *(No, some colonists—the Loyalists—wanted to remain loyal to the king, while others—the Patriots—wanted to rule themselves.)* 1. In the Read-Aloud you heard, “[King George] told [the colonists] that they would not receive any more goods from Britain until they paid for the tea that they had destroyed.” 2. Say the word *goods* with me. 3. Goods are things that can be traded, bought, or sold. 4. The workers unloaded goods from the ship in the harbor. 5. Have you ever bought or sold any goods? [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I bought goods when . . .”] 6. What’s the word we’ve been talking about? **Use a Making Choices activity for follow-up.** I am going to list several things. If something can be bought, traded, or sold, say, “_____ is/are a good.” If something cannot be bought, traded, or sold, say, “_____ is/are not a good.” - freedom (*Freedom is not a good.*) - clothes (*Clothes are goods.*) - pineapples (*Pineapples are goods.*) - moon (*The moon is not a good.*) - love (*Love is not a good.*) - rings (*Rings are goods.*) Lesson 2: A Taxing Time: The Boston Tea Party Application Reading: With assistance, describe the Boston Tea Party by examining a picture. TEKS 1.1.B; TEKS 1.7.B; TEKS 1.9.D.ii; TEKS 1.9.D.iii SEQUENCING EVENTS (5 MIN.) • Show students the cards you prepared in advance with images/names of each of the three events. Ask students to identify each of the events on the cards. (taxes [Tea Act], Boston Tea Party, First Continental Congress) • Tell students that they will order these cards to show which came first. ◦ Ask students what the British Parliament did that upset many colonists. (made them pay taxes) Affix the taxes card to the board/chart paper. ◦ Ask students how the Sons of Liberty responded to these acts, especially the Tea Act. (Boston Tea Party) Ask students to describe this event. Place the Boston Tea Party card to the right of the taxes card on the board/chart paper. Tell students you are doing this to show that the Boston Tea Party occurred after the Stamp and Tea Acts were passed, and it was also a result, or reaction to, those acts. ◦ Show students the First Continental Congress Card, and ask them where in the sequence this card would go. (last, to the right of the Boston Tea Party) Ask students to describe why the First Continental Congress met. (to come up with a plan for dealing with the British king and Parliament) • Ask students where this set of cards would be placed compared to the colony cards they ordered in the previous lesson. (after the colony cards) Ask students why. (These events took place after those colonies were formed.) PICTURE GALLERY (15 MIN.) Introduction • Tell students that in the next several lessons, they will examine pictures of some of the important people and places connected with story of the United States as a new nation. • Tell students that as they discuss these pictures together, they will write captions to go along with them, describing the image and the people or things that are happening within it. Explain to students that captions are the words, phrases, or sentences that describe something being pictured. TEKS 1.1.B Follow, restate, and give oral instructions that involve a short, related sequence of actions; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D Recognize characteristics of informational text including (ii) features and simple graphics to locate or gain information; (iii) organizational patterns such as chronological order and description with adult assistance. Check for Understanding Recall: Ask students to turn to a partner and repeat what they will be doing for the picture gallery in the coming lessons. (describe and discuss the pictures, then write captions for them) Sons of Liberty and The Boston Tea Party • Show students Image Card 5 (The Boston Tea Party). Tell them that today you will work together as a class to create a caption for this picture, the first picture in their picture gallery. • Ask students to identify the event in the picture. (the Boston Tea Party) Ask students who the people are who are pictured in this scene. (members of the Sons of Liberty) • Ask students to answer the following questions to help them understand what is being depicted in the picture. Record this information on the board/chart paper for their reference. ◦ Describe what actions you see happening here. (boxes are being dumped into the harbor from a large ship, men are riding in a small boat, etc.) ◦ What is in the boxes they are dumping? (tea) ◦ What are the men in this image wearing? (They are dressed as Native Americans.) ◦ What time of day is it? (night) How do you know? (It is dark; the moon and stars are visible.) • Tell students that now that they have described the picture, they will work together to write a caption for it. • Have several students share sentences describing what is happening in the picture using important details as you previously discussed (e.g., “The Sons of Liberty are dressed up as Native Americans and throwing tea into the Boston Harbor.”). • Ask students questions regarding the content to help build on this initial description (e.g., “Who were the Sons of Liberty?” “Why were they doing this?”). • As you form complete sentences, write them on paper or chart paper. For example, it may look like something like this: Image Card 5 ENGLISH LANGUAGE LEARNERS Writing Exchanging Information and Ideas Beginning Have students answer using simple yes/no questions (e.g., “Are there people in the picture?”). Intermediate Have students respond to the question using a sentence frame (e.g., “In this picture, there is/are . . .”). Advanced/Advanced High Have students respond to the question in complete sentences using key details. ELPS 5.F Challenge The men in this image are dressed as Mohawk Indians, a common symbol of freedom at the time. Why are the men dressed this way? (They were showing they wanted more freedom.) The Boston Tea Party The Sons of Liberty are dressed up as Native Americans and throwing tea into the Boston Harbor. The Sons of Liberty were a group of colonists. They threw tea into the Boston Harbor because they did not think it was fair that they were taxed when they had no representatives in Parliament. • When you have finished recording the caption, place it near the image card in a designated area of your room. • Tell students they will write and add their own captions for other pictures in the picture gallery in later lessons. Exit Pass On an index card, respond to the following with a sentence: How and why did the Sons of Liberty respond to the taxes the British Parliament was making the colonists pay? (Answers will vary, but should include that they responded with the Boston Tea Party because they did not think they should be taxed when they were not represented in Parliament.) A NEW NATION: AMERICAN INDEPENDENCE The Shot Heard Round the World PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the Boston Tea Party. TEKS 1.1.C; TEKS 1.7.D Reading Students will identify and describe significant events leading to the Revolutionary War. TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 2 word volunteers. TEKS 1.3.B Language Students will demonstrate an understanding of the phrase “let the cat out of the bag.” TEKS 1.3.B Reading In groups, students will use a graphic organizer to summarize the Read-Aloud. TEKS 1.6.H; TEKS 1.7.D FORMATIVE ASSESSMENT Activity Page 3.1 Somebody Wanted But So Then Students will use a graphic organizer to summarize the Read-Aloud. TEKS 1.6.H TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.6.H Synthesize information to create new understanding with adult assistance. ## LESSON AT A GLANCE | Grouping | Time | Materials | |---------------------------|-------|------------------------------------------------| | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map (optional) (Digital Components) image of shutters (optional) Flip Book: 3A-1–3A-6 | | “The Shot Heard Round the World” | | | | Comprehension Questions | | | | Word Work: Volunteers | | | | **Application (20 min.)** | | | | Sayings and Phrases: “Let the Cat Out of the Bag” | Small Group | 20 min. | Activity Page 3.1 Somebody Wanted But So Then Chart (Digital Components) | | Somebody Wanted But So Then | | | This is a good opportunity to take a break. ### ADVANCE PREPARATION #### Introducing the Read-Aloud - Prepare to divide students into three groups to retell parts of the Read-Aloud from Lesson 2, and to transcribe their retelling on the Story Chart. #### Application - Prepare and display the following Somebody Wanted But So Then Chart. Alternatively, you may access a digital version in the digital components for this domain. | Somebody | | |----------|---| | Wanted | | | But | | | So | | | Then | | - Prepare to place students in small groups to complete the Somebody Wanted But So Then charts. **Note to Teacher** The Read-Aloud in this lesson follows Henry Wadsworth Longfellow’s poem, “Paul Revere,” which has become a legend. You may wish to review the term *legend* with students. It is highly recommended that you preface the Read-Aloud by telling students that parts of this story are true but other parts were made up by the author. Tell students that they will learn more about Paul Revere in later grades. For now, the most important things for students to gain familiarity with are his ride as a patriotic gesture, and commonly used phrases from Longfellow’s poem (e.g., “One, if by land, two, if by sea.”). It is worth noting that Paul Revere was a real man, and did make a ride similar to the one told here to save fellow Sons of Liberty Samuel Adams and John Hancock from arrest. While riding his horse on the way to where they were staying, he was incredibly boisterous and noisy, waking many along his path. His fellow Patriots, you might note, were not particularly pleased by this (British soldiers or spies, for example, could have quickly discerned what was happening), but when Henry Wadsworth Longfellow immortalized the man with his poem, “Paul Revere’s Ride” in 1860, Revere became a symbol of American patriotism. **Universal Access** - Display the Thirteen Colonies Map to locate Massachusetts as mentioned in the Read-Aloud. - Gather an image of shutters to show students and explain how they could be opened and closed to open or block light and air. **CORE VOCABULARY** **militia, n.** an army made up of ordinary people, not trained soldiers Example: Long ago, towns would have a small militia to help keep people safe. Variation(s): militias **obeyed, v.** followed orders, or did something you were told to Example: The girl obeyed her mom’s instructions and cleaned up her room. Variation(s): obey, obeys, obeying **signal, n.** an object or act used to send a message without words Example: The pirates waited for the signal before rushing off the boat. Variation(s): signals **spies, n.** people who secretly keep watch on other people to find out what’s happening Example: The spies hid behind a bush to find out who went in and out of the building. Variation(s): spy **volunteers, n.** people who do something without being paid or told to do it Example: There were many wonderful volunteers who helped at the school fair last weekend. Variation(s): volunteer --- **Vocabulary Chart for “The Shot Heard Round the World”** | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | militia (milicia) | obeyed (obedecían) | | | | | signal (señal) | | | | | spies (espías) | | | | | volunteers (voluntarios) | | | Multiple Meaning | | | | | Sayings and Phrases | swarmed the streets | | | | | one, if by land, two, if by sea | | | | | shutters were thrown open | | | | | to this day | | | | | nerves had been on edge | | | | | reached [his] ears | | | Lesson 3: The Shot Heard Round the World Introducing the Read-Aloud **Speaking and Listening:** Students will describe the Boston Tea Party. **TEKS 1.1.C; TEKS 1.7.D** **WHAT HAVE WE ALREADY LEARNED?** - Tell students that today, they will help you retell the story they have heard thus far about the founding of the United States by answering some questions. **Check for Understanding** **Sequencing Events:** Remind students of the sequence of events they created in the previous lesson. Ask them to recall this sequence in order. (taxes, *the Boston Tea Party*, *First Continental Congress*) [If cards are available, shuffle and have students reorder them according to this sequence.] - Divide the class into three groups for discussion of each of the questions, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a few minutes to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. **Group 1: Taxes** - Why did the king and the British Parliament start taxing the colonies on the goods they purchased, such as tea? (*They wanted to make extra money, because it had cost them a lot to set up and protect the colonies.*) - Were the British colonists happy about being taxed? Why or why not? (*No, they were angry because they felt it was unfair to be taxed, because they didn’t have representatives in the British Parliament to help decide how much the tax should be or what to spend the taxes on.*) **ENGLISH LANGUAGE LEARNERS** **Language** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Did the British king and Parliament start taxing the colonies because they were angry?”). **Intermediate** Have students answer using sentence frames (e.g., “The British king and Parliament started taxing the colonies because . . .”). **Advanced/Advanced High** Encourage students to answer the questions independently, using key details and vocabulary. **ELPS 1.E; ELPS 3.F; ELPS 4.I** **Support** If students have difficulty telling their assigned part of the story, prompt them by stating the questions as sentences and have them finish your sentences. If students give one-word answers and/or fail to use Read-Aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. **TEKS 1.1.C** Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; **TEKS 1.7.D** Retell texts in ways that maintain meaning. Group 2: The Boston Tea Party - What did the colonists do in response to the king’s taxes, and what is the event called? (The colonists dumped British tea into the Boston Harbor. This event is called the Boston Tea Party.) - What did the king of Great Britain do in response to the Boston Tea Party? (He closed the ports so that no supplies could get in or out of Boston.) Group 3: The First Continental Congress - What was the First Continental Congress? (It was a meeting of representatives from the colonies who got together to discuss what to do about Great Britain. It took place after the Boston Tea Party.) - What were the colonists who wanted to remain loyal to the king called? (Loyalists) - What were the colonists who wanted to rule themselves called? (Patriots) • Remind students that they will continue learning about some of the important events that led to the creation of our nation, the United States of America. Lesson 3: The Shot Heard Round the World Read-Aloud **Reading:** Students will identify and describe significant events leading to the Revolutionary War. **TEKS 1.6.G** **Language:** Students will demonstrate an understanding of the Tier 2 word volunteers. **TEKS 1.3.B** **PURPOSE FOR LISTENING** - Tell students to listen carefully to find out what happened that led to the shot heard round the world. **“THE SHOT HEARD ROUND THE WORLD” (15 MIN.)** **Show Image 3A-1: Massachusetts unrest** After the Boston Tea Party, King George sent thousands of British soldiers to Boston to make sure the colonists obeyed the king’s orders or to make sure that the colonists did as the king ordered them to do. They swarmed the streets of the city in their fancy red uniforms with shiny buttons, earning themselves the name, Redcoats. They carried weapons with them everywhere they went. This made the people of Boston very angry. The city no longer felt like home to them. They did not know whom to trust. Spies or people who secretly kept watch on other people to try to figure out what they were up to spread out all over the city—British soldiers disguised as colonists, and colonists disguised as British soldiers. There was lots of whispering in the streets as people kept secrets from one another. It was not very pleasant and even a little scary. **Show Image 3A-2: Paul Revere** Paul Revere was a silversmith living in Boston. As a silversmith, he was kept quite busy making and repairing silver dinnerware, candlesticks, and jewelry. A sign with a silver pitcher hung outside his shop on the town square. In those days, it was common for **Support** Remind students that Boston was located in the colony of Massachusetts. Point out Massachusetts on the Thirteen Colonies Map. **Support** Pause and point out the British soldiers’ uniforms. Ask students to reflect on why the soldiers were called “Redcoats.” (Their uniforms were red and fancy.) **TEKS 1.6.G** Evaluate details to determine what is most important with adult assistance. **TEKS 1.3.B** Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. shopkeepers to hang signs above their doors with pictures of what could be bought inside their shops. Do you remember the picture of the Boston shop you saw in the previous Read-Aloud? That was a picture of Paul Revere’s silversmith shop. One day, the door to his shop flew open and a friend rushed over to Revere’s side. The two men were both members of the Sons of Liberty, the group of Patriots who had emptied tea into Boston’s harbor. Ever since the Boston Tea Party, the colonists of Massachusetts had been hiding weapons, gunpowder, and cannonballs in neighboring towns. The British, afraid the colonists might be planning to attack them, captured the weapons whenever they learned where they were hidden. Why do you think the colonists might have started hiding these materials? Show Image 3A-3: Paul Revere and his friend conferring Now, as the two men huddled together in the back of Revere’s shop, his friend whispered that the British were planning to raid the colonists’ storehouse of weapons in the town of Concord. The British were to travel that night, he said, but nobody knew whether they would march there by land or choose the shorter route and sail on a boat by sea. The Patriots knew they must somehow warn the militia in Concord that the British were coming by sea. A militia is an army of ordinary people, not trained soldiers. Revere and others spied on or secretly watched over the British to discover the soldiers’ plans. When Revere learned the troops were coming by sea, he arranged for a signal to be given, a secret code. His friend was to climb up the bell tower of the Old North Church. “Light one lantern and hang it in the belfry or bell tower if the British are traveling on foot by land,” Revere told his friend. “But if they are traveling on a boat by sea, hang two lanterns.” Show Image 3A-4: Paul Revere looking at the signal Paul Revere left his family and crept down to the banks of the Charles River. He quietly crossed the river in a boat to a spot where he borrowed a horse from his friend and fellow Patriot. Paul Revere mounted the horse, tipped his hat in thanks to the Patriots, and sped away. Show Image 3A-5: Paul Revere raising the alarm As he galloped through towns along the way, Revere shouted to the colonists in their beds, “The Redcoats are coming! The Redcoats are coming!” All around him, shutters were thrown open as people began waking in the middle of the night. When Revere reached the town of Lexington with word of the approaching British troops, men hurried from their homes, joining one another with their muskets in the middle of the town. These men, known as Minutemen because they were expected to be ready to fight at a minute’s notice, slept with their muskets and gunpowder beside their beds. Revere was joined by a second rider, William Dawes, who had been sent on the same mission, but following a different path to Lexington. Show Image 3A-6: Battle of Lexington At dawn, the British reached Lexington. The Minutemen were farmers and shopkeepers, volunteers for their country, not trained soldiers. Volunteers choose to do a job without being paid. They looked ragged next to the well-dressed British soldiers, or Redcoats. In the confusion of the early morning hours, a shot was fired. Others fired back, and fighting continued throughout the morning. Finally, Minutemen were able to force the British to return to Boston, firing at them from behind rocks, trees, and fences all along the way. To this day, no one knows who fired the first shot that day. Nerves had been on edge since the Boston Tea Party, so it is not surprising that guns went off. That first shot was the beginning of a long war between the British and their American colonies. It is known as “the shot heard round the world” because, not only did it change life in the colonies, but it also changed things around the world in Great Britain, all the way across the Atlantic Ocean. [On a globe, point out that Great Britain is on the other side of the world from the British colonies, so the people in Great Britain couldn’t actually hear the shot fired that morning. Explain that this famous saying simply means that that shot had a big effect on Great Britain and on the entire world.] That long war became known as the Revolutionary War. Could it be that “the shot heard round the world” rang out so loudly from the Massachusetts colony that it actually reached King George’s ears that April morning? What do you think? [Pause for students to share ideas.] **COMPREHENSION QUESTIONS (10 MIN.)** 1. **Literal.** What is the main topic of this Read-Aloud? *(Paul Revere helped get the Minutemen prepared to fight the British, and the Revolutionary War started with the battle at Lexington.)* 2. **Literal.** Who were the Redcoats? *(the British army)* Who were the Minutemen? *(the colonial militia)* 3. **Evaluative.** Why do you think Paul Revere warned colonists that the Redcoats were coming? *(He was a Patriot.)* 4. **Inferential.** What does the well-known phrase “one, if by land, and two, if by sea” mean? *(It refers to a signal. One lantern meant the Redcoats were coming by land, and two meant they were coming by sea.)* --- **Check for Understanding** **Think-Pair-Share:** What was “the shot heard round the world”? *(the beginning of fighting between the Redcoats and Minutemen at Lexington that started the Revolutionary War)* Do you think there would have been a “shot heard round the world” if the Sons of Liberty had not been prepared? *(Answers may vary.)* WORD WORK: VOLUNTEERS (5 MIN.) 1. In the Read-Aloud you heard, “The Minutemen were farmers and shopkeepers, volunteers for their country, not trained soldiers.” 2. Say the word volunteers with me. 3. Volunteers are people who do something without being paid or told to do something. 4. There are many volunteers at the fire station. 5. Have I ever asked for volunteers in the classroom? Can you think of some other places where volunteers might help out? Try to use the word volunteers when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “The volunteers helped . . .”] 6. What’s the word we’ve been talking about? Use a Making Choices activity for follow-up. I will describe a situation. If it describes people helping out without being paid or told to do something, you will say, “They are volunteers.” If it does not, you will say, “They are not volunteers.” - Tony and John were paid ten dollars to rake the leaves in their neighbor’s yard. (They are not volunteers.) - Lisa and Pablo offered to pick up the litter on the playground. (They are volunteers.) - The teacher was amazed that ten students asked if they could help clean up the art supplies. (They are volunteers.) - Maria and Hannah were paid $5.00 to babysit their little brother. (They are not volunteers.) - Jeff and Leila asked if they could take their grandparents’ dog for a walk. (They are volunteers.) Lesson 3: The Shot Heard Round the World Application **Language:** Students will demonstrate an understanding of the phrase “let the cat out of the bag.” **TEKS 1.3.B** **Reading:** In groups, students will use a graphic organizer to summarize the Read-Aloud. **TEKS 1.6.H; TEKS 1.7.D** **SAYINGS AND PHRASES (5 MIN.)** **Let the Cat Out of the Bag** - Ask students if they have ever heard the saying “let the cat out of the bag.” Have students repeat the saying. - Explain that if someone “let the cat out of the bag,” that person told a secret. Explain that the Redcoats were probably angry that Paul Revere “let the cat out of the bag” by warning the colonists that the Redcoats were coming. In other words, Paul Revere told the Redcoats’ secret. - Ask students if they have ever “let the cat out of the bag” or if they knew someone else who “let the cat out of the bag.” For example, share the following example with students: *My sister let the cat out of the bag and told me about the surprise party my mom was planning for me.* - Give students the opportunity to share their experiences and encourage them to use the saying. --- **Check for Understanding** **Stand Up/Sit Down:** Are the following good examples of “let the cat out of the bag”? - I had such a long soccer game, I went home, laid down, and let the cat out of the bag. *(sit down/no)* - Michaela asked Charlize to keep it a secret, but Charlize let the cat out of the bag and told the whole class. *(stand up/yes)* --- **TEKS 1.3.B** Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; **TEKS 1.6.H** Synthesize information to create new understanding with adult assistance; **TEKS 1.7.D** Retell texts in ways that maintain meaning. • Try to find opportunities to use this saying in various situations in the classroom. SOMEBODY WANTED BUT SO THEN (15 MIN.) • Refer to the Somebody Wanted But So Then chart you prepared in advance. Tell students that they will use the chart to summarize today’s Read-Aloud. • Remind students that writers use charts and other devices such as this one to plan a story. • Ask students to recall the title of the Read-Aloud. (“The Shot Heard Round the World”) • Place students in small groups as you prepared in advance to complete the chart on Activity Page 3.1. • Ask students the following questions to get them started: ◦ What was another name for the British soldiers? (the Redcoats) Write “The Redcoats” on the chart next to “Somebody.” ◦ What did the Redcoats want? (to take the colonists’ weapons) Write this on the chart next to “Wanted.” • Have students complete the rest of the chart in their groups. When students have completed their tables, ask several students share. Ask students the following questions to help guide them: ◦ Why didn’t the Redcoats succeed? (Paul Revere warned the colonists) ◦ What happened next? (The Redcoats encountered the Minutemen.) ◦ What happened once the Redcoats encountered the Minutemen? (fighting, “the shot heard round the world”) | Somebody | the Redcoats | |----------|--------------| | Wanted | to take the colonists’ weapons. | | But | Paul Revere warned the colonists. | | So | the Redcoats encountered the Minutemen. | | Then | fighting broke out; there was “the shot heard round the world.” | - Read the completed chart to the class to show how they summarized the story. Encourage students to create an alternative Somebody Wanted But So Then chart demonstrating what the colonists wanted. A NEW NATION: AMERICAN INDEPENDENCE Declaring Independence PRIMARY FOCUS OF LESSON Speaking and Listening Students will identify and describe significant events leading to the Revolutionary War. TEKS 1.1.A; TEKS 1.7.D Reading Students will explain the significance of the Declaration of Independence. TEKS 1.6.E; TEKS 1.7.C Language Students will demonstrate an understanding of the Tier 2 word independent. TEKS 1.3.B Reading In small groups, students will explain the significance of the Declaration of Independence by examining a picture. TEKS 1.7.B; TEKS 1.7.F; TEKS 1.9.D.ii FORMATIVE ASSESSMENT Exit Pass Picture Gallery Students will write a caption describing and explaining the significance of the Declaration of Independence. TEKS 1.7.B; TEKS 1.9.D.ii TEKS 1.1.A Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.6.E Make connections to personal experiences, ideas in other texts, and society with adult assistance; TEKS 1.7.C Use text evidence to support an appropriate response; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. | **LESSON AT A GLANCE** | |------------------------| | **Grouping** | **Time** | **Materials** | | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | ❑ Image Card 6 ❑ Story Chart ❑ Somebody Wanted But So Then chart (optional) (Digital Components) | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | ❑ Thirteen Colonies Map (optional) (Digital Components) ❑ quill pen and ink, calendar (optional) ❑ Flip Book: 4A-1–4A-8 | | “Declaring Independence” | | | | Comprehension Questions | | | | Word Work: *Independent* | | | | **This is a good opportunity to take a break.** | | | | **Application (20 min.)** | | | | Picture Gallery | Independent | 20 min. | ❑ Flip Book: 4A-2 ❑ index cards, writing tools ❑ sample images with captions (optional) | ADVANCE PREPARATION Introducing the Read-Aloud • Prepare to divide students into four groups to retell parts of the Read-Aloud from Lesson 3, and to transcribe their retelling on the Story Chart. Application • In this lesson, you will continue creating a picture gallery with students. This time, students will write captions in small groups, so prepare to place them in groups of 3–5 students. In this activity, you will display an image of the Second Continental Congress (Flip Book image 4A-2). You may wish to display the version found in the Teacher Resources section of this Teacher Guide so you can keep it up throughout the domain. Universal Access • During the Introducing the Read-Aloud activity, display the Somebody Wanted But So Then chart you created in the previous lesson. • Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. • Show students the Fourth of July on a calendar in your classroom, and draw a birthday hat on that day to stress the idea that this is the birthday of the United States. **CORE VOCABULARY** **approved, v.** accepted or said yes to something Example: My mom approved of my choice to play soccer this summer. Variation(s): approve, approves, approving **commander in chief, n.** the head of the entire military Example: The president of the United States is the commander in chief of the army. Variation(s): none **declaration, n.** a formal announcement Example: The judge’s declaration made it clear that the man was innocent. Variation(s): declarations **independent, adj.** not controlled by any person, country, or thing Example: The girl’s older sister lived on her own and was completely independent. Variation(s): none | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | | approved | | | | | declaration | | | | | independent (independiente) | | | Multiple Meaning | | | | | Sayings and Phrases | commander in chief | | | | | the shot heard round the world| | | | | speak out . . . against | | | | | the other side of the ocean | | | Lesson 4: Declaring Independence Introducing the Read-Aloud **Speaking and Listening:** Students will identify and describe significant events leading to the Revolutionary War. **TEKS 1.1.A; TEKS 1.7.D** **WHAT HAVE WE ALREADY LEARNED? (10 MIN.)** - Review what students have learned in previous Read-Alouds by reading the stories you wrote on chart paper based on student discussion from Lessons 2 and 3. - Remind students that in the previous Read-Aloud they heard a story about the ride of Paul Revere and the “shot heard round the world.” - Divide the class into four groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. **Check for Understanding** **Think of a Word:** [Show students Image Card 6.] Think of what you learned about Paul Revere in the previous lesson. [Pause.] Think of one word that describes him or the significance of his legendary ride. [Ask several students to share.] *(Answers will vary, but may include Patriot, brave, important, etc.)* - What did “one, if by land, and two, if by sea” mean? *(It referred to a signal: one lantern meant the Redcoats were coming by land, and two meant they were coming by sea.)* - Who were the Redcoats? Who were the Minutemen? *(British soldiers; militiamen from the colonies)* **TEKS 1.1.A** Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; **TEKS 1.7.D** Retell texts in ways that maintain meaning. Support If students have difficulty telling their assigned part of the story, prompt them by stating the questions as sentences and have them finish your sentences. If students give one-word answers and/or fail to use Read-Aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. Support Display the Somebody Wanted But So Then chart you created in Lesson 3 to prompt students. What was “the shot heard round the world”? (the beginning of fighting between the Redcoats and Minutemen at Lexington that started the Revolutionary War) Why was Paul Revere’s ride important? (Answers may vary, but may include that he was being patriotic, and he helped get the Minutemen prepared to fight the British.) - You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day. - Ask students what questions they may have about Paul Revere and his legendary ride. - Remind students that they will continue learning about some of the important events that led to the creation of our nation, the United States of America. Lesson 4: Declaring Independence Read-Aloud **Reading:** Students will explain the significance of the Declaration of Independence. **TEKS 1.6.E; TEKS 1.7.C** **Language:** Students will demonstrate an understanding of the Tier 2 word *independent*. **TEKS 1.3.B** **PURPOSE FOR LISTENING** - Tell students to listen carefully to find out how the colonists tried to solve the problems caused by “the shot heard round the world.” --- **“DECLARING INDEPENDENCE” (15 MIN.)** **Show Image 4A-1: Map of the thirteen colonies** News of “the shot heard round the world” spread throughout the colonies. Once again, the colonists sent representatives to a meeting in Philadelphia, Pennsylvania, to discuss what had happened and to decide what to do. *What is a representative? [Pause for students’ responses.] Each colony sent someone to represent them at the meeting.* **Show Image 4A-2: Second Continental Congress** The representatives at the Second Continental Congress were divided in their feelings about breaking away from Britain and becoming a completely **independent** nation. *The word independent means not controlled by others.* If the colonists became independent from Great Britain, they could decide things on their own. But several more small battles in the Massachusetts colony convinced them that they needed an army and someone to serve as a commander. **Support** Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. --- **TEKS 1.6.E** Make connections to personal experiences, ideas in other texts, and society with adult assistance; **TEKS 1.7.C** Use text evidence to support an appropriate response; **TEKS 1.3.B** Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 4A-3: George Washington General George Washington seemed to be the perfect choice to lead the army. He had fought to protect the colonies before and he knew how the British fought. Dressed in his military uniform at the Continental Congress, he was respected by everyone and was easily elected as the **commander in chief** of the Continental Army. *George Washington would be in charge of the army created by the Continental Congress.* Washington set off to join troops from across the colonies in Massachusetts, ready to meet the British in battle. Meanwhile, the Continental Congress continued to meet in Philadelphia. Show Image 4A-4: Benjamin Franklin Among the representatives was a man named Benjamin Franklin. Franklin, who was born in the colony of Massachusetts and then lived in the colony of Pennsylvania, had actually moved to London, England, for a few years. He had gone there to speak out in Parliament against the unfair taxing of the American colonies, and the fact that the Americans had no say in Parliament. *Americans had no official representatives to speak out for them in Parliament, but Franklin went and spoke as their representative.* Benjamin Franklin was very good at arguing, and he was able to get the British to remove some of their taxes on the colonies. Benjamin Franklin had many British friends in London, but after the Boston Tea Party, an angry British Parliament began to distrust and dislike him. *Why do you think the British Parliament started to dislike Franklin?* And so, in 1775, Franklin decided that it was time to return home, arriving in Philadelphia, Pennsylvania, just in time for the second meeting of the Continental Congress. The other representatives were delighted to have someone there who had spent so much time on the other side of the ocean. He could help them decide what to do. Show Image 4A-5: Second Continental Congress The Continental Congress decided it was time to announce to Parliament and to the British king that the colonies no longer wanted to be a part of Great Britain. They wanted to declare themselves a free and independent nation. An official declaration would have to be written so that Parliament and the king would take them seriously. Who would write this important Declaration of Independence or this statement to declare the colonists free? The members of the Continental Congress considered different people. Show Image 4A-6: Thomas Jefferson writing Among those mentioned for the job was Thomas Jefferson, a thirty-two-year-old representative from Virginia, and one of the youngest men there. Jefferson had not been able to attend the First Continental Congress, but the representatives were all familiar with his powerful writing. Jefferson was elected to be its author. What would Jefferson do if he was going to be the author of the Declaration of Independence? Thomas Jefferson went back to the rooms he was renting in Philadelphia, got out some paper, and scratched his head. He dipped his pen in ink and started writing. Pens in those days did not hold the ink; the pen had to be dipped into the bottle of ink. Sometimes he stopped and crossed out some words, then went on. He knew a lot of important people were going to read this, so he had to make it good. Every morning for seventeen days, he got up at dawn and got to work, writing and rewriting to make sure it was his best work. The Continental Congress liked Thomas Jefferson’s work. Benjamin Franklin, among others, changed a word or two here and there, but most of the words remained those of young Jefferson. Show Image 4A-7: Declaration of Independence On July 4, 1776, the Declaration of Independence was approved by a vote of the Continental Congress. It was sent to a printing shop that very night. Riders headed out across the countryside with copies. In town squares all over the colonies, people gathered to hear Thomas Jefferson’s words read aloud. One part is still read again and again today: *I want you listen to a part of our Declaration of Independence, and then I will explain to you what it means.* *We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.* Those words mean that nobody is born any better than anyone else, and that all people all over the world have equal rights, such as the right to live, the right to liberty (which means freedom), and the right to be happy. Show Image 4A-8: Fourth of July celebration We still celebrate this important event every Fourth of July, and you could call it the birthday of the United States. The Fourth of July is now a national holiday to celebrate the Declaration of Independence and declaring freedom from Great Britain. Support Show students the Fourth of July on a calendar in your classroom, and draw a birthday hat on that day to stress the idea that this is the birthday of the United States. Check for Understanding Turn and Talk: What did the Declaration of Independence do? Hint: Think about the words declare and independent. (It said that the colonies were now going to be their own nation, no longer ruled by Britain.) COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** Who was the representative who went to Great Britain, was very good at arguing, and got the British to remove some of the taxes they had put on the colonies? (*Benjamin Franklin*) 2. **Literal.** What important decisions were made at the Second Continental Congress? (*George Washington was chosen as commander in chief of the Continental Army; the representatives decided to declare themselves a free and independent nation by writing the Declaration of Independence.*) 3. **Inferential.** Who was chosen to write the Declaration of Independence? (*Thomas Jefferson*) Why do you think Thomas Jefferson was chosen to be the author? (*He was an excellent writer.*) 4. **Evaluative.** How do you think the colonists felt when they first heard the Declaration of Independence? (*Answers may vary.*) Show Image 4A-8 5. **Literal.** What do we celebrate each Fourth of July? (*our independence; the signing of the Declaration of Independence; the United States’ birthday*) What is something that happens on the Fourth of July to celebrate our nation’s birthday? (*fireworks*) How do you know this? Did you hear about this in the Read-Aloud, or did you get this information from the picture? (*from the picture*) 6. **Evaluative.** *Think-Pair-Share:* What do you think of when you hear these words from the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal . . .”? (*All people are equal and have the right to live, the right to be free, and the right to pursue what they believe will make them happy.*) 1. In the Read-Aloud you heard, “The representatives to the Second Continental Congress were divided in their feelings about breaking away from Britain and becoming a completely independent nation.” 2. Say the word *independent* with me. 3. *Independent* means not controlled by others. 4. Canada, the United States of America, and Mexico are three independent nations on the continent of North America. (Explain that the word *independent* can also be used to describe a person. An independent person is able to take care of himself.) 5. Who would you describe as an independent person? Try to use the word *independent* when you tell about that person. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “______ is an independent person because . . .”] 6. What’s the word we’ve been talking about? **Use an Antonyms activity for follow-up.** The opposite, or antonym, of *independent* is *dependent*. An independent person does for himself what a dependent person relies on someone else to do for him. I am going to name a task. If it is something that you can do by yourself, say, “I am independent when I do that.” If it describes something that you rely on someone else to help you do, say, “I am dependent on someone to help me do that.” *(Answers may vary for all.)* - tying your shoes - washing your clothes - fixing your breakfast - reading a book - getting dressed Lesson 4: Declaring Independence Application Reading: In small groups, students will explain the significance of the Declaration of Independence by examining a picture. TEKS 1.7.B; TEKS 1.7.F; TEKS 1.9.D.ii PICTURE GALLERY • Tell students they will examine a picture of a famous event connected with story of the United States as a new nation. As they discuss this picture together, they will write a caption to go along with it, describing the image and the people or things that are happening within it. Check for Understanding Recall: What are captions? (the words, phrases, or sentences that describe something being pictured) Show Image 4A-2: Second Continental Congress • Ask students to identify the event in the picture. (the Second Continental Congress, the writing of the Declaration of Independence) Ask students who the people are who are pictured in this scene. (representatives from the Second Continental Congress) • Ask students to answer the following questions to help them understand what is being depicted in the picture. Record this information on the board/chart paper for their reference. ◦ What is in the mens’ hands in the center of the picture? (paper, possibly the Declaration of Independence) ◦ What is hanging in the background of the picture? (flags) ◦ Do people look happy or sad or something else? (serious) Why do you think they look serious? (They were doing something serious.) ◦ Describe what you think was happening here. (Answers may vary.) TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. • Tell students that now that they have described the picture, they will work together in groups to write captions for it. • Encourage students to share sentences describing what is happening in the picture using important details as you previously discussed (e.g., “The representatives from the colonies in the Second Continental Congress are discussing a serious document.”). • Ask students questions regarding the content to help build on this initial description (e.g., “Do we know the names of any of the men who were there?” “What was the Declaration of Independence?”) • As students form complete sentences, have students assign a scribe to write them on an index card. For example, it may look like something like this: Second Continental Congress The representatives from the colonies in the Second Continental Congress are discussing a serious document. Thomas Jefferson wrote this document. The document was the Declaration of Independence, which said that the colonies wanted to be their own nation and free from Britain. • When students have finished writing their captions, place them near the image in a designated area of your room. Ask several groups to share their captions. • Tell students they will write and add their own captions for other pictures in the picture gallery in later lessons. Exit Pass Review the captions to check that students are able to summarize the important events and use key details and domain vocabulary. A NEW NATION: AMERICAN INDEPENDENCE The Legend of Betsy Ross PRIMARY FOCUS OF LESSON Speaking and Listening Students will identify and describe significant events leading to the Revolutionary War. TEKS 1.1.A Reading Students will identify the legend of Betsy Ross and the flag. TEKS 1.6.G; TEKS 1.9.A Language Students will demonstrate an understanding of the Tier 2 word alternating. TEKS 1.3.B Speaking and Listening Students will identify and sequence events in the early history of the United States. TEKS 1.1.D; TEKS 1.7.B; TEKS 1.7.D; TEKS 1.9.D.iii FORMATIVE ASSESSMENT Activity Page 5.1 The Original Flag Students will color and write one to three sentences about the original flag of the United States. TEKS 1.7.B TEKS 1.1.A Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.9.A Demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, fairy tales, and nursery rhymes; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.1.D Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.9.D.iii Recognize characteristics of informational text including organizational patterns such as chronological order and description with adult assistance. ## LESSON AT A GLANCE | Grouping | Time | Materials | |-----------------------------------------------|-------|---------------------------------------------------------------------------| | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | | Essential Background Information or Terms | | Story Chart | | | | state and/or country flags (optional) | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | | “The Legend of Betsy Ross” | | board/chart paper and drawing tools | | | | Thirteen Colonies Map (optional) | | | | Flip Book: 5A-1–5A-8 | | | | needle, thread, scissors, cloth (optional) | | Comprehension Questions | | | | Word Work: Alternating | | | This is a good opportunity to take a break. | **Application (20 min.)** | | | | Sequencing Events | Whole Group/Independent | 20 min. | | The Original Flag | | Sequencing Events Cards: Boston Tea Party, Battle of Lexington, Declaration of Independence | | | | Activity Page 5.1 | | | | red, white, and blue coloring utensils | ## ADVANCE PREPARATION ### Application - Prepare for a Sequencing Events Activity by preparing three Sequencing Events Cards with names/images for the Boston Tea Party, Battle of Lexington, and Declaration of Independence. You may wish to use Image Card 5 for the Boston Tea Party and Image Card 7 for the Declaration of Independence. Alternatively, you may access cards in the Teacher Resources of this Teacher Guide. Universal Access • Gather samples or images of flags from other countries and your state. • Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. • Gather a needle, thread, scissors, and cloth to demonstrate sewing—the work of a seamstress—to students. CORE VOCABULARY alternating, adj. following one after another Example: In the spring, I planted both beans and squash in alternating rows in the garden. Variation(s): none patriotism, n. loyalty to one’s country Example: Many people show their patriotism to the United States by flying the American flag. Variation(s): none represent, v. to be a symbol of something; to speak or act on behalf of others Example: The stars on the U.S. flag represent each of the states. Variation(s): represents seamstress, n. a woman whose job is to sew Example: Her mother took the ripped dress to the seamstress. Variation(s): seamstresses | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|------------------------------| | Vocabulary | patriotism (patriotismo) | alternating (alterno/a) | | | | seamstress | | | | Multiple Meaning | | represent (representar) | | | Sayings and Phrases | let me know | | | | | a perfect circle | | | | | Stars and Stripes | | | Lesson 5: The Legend of Betsy Ross Introducing the Read-Aloud **Speaking and Listening:** Students will identify and describe significant events leading to the Revolutionary War. **TEKS 1.1.A** **WHAT HAVE WE ALREADY LEARNED? (5 MIN.)** - Review what students have learned in previous Read-Alouds by reading the Story Chart from Lessons 2–4. - Ask students who they have heard about in the Read-Alouds thus far who helped the British colonies in America become independent (George Washington, Thomas Jefferson, Benjamin Franklin, and Paul Revere), and discuss the role each person played. Tell students that women also helped, and that today’s Read-Aloud is about a woman named Betsy Ross. **Check for Understanding** **Think-Share:** What significant events leading to the Revolutionary War have you heard about so far? *(Answers will vary, but may include the Boston Tea Party, Paul Revere/the “shot heard round the world,” the Declaration of Independence, etc.)* **TEKS 1.1.A** Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. Tell students that in today’s Read-Aloud, they will hear a legend about a woman named Betsy Ross. Ask students to recall what a legend is. (a story told over the years that cannot be proven true) Explain to students that in this story, Betsy Ross creates the first flag for the new country. Ask students if they know what a flag is. If students participated in the Kindergarten program, they will have already learned briefly about the American flag during the *Presidents and American Symbols* domain. Help students to understand a flag is a piece of cloth with special designs that is a symbol of a country, state, etc. This new flag Betsy Ross made is important because it is a symbol of America. Ask students if they know what the flag of the United States looks like. (red, white, and blue; red and white stripes; fifty stars) Explain that the flag Betsy Ross designed in the legend they will hear today looked similar to the one we have now, but not exactly the same. **Support** Show students flags from other countries and from your state. Explain what each of these symbolize. **ENGLISH LANGUAGE LEARNERS** **Language** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Does the U.S. flag have stars on it?”). **Intermediate** Have students answer using sentence frames (e.g., “The U.S. flag has . . . ”). **Advanced/Advanced High** Encourage students to answer the questions independently using key details and vocabulary. **ELPS 1.E; ELPS 3.F; ELPS 4.I** Lesson 5: The Legend of Betsy Ross Read-Aloud Reading: Students will identify the legend of Betsy Ross and the flag. TEKS 1.6.G; TEKS 1.9.A Language: Students will demonstrate an understanding of the Tier 2 word alternating. TEKS 1.3.B PURPOSE FOR LISTENING • Tell students to listen carefully to discover a legend about the flag Betsy Ross made. “THE LEGEND OF BETSY ROSS” (15 MIN.) Show Image 5A-1: Sign with needle and spool of thread Betsy and John Ross were newlyweds in 1773 when they opened their seamstress shop in the busy port town of Philadelphia. You just heard that John and Betsy were newlyweds. What two separate words do you hear in the word newlywed? What do you think that word means? A seamstress is a person who sews with needle and thread to make or repair things made of cloth. John hung a sign outside their house at 239 Arch Street. The needle and spool of thread helped people find their shop. Show Image 5A-2: Boston Tea Party At about the same time that Betsy and John were having a party to celebrate their wedding, Patriots in Boston were having their own party, the Boston Tea Party. And you remember what a party that was! The Patriots used the sea as a giant teapot, dumping shiploads of tea into it. After that night, the colonies decided to work together to come up with a plan for answering the British demand for taxes. The meeting of representatives from all thirteen colonies, the First Continental Congress, was held in the Ross’ hometown of Philadelphia, Pennsylvania. TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.9.A Demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, fairy tales, and nursery rhymes; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 5A-3: Colonial Philadelphia Midway between the New England colonies and the Southern colonies, Pennsylvania was an important meeting place for colonists from all over. John and Betsy found it an exciting city in which to live, especially as the Patriots began to gather there. John agreed with the Patriot cause and wanted to break away from Great Britain. One night, Betsy’s husband, John, died suddenly. It was very sad and not yet three years since Betsy and John Ross had celebrated their wedding day. Show Image 5A-4: Betsy Ross running her shop After John’s death, Betsy decided to run the seamstress business on her own. *Betsy Ross was an independent woman.* What does independent mean? She took great pride in her work and had become well-known throughout the colonies for her tiny, even stitches and beautiful cloth. When men gathered in Philadelphia for meetings, they often ordered clothing from Betsy for their families at home. No order was too difficult for her. As war approached, Betsy was asked to make flags for the Pennsylvania navy. The Continental Army, led by General George Washington, flew one of her flags as well. Show Image 5A-5: Betsy Ross working in her shop There is a famous legend about Betsy Ross. A legend is a story that has been told through the years and may or may not be true. According to this legend, Betsy sat in her shop, sewing and enjoying the light of a warm summer evening in June 1776, when she heard a loud rapping at her door. John’s uncle, George Ross, stood before her with two other men. One of them was General George Washington himself. “Good evening, Madame,” he began. “We have an important job that needs to be done very quickly. As your husband, John, was a Patriot, and you are known to be the best seamstress in the colonies, we feel that you are the right person for the job.” Challenge What other legends have you heard this year? Retell one to a partner. "Do come in," Betsy replied. "I will heat the kettle for tea, and you can explain to me your business." "Thank you kindly, dear Betsy," said George Ross, entering the house, "but I am afraid we do not have time to sit down. As you may have heard, the Continental Congress is meeting here in Philadelphia for a second time. We are on our way to a meeting this very evening. Soon, quite soon, we will formally declare our independence from Britain. We must be ready with a new flag, for we will no longer want to fly the flag of the British king." **Show Image 5A-6: Design for the first flag** Betsy stood still, listening to his words and turning to General Washington who had taken a scrap of paper from his coat pocket. "Mrs. Ross," General Washington said, "this is your chance to show your patriotism or love for your country as your late husband, John, did. I have drawn a rough design sketch for the new flag. Please take a look and let me know what you think. We would like for you to sew the first flag of a new nation, thirteen colonies united against Great Britain." Betsy took the slip of paper from General Washington's hand. On it was a square drawing of thirteen stripes and thirteen stars. Betsy nodded her head, and then looked up into the general's face. *Why did the design have thirteen stripes and thirteen stars?* "Yes," she smiled, "I accept. I will gladly make the flag. Might I offer just one suggestion, sir?" George Washington liked Betsy's suggestion of a five-pointed star instead of the six-pointed one that he had drawn. Then the three visitors turned and left as quickly as they had come. Show Image 5A-7: Betsy Ross sewing the flag Betsy set to work on the flag the very next day. Taking down a red bolt or roll of cloth from the shelf, she measured and cut seven strips of equal length and width. Then she did the same thing with a bolt of white cloth, this time cutting six strips. She applied her famous even stitches along the length of each strip—first a red, and then a white—until thirteen stripes of alternating colors joined together to form a large rectangle. Next, Betsy measured and cut a square from a bolt of blue cloth and carefully stitched it into the upper left-hand corner of the flag. Days later, when she had completely finished, thirteen white stars almost twinkled in a perfect circle against the dark blue background. Show Image 5A-8: Betsy Ross displaying the completed flag When Betsy showed George Washington and his fellow representatives the finished flag, they were very pleased. They knew this flag would represent the new country well. This new flag stood as an important symbol to the men who gathered under it on the Fourth of July when they voted to approve their letter of independence to King George. One year later, in June 1777, the Continental Congress officially adopted Betsy Ross’s flag, the “Stars and Stripes,” as the national flag of the United States of America. “Stars and Stripes” is a name often used for the flag of our country. Why do you think this name is used? COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** What type of work did Betsy Ross do? (*She was a seamstress.*) 2. **Literal.** The title of the Read-Aloud is “The Legend of Betsy Ross.” What is a legend? (*a story that has been told and retold through the years but may or may not be true*) --- Check for Understanding **Recall:** What is the legend of Betsy Ross? (*She made the first official flag for the United States at George Washington’s request.*) --- 3. **Literal.** What did the first official flag of the United States look like? (*thirteen alternating red and white stripes, thirteen white stars on a blue background*) 4. **Inferential.** Why were there thirteen stripes and thirteen stars? (*for the thirteen colonies*) 5. **Evaluative.** *Think-Pair-Share:* If you were able to design a flag for our class, what would your flag look like? What kinds of things would you include in your flag to let everyone know it represents our class? (*Answers may vary.*) WORD WORK: ALTERNATING (5 MIN.) 1. In the Read-Aloud you heard, “She applied her famous even stitches along the length of each strip—first a red, and then a white—until thirteen stripes of alternating colors joined together to form a large rectangle.” 2. Say the word *alternating* with me. 3. *Alternating* means following one after another. 4. I love to eat my mother’s lasagna, which has alternating layers of cheese, noodles, and sauce. 5. What other things have you seen or heard that have alternating items? Try to use the word *alternating* when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I saw the ______, which has alternating . . .”] 6. What’s the word we’ve been talking about? **Use a Making Choices activity for follow-up.** I am going to draw several shapes on the board. If they are alternating, or following one after another, taking turns, say, “Those are alternating.” If they are not alternating, but are steady or not in a pattern, say “Those are not alternating.” [Draw the following shapes on the board.] - In a row: heart, circle, heart, circle (*Those are alternating.*) - Forming a circle: square, circle, heart, circle, green dot (*Those are not alternating.*) - One house (*That is not alternating.*) - One on top of the other: red dot, black dot, red dot, black dot (*Those are alternating.*) **Challenge** Give each student a piece of different drawing paper and two colored pencils or crayons. Have them create a design using the two different colors. They can create a flag design, like Betsy Ross and George Washington did, or some other item. Whatever they design should have alternating colors or patterns. After students create their design with alternating colors and/or patterns, have them share their designs with the class. Encourage students to use the word *alternating* when describing their designs. Lesson 5: The Legend of Betsy Ross Application Reading: Students will identify and sequence events in the early history of the United States. TEKS 1.1.D; TEKS 1.7.B; TEKS 1.7.D; TEKS 1.9.D.iii SEQUENCING EVENTS (5 MIN.) • Show students the cards you prepared in advance. Ask students to identify each of the events or items on each of the cards. (*Boston Tea Party, battle of Lexington, Declaration of Independence, original U.S. flag*) • Tell students they will order these cards to show which colonies came first. ◦ Ask students how the colonists reacted to the British Parliament taxing them without representation. (*Boston Tea Party*) Affix the Boston Tea Party card to the board/chart paper. ◦ Ask students what happened when the colonists and British continued to fight. (*Battle of Lexington, “shot heard round the world”*) Place the Battle of Lexington card to the right of the Boston Tea Party card, and tell students you are doing this to show that the battle occurred after the Boston Tea Party. ◦ Show students the Declaration of Independence and original U.S. flag cards and ask them what order these go in. (*U.S. flag came first, then Declaration of Independence*) Ask students what order they go in compared to the Boston Tea Party and Battle of Lexington. (*after them*) Ask students why. (*These events took place after the Boston Tea Party and Battle of Lexington.*) Check for Understanding Which Came First?: [Shuffle the Sequencing Events Cards.] I am going to show you several pairs of cards. For each pair, tell me which events are shown, which one came first, and why. (*Answers will vary.*) TEKS 1.1.D Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.9.D.iii Recognize characteristics of informational text including organizational patterns such as chronological order and description with adult assistance. THE ORIGINAL FLAG (15 MIN.) • Have students turn to Activity Page 5.1. Tell them they will color the flag and write a sentence(s) about it. • Ask students what they see on the flag, and how they should color it. (*blue background for stars, top stripe is red and then alternating with white*) • After students have colored the flag, ask students to write one to three sentences about the original flag of the United States on the back of the Activity Page. • Give students the opportunity to share their writing with a partner or the class. As students share, encourage them to respond to questions and suggestions from classmates about ways to add details to strengthen their writing. • Model for students a constructive way to provide peer feedback to a writer. For example, suggest to students that they ask the writer questions such as: ◦ Did you want to explain why there are thirteen stars on the flag? ◦ Did you want to tell about George Washington’s role in creating this new flag? ◦ Could you tell more about Betsy Ross? Grade 1 | Knowledge 9 Pausing Point 1 NOTE TO TEACHER You should pause here and spend one day reviewing, reinforcing, and/or extending the material taught thus far. It is highly recommended you use the Mid-Domain Assessment to assess students’ knowledge of the content taught thus far. You may also choose to do any combination of the following activities in any order, or create other activities that will help review, reinforce, and/or extend the material taught thus far. CORE CONTENT OBJECTIVES UP TO THIS PAUSING POINT • Locate the thirteen original colonies • Describe the Boston Tea Party • Explain the significance of Paul Revere’s ride • Identify “one if by land, two if by sea” • Identify Minutemen, Redcoats, and “the shot heard round the world” • Describe the contributions of George Washington as Patriot and military commander • Explain the significance of the Declaration of Independence • Identify “We hold these truths to be self-evident, that all men are created equal . . .” as part of the Declaration of Independence • Explain the significance of the Fourth of July • Identify the legend of Betsy Ross and the flag Identifying Events Activity Directions: You will use Activity Page PP1.1 to identify the events you have been hearing about. You should recognize the images on the activity page as smaller versions of some of the images you have used during the Sequencing Events and Picture Gallery activities. You will identify these events by writing the number on the line below each image to reflect the order in which I describe them. [Prior to students working independently on this assessment, you may wish to review as a class what is depicted in each image.] 1. At the Second Continental Congress, this important document was signed, which declared the colonies free from Britain. (*Declaration of Independence*) 2. According to legend, Betsy Ross sewed and helped design this at the request of George Washington. (*Stars and Stripes*) 3. This group of early English settlers founded Plymouth. (*Pilgrims*) 4. These were established by the British in North America and include Georgia, New York, New Jersey, and North Carolina. (*thirteen colonies*) 5. “The shot heard round the world” occurred when Minutemen and Redcoats met in this battle. (*Lexington*) 6. The Sons of Liberty dressed up and dumped tea into the ocean during this event. (*Boston Tea Party*) **ACTIVITIES** **Picture Gallery** - Choose another image from the Flip Book for this domain and have students write captions as they did in Lessons 2 and 4. **Riddles for Core Content** - Ask students riddles such as the following to review core content: - I wrote the Declaration of Independence. Who am I? (*Thomas Jefferson*) - I wore a red uniform and fought against the colonists. Who am I? (*Redcoat*) - I rode a horse to warn the colonists that the Redcoats were coming. Who am I? (*Paul Revere*) - Legend says that George Washington asked me to sew a flag for the new nation. Who am I? (*Betsy Ross*) - I am the name for the flag of the United States. What am I? (*Stars and Stripes*) **On Stage: Boston Tea Party, Paul Revere’s Ride, Writing of the Declaration of Independence, Legend of Betsy Ross** - Have a group of students plan and then act out the Boston Tea Party, Paul Revere’s ride, the writing of the Declaration of Independence, or the legend of Betsy Ross. **“One, if by Land, and Two, if by Sea”** - You may wish to read at least the first two verses of Henry Wadsworth Longfellow’s famous poem about Paul Revere’s ride and explain that it is the origin of this well-known phrase about Paul Revere. **“The Shot Heard Round the World”** - You may wish to explain that the origin of this well-known phrase is from “Concord Hymn,” a poem by Ralph Waldo Emerson. You may wish to read the first verse of this poem to students. **Colonial Flag** **Materials:** Chart paper, drawing tools - Have students work as a class, in groups, or individually to create a drawing of the flag during colonial times. As students create, discuss what the stars and stripes symbolize. You may also wish to have some students create a current flag to compare and contrast the two. Thirteen Original Colonies Materials: Map of the thirteen original colonies, or Image 1A-10 • Help students locate and identify the thirteen original colonies on a map. (You may use Flip Book image 1A-10.) • Name each colony, and ask students if they remember any events that took place in that colony. You may prompt discussion by asking questions, such as, “Where did the Boston Tea Party take place?” (Massachusetts); or, “Where did the Continental Congress meet?” (Pennsylvania) You Were There: Boston Tea Party, Paul Revere’s Ride, Writing of the Declaration of Independence, Making the Flag • Have students pretend that they were at one of the important events related to our nation’s independence. • Ask students to describe what they saw and heard. For example, for “Paul Revere’s Ride,” students may talk about seeing Paul Revere on his horse; the signal being given with the lanterns; hearing Paul Revere warning the colonists that the Redcoats were coming; “the shot heard round the world”; etc. • Consider extending this activity by adding group or independent writing opportunities associated with the “You Were There” concept. For example, ask students to pretend they are newspaper reporters describing the Boston Tea Party and write a group news article describing the events. Class Flag Materials: Chart paper, drawing tools • Review the legend of Betsy Ross and the design of the first flag. Review George Washington’s idea for the first flag having thirteen stripes and thirteen stars to represent the unified colonies. • Tell students that they are going to come up with a design for a classroom flag. Have students brainstorm what unifies them as a class. Have them think of symbols to show what unifies them as a class to put on their flag. You may wish to have them draw their design on a large piece of chart paper. Have students work as a class or in groups. Display the finished product(s) in your classroom. Image Review • Show the Flip Book images from any Read-Aloud again and have students retell the Read-Aloud using the images. Image Card Review Materials: Image Cards 5–8 • Hold Image Cards 5–8 in your hand, fanned out like a deck of cards. Ask a student to choose a card but not show it to anyone else in the class. The student must then perform an action or give a clue about the picture they are holding. For example, for the original flag, a student may pretend to be Betsy Ross sewing the flag. • Have the rest of the class guess what event is being described. • Proceed to another card when the correct answer has been given. Domain-Related Trade Book or Student Choice Materials: Trade book • Read a trade book to review a particular event; refer to the books listed in the digital components for this domain. You may also choose to have students select a Read-Aloud to be heard again. Key Vocabulary Brainstorming Materials: chart paper, chalkboard, or whiteboard • Give students a key domain concept or vocabulary word such as *Declaration of Independence*. • Have students brainstorm everything that comes to mind when they hear the word, such as, “written by Thomas Jefferson; free from Great Britain,” etc. • Record their responses on a piece of chart paper, a chalkboard, or a whiteboard for reference. Multiple Meaning Word Activity • Show Poster 1M (Stamps). Remind students that in the Read-Aloud they heard, “The colonists were asked to pay extra for stamps, sugar, and other things.” Tell students that here, *stamps* means small pieces of paper you buy to put on an envelope or package to pay the cost of mailing it. Have students hold up one, two or three fingers to indicate which image on the poster shows this meaning. (1) • Tell students that *stamps* also has other meanings. The word *stamps* can mean objects used to mark something with a design. Have students hold up one, two or three fingers to indicate which image on the poster shows this meaning. (2) • Tell students that *stamps* has another meaning as well. The word *stamps* can mean to bring a foot down heavily and with a lot of noise. Have students hold up one, two or three fingers to indicate which image on the poster shows this meaning. (3) • With a neighbor, have students make a sentence for each meaning of *stamps*. Remind students to use complete sentences. • Call on several students to share their sentences. A NEW NATION: AMERICAN INDEPENDENCE George Washington, Commander in Chief PRIMARY FOCUS OF LESSON Speaking and Listening Students will identify the key events in the founding of the United States. TEKS 1.1.A; TEKS 1.7.D; TEKS 1.7.F Reading Students will describe the contributions of George Washington. TEKS 1.6.B; TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 2 word struggled. TEKS 1.3.B Reading Students will describe the contributions of George Washington by examining a picture. TEKS 1.7.B; TEKS 1.9.D.ii FORMATIVE ASSESSMENT Exit Pass Picture Gallery Students will write a caption describing the contributions of George Washington. TEKS 1.7.B; TEKS 1.9.D.ii TEKS 1.1.A Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. ## Lesson at a Glance | Grouping | Time | Materials | |---------------------------|-------|------------------------------------------------| | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map (optional) (Digital Components) | | “George Washington, Commander in Chief” | | | Flip Book: 6A-1–6A-5 | | Comprehension Questions | | | | | Word Work: Struggled | | | | This is a good opportunity to take a break. | Application (20 min.) | | | | Picture Gallery | Independent | 20 min. | Washington Crossing the Delaware | | | | | index cards, writing tools | ### Take-Home Material | Family Letter | | | Activity Page 6.1 | ## Advance Preparation ### Introducing the Read-Aloud - Prepare to divide students into five groups to discuss what they learned about in the previous Read-Aloud, and transcribe their retelling on the Story Chart. ### Application - Students will write captions for the picture, Washington Crossing the Delaware. You may find a copy of this image in the Teacher Resources section of this Teacher Guide. - Have index cards available for each student. Universal Access • Display the Thirteen Colonies Map and a world map or globe to locate the colonies and countries mentioned in the Read-Aloud. CORE VOCABULARY **army, n.** the group of people who protect a country and fights its enemies Example: The British army had better equipment and training than the Continental Army did. Variation(s): armies **daring, adj.** bold or courageous Example: The mouse made a daring move and ran right past the cat. Variation(s): none **defeat, v.** to beat someone in a game or battle Example: The children were able to defeat the adults at the board game. Variation(s): defeats, defeated, defeating **struggled, v.** had to work hard to do something difficult Example: The climbers struggled up the mountain. Variation(s): struggle, struggles, struggling | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|------------------------------| | Vocabulary | army | daring | | | | | defeat | | | | | struggled | | | Multiple Meaning | | | | | Sayings and Phrases | dead of winter | | | | | launched a surprise attack | | | | | pitched tents | | | Lesson 6: George Washington, Commander in Chief Introducing the Read-Aloud **Speaking and Listening:** Students will identify the key events in the founding of the United States. **TEKS 1.1.A; TEKS 1.7.D; TEKS 1.7.F** --- **WHAT HAVE WE ALREADY LEARNED?** --- Check for Understanding **Sequencing Events:** [Referring to the Sequence of Events Cards you have used in previous lessons, have students retell, in the correct order, the events depicted on these cards. Encourage students to use key details and domain vocabulary in their discussion of each card. Expand responses using richer and more complex language as needed.] --- - Tell students you need help adding to the story they have been retelling so far about the founding of our country. - Read the stories you have recorded thus far. When you get to the end, ask students questions to help you continue retelling the story of the Declaration of Independence and the Stars and Stripes. --- **TEKS 1.1.A** Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; **TEKS 1.7.D** Retell texts in ways that maintain meaning; **TEKS 1.7.F** Respond using newly acquired vocabulary as appropriate. • Divide the class into five groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. ◦ Who wrote the Declaration of Independence? (*Thomas Jefferson, for the Second Continental Congress*) ◦ What did the Declaration of Independence do? (*It explained why the thirteen colonies no longer wanted to be controlled by Britain; made them an independent nation.*) ◦ How do we celebrate the Declaration of Independence today? (*the Fourth of July; with fireworks*) ◦ What is the legend of Betsy Ross? (*She made the first official flag for the United States.*) ◦ What did this flag look like? (*thirteen red and white stripes; thirteen white stars on a blue background*) • Tell students they will learn more about some of the important events during the Revolutionary War in today’s Read-Aloud. Lesson 6: George Washington, Commander in Chief Read-Aloud Reading: Students will describe the contributions of George Washington. TEKS 1.6.B; TEKS 1.6.G Language: Students will demonstrate an understanding of the Tier 2 word struggled. TEKS 1.3.B PURPOSE FOR LISTENING • Tell students to listen carefully to learn about one of George Washington’s important jobs, as the commander in chief of the new army. “GEORGE WASHINGTON, COMMANDER IN CHIEF” (15 MIN.) Show Image 6A-1: George Washington’s army You will remember that while representatives to the Second Continental Congress met and signed the Declaration of Independence, George Washington was far away from Philadelphia. What was the Declaration of Independence? He was sent north to Boston to fight the British. His was a very difficult job. Washington’s army was made up mostly of farmers with no military experience at all; they had no uniforms and only old guns, called muskets, which they hardly knew how to fire. There weren’t enough guns, and there was hardly any gunpowder. The wording of the Declaration of Independence was approved on July 4, 1776. Five days later, messengers carrying copies of the declaration reached New York, where General Washington’s army was camped. His army heard the words and rallied in support of independence. A statue of King George was melted down into bullets for the Continental Army. How do you think the army felt when they heard the declaration? TEKS 1.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Support Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. ENGLISH LANGUAGE LEARNERS Language Offering Opinions Beginning Provide students sentence frames using a small set of learned phrases (e.g., “I think they felt . . .”). Intermediate Provide students sentence frames using an expanded set of learned phrases (e.g., “I think the army felt . . . when they heard the Declaration of Independence because . . .”). Advanced/Advanced High Provide minimal support and guidance for open responses. ELPS 1.E; ELPS 3.G Show Image 6A-2: British warships in New York Harbor The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. *Germans are people who are from Germany, another country on the continent of Europe. Show students its location on a world map.* More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. *What do you think the colonists did?* Show Image 6A-3: Washington crossing the Delaware George Washington came up with a daring plan. *Daring means courageous.* On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. The crossings took several hours. Marching through the wind and sleet of the December cold, the Continental Army reached the British troops just before dawn. While the Redcoats were still sleeping, Washington’s men launched a surprise attack on the enemy camp. The Redcoats were surprised all right! Some of them came out of their bunks in their underwear and just held up their hands. It was a total victory for General Washington. Nobody in his army had been killed. Washington and his army returned to Philadelphia to shouts of joy. But the war wasn’t over yet. Show Image 6A-4: Benjamin Franklin in France The Continental Congress knew that they needed more help in order to win their war for independence. German soldiers were fighting alongside the British. Perhaps the French would send soldiers across the ocean to help the colonists fight against the British. It was no secret that the French and British had long been enemies. *The French are people who are from France, another country on the continent of Europe.* [Show students its location on a world map.] The Continental Congress decided to send some men to France to ask for their support. Their chief representative was seventy-year-old Benjamin Franklin. *Who was Benjamin Franklin?* The French did not like to lose in battle, and they were still angry about losing to the British in an earlier war. At first they did not want to support the colonists. It was crazy to think that an army of farmers could defeat one of the greatest armies in the world, the British army. *If you defeat someone, you win.* But an American victory in New York in the fall of 1777 changed their opinion overnight. They promised gunpowder, soldiers, and ships. Show Image 6A-5: Valley Forge General Washington’s army was camped in Pennsylvania at a place called Valley Forge during the winter of 1777 and 1778. Snow lay on the ground when Washington and his men arrived. They pitched tents and built log cabins, but neither kept out the cold. The men were dressed in rags, and many of them had no shoes, walking barefoot in the snow. There was hardly any food, and some days the men had little to eat and drink other than bread and water. Disease spread through the camp, and many men died. The men missed their families and wanted to go home. Washington struggled to keep up his men’s spirits. *Washington worked very hard to keep his men from quitting.* He camped in a tent beside them for a time, earning their respect. No battles were fought at Valley Forge that winter, but the cold and hungry men spent hours training to be ready when they met the British again in the spring. Check for Understanding Think of a Word: Think of what you heard today about George Washington as commander in chief. [Pause.] Think of one word that describes him or his actions. [Ask several students to share.] (Answers will vary, but may include brave, leader, strong, etc.) 1. Inferential. How would you describe George Washington’s army? (They had no military experience and few supplies.) 2. Inferential. Think-Pair-Share: Why were George Washington and his army willing to fight the Redcoats? (Answers may vary.) 3. Literal. What happened on Christmas day in 1776? (George Washington and his men rowed across the Delaware River and launched a surprise attack on the British. It was a victory.) 4. Who? Pair-Share: Asking questions after a Read-Aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the Read-Aloud that starts with the word who. For example, you could ask, “Who did you hear about in today’s Read-Aloud?” Turn to your neighbor, and ask your who question. Listen to your neighbor’s response. Then your neighbor will ask a new who question, and you will get a chance to respond. I will call on several of you to share your questions with the class. 1. In the Read-Aloud you heard, “Washington struggled to keep up his men’s spirits.” 2. Say the word *struggled* with me. 3. *Struggled* means had difficulty and worked very hard to accomplish something. 4. I struggled to get up the steps with the heavy box. 5. Have you ever struggled with a task? Try to use the word *struggled* when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I struggled with . . .”] 6. What’s the word we’ve been talking about? **Use a Discussion activity for follow-up.** I will ask a question. Be sure to use the word *struggled* in your answer. (*Answers may vary for all.*) - Have you ever struggled to get out of bed in the morning? - Have you ever struggled with cleaning your room? - Have you ever struggled to find something? - Have you ever struggled to wait your turn? Lesson 6: George Washington, Commander in Chief Application Reading: Students will describe the contributions of George Washington by examining a picture. TEKS 1.7.B; TEKS 1.9.D.ii PICTURE GALLERY Show Image 6A-3: Washington crossing the Delaware • Tell students that today they will work independently to create captions for this picture to add to the class picture gallery. Check for Understanding Recall: Identify the people and the event in this picture. (Washington and members of the Continental Army crossing a river to attack the British) • Ask students to answer the following questions to help them describe what is depicted in the picture. ◦ What actions do you see happening here? (Men are rowing, some are holding a flag. George Washington is commanding them.) ◦ What do you see in front of the boat? (ice) Why would that be there? (It was very cold.) ◦ What important symbol do you see in this picture? (American flag) ◦ How do the men look in this picture? (cold, tired, proud) • Tell students that now that they have described the picture, they will work together to write a caption for it. Give each student an index card on which to write their caption. • Remind students that their caption should describe what is happening in the picture, and also give some background information on the event pictured. TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. Have students write one sentence describing the picture. Ask a few students to share their sentences. Then ask students the following questions to help them explain some important background information as well. - Who was George Washington? Was he well-liked by the Continental Army as he led them? - Why is he leading them across the river? What happened when they got to the other side? As students write their follow-up statements, check in to make sure they are providing relevant and accurate background information. Ask several students to share their completed captions. Exit Pass Collect student captions to check that they are recording accurate information, using key details and domain vocabulary as possible. Display the captions adjacent to the picture of George Washington crossing the Delaware in the classroom picture gallery. Take-Home Material Family Letter - Have students take home Activity Page 6.1. A NEW NATION: AMERICAN INDEPENDENCE Will This War Never End? PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of George Washington. TEKS 1.1.C; TEKS 1.7.D Reading Students will describe the contributions of George Washington. TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 2 word confident. TEKS 1.3.B Language Students will practice using action words in the past and present. TEKS 1.3.C; TEKS 1.3.D; TEKS 1.11.D.ii Reading Students will discuss rhyme, rhythm, repetition, and alliteration in a song. TEKS 1.9.B FORMATIVE ASSESSMENT Exit Pass Response Card Students will describe one of George Washington's contributions: the end of the Revolutionary War. TEKS 1.6.G TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.3.C Identify the meaning of words with the affixes -s, -ed, and -ing; TEKS 1.3.D Identify and use words that name actions, directions, positions, sequences, categories, and locations; TEKS 1.11.D.ii Edit drafts using conventions of standard English past and present verb tense; TEKS 1.9.B Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. ## LESSON AT A GLANCE | Core Connections (10 min.) | Grouping | Time | Materials | |---------------------------|----------|------|-----------| | What Have We Already Learned? | Whole Group | 10 min. | Story Chart | | Read-Aloud (30 min.) | Grouping | Time | Materials | |----------------------|----------|------|-----------| | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map, world map or globe (optional) (Digital Components) Flip Book: 7A-1–7A-5 compass, image of Yorktown (optional) | | “Will This War Never End?” | | | | | Comprehension Questions | | | | | Word Work: Confident | | | | This is a good opportunity to take a break. | Application (20 min.) | Grouping | Time | Materials | |-----------------------|----------|------|-----------| | Syntactic Awareness Activity | Independent | 20 min. | “Yankee Doodle” (Digital Components) musical instruments | | Song: “Yankee Doodle” | | | | ## ADVANCE PREPARATION ### Introducing the Read-Aloud - Prepare to divide students into six groups to discuss what they learned about in the previous Read-Aloud, and transcribe their retelling on the Story Chart. ### Application - Prepare and display the lyrics to “Yankee Doodle” (or at least the refrain) on the board/chart paper. Alternatively, you may access a digital version in the digital components for this unit. - Gather musical instruments so students can form a colonial marching band. Universal Access • Display the Thirteen Colonies Map and a world map or globe to locate the colonies and countries mentioned in the Read-Aloud. • Gather a compass or draw and display a compass rose to show students and explain the four cardinal directions (north, south, east, west). • Gather an image of Yorktown, Virginia to help students associate the place with victory. CORE VOCABULARY **confident**, adj. certain or sure of something Example: I am confident that I will do well on the math test because I’ve done all my homework. Variation(s): none **surrendering**, v. declaring yourself the loser and ending a conflict Example: The army was forced into surrendering when they realized that they were outnumbered. Variation(s): surrender, surrenders, surrendered **wilderness**, n. an area of land where few people live Example: Many American cities were once wilderness. Variation(s): wildernesses | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|------------------------------| | Vocabulary | wilderness | confident (confiado/a) | | | | | surrendering | | | Multiple Meaning | | | | | Sayings and Phrases | in much better spirits | | | | | bitterly cold | | | | | little did they know | | | | | waved a white flag | | | | | world turned upside down | | | Lesson 7: Will This War Never End? Introducing the Read-Aloud **Speaking and Listening:** Students will describe the contributions of George Washington. **TEKS 1.1.C; TEKS 1.7.D** **WHAT HAVE WE ALREADY LEARNED?** - Tell students you need help adding to the story they have been retelling so far about the founding of our country. - Read the stories you have recorded thus far. When you get to the end, ask students questions to continue retelling the story of the Revolutionary War. - Divide the class into six groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. - Why were the colonists at war with Great Britain? (*They felt they were being unfairly treated and taxed, so they wanted to rule themselves and become an independent nation.*) - Who was the commander in chief of the Continental Army? (*George Washington*) - Who were the Redcoats? (*British soldiers*) - What kind of weather did Washington and his army have to endure when crossing the Delaware and at Valley Forge, Pennsylvania? (*snowy, cold*) - Do you think Washington was a brave man? Why or why not? (*Answers may vary.*) - The British got help from Germany. The colonists asked which country in Europe for help to fight the war against the British? (*France*) - Tell students that in today’s Read-Aloud they will learn more about other important events of the Revolutionary War. **ENGLISH LANGUAGE LEARNERS** **Language** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Was Benjamin Franklin the commander in chief?”). **Intermediate** Have students answer using sentence frames (e.g., “_____ was the commander in chief of the Continental Army.”). **Advanced/Advanced High** Encourage students to answer the questions independently, using key details and vocabulary. **ELPS 1.E; ELPS 3.C; ELPS 4.I** **Support** If students have difficulty telling their assigned part of the story, prompt them by stating the questions as sentences and have them finish your sentences. If students give one-word answers and/or fail to use Read-Aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. **TEKS 1.1.C** Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; **TEKS 1.7.D** Retell texts in ways that maintain meaning. Check for Understanding Brainstorm: Name one thing George Washington did for his country. (Answers will vary, but may include that he took part in the Continental Congress, commander in chief of the Continental Army, etc.) Lesson 7: Will This War Never End? Read-Aloud Reading: Students will describe the contributions of George Washington. TEKS 1.6.G Language: Students will demonstrate an understanding of the Tier 2 word confident. TEKS 1.3.B PURPOSE FOR LISTENING • Tell students to listen carefully to find out how George Washington’s contributions to the new nation grew. “WILL THIS WAR NEVER END?” (15 MIN.) Show Image 7A-1: Map of thirteen colonies By the spring of 1778, General Washington and his Continental Army at Valley Forge were in much better spirits. Soldiers and supplies had arrived from France, the army was better prepared, and the bitterly cold weather was behind them. They were ready to take on the British once more. Fighting continued all across the colonies, on land and on sea, and into the wilderness west of the Mississippi River. [Point to the map of the colonies, designating where the wilderness lies to the west of the original colonies. Stress the extent of the fighting up and down the coast.] “Will this war never end?” people wondered. “Is it worth the loss of so many lives?” The war was shifting south now, and the British, under the command of General Cornwallis, felt confident that they could defeat the colonial militia at long last. Confident means certain. Why do you think that the British felt so confident, or sure, that they could win the war? Indeed, the British won quite a few battles in the South. Little did they know that their successes were about to end. TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 7A-2: Map of Virginia with Yorktown noted In 1781, six long years after the first shot of the war was fired in Lexington, Massachusetts or “the shot heard round the world,” things began to look promising for the Continental Army. George Washington received news that twenty-eight French ships were on their way to the coast of Yorktown, Virginia, where General Cornwallis and the Redcoats were camped. He was very excited. George Washington came up with a plan to trap the British. How do you think the French ships could help Washington and his army trap the British? General Washington’s troops, now camped in New York, marched all day and often through the night to Yorktown, Virginia, a town built on the banks of the York River, just a little inland from the Atlantic Ocean. While Washington moved his troops over land, French ships moved in by sea. The British couldn’t escape by land because the Continental Army was blocking them, and they couldn’t escape by sea, because the French ships were blocking them there. George Washington and his forces had the British blocked from both sides. Show Image 7A-3: Surrender at Yorktown British drummer boys waved a white flag to show they were surrendering, and bands are rumored to have played a tune called “The World Turned Upside Down.” The word surrendering means giving up. The British knew that they had lost the war. It must surely have seemed like an upside-down world to the British, who were used to winning wars and ruling colonies. Now they had lost a war. They would no longer rule over the American colonies. The British army was captured at Yorktown, and all the fighting in the colonies soon ended. The British sailed home and George Washington stepped down as commander in chief of the Continental Army. Show Image 7A-4: Peace treaty The colonists and the British had to agree to peace—to no more fighting. Representatives from both sides met in France to work out an agreement. It took two years of meetings in Paris, France, to plan for peace. In 1783, Benjamin Franklin was there to sign the peace agreement that gave the American colonies their independence. Who was Benjamin Franklin? They were finally free of British rule. They would no longer have to pay taxes to the British king. Their new nation reached from Canada in the north, to Florida in the south, to the Mississippi River in the west. [Point to this territory on a U.S. map.] Now that the British were no longer in charge and the colonists did not have to obey the rules of a distant or faraway king, who would rule the new nation? The term in charge here means to have the responsibility of watching over something. Some suggested that George Washington be made king. “King?” he scoffed. “We have been fighting to rid ourselves of a king. Our new government must be one where the people rule.” But how? Why do you think George Washington did not want a king to be the leader of their new government? Show Image 7A-5: Mount Vernon George Washington, exhausted by six years of battle, wanted only to go back to his family. He loved Mount Vernon, his home on the Potomac River in Virginia. He dreamed of being able to ride peacefully about his farm, listening to birdsong instead of shouting out orders to his men. Washington’s wife, Martha, had been a great help to him during the war, bringing food and clothing to his troops during their long, hard winters, and even camping out with them in their field tents. She, too, looked forward to spending time with her husband in the comfort of Mount Vernon. But George Washington was not able to relax on his farm for too long, as you will soon learn. Check for Understanding **Brainstorm:** What can you add to the list of things that George Washington did for his country? (won the Revolutionary War) --- **COMPREHENSION QUESTIONS (10 MIN.)** 1. **Inferential.** How did General Washington win the war? (*He trapped the British at Yorktown, surrounding them with the combined efforts of his army on land and the French ships at sea.*) 2. **Literal.** Did George Washington remain commander in chief after the war ended? (*No, he went back home to Mount Vernon to be with his wife, Martha Washington.*) 3. **Literal.** Who was Martha Washington? (*George Washington’s wife*) How did she show patriotism during the war? (*She brought food and clothing to his troops and camped out with them in their field tents.*) 4. **Inferential.** With the war over, it meant that the colonists would no longer be ruled by the British king. Who was going to be their new king? (*They would not have one. They asked George Washington, but he said they needed to come up with a better plan of government.*) 5. **Evaluative.** *Think-Pair-Share:* In the beginning of the Read-Aloud, you heard that some people questioned whether the war was worthwhile. How do you think they felt at the end of the war? (*Answers will vary.*) WORD WORK: CONFIDENT (5 MIN.) 1. In today’s Read-Aloud you heard, “[T]he British . . . felt confident that they could defeat [General Washington and his men] at long last.” 2. Say the word *confident* with me. 3. *Confident* means that you are sure or certain about something, having no doubts. 4. I am confident that Tuesday is the day after Monday. There is no doubt in my mind. 5. Tell me something that you are confident about, perhaps something that you know you do well. Try to use the word *confident* when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I am confident that . . .”] 6. What’s the word we’ve been talking about? **Use a Making Choices activity for follow-up.** I am going to read some statements. If you are certain the statement is true, say, “I’m confident.” If you are not sure about the statement, say, “I’m not confident.” - School is open today. (*I’m confident.*) - It will never rain again. (*I’m not confident.*) - All birds have wings. (*I’m confident.*) - Plants need water and sunlight to grow. (*I’m confident.*) - I won’t have homework tomorrow. (*Answers may vary.*) Lesson 7: Will This War Never End? Application Language: Students will practice using action words in the past and present. TEKS 1.3.C; TEKS 1.3.D; TEKS 1.11.D.ii Reading: Students will discuss rhyme, rhythm, repetition, and alliteration in a song. TEKS 1.9.B SYNTACTIC AWARENESS ACTIVITY (5 MIN.) Action Words in the Past and Present • Tell students they will listen carefully to action words and how they change based on when the action is done. • Emphasize the bold words and the word parts as you read. Tell students in the Read-Aloud today they heard the following: “Will this war never end?” people wondered. • Ask students to notice that in the Read-Aloud, the action word wondered tells us that this action took place in the past. This is true because the Revolutionary War happened a very long time ago. • Remind students that we add –ed to action words to show that the action happened in the past. • Emphasize the bold words and the word parts as you read. Tell students you are going to read some sentences that describe actions that are happening in the present or right now. When an action happens in the present, we do not add –ed to the action word. When students hear the action word, ask them to point at their feet because the action is happening in the present or right now. Call on someone to tell which word is the action word. ◦ They play in the gym. (Play is the action word.) ◦ They work outside in the garden. (Work is the action word.) ◦ They move quietly down the hall. (Move is the action word.) ◦ They dance joyfully around the classroom. (Dance is the action word.) • With a partner, have students use the words obey, surrender, and want from the Read-Aloud to make sentences about things that happened in the past and the present. Remind students to add –ed to each word that is an action that happened in the past. • Call on two or three partner pairs to share their sentences. Challenge Have students make sentences with their own action verbs in the past and present. TEKS 1.3.C Identify the meaning of words with the affixes -s, -ed, and -ing; TEKS 1.3.D Identify and use words that name actions, directions, positions, sequences, categories, and locations; TEKS 1.11.D.ii Edit drafts using conventions of standard English past and present verb tense; TEKS 1.9.B Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. Check for Understanding **Point at It:** Point to your feet if the action happens in the present. Point behind you if the action happens in the past. - The colonists wondered if they would win the war. (*past/behind*) - The children play with a new toy. (*present/feet*) - The fish move quickly in the water. (*present/feet*) - The woman worked hard on the new design. (*past/behind*) **SONG: “YANKEE DOODLE” (15 MIN.)** **TEKS 1.9.B** - Tell students that in today’s Read-Aloud they heard about a song played by the British band when the British lost the war at Yorktown. Then tell them that the Americans also had a song they liked to sing often during the war, and that the song is still sung today. Sing the first verse to them: *Yankee Doodle went to town* *A-riding on a pony.* *Stuck a feather in his cap* *And called it macaroni.* - Ask them to raise their hands if they have ever heard the song. Tell them the British first made up the song to make fun of the Americans, but the Americans liked being called Yankees and made up their own verses to the British tune. Sing the next verse to them: *Father and I went down to camp* *Along with Captain Gooding,* *And there we saw the men and boys* *As thick as hasty pudding.* **ENGLISH LANGUAGE LEARNERS** **Language** **Presenting** **Beginning** Have students practice the beat of the song and do the motions. **Intermediate** Have students say most of the words to the song and do the motions. **Advanced/Advanced High** Have students say all the words of the song and do the motions. **ELPS 3.C** **TEKS 1.9.B** Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems. • Tell students that “hasty pudding” is a thick pudding made of cornmeal or oatmeal. Ask them what “men and boys as thick as oatmeal” could mean. (There were lots and lots of them.) And there was General Washington Upon a slapping stallion, A-giving orders to his men, I guess there was a million. • Ask them who this verse is talking about (George Washington) and what they think the line “on a slapping stallion” means. (on a beautiful horse) Refrain: Yankee Doodle, keep it up, Yankee Doodle dandy, Mind the music and the step, And with the girls be handy. • Sing or play a recording of the song for students and teach them the refrain to be sung between each verse. Then hand out musical instruments (tambourines, rhythm sticks, etc.) and allow students to form their own marching band, pretending to be colonial soldiers. Exit Pass Have students respond to the following question on an index card: How did the Revolutionary War end? (victory for the colonists at Yorktown) A NEW NATION: AMERICAN INDEPENDENCE A Young Nation Is Born PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of George Washington. TEKS 1.1.A; TEKS 1.7.D Reading Students will describe the contributions of George Washington. TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 2 word president. TEKS 1.3.B Language Students will practice using action verbs in the past, present, and future. TEKS 1.3.C; TEKS 1.3.D; TEKS 1.11.D.ii Speaking and Listening Students will identify and sequence events in the early history of the United States. TEKS 1.1.C; TEKS 1.9.D.iii FORMATIVE ASSESSMENT Exit Pass Response Card Students will describe a contribution George Washington made to his country. TEKS 1.6.G TEKS 1.1.A Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.3.C Identify the meaning of words with the affixes -s-, -ed, and -ing; TEKS 1.3.D Identify and use words that name actions, directions, positions, sequences, categories, and locations; TEKS 1.11.D.ii Edit drafts using conventions of standard English past and present verb tense; TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.9.D.iii Recognize characteristics and structures of informational text including organizational patterns such as chronological order and description with adult assistance. | **LESSON AT A GLANCE** | |------------------------| | **Grouping** | **Time** | **Materials** | | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart | | Brainstorming Links | | | board/chart paper | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map (optional) (Digital Components) | | “A Young Nation Is Born” | | | one-dollar bills and quarters (optional) | | Comprehension Questions | | | Flip Book: 8A-1–8A-8 | | Word Work: *President* | | | | | **This is a good opportunity to take a break.** | | | | **Application (20 min.)** | | | | Sayings and Phrases: “There’s No Place Like Home” | Whole Group | 20 min. | Flip Book: 7A-5 | | Syntactic Awareness Activity | | | Sequencing Events Cards: Surrender at Yorktown, Constitutional Convention, Washington, D.C. | | Sequencing Events | | | board/chart paper | ADVANCE PREPARATION Introducing the Read-Aloud • Prepare to divide students into five groups to discuss what they learned about in the previous Read-Aloud, and transcribe their retelling on the Story Chart. Application • Prepare three Sequencing Events Cards with names/images for the Surrender at Yorktown, Constitutional Convention, and Washington, D.C. You may wish to use Image Card 9 for the Surrender at Yorktown and Image Card 11 for Washington, D.C. Alternatively, you may access cards in the Teacher Resources of this Teacher Guide. Universal Access • Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. • Bring in one-dollar bills and quarters to have students identify George Washington’s image. **CORE VOCABULARY** **capital, n.** a city that is the center of government for a state or country Example: The capital of the United States is Washington, D.C. Variation(s): capitals **permanent, adj.** lasting forever; not expected to change Example: The rules of the game were permanent and didn’t change from game to game. Variation(s): none **president, n.** the person in charge of a country or an organization Example: The president of the United States is elected every four years. Variation(s): presidents **united, adj.** combined into one Example: The team members formed a united group against their opponents. Variation(s): none --- **Vocabulary Chart for “A Young Nation Is Born”** | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | | permanent (permanente) | | | | | president | | | | | united (unido/a) | | | Multiple Meaning | capital | | | | Sayings and Phrases | served his country | | | | | Founding Fathers | | | | | had no idea | | | | | there’s no place like home | | | Lesson 8: A Young Nation Is Born Introducing the Read-Aloud **Speaking and Listening:** Students will describe the contributions of George Washington. **TEKS 1.1.A; TEKS 1.7.D** **WHAT HAVE WE ALREADY LEARNED? (5 MIN.)** - Tell students you need help adding to the story they have been retelling so far about the founding of our country. - Read the stories you have recorded thus far. When you get to the end, ask students questions to continue retelling the story of the Revolutionary War. - Divide the class into five groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. - How did General Washington win the war with the help of the French? *(Washington trapped the British at Yorktown, surrounding them with the combined efforts of his army on land and the French ships at sea.)* - When the war was over, it meant that the colonists would no longer be ruled by the British king. Who did the colonists ask to be their new king and what did he say? *(They asked George Washington, but he said they needed to come up with a better plan and that they didn’t need another king.)* - What was the name of George Washington’s wife and how did she help during the war? *(Martha Washington helped by bringing food and clothing to the troops during their long, hard winters.)* - What did George Washington do after the war was over and the British surrendered? *(He stepped down as commander in chief and went back home to Mount Vernon to be with Martha.)* - Tell students they will learn more about some more of the important events in the founding of our country in today’s Read-Aloud. **TEKS 1.1.A** Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; **TEKS 1.7.D** Retell texts in ways that maintain meaning. BRAINSTORMING LINKS (5 MIN.) • Write George Washington on chart paper, a chalkboard, or a whiteboard. Say his name, reminding students that they have already learned a lot about George Washington. • Tell students that they are going to brainstorm as many things as they can remember about Washington from the previous Read-Alouds. Tell them to give you words, phrases, concepts, etc., that connect to Washington. (*fought the British*, *general*, *commander in chief of the Continental Army*, *led troops to victory at Yorktown*, *loved Mount Vernon*, *had a wife named Martha*, etc.) Remember to repeat and expand upon each response using richer and more complex language, including, if possible, any Read-Aloud vocabulary. If a student’s response includes inaccurate factual information, acknowledge the response by saying something like, “So you think that George Washington was British? We will have to see . . .” Check for Understanding Turn and Talk: Turn to your partner and describe in more detail one of these phrases or concepts that connect to George Washington. (*Answers will vary.*) Lesson 8: A Young Nation Is Born Read-Aloud Reading: Students will describe the contributions of George Washington. TEKS 1.6.G Language: Students will demonstrate an understanding of the Tier 2 word president. TEKS 1.3.B PURPOSE FOR LISTENING - Remind students that George Washington went back to Mount Vernon at the end of the war. Tell them to listen closely to today’s Read-Aloud to discover what happened to him next. “A YOUNG NATION IS BORN” (15 MIN.) Show Image 8A-1: Arguing states For the first few years after the Revolutionary War ended, the former British colonies could not seem to agree on anything. They had not yet come up with a name for themselves. Some said they should be called “The Union of States”; others liked the sound of “The American Nation.” Others simply wanted to call themselves by the names of the states in which they lived—Virginians, if they lived in Virginia; New Yorkers, if they lived in New York; and so on. There was no plan for how they would be governed, or ruled, so lots of different people were making up lots of different rules. States were taxing one another unfairly, just like the British had done before the war. What a big mess! Show Image 8A-2: George Washington at Mount Vernon George Washington was enjoying life at Mount Vernon with his wife, their children, and grandchildren. At fifty-five, he felt he had served his country well as a commander in chief, and he was not looking for any more jobs away from his farm. But four years after returning home from the revolution, Washington was called to Philadelphia, Pennsylvania, for another big meeting. Support Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. Challenge Why do you think the colonies had trouble deciding things? (Answers will vary.) TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 8A-3: Washington, Franklin, and Jefferson Do you recognize anyone in these pictures? He joined many of the same men with whom he had worked in the Continental Congress at the beginning of the war. These men are called our Founding Fathers, or simply Founders, because they helped found, or start, our new country. Benjamin Franklin, now eighty-one years old, was the oldest representative there. George Washington was elected president of the convention, or meeting. A president is the person in charge of a large meeting, or country. It was called the Constitutional Convention because the men were writing a constitution, a plan for how the new nation could live together peacefully. Do you remember how Washington said that they needed to come up with a plan of how to rule the country without a king? Well, these men were meeting to come up with that plan, which they called the Constitution. Show Image 8A-4: Constitutional Convention “Stop arguing,” George Washington told the men. “We have an important job to do.” It was hard work. They met for four long, hot months, from May to September. The men continued to argue. Some walked out. But most of them stayed until they came up with a good plan, or constitution. Their hard work paid off. The rules they wrote that summer, more than two hundred years ago, are the ones we still use today. And when our Founding Fathers left Philadelphia that September, our country had a new name. Show Image 8A-5: United States “We, the people of the United States . . .” they wrote. United means combined into one. So now all the states have come together; they are a united, or single, nation. From then on, the thirteen former British colonies were called the United States of America. One thing the representatives discussed that summer was their need for a leader. They decided that a president, chosen by the people to serve for only a few years, would be better than a king who was not elected and served for his entire lifetime. And guess who they wanted to lead them? [Pause for student responses.] **Show Image 8A-6:** **President George Washington** You guessed it: George Washington! Once again, he had wanted to settle down at Mount Vernon, but once again, he had been called to serve his country. In 1789, when George Washington left his home in Virginia to become the first president of the United States of America, he had no idea what he was going to do. As the president of the new country, he knew that his presidency would set an example for all future presidents. While president, Washington stayed very busy. He helped organize a **permanent** national army and navy and set up a national banking system. *If something is permanent, it means that it is lasting; it will not go away. Today, our country still has a permanent national army and navy.* As president, George Washington lived first in New York City and later in Philadelphia. **Show Image 8A-7: Washington, D.C., today** He worked hard on plans for a city that would be our nation’s **capital**. George Washington personally chose the capital’s site along the Potomac River, on land that is between Maryland and Virginia. *A capital city is the city where leaders gather to govern the entire country. The word capital can also mean an uppercase letter.* [Explain that this image shows Washington, D.C., as it looks today.] This capital city would not be in any state, so no state could say that it was in charge of the country. The capital city was designed to have a house in which the president and his family would live. It would also have many government buildings. George Washington was no longer president when the capital city was finally built, but the city was named in his honor. It was called Washington, D.C. D.C. **stands for District of Columbia.** Show Image 8A-8: George Washington’s legacy After serving as president of the United States for eight years, George Washington packed up and headed home to Virginia. He died at Mount Vernon at the end of 1799, about two and half years later. A Patriot, a Founder of our nation, a military commander, and our first president, Washington has rightly been called the “Father of Our Country.” Many places have been named for him. Monuments and statues have been built in his honor. You can even find his picture on our money, both on a paper bill and on a coin. *George Washington’s picture is on the one-dollar bill and the quarter.* **COMPREHENSION QUESTIONS (10 MIN.)** 1. **Inferential.** What did George Washington do after the war ended? *(retired; president of Constitutional Convention; first president of the United States)* --- **Check for Understanding** **Recall:** The Read-Aloud tells us that George Washington was a founder, or Founding Father, of our country. What did these founders do? *(They helped write the new rules for our country to live by, called the Constitution.)* 2. **Evaluative.** If Washington loved Mount Vernon so much, why do you think he left again, first going to Philadelphia for another meeting, and then becoming president of the country? *(He fought for independence for many years, and he realized that his job was not over yet. He knew that his help was needed in “founding” the new nation.)* 3. **Inferential.** Why do you think Washington felt it was important to have a permanent, or lasting, army and navy? *(He had learned first-hand how difficult it was to fight a war with untrained men and wanted to be prepared in the event of another war.)* 4. **Evaluative.** The author of the Read-Aloud said that George Washington is called the “Father of Our Country.” What reasons did the author give for calling George Washington the “Father of Our Country”? (*He was a Patriot, a founder who helped write the Constitution, led the military, and was our first president.*) 5. **Evaluative.** *Think-Pair-Share:* If you had the chance to meet George Washington, what would you say to him or ask him? *(Answers may vary.)* --- **WORD WORK: PRESIDENT (5 MIN.)** 1. In the Read-Aloud you heard, “George Washington was elected president of the convention, or meeting.” 2. Say the word *president* with me. 3. A president is in charge of a meeting or a country. 4. Every four years, the United States elects a president for the country. 5. Tell about a president whom you have heard about or seen pictured. Try to use the word *president* when you tell about that person. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “The president of the book club led the meeting to talk about the book the group just read.”] 6. What’s the word we’ve been talking about? **Use a Sharing activity for follow-up.** If you were president of the United States, what would you do as president? Turn to a partner and describe one thing you would do as president. Lesson 8: A Young Nation Is Born Application Language: Students will practice using action verbs in the past, present, and future. TEKS 1.3.C; TEKS 1.3.D; TEKS 1.11.D.ii Speaking and Listening: Students will identify and sequence events in the early history of the United States. TEKS 1.1.C; TEKS 1.9.D.iii SAYINGS AND PHRASES (5 MIN.) There’s No Place Like Home • Ask students if they have ever heard anyone say “There’s no place like home.” Have students repeat the proverb. Explain that this proverb is another way of saying that there are many wonderful places to go and things to see and do, but there is no place quite as wonderful as one’s own home. Show Flip Book Image 7A-5 • Ask students if they remember the name of George Washington’s family home. (Mount Vernon) Remind students that this was his favorite place to be. Tell them that this saying is often used at the end of a sentence. Give the following examples of ways George Washington might have used the saying: ◦ Exploring the wilderness is exciting, but there’s no place like home. ◦ Commanding troops is an honor, but there’s no place like home. ◦ Meeting friends in Philadelphia is nice, but there’s no place like home. • Ask several students to make up their own sentences using the format above and ending their sentences with the saying “there’s no place like home.” • Ask students to think about what things made Mount Vernon special to George Washington. (Accept reasonable responses: He liked riding in the fields. He liked spending time with his family.) • Try to find opportunities to use this saying in various situations in the classroom. Challenge Have students draw a picture of something that they think George Washington probably enjoyed doing at home and copy the saying at the bottom of their papers or write it on a sentence strip and staple it to their drawings. Give students the opportunity to share their drawings. TEKS 1.3.C Identify the meaning of words with the affixes -s, -ed, and -ing; TEKS 1.3.D Identify and use words that name actions, directions, positions, sequences, categories, and locations; TEKS 1.11.D.ii Edit drafts using conventions of standard English past and present verb tense; TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.9.D.iii Recognize characteristics and structures of informational text including organizational patterns such as chronological order and description with adult assistance. Check for Understanding Stand Up/Sit Down: Are the following good uses of the phrase “there’s no place like home”? • During a long trip for work, my dad was homesick and said, “There’s no place like home!” (stand up/yes) • While playing basketball, the girl scored and exclaimed, “There’s no place like home!” (sit down/no) SYNTACTIC AWARENESS ACTIVITY (5 MIN.) Action Words in the Past, Present, and Future • Tell students that today they will listen carefully to action words and how they change based on when the action is done. • Emphasize the bold words and the word parts as you read. Remind students that in the Read-Aloud today they heard: From then on, the thirteen colonies were called the United States of America. • Prompt students to notice that in the Read-Aloud, the action word called is an action that took place in the past. This is true because the thirteen colonies have been called the United States for a long time. • Remind students that we add –ed to action words to show that the action happened in the past, but we do not add the ending to action words that describe things that happen in the present. • Read some sentences that describe actions in the future, emphasizing the words in bold. When an action happens in the future, tell students the word will appears before the action word. When students hear the action word, ask them to point in front of them because the action will happen at a future time. Call on someone to tell which words are the action words. ◦ Later, we will play in the gym. (Will play are the action words.) ◦ This afternoon, we will work outside in the garden. (Will work are the action words.) ◦ Tomorrow, we will draw a picture for your Picture Gallery. (Will draw are the action words.) Next week, we will write a story about George Washington. (Will write are the action words.) With a partner, have students use the words serve, discuss, and guess from the Read-Aloud to make sentences about things that happened in the past, the present, and the future. Remind students to add –ed to each action word to describe an action that happened in the past and will to each action word to describe a future action. Call on two or three partner pairs to share their sentences. SEQUENCING EVENTS (10 MIN.) Show students the cards you prepared in advance. Ask students to identify each of the events or items on each of the cards. (Surrender at Yorktown, Constitutional Convention, Washington, D.C.) Tell students they will order these cards to show which came first. Ask students how the Revolutionary War ended. (The British surrendered at Yorktown.) Affix the Surrender at Yorktown card to the board/chart paper. Ask students what the new nation did to decide its government. (They held a constitutional convention and decided to have a president as a leader.) Place the Constitutional card to the right of the Surrender at Yorktown card, and tell students you are doing this to show that the convention occurred after the Surrender at Yorktown. Show students the Washington, D.C. card and ask them where this would go. (after the Constitutional Convention) Ask students what order they go in compared to the other sequencing events cards used in previous lessons. (after them) Ask students why. (These events took place later.) Exit Pass On an index card, have students write one important thing George Washington did to serve the United States. (Answers may vary, but may include commanded the Continental Army, was president of the Constitutional Convention, was president of the United States, helped design the capital city, etc.) A NEW NATION: AMERICAN INDEPENDENCE Never Leave Until Tomorrow What You Can Do Today PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of George Washington. TEKS 1.1.C; TEKS 1.7.D Reading Students will describe the contributions of Benjamin Franklin. TEKS 1.6.B; TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 3 word *almanac*. TEKS 1.3.B; TEKS 1.7.E Language Students will demonstrate an understanding of the saying “never leave until tomorrow what you can do today.” TEKS 1.3.B Reading Students will describe the contributions of Benjamin Franklin by examining a picture. TEKS 1.6.G; TEKS 1.7.B; TEKS 1.9.D.ii FORMATIVE ASSESSMENT Exit Pass Picture Gallery Caption Students will write a caption to describe the contributions of Benjamin Franklin. TEKS 1.7.B TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.7.D Retell texts in ways that maintain meaning; TEKS 1.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able ## LESSON AT A GLANCE | Grouping | Time | Materials | |---------------------------|-------|---------------------------------------------------------------------------| | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Thirteen Colonies Map (optional) (Digital Components) | | “Never Leave Until Tomorrow What You Can Do Today” | | copy of the Old Farmer’s Almanac; fins, rocking chair, bifocals, a key, and a kite (optional) | | Comprehension Questions | | Flip Book: 9A-1–9A-9 | | Word Work: *Almanac* | | | This is a good opportunity to take a break. | Application (20 min.) | | | | Sayings and Phrases: “Never Leave Until Tomorrow What You Can Do Today” | Independent | 20 min. | portrait of Benjamin Franklin index cards | | Picture Gallery | | | ## ADVANCE PREPARATION ### Introducing the Read-Aloud - Prepare to divide students into three groups to discuss what they learned about in the previous Read-Aloud, and transcribe their retelling on the Story Chart. ### Application - Students will write captions for a portrait of Benjamin Franklin. You may find a copy of this image in the Teacher Resources section of this Teacher Guide. - Have index cards available for each student. --- to read or hear to learn or clarify word meanings; **TEKS 1.7.E** Interact with sources in meaningful ways such as illustrating or writing; **TEKS 1.7.B** Write brief comments on literary or informational texts; **TEKS 1.9.D.ii** Recognize characteristics of informational text including features and simple graphics to locate or gain information. Universal Access • Display the Thirteen Colonies Map to locate the colonies mentioned in the Read-Aloud. • Bring in a copy of The Old Farmer’s Almanac, and show students real swim fins, a rocking chair, bifocals, a key, and a kite to bring some of Benjamin Franklin’s inventions to life. CORE VOCABULARY almanac, n. a yearly publication that includes a calendar and other helpful information Example: Some farmers use the almanac to decide when to plant their crops. Variation(s): almanacs apprentice, n. somebody being trained for a job by someone else who knows the job well Example: The apprentice learned from a master how to weave beautiful cloth from wool. Variation(s): apprentices invention, n. an object that somebody has created for the first time Example: The invention of the wheel changed the way modern man lives. Variation(s): inventions Vocabulary Chart for “Never Leave Until Tomorrow What You Can Do Today” | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | almanac (almanaque) | invention (invención) | | | Multiple Meaning | | | | | Sayings and Phrases | goes on and on | | | | | Never leave until tomorrow what you can do today. | | | | | all over the place | | | Lesson 9: Never Leave Until Tomorrow What You Can Do Today Introducing the Read-Aloud Speaking and Listening: Students will describe the contributions of George Washington. TEKS 1.1.C; TEKS 1.7.D WHAT HAVE WE ALREADY LEARNED? • Tell students you need help adding to the story they have been retelling so far about the founding of our country. • Read the stories you have recorded thus far. When you get to the end, ask students questions to continue retelling the story of the Revolutionary War. • Divide the class into three groups for discussion of each of the questions below, and prompt each group’s discussion with the questions listed. Have each group choose a representative to tell their part of the story after they have had a minute to discuss. You may wish to write the story chart on chart paper, a chalkboard, or a whiteboard to read for review the next day as students tell the story. ◦ What did the Founding Fathers of our country do? (They helped write the new rules for our country to live by, called the Constitution.) ◦ Who became the first president of the United States? (George Washington) ◦ What was the name of the capital of our new country? (Washington, D.C.) • Tell students this is the end of the class story about the founding of our country. Tell students in today’s Read-Aloud, they will learn more Benjamin Franklin, one of the Founding Fathers. Check for Understanding Recall: Why was Washington, D.C. given its name? (to honor George Washington) TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. TEKS 1.7.D Retell texts in ways that maintain meaning. Lesson 9: Never Leave Until Tomorrow What You Can Do Today Read-Aloud Reading: Students will describe the contributions of Benjamin Franklin. TEKS 1.6.B; TEKS 1.6.G Language: Students will demonstrate an understanding of the Tier 3 word almanac. TEKS 1.3.B; TEKS 1.7.E PURPOSE FOR LISTENING - Tell students that Benjamin Franklin was both a writer and an inventor. (Explain terms as needed.) Ask them to listen carefully to find out one thing that Benjamin Franklin wrote and at least one thing that he invented. “NEVER LEAVE UNTIL TOMORROW WHAT YOU CAN DO TODAY” (15 MIN.) Show Image 9A-1: Benjamin Franklin Like George Washington, Benjamin Franklin was one of the Founding Fathers of our country. He was never a president, but he was a very wise man with wonderful ideas. *Benjamin Franklin was wise because he used his intelligence to make good choices and do clever things.* You will remember that Franklin was a part of the Continental Congress, a signer of the Declaration of Independence, and a representative of our country in both Great Britain and France. He was all over the place! Show Image 9A-2: Franklin in his printing shop Long before his days in government, Benjamin Franklin was a successful businessman in Philadelphia. He had always been a good reader and writer, and as a boy he had been an apprentice in his brother’s printing shop in Boston. *An apprentice is someone who is* TEKS 1.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.7.E Interact with sources in meaningful ways such as illustrating or writing. learning how to do a job from someone who is an expert at that job. So, when he moved to Philadelphia, Franklin set up his own printing shop and started his own newspaper, eventually becoming the busiest printer in the American colonies. Show Image 9A-3: Poor Richard’s Almanack For more than twenty-five years, Benjamin Franklin published a series of books called *Poor Richard’s Almanack*. [Benjamin Franklin spelled his almanac the old-fashioned way with a “ck.” Today, most people spell almanac with just a “c.”] His *almanac* was often the only book that people bought. It contained lots of practical information that they wanted to know. For example, the almanac had a calendar with the times of the sunrise and sunset. Today, we check the weather forecasts on television, the internet, or on an app, but back then, people looked in their almanacs to find out what the weather would be like. The almanac had stories and poems as well as puzzles, jokes, and lots of advice. Franklin included many wise sayings, many of which we still use today. Have you ever heard anyone say, “Never leave until tomorrow what you can do today”? What do you think that means? [Pause for student responses.] Franklin must have lived by his own words because he got so much done! He was never still for a minute. His brain was working constantly, spilling over with questions and ideas. Show Image 9A-4: Child inventor Benjamin Franklin had a keen interest in science and the way things work. As a young boy in Boston, Benjamin spent much of his time swimming in the harbor. *What else have you learned about that happened in Boston Harbor?* He was pretty good, but he wanted to be even better and faster. One day he thought of a way that he could be a faster swimmer. He found some wood and carved some wooden paddles to fit over his hands and feet, kind of like the flippers that divers use today. When he swam with those, he was much faster, probably faster than all the other children his age. Show Image 9A-5: 18th-century bifocals As Benjamin Franklin grew older, he continued to invent new things. Anytime he saw a problem, he tried to invent a way to fix it. He had two pairs of glasses, one for reading and one to help him see things far away. He didn’t like having to switch glasses all day long, so he asked a glass cutter to slice all of his lenses in half. He made one new pair of glasses, with the distance lenses on top and the close-up lenses on the bottom. Franklin had just invented bifocal glasses, still worn by many people today. Show Image 9A-6: Iron stove While sitting by the fire one night, Benjamin Franklin watched warm air disappearing up the chimney and wondered how he could trap more warm air inside the house. He made a wood-burning stove out of iron. [Explain to students that Franklin’s stove was similar to this iron stove.] It put out twice as much heat as a regular fireplace and burned less wood. This stove was named the Franklin stove, after its inventor. Show Image 9A-7: Franklin and the kite Lightning was another thing that fascinated Benjamin Franklin. He had watched houses and barns burn to the ground when struck by lightning. Could it be, he wondered, that lightning was electricity? He was going to find out. A legend about Franklin’s experiment with a kite during a lightning storm goes like this: [Before reading the legend, ask students if they remember what a legend is.] One day, Franklin took his son William out in the middle of a thunderstorm, with lightning raging all around them. He tied a little metal key near the end of the string of a kite. [Point to the key near Franklin’s hand and to the string that extends from it. Explain that the kite is at the other end of the string, just outside of the picture. Emphasize to students that this was a very dangerous thing for Ben Franklin to do, and he was extremely lucky not to have gotten hurt during this experiment.] Franklin was pretty sure that if lightning was electricity, flying the kite in the thunderstorm would cause the key to become charged with electricity. He kept touching the key as the kite flew above their heads. As fibers on the kite string stood on end, Franklin felt a little shock. He was right! Lightning was electricity! Franklin used his discovery to invent the lightning rod, a pole that helps carry electricity away from buildings and into the ground. His invention or creation is used today to prevent fires caused by lightning strikes. **Show Image 9A-8: Wooden rocking chair** Benjamin Franklin’s list of inventions goes on and on. The next time you rock back and forth in a rocking chair, thank Franklin for helping you to relax. This clever man invented a rocking chair with a fan to help people keep cool while they rocked. **Show Image 9A-9: Flag at half-mast** In 1790, just three years after the Constitution was written for our country, Benjamin Franklin died peacefully in his sleep at the age of eighty-four. Twenty thousand people attended his funeral, at the time the biggest funeral ever held in Philadelphia. Bells rang and flags flew at half-mast as signs of respect for one of America’s greatest heroes. If you look at the picture, you will see a flag flying at half-mast, or halfway up the flag pole. Check for Understanding **Thumbs-Up/Thumbs-Down:** Did Benjamin Franklin do these things? - signed the Declaration of Independence (*thumbs-up/yes*) - invented swimming fins (*thumbs-up/yes*) - published *Poor Richard’s Almanack* (*thumbs-up/yes*) - was president of the United States (*thumbs-down/no*) 1. **Inferential.** What did Benjamin Franklin do at his brother’s print shop? *(Franklin practiced as an apprentice.)* - **Literal.** Name one thing that Benjamin Franklin wrote. *(Poor Richard’s Almanack)* - **Evaluative.** If you were an apprentice learning how to do something, with whom would you want to apprentice? *(Answers may vary.)* 2. **Inferential.** What are some of the things that Benjamin Franklin invented? [Note: You may want to show Flip Book images from today’s Read-Aloud to prompt responses. Allow several students to respond.] *(wooden swimming flippers, bifocals, Franklin stove, lightning rod, rocking chair with fan)* 3. **What? Pair-Share:** Asking questions after a Read-Aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the Read-Aloud that starts with the word what. For example, you could ask, “What would you like to invent?” Turn to your neighbor and ask your what question. Listen to your neighbor’s response. Then your neighbor will ask a new what question, and you will get a chance to respond. I will call on several of you to share your questions with the class. WORD WORK: ALMANAC (5 MIN.) 1. In the Read-Aloud you heard, “[Benjamin Franklin’s] almanac was often the only book people bought.” 2. Say the word *almanac* with me. 3. An *almanac* is a yearly publication that includes a calendar and other helpful information. 4. My mother always checks the almanac to see if winter will last long this year. 5. As you learned in the Read-Aloud, people used almanacs to find out important and practical information like times for sunrise and sunset, what the weather would be like, and wise sayings. Think about whether you would use an almanac today. Try to use the word *almanac* when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I would/would not use an almanac today because . . .”] 6. What’s the word we’ve been talking about? **Use a Drawing activity for follow-up.** What might you use an almanac to do if you lived during Benjamin Franklin’s time? Draw a picture showing something you might use an almanac to do, and then write a sentence about it. Be sure to use the word *almanac* in your sentence. Lesson 9: Never Leave Until Tomorrow What You Can Do Today Application Language: Students will demonstrate an understanding of the saying “never leave until tomorrow what you can do today.” TEKS 1.3.B Reading: Students will describe the contributions of Benjamin Franklin by examining a picture. TEKS 1.6.G; TEKS 1.7.B; TEKS 1.9.D.ii SAYINGS AND PHRASES (5 MIN.) Never Leave Until Tomorrow What You Can Do Today • Remind students that Benjamin Franklin was a wise man. Tell them that he used his almanac to publish wise sayings, or proverbs, for others to read. • Remind students that one of the sayings he used is similar to the title of the Read-Aloud that they heard today: “Never leave until tomorrow what you can do today.” Have the students repeat the proverb. • Explain that this proverb is another way of explaining that often when you put off doing things, you give yourself more work. For example, if you don’t put your toys away today, there will be more toys to put away tomorrow. Check for Understanding Think-Share: Quietly think of other times you might use the saying “never leave until tomorrow what you can do today.” [Pause.] Share with a partner. [Ask several students to share.] (Answers will vary.) • Try to find opportunities to use this saying in various situations in the classroom. Challenge Have students draw a picture of something that they think would be best to do now and not put off. Then have students copy the saying at the bottom of their papers or write it on a sentence strip and staple it to their drawings. Give students the opportunity to share their drawings. TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. PICTURE GALLERY (15 MIN.) Show Image 9A-1: Benjamin Franklin • Tell students that today they will work in groups to create captions for this picture to add to the class picture gallery. Place students in small groups, as you prepared in advance. • Ask students to identify the person in this picture. (*Benjamin Franklin*) • Ask students to answer the following questions to help them describe the man depicted in the picture. ◦ Was Benjamin Franklin considered one of the Founding Fathers? (yes) Explain your reasoning. (*Answers will vary.*) ◦ What things did Benjamin Franklin do to serve his country? (*part of the Continental Congress, signed the Declaration of Independence, was a representative of our country to Great Britain and France*) ◦ What other things did Benjamin Franklin do? (*He wrote Poor Richard’s Almanack, found out that lightning is electricity, and invented wooden swimming flippers, bifocals, the Franklin stove, the lightning rod, and the rocking chair with fan.*) • Tell students that now that they have described the picture, they will write a caption for it. Give each group an index card on which to write their caption, and have them assign a scribe. • Remind students that their caption should describe what is happening in the picture, and also give some background information on the events they mention. • Have students write one sentence describing the picture. Ask a few groups to share their sentences. Then ask students questions to help them explain some important background information as well (e.g., “What did the Declaration of Independence do?”, “What did Franklin accomplish as a representative to other countries?”, “Why did people like to read *Poor Richard’s Almanack*?”) • As groups write their follow-up statements, circulate and check to make sure they are providing relevant and accurate background information. • Ask several groups to share their completed captions. Exit Pass Collect captions to check that students are recording accurate information, using key details and domain vocabulary as possible. Display the captions adjacent to the picture of Benjamin Franklin in the classroom picture gallery. A NEW NATION: AMERICAN INDEPENDENCE Building a Nation with Words and Ideas PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of Benjamin Franklin. TEKS 1.1.C; TEKS 1.6.E; TEKS 1.6.F Reading Students will describe the contributions of Thomas Jefferson. TEKS 1.6.G Language Students will demonstrate an understanding of the Tier 2 word anniversary. TEKS 1.3.B; TEKS 1.7.B; TEKS 1.7.F Reading Students will describe the contributions of Thomas Jefferson by examining a picture. TEKS 1.7.B; TEKS 1.7.F; TEKS 1.9.D.ii FORMATIVE ASSESSMENT Exit Pass Picture Gallery Caption Students will write a caption describing the contributions of Thomas Jefferson. TEKS 1.7.B TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.6.E Make connections to personal experiences, ideas in other texts, and society with adult assistance; TEKS 1.6.F Make inferences and use evidence to support understanding with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Introducing the Read-Aloud (10 min.)** | | | | | What Have We Already Learned? | Whole Group | 10 min. | □ images of Jeffersonian buildings (optional) | | Essential Background Information or Terms | | | | | **Read-Aloud (30 min.)** | | | | | Purpose for Listening | Whole Group | 30 min. | □ U.S. map, world map or globe (optional) | | “Building a Nation with Words and Ideas” | | | □ nickels (optional) | | Comprehension Questions | | | □ Flip Book: 10A-1–10A-7 | | Word Work: *Anniversary* | | | | | **This is a good opportunity to take a break.** | | | | | **Application (20 min.)** | | | | | Picture Gallery | Independent | 20 min. | □ Flip Book: 10A-6 | | | | | □ index cards, writing tools | ADVANCE PREPARATION Application • Students will write captions for a portrait of Thomas Jefferson. You may find a copy of this image in the Teacher Resources section of this Teacher Guide. • Have index cards available for each student. Universal Access • Use the Flip Book images from Lesson 9 to prompt student response to the review questions in the Introducing the Read-Aloud section. • Display images of Jeffersonian buildings. • Display a U.S. map and world map or globe to locate the places mentioned in the Read-Aloud. • Bring in nickels to have students identify Thomas Jefferson’s image. **CORE VOCABULARY** **anniversary, n.** a date that is celebrated every year Example: My parents celebrated their tenth wedding anniversary yesterday. Variation(s): anniversaries **architecture, n.** the design and construction of buildings Example: The architecture of Monticello included a domed roof. Variation(s): none **domed, adj.** rounded roof or ceiling Example: Sports arenas often have domed roofs. Variation(s): none **university, n.** a school attended after high school Example: My cousin is studying at the university to be a scientist. Variation(s): universities | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|------------------------------| | Vocabulary | | anniversary (aniversario) | | | | | architecture (arquitectura) | | | | | university (universidad) | | | | | domed | | | Multiple Meaning | | | | | Sayings and Phrases | enjoyed the company | | | | | took his place | | | Lesson 10: Building a Nation with Words and Ideas Introducing the Read-Aloud Speaking and Listening: Students will describe the contributions of Benjamin Franklin. TEKS 1.1.C; TEKS 1.6.E; TEKS 1.6.F WHAT HAVE WE ALREADY LEARNED? (5 MIN.) • Ask students to share what they learned in the previous Read-Aloud about one of the nation’s Founding Fathers, Benjamin Franklin. You may prompt discussion with the following questions: ◦ What kinds of things did Franklin include in his *Poor Richard’s Almanack*? (He had stories and poems as well as puzzles, jokes, lots of advice, and many wise sayings.) ◦ How would you describe Franklin? (wise; inventor; painter; Founding Father; representative of the colonies; etc.) ◦ Name some things that Benjamin Franklin invented. (wooden swimming flippers, bifocals, Franklin stove, lightning rod, rocking chair) ◦ How do you know that Ben Franklin was well-liked and admired? (He had one of the biggest funerals ever attended at the time; people rang bells and flags flew at half-mast as signs of respect.) Check for Understanding Recall: Name one saying you learned that Franklin used to say. (“Never leave until tomorrow what you can do today.”) • Tell students that in today’s Read-Aloud, they will learn more about another one of our Founding Fathers, Thomas Jefferson. Ask them what they remember about him from other Read-Alouds. If needed, remind them that he was with Franklin and Washington at important meetings in Philadelphia, and that Jefferson was the author of the Declaration of Independence. TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.6.E Make connections to personal experiences, ideas in other texts, and society with adult assistance; TEKS 1.6.F Make inferences and use evidence to support understanding with adult assistance. Tell students that in today’s Read-Aloud they will learn more about Thomas Jefferson and his home, Monticello. Tell students that Jefferson is called the father of American architecture. Have students say the word *architecture* with you three times. Ask students if they know what the word means. Explain to students that architecture is the design and construction of buildings. Tell students that if they look around their town or city, they will see many buildings with different styles of architecture. Do many of their buildings look similar or very different? Ask students to share buildings that look different on the outside. Explain to students that Thomas Jefferson loved architecture so much he designed his own home, Monticello, and he also worked on the design of Washington, D.C. **Challenge** Show students images of buildings in Washington, D.C. and point out the columns and rotundas that make “Jeffersonian architecture.” Lesson 10: Building a Nation with Words and Ideas Read-Aloud Reading: Students will describe the contributions of Thomas Jefferson. TEKS 1.6.G Language: Students will demonstrate an understanding of the Tier 2 word anniversary. TEKS 1.3.B; TEKS 1.7.B; TEKS 1.7.F PURPOSE FOR LISTENING • Tell students that although Thomas Jefferson is remembered as the author of the Declaration of Independence, he is also remembered for other reasons. Tell students to listen carefully to learn about Thomas Jefferson’s contributions. “BUILDING A NATION WITH WORDS AND IDEAS” (15 MIN.) Show Image 10A-1: Thomas Jefferson Benjamin Franklin enjoyed the company of another Patriot, Thomas Jefferson from Virginia. Jefferson was often the youngest person in the room when the Founders met in Philadelphia, whereas Franklin was often the oldest. Like George Washington, Thomas Jefferson was always ready to serve his country, but the place he most liked to be was at home with his family. What saying did you learn that Jefferson might have used in talking about his home? (“There’s no place like home.”) Show Image 10A-2: Monticello This is Jefferson’s home, his favorite place to spend time. When Thomas Jefferson was a young lawyer, he started building a house close to the farm where he grew up in Virginia. Built on a hill, he named it Monticello [ /mon*tee*chel*oe/ ], which means “little mountain” in Italian. He worked on it for many years—before, during, and after the war. *This image shows present-day Monticello.* Jefferson traveled in Europe and brought back many ideas from France and Italy. Because of Monticello and some other buildings he designed, Jefferson is called the father of American architecture. *Architecture refers to the design of buildings, or the way that buildings look.* In fact, Jefferson was one of the people who worked on the design of Washington, D.C., our nation’s capital. Like Benjamin Franklin, Thomas Jefferson liked to invent things. For his house, he invented a pulley system that opened doors, and a mechanical clock that kept track of the days of the week. He also invented a dumbwaiter, a shelf that could be piled high with food dishes, raised from the kitchen downstairs up to the dining room, then lowered back down with empty dishes when the meal was over. **Show Image 10A-3: Jefferson’s copy machine** Thomas Jefferson was one of the most important writers in the colonies. Remember, he was the author of the Declaration of Independence. Because he wrote so many important papers and letters, he wanted to be able to make copies of them for himself. So, Jefferson bought a copy machine from his friend, Charles Wilson Peale. It was one of the first copy machines ever made. As Jefferson wrote at his desk, a second pen was automatically writing the same thing right beside him. *[Point to the picture, and explain that Jefferson could write a letter and hand you a second copy right away, without even going to a copy machine. Explain to students that this is a picture of a modern-day version of Jefferson’s invention, and his would not have used writing tools like the pencils in this image.]* So he could continue his work away from home, Thomas Jefferson invented a lap desk that he could carry with him on horseback that could hold all of his paperwork and office tools. *This is similar to carrying a backpack or using a laptop computer.* After the Constitutional Convention and the election of George Washington as the country’s first president, Thomas Jefferson returned to Virginia to work on Monticello. When he was not at Monticello, often he was off representing his country, sharing his ideas both in America and in Europe. Show Image 10A-4: Presidents Washington, Adams, and Jefferson George Washington served as president of the United States for eight years. When he retired to Mount Vernon, another one of the Founding Fathers named John Adams took his place, becoming America’s second president. Thomas Jefferson became John Adams’ vice president. A vice president is someone who is second in command to the president. Four years later, Thomas Jefferson became our nation’s third president. In the eight years that he was president, he did many things to help the young nation grow. Show Image 10A-5: University of Virginia One of the things that Thomas Jefferson believed in most was public education. He realized how fortunate he had been, having the chance to attend excellent schools all his life, but he knew that not everybody could afford to do so. Perhaps Jefferson’s greatest project was planning for a public college in his state of Virginia. A public school is one that is funded or paid for with the people’s tax money. A college, or university, is a place to continue studying after high school. He designed the buildings, chose the subjects to be taught, and raised money to build the University of Virginia. The university was built on a friend’s farm just down the hill from Monticello so that Jefferson could watch it being built. [Point to the picture and ask students if they notice anything similar about this building and Monticello.] Show Image 10A-6: President Thomas Jefferson Thomas Jefferson died on the afternoon of July 4, 1826, just hours before the death of his friend John Adams. The second and third presidents of the United States of America died on the fiftieth anniversary of Independence Day. An anniversary is celebrated every year, like your birthday. Your birthday is the anniversary of your birth. So, Jefferson died fifty years to the day after the signing of the Declaration of Independence. Show Image 10A-7: Heads and tails of a nickel Like George Washington and Benjamin Franklin, Thomas Jefferson is remembered in many ways today. Some of our nickels, or five-cent coins, have a picture of Jefferson on one side of them and a picture of a domed building on the other. [Point to the image, explaining that a domed building is one with a curved top like many sports arenas.] Can you guess what building that is? [Pause for student responses.] Right! It’s his beloved Monticello. Check for Understanding Thumbs-Up/Thumbs-Down: Did Thomas Jefferson do these things? • help design Washington, D.C. and his own home, Monticello (thumbs-up/yes) • lead the Continental Army (thumbs-down/no) • found the University of Virginia (thumbs-up/yes) • serve as president of the United States (thumbs-up/yes) COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** What important job did Thomas Jefferson have that George Washington also had some years before him? *(president of United States)* 2. **Inferential.** Jefferson is called “the father of American architecture.” What did he design? *(He helped design Washington, D.C.; he designed his home, Monticello; and he designed a university, the University of Virginia.)* 3. **Evaluative.** You learned that both George Washington and Thomas Jefferson are pictured on some United States money. Do you think that money is a good place to put the faces of people we want to remember? Why or why not? *(Answers may vary.)* 4. **Inferential.** Describe one of Thomas Jefferson’s inventions. *(dumbwaiter, pulley system for doors, lap desk, mechanical clock)* 5. **Evaluative.** Why was public, or free, education important to Thomas Jefferson? *(He thought education was very important, and he wanted everyone to be able to have a good education, regardless of how much money they had.)* 6. **Evaluative.** *Think-Pair-Share:* What is the most interesting thing that you learned about Thomas Jefferson? *(Answers may vary.)* 1. In the Read-Aloud you heard, “The second and third presidents of the United States of America died on the fiftieth anniversary of Independence Day.” 2. Say the word anniversary with me. 3. An anniversary is an important date that you remember on the same day each year. 4. My parents went out to dinner last night to celebrate their wedding anniversary. 5. Think of an anniversary, a date that you or a friend remembers in some way every year on the same day. Try to use the word anniversary when you tell about it. For example, you might say, “Today is the second anniversary of the day we got our dog.” That means that you got your dog two years ago on this same day. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I celebrate the anniversary of . . .”] 6. What’s the word we’ve been talking about? **Use a Discussion activity for follow-up.** Most anniversaries are celebrated by only a few people for whom the anniversary is important, but that the anniversary of our country’s birth, the Fourth of July, is celebrated by people all across the nation. How do you celebrate this anniversary? [After the discussion, ask students to write a sentence telling about how they celebrate either the Fourth of July or another important anniversary in their lives. Tell them to be sure to use the word anniversary in their sentence. Some students may need to dictate their sentences to an adult, whereas others may write their sentences independently. Give students the opportunity to share their writing with a partner or the class.] Lesson 10: Building a Nation with Words and Ideas Application Reading: Students will describe the contributions of Thomas Jefferson by examining a picture. TEKS 1.7.B; TEKS 1.7.F; TEKS 1.9.D.ii PICTURE GALLERY Show Image 10A-6: Thomas Jefferson • Tell students that today they will work independently to create captions for this picture to add to the class picture gallery. • Ask students to identify the person in this picture. (Thomas Jefferson) • Ask students to answer the following questions to help them describe the man depicted in the picture. ◦ Was Thomas Jefferson considered one of the Founding Fathers? (yes) ◦ What things did Thomas Jefferson do to serve his country? (wrote the Declaration of Independence, was the third president) ◦ What other things did Thomas Jefferson do? (inventor; “the father of American architecture” because he designed his home and helped design Washington, D.C.) • Tell students that now that they have described the picture, they will write a caption for it. Give each student an index card on which to write their caption. • Remind students that their caption should describe what is happening in the picture, and also give some background information on the events they mention. • Have students write one sentence describing the picture. Ask a few students to share their sentences. Then ask students questions to help them explain some important background information as well (e.g., “What did the Declaration of Independence do?”, “When did Thomas Jefferson die?”, “What helpful inventions did Jefferson make?”) • As groups write their follow-up statements, circulate and check to make sure they are providing relevant and accurate background information. • Ask several students to share their completed captions. TEKS 1.7.B Write brief comments on literary or informational texts; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.9.D.ii Recognize characteristics of informational text including features and simple graphics to locate or gain information. Exit Pass Collect students’ captions to check that they are recording accurate information, using key details and domain vocabulary as possible. Display the captions adjacent to the picture of Thomas Jefferson in the classroom picture gallery. You should pause here and spend two days reviewing, reinforcing, and/or extending the material taught thus far. It is highly recommended you use the Mid-Domain Assessment to assess students’ knowledge of the content taught thus far. You may also choose to do any combination of the following activities in any order, or create other activities that will help review, reinforce, and/or extend the material taught thus far. **CORE CONTENT OBJECTIVES UP TO THIS PAUSING POINT** - Locate the thirteen original colonies - Describe the Boston Tea Party - Explain the significance of Paul Revere’s ride - Identify “one if by land, two if by sea” - Identify Minutemen, Redcoats, and “the shot heard round the world” - Describe the contributions of George Washington as Patriot and military commander - Describe the contributions of Thomas Jefferson as Patriot, inventor, writer, author of the Declaration of Independence, and the third president of the United States - Describe the contributions of Benjamin Franklin as Patriot, inventor, and writer - Explain the significance of the Declaration of Independence - Identify “We hold these truths to be self-evident, that all men are created equal . . .” as part of the Declaration of Independence - Explain the significance of the Fourth of July - Identify the legend of Betsy Ross and the flag - Identify Martha Washington as Patriot and the wife of George Washington - Identify Washington, D.C., as the nation’s capital - Explain that the nation’s capital, Washington, D.C., was named after George Washington Identifying Events Activity Directions: You will use Activity Page PP2.1 to identify the events you have been hearing about. You should recognize the images on the activity page as smaller versions of some of the images you have used during the Sequencing Events and Picture Gallery activities. You will identify these events by writing the number on the line below each image to reflect the order in which I describe them. [Prior to students working independently on this assessment, you may wish to review as a class what is depicted in each image.] 1. At the Second Continental Congress, this important document was signed, which declared the colonies free from Britain. (*Declaration of Independence*) 2. The nation’s capital was named after the first president of the United States. (*Washington, D.C.*) 3. These were established by the British in North America and include Georgia, New York, New Jersey, and North Carolina. (*thirteen colonies*) 4. “The shot heard round the world” occurred when Minutemen and Redcoats met in this battle. (*Lexington*) 5. George Washington and the colonists won the Revolutionary War with this final victory. (*Yorktown*) 6. The Sons of Liberty dressed up and dumped tea into the ocean during this event. (*Boston Tea Party*) Activities Picture Gallery • Choose another image from the Flip Book for this domain and have students write captions as they did in Lessons 2, 4, 6, 9, and 10. Riddles for Core Content • Ask students riddles such as the following to review core content: ◦ I invented a stove, bifocal glasses, a rocking chair, and many other things. Who am I? (*Benjamin Franklin*) ◦ I left my home at Monticello to become the third president of the United States. Who am I? (*Thomas Jefferson*) You Were There: People Who Made a Difference • Have students pretend that they are one of the people that lived in America during its struggle for independence from Great Britain. • Ask students to describe who they are and what they did. For example, for George Washington, students may talk about his role as a commander, leading men into battle at Trenton, Valley Forge, and Yorktown. On Stage: George Washington, Thomas Jefferson, Benjamin Franklin • Have a group of students plan and then act out roles played by the important founders discussed in this domain. They may choose to have all three men talking together at the Continental Congress, or focus on one man alone, such as Benjamin Franklin and his experiment with electricity. Image Review • Show the Flip Book images from any Read-Aloud again and have students retell the Read-Aloud using the images. Image Card Review Materials: Image Cards 1–13 • Hold Image Cards 1–13 in your hand, fanned out like a deck of cards. Ask a student to choose a card but not show it to anyone else in the class. The student must then perform an action or give a clue about the picture they are holding. For example, for the original flag, a student may pretend to be Betsy Ross sewing the flag. • Have the rest of the class guess what event is being described. • Proceed to another card when the correct answer has been given. Domain-Related Trade Book or Student Choice Materials: Trade book • Read a trade book to review a particular event; refer to the books listed in the digital components for this domain. You may also choose to have students select a Read-Aloud to be heard again. Key Vocabulary Brainstorming Materials: Chart paper, chalkboard, or whiteboard • Give students a key domain concept or vocabulary word, such as *Declaration of Independence*. • Have students brainstorm everything that comes to mind when they hear the word or phrase, such as, “written by Thomas Jefferson; free from Great Britain,” etc. • Record their responses on a piece of chart paper, a chalkboard, or a whiteboard for reference. A NEW NATION: AMERICAN INDEPENDENCE Liberty and Justice for ALL? PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of the Founding Fathers. TEKS 1.1.C Reading Students will describe the roles of enslaved Africans, Native Americans, and women during the evolution from colonies to independence. TEKS 1.7.F Language Students will demonstrate an understanding of the Tier 2 word equally. TEKS 1.3.B Writing Students will use a graphic organizer to plan an informational paragraph. TEKS 1.11.A FORMATIVE ASSESSMENT Activity Page 11.1 Plan an Informational Paragraph Students will use a graphic organizer to plan an informational paragraph. TEKS 1.11.A TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.7.F Respond using newly acquired vocabulary as appropriate; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.11.A Plan a first draft by generating ideas for writing such as by drawing and brainstorming. ## LESSON AT A GLANCE | Grouping | Time | Materials | |-----------------------------------------------|-------|---------------------------------------------------------------------------| | **Introducing the Read-Aloud (10 min.)** | | | | Brainstorming Links | Whole Group | 10 min. | ❑ Brainstorming Charts (Digital Components) | | Essential Background Information or Terms | | | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | ❑ U.S. map, world map or globe (optional) | | “Liberty and Justice for ALL?” | | | | Comprehension Questions | | ❑ Brainstorming Charts (optional) (Digital Components) | | Word Work: *Equally* | | ❑ Flip Book: 11A-1–11A-7 | This is a good opportunity to take a break. | **Application (20 min.)** | | | | Write About It | Independent | 20 min. | ❑ Model Informational Paragraph (Digital Components) | | | | | ❑ Activity Page 11.1 | | **Take-Home Material** | | | | Family Letter | | ❑ Activity Page 11.2 | ## ADVANCE PREPARATION ### Introducing the Read-Aloud - Prepare and display three Brainstorming Charts with the labels “Women,” “Enslaved Africans,” and “Native Americans” as shown here. Alternatively, you may access digital versions in the digital components for this domain. Enslaved Africans Native Americans Women Application • Prepare and display a Model Informational Paragraph as below. Alternatively, you may access a digital version in the digital components for this domain. Model Informational Paragraph George Washington attended this Continental Congress. The Declaration of Independence was written at this meeting. When the new nation had to fight for its independence from Britain, George Washington was the commander in chief. When they won, Washington went on to become president. He was a Founding Father. Universal Access • Display a U.S. map and world map or globe to locate the places mentioned in the Read-Aloud. • During the Application, students will plan their own informational paragraph by examining two images and finding a connection between them, and then discussing that connection in writing. To help students who may need additional support with choosing and finding a connection between two images, you may access a list of possible image choices and connections in the Teacher Resources section of this Teacher Guide. **CORE VOCABULARY** **equally, adv.** in the same way or with the same amount Example: The parents treated their children equally, setting the same bedtime for all of them. Variation(s): none **justice, n.** fairness, especially in the way people are treated Example: A judge’s job is to make sure that all people in court receive justice. Variation(s): none **liberty, n.** freedom Example: Antonio’s parents have given him the liberty to choose the type of shoes he would like to wear to school. Variation(s): liberties | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|------------------------------|------------------------------| | Vocabulary | liberty (libertad) | equally (igualmente) | | | Multiple Meaning | | justice (justicia) | | | Sayings and Phrases | liberty and justice for all we, the people | | | Lesson 11: Liberty and Justice for ALL? Introducing the Read-Aloud Speaking and Listening: Students will describe the contributions of the Founding Fathers. TEKS 1.1.C BRAINSTORMING LINKS (5 MIN.) Check for Understanding Recall: What are the names of the Founding Fathers you have heard stories about so far? (George Washington, Benjamin Franklin, Thomas Jefferson) • Ask students who they have been learning about. (mostly American men who were important to the development of America before, during, and after the war) • Tell students that today they will learn more about others who were living in America at the same time: enslaved Africans, Native Americans, and women. Tell them that they are going to brainstorm some ideas of what these groups of people might have been doing while others were fighting and planning their independence from Great Britain. • Working on one circle at a time on the Brainstorming Charts you prepared in advance, ask students what they think they know about how each of the groups spent their days during this period of American history. For example, someone might remember that Native Americans traded with and helped the new settlers, that people from Africa were brought to America as enslaved people, or that Betsy Ross was a seamstress. • Record this information on the Brainstorming Charts. TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. Tell students that they have heard a lot of big words in this domain, and in today’s Read-Aloud they will hear more words that may be unfamiliar to them. Two of these words are very important in understanding the story of our country, or nation, the United States: liberty and justice. Tell students that *liberty* means freedom and that the war against Great Britain was fought so that Americans could be free citizens, able to make their own laws. Have students say the word *liberty* with you, and then tell them *liberty* means freedom. Tell them that *justice* means treating others fairly and that the war was fought in part to ensure that the laws they made were fair for everyone. Have students say the word *justice* with you, and then tell them *justice* means fairness. So liberty and justice are the same as freedom and fairness. Lesson 11: Liberty and Justice for ALL? Read-Aloud Reading: Students will describe the roles of enslaved Africans, Native Americans, and women during the evolution from colonies to independence. TEKS 1.7.F Language: Students will demonstrate an understanding of the Tier 2 word equally. TEKS 1.3.B PURPOSE FOR LISTENING • Tell students to keep these two words, liberty and justice, in mind as they listen to the Read-Aloud. Tell them to think about all three groups—enslaved Africans, Native Americans, and women—and to decide whether these people were given liberty and justice, freedom and fairness, when the United States was a new country. LIBERTY AND JUSTICE FOR ALL? (15 MIN.) Show Image 11A-1: Declaration of Independence Life, liberty, and the pursuit of happiness. Where have you heard those words before? Listen again and see if you remember who wrote these words: We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. [Pause and repeat the question.] Who wrote those important words? Hint: He was a Founding Father and wonderful writer, he lived at Monticello, and he became the third president. TEKS 1.7F Respond using newly acquired vocabulary as appropriate; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 11A-2: Thomas Jefferson Thomas Jefferson wrote them as part of our Declaration of Independence. Remember how the Founders felt that they were being treated unfairly by the British? They did not feel that they were being treated equally, or the same as, the British on the other side of the ocean or the British who actually lived in the country of Great Britain. The colonists wanted liberty, or freedom, from the rules of the British. What were the British doing that the Americans felt was so unfair? And so, when Jefferson sat down to write these famous words, he wanted to make sure that the new American nation would treat its people fairly. Show Image 11A-3: Constitutional Congress Again, when the Founders met to write our Constitution of the United States, they wrote about liberty and justice. Justice means fairness. So they were writing about freedom and fairness when they wrote about liberty and justice. When we hold our hands over our hearts and pledge allegiance to our country, our final words are “with liberty and justice for all.” These are important words written by our Founders, but not all people were treated fairly in the American colonies. Can you think of anyone who was not being treated fairly, or with justice, in the American colonies? Let’s look back at the 1700s, during and after the war, when the Founders were busy writing these important words. Whom did they mean by we when they wrote in the Constitution, “We, the People of the United States . . .”? Some people say they must have just been thinking about themselves, a group of white men who made the laws of the land. Were they forgetting the other people on the continent—Native Americans who had lived there the longest, women, and enslaved Africans? These were very smart men, writing words that they knew would be read and reread by others for many years to come. They were writing for the future. Nevertheless, it is true that not everyone in colonial times was treated equally, and even today people are still seeking liberty and justice for all. Show Image 11A-4: Deborah Samson During the Revolutionary War, women had different roles than they have today. Although today many women serve in our military and help protect us by fighting in wars, this wasn’t the case during the Revolutionary War. Some women wanted to be soldiers, but they were not allowed to join the army. Why do you think they weren’t allowed to fight? Do you think that was fair? We know that some women actually disguised themselves by dressing like men so they could fight alongside them. [Point to the picture of Deborah Samson.] One of the most famous of these women was Deborah Samson, who fought in the war under the name of Robert Shurtleff. Women also were not allowed to vote, and in fact, all women did not receive the right to vote in America for nearly one hundred and fifty years after the Constitution was written! Remember, one reason that the war was fought was because the colonists felt it was unfair that they could not vote in the British Parliament, and yet women were not able to vote in their own land. Do you think that was fair? Was that liberty and justice for all? Show Image 11A-5: Cotton field There were many people from Africa who were brought to America and enslaved by the colonists. When the colonists decided to fight for their freedom from Great Britain, they themselves were keeping freedom from a large number of Africans, by enslaving them. These Africans did not have the freedom to choose how to live their lives. Slavery was especially common in the South, where huge plantations had large amounts of land to farm, and colonists depended upon the work of enslaved Africans. [Point to the image.] Can you imagine how difficult it was to harvest, or pick, crops like the cotton shown in this image before there were machines to do it? In the New England and Middle states, slavery started to disappear after the Revolutionary War, but it continued for a long time in the South, where these large farms were located. Enslaved Africans also were not allowed to vote. Was that liberty and justice for all? Show Image 11A-6: Native Americans in colonial times For a long time, Native Americans lived on the North American continent alone, yet life for them began changing when the first European explorers arrived hundreds of years before the Revolutionary War. You will remember that some of them chose to help the colonists and trade with them when they first arrived. However, it wasn’t long before the colonists started exploring lands to the west, pushing Native Americans off their land. Native Americans also were not allowed to vote. Was that liberty and justice for all? Show Image 11A-7: Saying the Pledge of Allegiance So what do you think? Was the decision of our nation’s Founders to fight a six-year war for independence a wise decision? It probably was. The government they set up two hundred years ago has served as a model for the rest of the world ever since. It was certainly not fair to all people in the early years, and there are still many ways in which it can be improved, but it is up to us—WE, THE PEOPLE—to make each day a better day for all of us. COMPREHENSION QUESTIONS (10 MIN.) 1. **Literal.** What are the two big words that you were listening for in the Read-Aloud? (liberty and justice) Explain what these two words mean. (freedom and fairness) 2. **Literal.** The Declaration of Independence of the new nation states that “... all Men are created equal . . .” What groups of people that you heard about were not given certain rights at the time that the Declaration was written? (women, enslaved Africans, and Native Americans) 3. **Inferential.** If a woman wanted to be a soldier, what did she have to do? (dress in disguise) --- Check for Understanding **Turn and Talk:** What were some ways enslaved Africans, Native Americans, and women were not given liberty or justice? (Answers will vary, but may include that enslaved Africans didn’t have any freedoms and were not allowed to vote, Native Americans were pushed off their lands and not allowed to vote, and that women were not allowed to fight for their country or vote.) --- 4. **Evaluative.** *Think-Pair-Share:* The title of today’s Read-Aloud is a question: “Liberty and Justice for ALL?” Why do you think the author chose this title? (Answers may vary.) WORD WORK: EQUALLY (5 MIN.) 1. In the Read-Aloud you heard, “[The Founders] did not feel that they were being treated equally, or the same as, the British on the other side of the ocean.” 2. Say the word *equally* with me. 3. *Equally* means treating someone exactly the same as another, or dividing something into parts that are the same size or amount. 4. I divided the pie equally among all the people at the table. 5. Tell about how you or others treat people equally or how you may have divided something equally among friends. Try to use the word *equally* when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I shared ______ equally among my classmates.”] 6. What’s the word we’ve been talking about? **Use a Making Choices activity for follow-up.** I am going to name two groups of people. If you think that they are treated equally, or the same, say, “They are treated equally.” If you don’t think that they are treated the same, say, “They are not treated equally.” Explain why. (*Answers may vary for all.*) - parents and children - girls and boys - students and teachers - brothers and sisters **Support** Use students’ varied opinions to discuss how differently the word *equally* may be interpreted. How one person defines *equal* may not be the same as another. Lesson 11: Liberty and Justice for ALL? Application Writing: Students will use a graphic organizer to plan an informational paragraph. TEKS 1.11.A WRITE ABOUT IT Model an Informational Paragraph • Tell students that today they will use what they have learned about the founding of the United States to write a paragraph. Explain to students that they will consider and combine some of the pictures in the picture gallery to tell about the beginning of the new nation. They will then use their captions to plan and write their informational paragraph. • Model this for students by choosing two to three images from the picture gallery and, referring to the model paragraph, show how they can write an informational paragraph with three to five sentences. Tell students you chose the Second Continental Congress and George Washington images: Model Informational Paragraph George Washington attended the Second Continental Congress. The Declaration of Independence was written at this meeting. When the new nation had to fight for its independence from Britain, George Washington was the commander in chief. When they won, Washington went on to become president. He was a Founding Father. • Ask students to help you identify each of the following in the model paragraph: TEKS 1.11.A Plan a first draft by generating ideas for writing such as by drawing and brainstorming. | What It Is | Sentence in Model | What It Does | |--------------------|----------------------------------------------------------------------------------|--------------------------------------------------| | Introductory sentence | George Washington attended of the Second Continental Congress. | introduces image topics and tells how they are connected | | Body | The Declaration of Independence was written at this meeting. When the new nation had to fight for its independence from Britain, George Washington was the commander in chief. When they won, Washington went on to become president. | offers details about the main topics | | Concluding sentence | He was a Founding Father. | summarizes the central idea(s) | **Plan an Informational Paragraph** - Ask students what the first step in The Writing Process is, referring to the poster. *(plan)* - Tell students that today they will choose the images they will write about and plan their paragraphs. - Have students consider the five pictures in the picture gallery and choose two to discuss in their paragraphs. **Check for Understanding** **Share It:** Have each student share the images they chose and explain how they are connected. [This is a good opportunity to provide feedback and help students make decisions more suited to their level of understanding.] • Have students turn to Activity Page 11.1 and record the images they have chosen. Then, have students answer the questions on the activity page with your guidance. • As students work, circulate and check in to help guide them as they think of details and explain the connections between their images. • If students have time, have them share their plans with a partner. • Collect the activity pages to check student understanding and provide feedback before they begin writing. Take-Home Material FAMILY LETTER • Have students take home Activity Page 11.2. A NEW NATION: AMERICAN INDEPENDENCE What Do a Flag, a Bell, and an Eagle Have in Common? PRIMARY FOCUS OF LESSON Speaking and Listening Students will describe the contributions of the Founding Fathers and others. TEKS 1.1.C; TEKS 1.9.D.ii; TEKS 1.9.D.iii Reading Students will identify and explain the significance of several U.S. symbols. TEKS 1.6.C; TEKS 1.6.G; TEKS 1.9.D.i Language Students will demonstrate an understanding of the Tier 2 word symbols. TEKS 1.3.B Writing Students will draft an informational paragraph. TEKS 1.11.B.i.; TEKS 1.11.B.ii; TEKS 1.12.B FORMATIVE ASSESSMENT Activity Page 12.1 Drafting an Informational Paragraph Students will draft an informational paragraph about the founding of the United States. TEKS 1.11.B.i; TEKS 1.11.B.ii; TEKS 1.12.B TEKS 1.1.C Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; TEKS 1.9.D Recognize characteristics and structures of informational text including (ii) features and simple graphics to locate or gain information; (iii) organizational patterns such as chronological order and description with adult assistance; TEKS 1.6.C Make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance; TEKS 1.6.G Evaluate details to determine what is most important with adult assistance; TEKS 1.9.D.i Recognize characteristics of informational text including the central idea and supporting evidence with adult assistance; TEKS 1.3.B Use illustrations and texts the student is able to read or hear to learn or clarify word meanings; TEKS 1.11.B Develop drafts in oral, pictorial, or written form by (i) organizing with structure; (ii) developing an idea with specific and relevant details; TEKS 1.12.B Dictate or compose informational texts, including procedural texts. | **LESSON AT A GLANCE** | |------------------------| | **Grouping** | **Time** | **Materials** | | **Introducing the Read-Aloud (10 min.)** | | | | What Have We Already Learned? | Whole Group | 10 min. | Story Chart, Sequencing Events Cards | | **Read-Aloud (30 min.)** | | | | Purpose for Listening | Whole Group | 30 min. | Flip Book: 12A-1–12A-11 | | “What Do a Flag, a Bell, and an Eagle Have in Common?” | | | | Comprehension Questions | | | | Word Work: Symbols | | | | **This is a good opportunity to take a break.** | | | | **Application (20 min.)** | | | | Write About It | Independent | 20 min. | Activity Pages 11.1, 12.1, Model Paragraph (Digital Components), Sample Planning Page (Digital Components), Informational Paragraph Rubric | ADVANCE PREPARATION Introducing the Read-Aloud • Display the Story Chart and Sequencing Events Cards you have created and used throughout the domain. Application • Prepare to reference the Writing Process poster on display in the classroom. • Prepare and display a Sample Planning Page to help students understand how to use their plan on Activity Page 11.1 to draft their informational paragraphs. Alternatively, a digital version may be accessed in the digital components for this domain. • Display the Model Paragraph you prepared in Lesson 11. • Prepare for students to use digital tools to produce and publish their paragraphs. • Prepare to use the Informational Paragraph Rubric, found in the Teacher Resources section of this Teacher Guide, to evaluate student work. **CORE VOCABULARY** **seal, n.** an official image or mark Example: The teacher put her personal seal on each of the papers so the students knew who graded them. Variation(s): seals **symbols, n.** images or objects that represent something else Example: The letters of the alphabet are symbols for sounds that we hear. Variation(s): symbol --- **Vocabulary Chart for “What Do a Flag, a Bell, and an Eagle Have in Common?”** | Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |-----------------------|------------------------------|-------------------------------|-----------------------------| | Vocabulary | | symbols (símbolos) | | | Multiple Meaning | seal | | | | Sayings and Phrases | stands for something else | | | Lesson 12: What Do a Flag, a Bell, and an Eagle Have in Common? Introducing the Read-Aloud **Speaking and Listening:** Students will describe the contributions of the Founding Fathers and others. **TEKS 1.1.C; TEKS 1.9.D.ii; TEKS 1.9.D.iii** **WHAT HAVE WE ALREADY LEARNED?** - Ask students to recall what the word *founded* means. (*set up or established*) - Remind students that they have been learning about how the United States was founded. - Read the story that students have retold from the story chart you created in Lessons 2–9. Ask students if based on the Read-Aloud they heard yesterday, they would like to add any additional information to the Story Chart. - Gather the Sequencing Events Cards you have created throughout the domain. Hand each card to a student. For each card, ask the students holding it to tell something about the image. Expand on students’ descriptions using richer and more complex domain vocabulary. - Once all students have had the opportunity to share, you may wish to redistribute the cards and have groups of students add something new about each image until all students have had the chance to contribute. - Tell students they will hear one more Read-Aloud about the new United States today. **Check for Understanding** **Human Timeline:** [Have students holding cards arrange themselves to form a timeline.] **ENGLISH LANGUAGE LEARNERS** **Presenting** **Beginning** Have students answer simple yes/no questions (e.g., “Does your card show an important event?”). **Intermediate** Have students answer using sentence frames (e.g., “This card shows . . .”). **Advanced/Advanced High** Encourage students to contribute to the charts using key details and vocabulary. **ELPS 1.E; ELPS 3.B; ELPS 4.1** **TEKS 1.1.C** Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language; **TEKS 1.9.D** Recognize characteristics and structures of informational text including (ii) features and simple graphics to locate or gain information; (iii) organizational patterns such as chronological order and description with adult assistance. Lesson 12: What Do a Flag, a Bell, and an Eagle Have in Common? Read-Aloud **Reading:** Students will identify and explain the significance of several U.S. symbols. - **TEKS 1.6.C; TEKS 1.6.G; TEKS 1.9.D.i** **Language:** Students will demonstrate an understanding of the Tier 2 word *symbols*. - **TEKS 1.3.B** **PURPOSE FOR LISTENING** - Read the title of today’s Read-Aloud, “What Do a Flag, a Bell, and an Eagle Have in Common?” Ask students to think about what this Read-Aloud might be about. (Remind students they have already learned that the flag is an important symbol for a country.) Tell students to listen carefully to find out if their predictions are correct. “WHAT DO A FLAG, A BELL, AND AN EAGLE HAVE IN COMMON?” (15 MIN.) **Show Image 12A-1: American symbols** What do a flag, a bell, and an eagle have in common with each other? [Pause for students’ responses.] All three are *symbols* of the United States of America. A symbol is a sign that everybody recognizes and stands for something else. **Show Image 12A-2: Stop sign** *What does this symbol stand for?* People see a symbol and know what it stands for. For example, does your school have a mascot, logo, or banner—something that makes you think of your school every time you see it? Many sports teams have symbols. Can you think of any? We have symbols all around us. Before you even learned to read words, you probably learned to read symbols. Let’s find out how a flag, a bell, and an eagle came to be symbols of, or represent, the United States of America. --- **TEKS 1.6.C** Make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance; **TEKS 1.6.G** Evaluate details to determine what is most important with adult assistance; **TEKS 1.9.D.i** Recognize characteristics of informational text including the central idea and supporting evidence with adult assistance; **TEKS 1.3.B** Use illustrations and texts the student is able to read or hear to learn or clarify word meanings. Show Image 12A-3: Betsy Ross’s flag You already know a little bit about our flag from the legend of Betsy Ross. The flag with its circle of thirteen stars was not the first flag to be flown in America. *The word stars in this sentence means symbols with five or more points. The word stars may also mean objects in space that are made of burning gas and look like points of light in the night sky.* During the early days of exploration, flags of many different countries were used to represent land claims. The first official flag of our nation was the one you learned about, flown on Independence Day—July 4, 1776—and adopted by the Continental Congress a year later, on June 14, 1777. Do you remember what the thirteen stars and stripes stood for? [Pause for student responses.] Yes, they were symbols for the thirteen colonies that became thirteen states. Show Image 12A-4: Current American flag As the country grew, more states were added. With each new state, a new star was added to the flag. Pretty soon, there were too many stars to fit in a circle, so the patterns changed over the years. Now we have fifty states and fifty stars arranged in rows, still on a blue background like the original flag. The same thirteen red and white stripes remain as reminders of the original thirteen colonies. *How many of those original thirteen colonies can you name? [Use the stripes of the flag to count off as the students name a few.]* June 14 is National Flag Day in the United States, but our flag is flown every day all across America, from the Atlantic to the Pacific Ocean, as a symbol of the land of freedom. Show Image 12A-5: Liberty Bell It is pretty easy to understand how the Stars and Stripes became a symbol for our nation, but what about a bell? The Liberty Bell, another well-known symbol, is actually older than the United States itself. *You learned that liberty is another word for freedom, but why do you think this bell was chosen as a symbol of freedom?* In 1751, the mostly copper bell was made in Great Britain and shipped to Philadelphia where it was rung to call people to meetings in the town square. Show Image 12A-6: Bell being rung According to legend, the Liberty Bell may have been rung from the State House steeple after the Declaration of Independence was first read in July of 1776, but we don’t know for sure. During the Revolution, the colonists feared that the British might melt down the bell for cannonballs, so it was moved and hidden in a town north of Philadelphia until the war ended. Show Image 12A-7: Liberty Bell Over the years, the bell cracked and was repaired several times. It was rung for the last time on George Washington’s birthday in 1846 when it cracked beyond repair. Today, the bell sits outside Independence Hall in Philadelphia. It is only about three feet tall, [Show students about how tall three feet is.] but it weighs as much as a hippopotamus! If you visit the Liberty Bell, be sure to look for the words of freedom, taken from the Bible and written on its side: “Proclaim liberty throughout all the land and unto all the inhabitants thereof” (Leviticus 25:10). Show Image 12A-8: Bald eagle So, we have a flag and a bell. The third symbol is a bald eagle, a large bird of prey with a white head and tail, found only in North America. Who chose the American bald eagle as a symbol of our country? To find out, we must return once more to our friends Thomas Jefferson and Benjamin Franklin. Show Image 12A-9: Turkey and bald eagle What do you see in this picture? When the Second Continental Congress met and declared independence from Great Britain, they also decided that they needed an official seal. A seal is an official image or mark. A seal is also a symbol. Benjamin Franklin, Thomas Jefferson, and John Adams met to design the seal. They talked about using an eagle on the seal but Franklin said, “No! I don’t agree. I think that a turkey would be a much better symbol of our country than an eagle!” Why do you think Franklin wanted to use the turkey as a symbol of our country? As there was not much time, the men only agreed on part of the seal that year, a statement that read “E Pluribus Unum” which, in Latin, means “out of many, one.” They chose this saying because they were making one nation out of many separate states. Show Image 12A-10: United States seal It was not until six years later, in 1782, that the bald eagle—a symbol of long life, strength, and freedom—was officially added to the seal. [As you read the description of the seal, point to the appropriate parts of the seal.] On the seal, the eagle holds an olive branch for peace in one of its talons; in the other, it grips a bundle of thirteen arrows, symbolizing the power of war. Covering its breast is a shield of red and white stripes, and around its head, a crest with thirteen stars. Why do you think there are thirteen arrows and thirteen stars on the seal? If you look carefully, you might be able to read the words written on the scroll in its bill: “E Pluribus Unum,” out of many, one. Show Image 12A-11: American symbols Now that you know what to look for, try being a symbol detective. As you go through your day, be on the lookout for flags, bells, and eagles: symbols of freedom, and reminders of our country’s Founders, who fought for our freedom long ago. Check for Understanding One-Word Answer: In one word, what do a flag, a bell, and an eagle have in common? (symbols) COMPREHENSION QUESTIONS (10 MIN.) 1. **Evaluative.** What was the central idea of the Read-Aloud? (Our nation has many symbols, including a flag, a bell, and an eagle. This Read-Aloud discussed why those three items are symbols of our nation.) Show Image 12A-4: Current American flag 2. **Inferential.** What is this? (current flag) How and why has our flag changed in appearance over the years? (It has added more stars because more states have been added; there are now fifty stars instead of thirteen.) Show Image 12A-5: Liberty Bell 3. **Literal.** What is this? (the Liberty Bell) 4. **Literal.** Why was the Liberty Bell moved from Philadelphia during the Revolutionary War? (The colonists were afraid that the British would melt it down for cannonballs.) Show Image 12A-8: Bald eagle 5. **Literal.** What is this? (a bald eagle) 6. **Evaluative.** Think-Pair-Share: Talk with your neighbor about places where you have seen the three symbols discussed today, or which one you would most like to see. (Answers may vary.) WORD WORK: SYMBOLS (5 MIN.) 1. In the Read-Aloud you heard, “All three are symbols of the United States of America.” 2. Say the word *symbols* with me. 3. Symbols are images used to represent something else. 4. Letters of the alphabet are symbols of the sounds we use to speak. 5. Tell about some symbols that you know about. Try to use the word *symbols* in your sentence. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “______ are symbols for ______.”] 6. What is the word we’ve been talking about? **Use a Sharing activity for follow-up.** Choose the nation’s symbol that you have learned about that is your favorite. Turn to a partner and tell why it is your favorite. Be sure to use the word *symbol*. **ENGLISH LANGUAGE LEARNERS** **Speaking and Listening** **Exchanging Information and Ideas** **Beginning** Have students answer simple yes/no questions (e.g., “Is the flag your favorite symbol?”). **Intermediate** Have students answer using sentence frames (e.g., “My favorite symbol is . . . because . . .”). **Advanced/Advanced High** Encourage students to answer using key details and vocabulary. **ELPS 1.E; ELPS 3.G; ELPS 4.I** Lesson 12: What Do a Flag, a Bell, and an Eagle Have in Common? Application **Writing:** Students will draft an informational paragraph. **TEKS 1.11.B.i; TEKS 1.11.B.ii; TEKS 1.12.B** **WRITE ABOUT IT (20 MIN.)** **Draft an Informational Paragraph** - Referring to The Writing Process poster, ask students to recall the steps of the writing process. *(plan, draft, edit)* - Remind students that in the previous lesson they chose images and planned an informational paragraph using Activity Page 11.1. - Explore various digital tools with students to produce and publish their paragraphs. Such tools include various student-publishing software and web-based publishing programs. - Tell students that today they will use that plan to draft their informational paragraphs. Have students turn to Activity Page 12.1. Tell students that their drafts will contain the information from their planning sheet, but they will now write in full sentences in paragraph form. Encourage students to add details that may not have been included in their plan as they think of them. - Referring to the Model Paragraph, tell students they should refer to this to help guide their own informational paragraphs. Using the Sample Planning Page, walk through each of the sections that students filled out on their planning Activity Page and show them how it can be used to write the parts of their informational paragraph: --- **TEKS 1.11.B** Develop drafts in oral, pictorial, or written form by (i) organizing with structure; (ii) developing an idea with specific and relevant details; **TEKS 1.12.B** Dictate or compose informational texts, including procedural texts. | Section on Activity Page 11.1 | Example | Part of Informational Paragraph | Example from Model Paragraph | |-------------------------------|------------------------------------------------------------------------|---------------------------------|-----------------------------| | **Description** | • portrait of Washington | Introductory statement | George Washington attended the Second Continental Congress. | | | • picture showing the Second Continental Congress | | | | **Connection** | Washington was commander in chief of the Continental Army. | | | | **Details (about the pictures)** | • The Declaration of Independence was written here. | Body | The Declaration of Independence was written at this meeting. When the new nation had to fight for its independence from Britain, George Washington was the commander in chief. When they won, Washington went on to become president. | | | • Washington was commander in chief of the Continental Army. | | | | | • Washington was the first president. | | | | **Importance (Why are these events or people important?)** | Founding Father | Concluding statement | He was a Founding Father. | • As students write, circulate and check that students understand the form of the paragraph and are translating their plan into a draft. • Collect students’ drafts to check their understanding of the content and form of an informational paragraph using the Informational Paragraph Rubric. **Challenge** If students finish, have them turn to a partner and share their paragraphs. You should spend one day reviewing and reinforcing the material in this domain. You may have students do any combination of the activities provided, in either whole-group or small-group settings. **CORE CONTENT OBJECTIVES ADDRESSED IN THIS DOMAIN** - Locate the thirteen original colonies - Describe the Boston Tea Party - Explain the significance of Paul Revere’s ride - Identify “one if by land, two if by sea” - Identify Minutemen, Redcoats, and “the shot heard round the world” - Describe the contributions of George Washington as Patriot and military commander - Describe the contributions of Thomas Jefferson as Patriot, inventor, writer, author of the Declaration of Independence, and the third president of the United States - Describe the contributions of Benjamin Franklin as Patriot, inventor, and writer - Explain the significance of the Declaration of Independence - Identify “We hold these truths to be self-evident, that all men are created equal . . .” as part of the Declaration of Independence - Explain the significance of the Fourth of July - Identify the legend of Betsy Ross and the flag - Identify Martha Washington as Patriot and the wife of George Washington - Identify Washington, D.C., as the nation’s capital - Explain that the nation’s capital, Washington, D.C., was named after George Washington • Describe the roles of African Americans, Native Americans, and women during the evolution from thirteen colonies in America to independence as a nation • Identify and become familiar with the significance of the flag, the Liberty Bell, and the bald eagle as U.S. symbols **REVIEW ACTIVITIES** **Picture Gallery** - Choose another image from the Flip Book for this domain and have students write captions as they did in Lessons 2, 4, 6, 9, and 10. **Write About It** **Materials:** Activity Page DR.1 - Have students edit the informational paragraphs they drafted in Lesson 12 using the editing checklist on Activity Page DR.1. - Explain to students that they should be checking to make sure at least two images were used to create the paragraph, that the connection between them is clear, and that the paragraph explains something about the evolution from the thirteen colonies to the United States. - You may wish to have students publish their drafts by rewriting them with their edits on paper or using a word processor. - You may also combine students’ paragraphs with copies of the images they chose and create a class book. **Riddles for Core Content** - Ask students riddles such as the following to review core content: - I am one of the symbols of the United States, and I can be seen outside Independence Hall in Philadelphia. What am I? (*the Liberty Bell*) - I am the bird on the U.S. seal. What am I? (*a bald eagle*) - I am the day that firework displays light the skies of American cities as people celebrate Independence Day. What day am I? (*The Fourth of July*) - I am a symbol of the United States that has fifty stars and thirteen stripes. What am I? (*the U.S. flag*) You Were There: People Who Made a Difference • Have students pretend that they are one of the people that lived in America during its struggle for independence from Great Britain. • Ask students to describe who they are and what they did. For example, for Deborah Sampson, students may talk about her role as a soldier in disguise. Image Review • Show the Flip Book images from any Read-Aloud again, and have students retell the Read-Aloud using the images. Image Card Review Materials: Image Cards 1–16 • Hold Image Cards 1–16 in your hand, fanned out like a deck of cards. • Ask a student to choose a card but not show it to anyone else in the class. The student must then perform an action or give a clue about the picture they are holding. For example, for the Liberty Bell, a student may say, “This is something that may have been rung in Philadelphia after the Declaration of Independence was signed, but no one knows for sure.” • Have the rest of the class guess what person or object is being described. • Proceed to another card when the correct answer has been given. Domain-Related Trade Book or Student Choice Materials: Trade book • Read a trade book that focuses on the important people or symbols of the United States; refer to the books listed in the Introduction. You may also have students select a Read-Aloud to be heard again. Key Vocabulary Brainstorming Materials: Chart paper, chalkboard, or whiteboard • Give students a key domain concept or vocabulary word such as *almanac*. Have them brainstorm everything that comes to mind when they hear the word, such as “a book with a calendar in it, the only book in many colonial homes, Poor Richard’s Almanack, Ben Franklin, etc.” • Records students’ responses on the board/chart paper for reference. Domain Assessment This domain assessment evaluates each student’s retention of domain and academic vocabulary words and the core content targeted in *A New Nation: American Independence*. The results should guide review and remediation the following day. There are three parts to this assessment. You may choose to do the parts in more than one sitting if you feel this is more appropriate for your students. Part I (vocabulary assessment) is divided into two sections: the first assesses domain-related vocabulary and the second assesses academic vocabulary. Parts II and III of the assessment address the core content targeted in *A New Nation: American Independence*. **PART I** **TEKS 1.7.F** **Directions:** I am going to ask a question using a word you have heard in the Read-Alouds. If the answer to the question is “yes,” circle the thumbs up on your paper. If the answer to the question is “no,” circle the thumbs down on your paper. I will read each question two times. Let’s do the first question together. 1. **Government:** Is the government the group of people who makes decisions and laws for a larger group of people? *(thumbs-up)* 2. **Representatives:** Are representatives the people we send to speak for us in the government? *(thumbs-up)* 3. **Spies:** Do spies need to work quietly so the people they are watching don’t see them? *(thumbs-up)* 4. **Capital:** Is Washington, D.C., the capital of Great Britain? *(thumbs-down)* 5. **President:** Is the president of the United States a very important leader of our government? *(thumbs-up)* 6. **Justice:** When people receive justice, does it mean they are treated unfairly or meanly? *(thumbs-down)* 7. **Symbols:** Is a hamster a symbol of our country, the United States? *(thumbs-down)* Directions: I will now read more sentences using other words you have heard and practiced. If the answer to the question is “yes,” circle the thumbs up on your paper. If the answer to the question is “no,” circle the thumbs down on your paper. 8. **Goods:** Are goods things people buy, sell, and trade? *(thumbs-up)* 9. **Volunteers:** Are volunteers people who are forced to do something? *(thumbs-down)* 10. **Equally:** Were all people treated equally in the early United States? *(thumbs-down)* 11. **Independent:** Is someone independent if they need help to do everything? *(thumbs-down)* 12. **Struggled:** Would someone who has never climbed before probably struggle to climb a very high mountain? *(thumbs-up)* 13. **Anniversary:** Is the Fourth of July an important anniversary Americans celebrate every year? *(thumbs-up)* --- **PART II** **TEKS 1.6.G** Directions: I will read a question about what you have been learning about the birth of the United States. If the answer to the question is “yes,” circle the thumbs up on your paper. If the answer to the question is “no,” circle the thumbs down on your paper. 1. Were there thirteen British colonies in North America? *(thumbs-up)* 2. Was the Declaration of Independence written by Thomas Jefferson to declare independence from Great Britain? *(thumbs-up)* 3. Was the Boston Tea Party a fancy party where the colonists and the king of Great Britain sat down and drank tea together? *(thumbs-down)* 4. Was “one, if by land, and two, if by sea” a song that the Redcoats sang when they were marching? *(thumbs-down)* 5. Is the Fourth of July a national holiday to celebrate the approval of the Declaration of Independence? *(thumbs-up)* 6. According to legend, did Betsy Ross refuse to make a flag for the new nation? *(thumbs-down)* 7. Was the “shot heard round the world” the end of the fighting between the Minutemen and Redcoats? *(thumbs-down)* 8. Are these the beginning words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal . . .”? (thumbs-up) 9. Was our nation’s capital, Washington, D.C., named for Thomas Jefferson? (thumbs-down) 10. Were Native Americans, African Americans, and women given the same freedoms that colonial men enjoyed in colonial America? (thumbs-down) **PART III** **TEKS 1.6.G** **Directions:** I will read a sentence about what you have been learning about the people who played important roles in the birth of the United States. I will also read some sentences about symbols of the United States. Listen to the sentence that I read. Then look at the three pictures in the row. Circle the picture or pictures that the sentence describes. 1. I was commander in chief of the Continental Army that defeated the British army at Yorktown, winning the war for the Americans. *(George Washington)* 2. I invented many things, including bifocal glasses, the rocking chair, and the lightning rod. *(Benjamin Franklin)* 3. I left Monticello to become the third president of the United States. *(Thomas Jefferson)* 4. I loved spending time at Mount Vernon with my wife, Martha. *(George Washington)* 5. I wrote the Declaration of Independence. *(Thomas Jefferson)* 6. I wrote wise sayings and included them in my famous book, *Poor Richard’s Almanack*. *(Benjamin Franklin)* 7. I was the first president of the United States of America. *(George Washington)* 8. We were Patriots and Founding Fathers who signed the Declaration of Independence. *(Benjamin Franklin and Thomas Jefferson)* 9. Circle the Liberty Bell. 10. Circle the bald eagle. [You may also ask students to use a separate piece of paper to draw a picture of and write about the most interesting thing they learned during the course of this domain.] Please use these final two days to address class results of the Domain Assessment. We suggest you begin with the whole-class Read-Aloud activity to reinforce domain content. Based on the results of the Domain Assessment and students’ formative assessments, you may wish to use the remaining time to provide remediation opportunities that target specific areas of weakness for individual students, small groups, or the whole class. Alternatively, you may also choose to use this class time to extend or enrich students’ experience with domain knowledge. A number of enrichment activities are provided in this section in order to provide students with opportunities to enliven their experiences with domain concepts. READ-ALOUD • Ask students to name some things they have learned about how Ben Franklin helped during the American Revolution. (Answers may vary, but students should draw on information they learned in this Domain, such as that Franklin was part of the Continental Congress and the Constitutional Convention.) • Ask students to name some of Franklin’s inventions. (Answers may vary, but students may recall learning about the rocking chair or lightning rod.) • Tell students that today they will learn more about Franklin’s inventions. • Tell students to listen to learn about Franklin’s inventions and how they continue to affect our world today. • Read the trade book *Now & Ben: The Modern Inventions of Benjamin Franklin* by Gene Barretta. 1. Ask students to identify some of the book’s text features and to name information they have learned from those features. (Answers may vary but should be based on the text. For example, students may describe how the illustrated spread at the book’s opening shows the many different kinds of things Franklin invented, and the dates indicate how he invented for most of his life. The paired Now and Then sections also contain illustrations showing how Franklin’s ideas and creations still affect our world today.) 2. Ask students to pick their favorite invention or contribution from the text and describe how it affects our lives today. (Answers may vary, but students should refer to the text. For example, they may explain how Franklin’s decision to add cartoons to newspapers is a reason that comics still appear in newspapers.) 3. Have students pick a page of the text and compare the message conveyed by the page’s words with the message conveyed by the page’s illustrations. (Responses may vary, but students should refer to the text. For example, students may explain how the text says “our world relies on electricity,” while the illustration shows specific ways we use it every day.) 4. Ask students to work with a partner to summarize the text. They should include the central idea and relevant details. 5. Direct students to the first pages of the text, in which the illustrated cobblestones have words describing the different roles Franklin held. Ask them to pick one role and use evidence from the text to explain what he did in the role. (Responses may vary, but students should refer to the text. For example, they may cite how his time in England and France relates to his role as a diplomat.) **REMEDICATION** Remediation opportunities include: - targeting Review Activities - revisiting lesson Applications - rereading and discussing select Read-Alouds - reading the corresponding lesson in the Learning Lab **ENRICHMENT** **Letters to People Who Made a Difference** - Have students choose people introduced in this domain about whom they wish they knew more. - Ask them to brainstorm a list of questions they would ask that person. - Then have students write letters using their lists of questions as starting points. Symbol Search • Have students go on a symbol walk, searching for the three symbols of freedom introduced in this domain: the eagle, the flag, and the Liberty Bell. Students may also search books for these symbols. You Were There: People Who Made a Difference • Have students pretend that they are one of the people that lived in America during its struggle for independence from Great Britain. • Ask students to describe who they are and what they did. For example, for George Washington, students may talk about his role as a commander, leading men into battle at Trenton, Valley Forge, and Yorktown. Image Review/Writing • Tell students that as a class, they are going to write a short retelling of a Read-Aloud you have just read. One by one, show images from any story. • When you show an image, brainstorm ideas for a sentence that explains what is happening in that picture. Write the sentence on a piece of chart paper, a chalkboard, or a whiteboard and then read it to the class. • After writing sentences about the images, model for the students how to write a concluding sentence. Reread the entire paragraph to the class. Teacher Resources | Grade 1 | Knowledge 9 | |---------|-------------| | | | Teacher Guide In this section you will find: - Sequencing Events Cards - Picture Gallery Pictures - Boston Tea Party - Second Continental Congress - Washington Crossing the Delaware - Portrait of Benjamin Franklin - Portrait of Thomas Jefferson - Sample Caption for the Boston Tea Party - Planning an Informational Paragraph: Possible Image Choices and Connections - Informational Paragraph Rubric - Activity Book Answer Key - Texas Essential Knowledge and Skills Correlation Chart - English Language Proficiency Standards Correlation Chart SEQUENCING EVENTS CARDS • Roanoke Island • Jamestown • Plymouth • Taxes • Boston Tea Party • First Continental Congress • Battle of Lexington • Declaration of Independence • Surrender at Yorktown • Constitutional Convention • Washington, D.C. The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The legacy of the American Revolution continues to shape the world today, serving as a reminder of the power of collective action and the pursuit of freedom. The image depicts a crowded and cramped interior, likely a ship or a similar confined space. The scene is filled with people of various ages, including children, who appear to be tightly packed together. Some individuals are standing, while others are seated on benches or the floor. The environment suggests a journey or a long period of travel, possibly during a time when such conditions were common for passengers. The illustration style is detailed and realistic, capturing the essence of the crowded and uncomfortable situation. Roanoke Island The rigging and masts of a tall ship. Jamestown The painting depicts a group of people, possibly pilgrims or settlers, embarking on a journey across a vast, barren landscape. The figures are dressed in period clothing, with some wearing hats and others carrying belongings. The scene is set against a backdrop of a large, open sky and a rugged terrain, suggesting a sense of adventure and hardship. The overall mood of the painting is one of determination and resilience, capturing a moment of transition and new beginnings. Plymouth The interior of the House of Commons, showing the Speaker’s chair and the clock. Taxes The moon hung low in the sky, casting long shadows over the water. A group of people were on a ship, preparing to disembark. They were carrying boxes and bags, and one person was holding a lantern. In the foreground, two people were rowing a small boat towards the ship. The scene was set against a backdrop of a dark, starry sky. Boston Tea Party The Stamp Act was passed in 1765 to raise money for the British government. The act required that all printed materials, such as newspapers and books, be stamped with a special tax stamp. This caused outrage among colonists who felt that they were being taxed without representation. The Stamp Act was repealed in 1766, but it had already sparked a wave of protest and resistance throughout the colonies. First Continental Congress The Battle of Lexington and Concord, April 19, 1775 Battle of Lexington Declaration of Independence The painting depicts a group of men in military uniforms, likely from the Napoleonic era, standing and riding horses in an outdoor setting. The background features trees and a building, suggesting a formal or ceremonial occasion. The men are dressed in period-appropriate attire, with some wearing hats and others in helmets. The overall scene conveys a sense of formality and importance, possibly related to a historical event or ceremony. Surrender at Yorktown The painting depicts a formal gathering in an opulent room, likely a ballroom or a grand hall, with high ceilings and ornate decorations. The central figure appears to be a woman in a flowing gown, possibly a queen or a noblewoman, seated on a throne-like chair. Surrounding her are numerous other figures, including men and women dressed in elaborate period clothing, suggesting a royal or aristocratic event. The room is adorned with rich tapestries, chandeliers, and large windows that allow natural light to illuminate the scene. The overall atmosphere is one of grandeur and formality, indicative of a significant historical or cultural event. Constitutional Convention Teacher Resources Washington, D.C. PICTURE GALLERY PICTURES • Boston Tea Party • Second Continental Congress • Washington Crossing the Delaware • Portrait of Benjamin Franklin • Portrait of Thomas Jefferson The American Revolution was a pivotal event in world history, marking the birth of a new nation and setting precedents for democratic governance. The struggle for independence was not just a fight against British rule but also a battle for fundamental human rights and freedoms. The principles enshrined in the Declaration of Independence—life, liberty, and the pursuit of happiness—have resonated across generations and continue to inspire movements for justice and equality worldwide. In the aftermath of the revolution, the United States faced numerous challenges, including political instability, economic hardship, and internal conflicts. However, through perseverance and collective effort, the nation managed to establish a strong foundation for its future. The Constitution, crafted with the intent of creating a government that balanced power and protected individual liberties, became a model for other nations seeking to establish stable democracies. Today, the United States stands as a testament to the enduring spirit of freedom and democracy. Its journey from a collection of colonies to a global superpower is a story of resilience, innovation, and continuous evolution. As the nation continues to navigate the complexities of modern life, it remains committed to upholding the values that defined its founding: liberty, equality, and the pursuit of happiness for all its citizens. Teacher Resources 221 Boston Tea Party The painting depicts a group of men in formal attire, seated and standing around a table. The setting appears to be an indoor room with a door in the background. The men are engaged in conversation, with some holding papers or documents. The overall atmosphere suggests a serious and formal gathering, possibly a meeting or a discussion of important matters. Second Continental Congress Teacher Resources 225 Washington Crossing the Delaware Teacher Resources Portrait of Benjamin Franklin Teacher Resources Portrait of Thomas Jefferson The Boston Tea Party The Sons of Liberty are dressed up as Native Americans and throwing tea into the Boston Harbor. The Sons of Liberty were a group of colonists. They threw tea into the Boston Harbor because they did not think it was fair that they were taxed when they had no representatives in Parliament. The American Revolution was a pivotal event in world history, marking the birth of a new nation and setting precedents for democratic governance. The struggle for independence from British rule was not only a fight for freedom but also a battle for the principles of liberty and equality that would inspire future generations. The American Revolution began with a series of events that led to open conflict between the colonies and Great Britain. The colonists, who had been granted self-governance by the British crown, felt that their rights were being violated by the British government's policies. This led to a series of protests and boycotts, culminating in the Battles of Lexington and Concord in 1775, which marked the start of the Revolutionary War. The war lasted for eight years and involved numerous battles and campaigns across the eastern United States. The American forces, led by General George Washington, faced significant challenges, including a lack of resources and support from other countries. Despite these obstacles, the Americans persevered and eventually emerged victorious. The Treaty of Paris, signed in 1783, officially ended the war and recognized the independence of the United States. The revolution not only secured the country's freedom but also set a precedent for democratic governance, influencing the development of other nations around the world. In conclusion, the American Revolution was a transformative event that shaped the course of world history. It established the principles of democracy and freedom, which continue to inspire people around the globe. The legacy of the American Revolution remains a symbol of hope and resilience, reminding us of the power of collective action and the pursuit of justice. You may find the following images and connections helpful as you help students plan their informational paragraphs. There are, of course, other connections that are possible. This is just intended to be a quick-reference list to help you scaffold with students who may have trouble deciding on images or finding their connections. It is recommended that only students who would benefit from an extra challenge use three images, as more connections and more writing will be necessary. The American Revolution was a pivotal event in world history, marking the birth of a new nation and setting precedents for democratic governance. The struggle for independence from British rule was not only a fight for freedom but also a battle for the principles of liberty, equality, and self-determination that would inspire future generations. The American Revolution began with a series of events that challenged the authority of the British monarchy and its colonial administrators. The colonists, who had been subject to British taxation and military presence, began to organize and fight for their rights. The first shots were fired at Lexington and Concord in 1775, and the Continental Army was formed under the leadership of George Washington. The war lasted for eight years, during which time the colonies fought bravely against the British forces. The American Revolution was a complex and multifaceted conflict, involving not only military battles but also political and social struggles. The colonists were united by a common cause, but they also faced internal divisions and challenges. The American Revolution was a turning point in world history, not only because it led to the birth of a new nation but also because it set precedents for democratic governance. The United States Constitution, which was adopted in 1787, established a system of government based on the principles of separation of powers, checks and balances, and federalism. These principles have influenced the development of democracy around the world. In conclusion, the American Revolution was a significant event in world history, marking the birth of a new nation and setting precedents for democratic governance. The struggle for independence from British rule was not only a fight for freedom but also a battle for the principles of liberty, equality, and self-determination that would inspire future generations. | Image 1 | Image 2 | Image 3 | Connection | |-------------------------|--------------------------------|--------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Boston Tea Party | Second Continental Congress | | The Boston Tea Party was an event that led to the Second Continental Congress, where the Declaration of Independence was signed. | | Boston Tea Party | Washington Crossing the Delaware| | The Boston Tea Party was an event that eventually led to the Revolutionary War, when Washington led his troops across the Delaware River. | | Second Continental Congress | Washington Crossing the Delaware | | George Washington was made commander of the Continental Army at the Second Continental Congress. Because of the Declaration of Independence, the colonies went to war with Britain and George Washington was the commander-in-chief of the Continental Army during this war. Because of the Declaration of Independence, the colonies gained their independence from Britain. The first president of the new nation was George Washington. | | Second Continental Congress | portrait of Benjamin Franklin | | Benjamin Franklin attended the Second Continental Congress. Benjamin Franklin signed the Declaration of Independence at the Second Continental Congress. | | Image 1 | Image 2 | Image 3 | Connection | |-------------------------|--------------------------------|--------------------------------|---------------------------------------------------------------------------| | Second Continental | portrait of Thomas Jefferson | | Thomas Jefferson attended the Second Continental Congress. | | Congress | | | Thomas Jefferson wrote the Declaration of Independence. | | | | | Thomas Jefferson signed the Declaration of Independence. | | | | | Because of the Declaration of Independence, the colonies gained their | | | | | independence from Britain. The third president of the new nation was | | | | | Thomas Jefferson. | | Washington Crossing | portrait of Benjamin Franklin | | George Washington and Benjamin Franklin are considered Founding Fathers of | | the Delaware | | | the United States. | | | | | George Washington and Thomas Jefferson are considered Founding Fathers of | | | | | the United States. | | portrait of Benjamin | portrait of Thomas Jefferson | | Benjamin Franklin and Thomas Jefferson are considered Founding Fathers of | | Franklin | | | the United States. | | | | | Benjamin Franklin and Thomas Jefferson were both inventors. | | Boston Tea Party | Second Continental Congress | Washington Crossing the | The Boston Tea Party was an event that led to the Second Continental | | | | Delaware | Congress where the Declaration of Independence was signed. The | | | | | Revolutionary War was a result of that declaration. | | Image 1 | Image 2 | Image 3 | Connection | |-------------------------|--------------------------------|--------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Second Continental | Washington Crossing | portrait of Benjamin Franklin | Benjamin Franklin signed the Declaration of Independence at the Second Continental Congress. Because of the Declaration of Independence, the colonies went to war with Britain. George Washington was the commander in chief of the Continental Army during this war. Benjamin Franklin represented the colonies overseas to help gain support. | | Congress | the Delaware | | | | Second Continental | Washington Crossing | portrait of Thomas Jefferson | George Washington was elected commander in chief of the Continental Army at the Second Continental Congress. Thomas Jefferson signed the Declaration of Independence at the Second Continental Congress. Because of the Declaration of Independence, the colonies gained their independence from Britain. The first president of the new nation was George Washington, and the third president was Thomas Jefferson. | | Congress | the Delaware | | | | Second Continental | portrait of Benjamin Franklin | portrait of Thomas Jefferson | Benjamin Franklin and Thomas Jefferson attended the Second Continental Congress. Benjamin Franklin and Thomas Jefferson signed the Declaration of Independence at the Second Continental Congress. | | Congress | | | | | Washington Crossing | portrait of Benjamin Franklin | portrait of Thomas Jefferson | George Washington, Benjamin Franklin, and Thomas Jefferson are considered Founding Fathers of the United States. | | the Delaware | | | | INFORMATIONAL PARAGRAPH RUBRIC Use the following rubric to assess the informational paragraphs written by students. | | Strong | Developing | Beginning | |------------------------|-----------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------| | **Content** | The paragraph contains accurate information about the colonial era and/or the founding of the United States. | The paragraph contains minor errors or omissions about the colonial era and/or the founding of the United States. | The paragraph does not contain accurate information about the colonial era and/or the founding of the United States. | | **Connection** | The paragraph accurately demonstrates a connection between two image topics. | The paragraph inaccurately shows a connection between two image topics. | The paragraph shows no connection between two image topics. | | **Organization** | The paragraph includes facts and demonstrates an understanding of their importance through introductory and concluding statements. | The paragraph includes facts and demonstrates an understanding of their importance through an introductory or concluding statement. | The paragraph includes facts but does not demonstrate an understanding of their importance. | | **Word Choice** | The paragraph contains domain-related vocabulary. | The paragraph contains some domain-related vocabulary. | The paragraph contains little or no domain-related vocabulary. | ### 3.1 **Activity Page** | Somebody | the Redcoats | |----------|--------------| | Wanted | to take the colonists’ weapons | | But | Paul Revere warned the colonists | | So | the Redcoats encountered the Minutemen | | Then | fighting broke out; there was “the shot heard round the world.” | **Knowledge** --- ### 5.1 **Activity Page** Directions: Color the original flag of the United States. Remember that the white stars are on a blue background and the five top rows have five stars and the bottom row has six stars. On the back of the paper, write one or three sentences about what you have just read about the original flag. | red | white | red | white | red | white | red | white | red | white | |-----|-------|-----|-------|-----|-------|-----|-------|-----|-------| | blue | white | blue | white | blue | white | blue | white | blue | white | **Knowledge** --- ### PP1.1 **Assessment** Directions: Listen to your teacher’s instructions. --- ### PP2.1 **Assessment** Directions: Listen to your teacher’s instructions. **DA.1 Assessment** 1. [Image] 2. [Image] 3. [Image] 4. [Image] 5. [Image] 6. [Image] 7. [Image] 8. [Image] 9. [Image] 10. [Image] **Knowledge 9** --- **DA.2 Assessment** 1. [Image] 2. [Image] 3. [Image] 4. [Image] 5. [Image] 6. [Image] 7. [Image] 8. [Image] 9. [Image] 10. [Image] **Knowledge 9** --- **DA.3 Assessment** 1. [Image] G.W. B.F. T.J. 2. [Image] G.W. B.F. T.J. 3. [Image] G.W. B.F. T.J. 4. [Image] G.W. B.F. T.J. 5. [Image] G.W. B.F. T.J. **Knowledge 9** | | | | |---|---|---| | 6. | G.W. | B.F. | T.J. | | 7. | G.W. | B.F. | T.J. | | 8. | G.W. | B.F. | T.J. | | 9. | | | | | 10. | | | | *Knowledge Quest: A New Nation: American Independence* ## Knowledge 9 (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking—oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: | TEKS 1.1.A | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses | |------------|---------------------------------------------------------------------------------------------------------------| | | D9: p. 8, D9: p. 21, D9: p. 53, D9: p. 57, D9: p. 67, D9: p. 70, D9: p. 86, D9: p. 89, D9: p. 111, D9: p. 115 | | TEKS 1.1.B | follow, restate, and give oral instructions that involve a short, related sequence of actions | |------------|-------------------------------------------------------------------------------------------------| | | D9: p. 23, D9: p. 36 | | TEKS 1.1.C | share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language | |------------|-------------------------------------------------------------------------------------------------------------------------------| | | D9: p. 8, D9: p. 12, D9: p. 23, D9: p. 27, D9: p. 39, D9: p. 43, D9: p. 98, D9: p. 101, D9: p. 111, D9: p. 122, D9: p. 125, D9: p. 128, D9: p. 138, D9: p. 142, D9: p. 155, D9: p. 160, D9: p. 171, D9: p. 175 | | TEKS 1.1.D | Work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions | |------------|----------------------------------------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.1.E | develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings | |------------|-----------------------------------------------------------------------------------------------------------------------------------| (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (A) demonstrate phonological awareness by: | TEKS 1.2.A.i | producing a series of rhyming words; | |--------------|-------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.ii | recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound | |---------------|----------------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.iii | distinguishing between long and short vowel sounds in one-syllable words | |----------------|---------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.iv | recognizing the change in spoken word when a specified phoneme is added, changed, or removed | |---------------|------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.v | blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends | |--------------|--------------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.vi | manipulating phonemes within base words | |---------------|-----------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.A.vii | segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends | |----------------|------------------------------------------------------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | (B) demonstrate and apply phonetic knowledge by: | TEKS 1.2.B.i | decoding words in isolation and in context by applying common letter-sound correspondences | |--------------|---------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.B.ii | decoding words with initial and final consonant blends, digraphs, and trigraphs | |---------------|----------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.B.iii | decoding words with closed syllables: open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables | |----------------|------------------------------------------------------------------------------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.B.iv | using knowledge of base words to decode common compound words and contractions | |---------------|--------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.B.v | decoding words with inflectional endings including -ed, -s, and -es | |--------------|-----------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | TEKS 1.2.B.vi | identifying and reading at least 100 high-frequency words from a research-based list | |---------------|----------------------------------------------------------------------------------------| | | D9: p. 67, D9: p. 78 | | Knowledge 9 | Correlation—Teacher’s Guide | |-------------|-----------------------------| | (C) demonstrate and apply spelling knowledge by: | | | TEKS 1.2.C.i | spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables | | | TEKS 1.2.C.ii | spelling words with initial consonant digraphs | | | TEKS 1.2.C.iii | spelling words using sound-spelling patterns | | | TEKS 1.2.C.iv | spelling high-frequency words from a research-based list | | | TEKS 1.2.D | demonstrate print awareness by identifying the information that different parts of a book provide | | | TEKS 1.2.E | alphabetize a series of words to the first or second letter and use a dictionary to find words | | | TEKS 1.2.F | develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words | | | (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: | | | TEKS 1.3.A | use a resource such as a picture dictionary or digital resource to find words | | | TEKS 1.3.B | use illustrations and texts the student is able to read or hear to learn or clarify word meanings. | D9: p. 8, D9: p. 14, D9: p. 23, D9: p. 29, D9: p. 39, D9: p. 45, D9: p. 50, D9: p. 53, D9: p. 59, D9: p. 67, D9: p. 72, D9: p. 86, D9: p. 91, D9: p. 98, D9: p. 103, D9: p. 111, D9: p. 117, D9: p. 125, D9: p. 129, D9: p. 135, D9: p. 138, D9: p. 144, D9: p. 155, D9: p. 162, D9: p. 171, D9: p. 176 | | TEKS 1.3.C | identify the meaning of words with the affixes -s, -ed, and -ing | D9: p. 98, D9: p. 108, D9: p. 111, D9: p. 122 | | TEKS 1.3.D | identify and use words that name actions, directions, positions, sequences, categories, and locations | D9: p. 98, D9: p. 108, D9: p. 111, D9: p. 122 | | (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. | | | TEKS 1.4 | use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text | | | (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time. | | | TEKS 1.5 | self-select text and interact independently with text for increasing periods of time. | | | (6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: | | | TEKS 1.6.A | establish purpose for reading assigned and self-selected texts with adult assistance | | | TEKS 1.6.B | generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance | D9: p. 86, D9: p. 91, D9: p. 125, D9: p. 129 | | TEKS 1.6.C | make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance | D9: p. 171, D9: p. 176 | | TEKS 1.6.D | create mental images to deepen understanding with adult assistance | | ## Texas Essential Knowledge and Skills - Grade 1 ### Knowledge 9 | TEKS 1.6.E | make connections to personal experiences, ideas in other texts, and society with adult assistance; | |------------|-------------------------------------------------------------------------------------------------| | TEKS 1.6.F | make inferences and use evidence to support understanding with adult assistance | | TEKS 1.6.G | evaluate details to determine what is most important with adult assistance | | TEKS 1.6.H | synthesize information to create new understanding with adult assistance | | TEKS 1.6.I | monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down | (7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: | TEKS 1.7.A | describe personal connections to a variety of sources | |------------|------------------------------------------------------| | TEKS 1.7.B | write brief comments on literary or informational texts | | TEKS 1.7.C | use text evidence to support an appropriate response | | TEKS 1.7.D | retell texts in ways that maintain meaning | | TEKS 1.7.E | interact with sources in meaningful ways such as illustrating or writing | | TEKS 1.7.F | respond using newly acquired vocabulary as appropriate | (8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: | TEKS 1.8.A | discuss topics and determine theme using text evidence with adult assistance | |------------|--------------------------------------------------------------------------------| | TEKS 1.8.B | describe the main character(s) and the reason(s) for their actions | | TEKS 1.8.C | describe plot elements including the main events, the problem, and the resolution, for texts read aloud and independently | | TEKS 1.8.D | describe the setting | (9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: | TEKS 1.9.A | demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, fairy tales, and nursery rhymes; | |------------|-------------------------------------------------------------------------------------| | TEKS 1.9.B | discuss rhyme, rhythm, repetition, and alliteration in a variety of poems | | TEKS 1.9.C | discuss elements of drama such as characters and setting | ## TEXAS ESSENTIAL KNOWLEDGE AND SKILLS - GRADE 1 ### Knowledge 9 (D) recognize characteristics and structures of informational text, including: | TEKS 1.9.D.i | the central idea and supporting evidence with adult assistance | |--------------|---------------------------------------------------------------| | D9: p. 171, D9: p. 176 | | TEKS 1.9.D.ii | features and simple graphics to locate or gain information | |----------------|-----------------------------------------------------------| | D9: p. 23, D9: p. 36, D9: p. 53, D9: p. 65, D9: p. 86, D9: p. 96, D9: p. 125, D9: p. 135, D9: p. 138, D9: p. 150, D9: p. 171, D9: p. 175 | | TEKS 1.9.D.iii | organizational patterns such as chronological order and description with adult assistance | |----------------|------------------------------------------------------------------------------------------| | D9: p. 8, D9: p. 21, D9: p. 23, D9: p. 36, D9: p. 67, D9: p. 78, D9: p. 111, D9: p. 122, D9: p. 171, D9: p. 175 | | TEKS 1.9.E | recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do | | TEKS 1.9.F | recognize characteristics of multimodal and digital texts | (10) Author’s purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances. The student is expected to: | TEKS 1.10.A | discuss the author’s purpose for writing text | |-------------|---------------------------------------------| | | | | TEKS 1.10.B | discuss how the use of text structure contributes to the author’s purpose | |-------------|-------------------------------------------------------------------------| | | | | TEKS 1.10.C | discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes | |-------------|----------------------------------------------------------------------------------------------------------| | | | | TEKS 1.10.D | listen to and experience first- and third-person texts | |-------------|--------------------------------------------------------| | | | | TEKS 1.10.E | listen to and experience first- and third-person texts | |-------------|--------------------------------------------------------| | | | (11) Composition: listening, speaking, reading, writing, and thinking using multiple texts—writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: | TEKS 1.11.A | plan a first draft by generating ideas for writing such as by drawing and brainstorming | |-------------|------------------------------------------------------------------------------------------| | D9: p. 155, D9: p. 168 | (B) develop drafts in oral, pictorial, or written form by: | TEKS 1.11.B.i | organizing with structure | |---------------|---------------------------| | D9: p. 171, D9: p. 182 | | TEKS 1.11.B.ii | developing an idea with specific and relevant details | |----------------|-------------------------------------------------------| | D9: p. 171, D9: p. 182 | | TEKS 1.11.C | Revise drafts by adding details in pictures or words. | (D) edit drafts using standard English conventions, including: | TEKS 1.11.D | edit drafts using standard English conventions | |-------------|-------------------------------------------------| | | | | TEKS 1.11.D.i | complete sentences with subject-verb agreement | |---------------|-------------------------------------------------| | | | | TEKS 1.11.D.ii | past and present verb tense | |----------------|----------------------------| | D9: p. 98, D9: p. 108, D9: p. 111, D9: p. 122 | | TEKS 1.11.D.iii | singular, plural, common, and proper nouns | |-----------------|--------------------------------------------| | | | | TEKS 1.11.D.iv | adjectives, including articles | |----------------|-------------------------------| | | | | TEKS 1.11.D.v | adverbs that convey time | |---------------|--------------------------| | | | | TEKS 1.11.D.vi | prepositions | |----------------|-------------| | | | | TEKS 1.11.D.vii | pronouns, including subjective, objective, and possessive cases | |-----------------|------------------------------------------------------------------| | | | | TEKS 1.11.D.viii | capitalization for the beginning of sentences and the pronoun “I” | |------------------|---------------------------------------------------------------------| | | | | TEKS 1.11.D.i | punctuation marks at the end of declarative, exclamatory, and interrogative sentences | |---------------|----------------------------------------------------------------------------------------| | TEKS 1.11.D.x | correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance | | TEKS 1.11.E | publish and share writing | (12) Composition: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: | TEKS 1.12.A | dictate or compose literary texts, including personal narratives and poetry | |-------------|-------------------------------------------------------------------------------| | TEKS 1.12.B | dictate or compose informational texts, including procedural texts | | D9: p. 171, D9: p. 182 | | TEKS 1.12.C | dictate or compose correspondence such as thank you notes or letters | (13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: | TEKS 1.13.A | generate questions for formal and informal inquiry with adult assistance | |-------------|-------------------------------------------------------------------------| | TEKS 1.13.B | develop and follow a research plan with adult assistance | | TEKS 1.13.C | identify and gather relevant sources and information to answer the questions with adult assistance | | TEKS 1.13.D | demonstrate understanding of information gathered with adult assistance | | TEKS 1.13.E | use an appropriate mode of delivery, whether written, oral, or multimodal, to present results | Knowledge 9 (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 1.A | use prior knowledge and experiences to understand meanings in English | |----------|------------------------------------------------------------------------| | ELPS 1.B | monitor oral and written language production and employ self-corrective techniques or other resources | | ELPS 1.C | use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary | | ELPS 1.D | speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) | | ELPS 1.E | internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment | | ELPS 1.F | use accessible language and learn new and essential language in the process | | ELPS 1.G | demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations | | ELPS 1.H | develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations | D9: p. 13, D9: p. 27, D9: p. 35, D9: p. 43, D9: p. 46, D9: p. 60, D9: p. 71, D9: p. 90, D9: p. 91, D9: p. 101, D9: p. 106, D9: p. 115, D9: p. 121, D9: p. 124, D9: p. 128, D9: p. 130, D9: p. 142, D9: p. 148, D9: p. 160, D9: p. 175, D9: p. 181 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 2.A | distinguish sounds and intonation patterns of English with increasing ease | |----------|------------------------------------------------------------------------| | ELPS 2.B | recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters | | ELPS 2.C | learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions | | ELPS 2.D | monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed | | ELPS 2.E | use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language | | --- | --- | | ELPS 2.F | listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD-ROM to build and reinforce concept and language attainment | | ELPS 2.G | understand the general meaning, main point, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar | | ELPS 2.H | understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations | | ELPS 2.I | demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs | D9: p. 130, D9: p. 142, D9: p. 148 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 3.A | practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible | | --- | --- | | ELPS 3.B | expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication | D9: p. 164, D9: p. 175 | ELPS 3.C | speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired | | --- | --- | | ELPS 3.D | speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency | | ELPS 3.E | share information in cooperative learning interactions | D9: p. 58 | ELPS 3.F | ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments | D9: p. 13, D9: p. 27, D9: p. 43, D9: p. 71, D9: p. 115, D9: p. 124, D9: p. 128 | Knowledge 9 | Correlation—Teacher’s Guide | |-------------|-----------------------------| | ELPS 3.G | express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics | D9: p. 46, D9: p. 60, D9: p. 91, D9: p. 121, D9: p. 181 | | ELPS 3.H | narrate, describe, and explain with increasing specificity and detail as more English is acquired | | | ELPS 3.I | adapt spoken language appropriately for formal and informal purposes | | | ELPS 3.J | respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment | D9: p. 160 | (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: | ELPS 4.A | learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words | | | ELPS 4.B | recognize directionality of English reading such as left to right and top to bottom | | | ELPS 4.C | develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials | | | ELPS 4.D | use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text | | | ELPS 4.E | read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned | | | ELPS 4.F | use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language | | | ELPS 4.G | demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs | D9: p. 19, D9: p. 106 | | ELPS 4.H | read silently with increasing ease and comprehension for longer periods | | | ELPS 4.I | demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs | | --- | --- | | ELPS 4.J | demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs | | ELPS 4.K | demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs | (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: | ELPS 5.A | learn relationships between sounds and letters of the English language to represent sounds when writing in English | | --- | --- | | ELPS 5.B | write using newly acquired basic vocabulary and content-based grade-level vocabulary | | ELPS 5.C | spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired | | ELPS 5.D | edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired | | ELPS 5.E | employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly | | ELPS 5.F | write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired | | ELPS 5.G | narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired | General Manager K-8 Humanities and SVP, Product Alexandra Clarke Chief Academic Officer, Elementary Humanities Susan Lambert Content and Editorial Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Maria Martinez, Associate Director, Spanish Language Arts Baria Jennings, EdD, Senior Content Developer Christina Cox, Managing Editor Product and Project Management Ayala Falk, Director, Business and Product Strategy, K-8 Language Arts Amber McWilliams, Senior Product Manager Elisabeth Hartman, Associate Product Manager Catherine Alexander, Senior Project Manager, Spanish Language Arts LaShon Ormond, SVP, Strategic Initiatives Leslie Johnson, Associate Director, K-8 Language Arts Thea Aguiar, Director of Strategic Projects, K-5 Language Arts Zara Chaudhury, Project Manager, K-8 Language Arts Design and Production Tory Novikova, Product Design Director Erin O'Donnell, Product Design Manager Texas Contributors Content and Editorial Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodríguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofía Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Galuszka Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khirwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Pajouhesh Jackie Pierson Dominique Ramsey Darby Raymond-Overstreet Max Reinhardsen Mia Saine Nicole Stahl Flore Thevoux Jeanne Thornton Amy Xu Jules Zuckerberg Other Contributors Patricia Beam, Bill Cheng, Ken Harney, Molly Hensley, David Herubin, Sara Hunt, Kristen Kirchner, James Mendez-Hodes, Christopher Miller, Diana Projansky, Todd Rawson, Jennifer Skelley, Julia Sverchuk, Elizabeth Thiers, Amanda Tolentino, Paige Womack Series Editor-in-Chief E. D. Hirsch Jr. President Linda Bevilacqua Editorial Staff Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Lucinda Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Wafler James Walsh Sarah Zelinke Design and Graphics Staff Kelsie Harman Liz Loewenstein Bridget Moriarty Lauren Pack Consulting Project Management Services ScribeConcepts.com Additional Consulting Services Erin Kist Carolyn Pinkerton Scott Ritchie Kelina Summers Acknowledgments These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful. Contributors to Earlier Versions of These Materials Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental in the early development of this program. Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, PS 26R (the Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms were critical. Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. Expert Reviewers Terri Woods Writers Michael L. 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Grade 1 | Knowledge 9 | Teacher Guide A New Nation: American Independence Grade 1 Knowledge 9 | Activity Book A New Nation: American Independence A New Nation: American Independence Activity Book Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at firstname.lastname@example.org. ISBN 978-1-64383-700-0 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—if you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in the USA 01 LSCOW 2021 Directions: Color the thirteen original colonies in North America. On the back of the paper, write a sentence about what you have learned about the thirteen colonies. The American Revolution was a war fought between Great Britain and its thirteen colonies in North America from 1775 to 1783. The war began as a conflict over taxation and representation, but soon escalated into a struggle for independence. The American colonies declared their independence on July 4, 1776, with the signing of the Declaration of Independence. The war was fought in several stages, with key battles including the Battle of Bunker Hill, the Battle of Saratoga, and the Battle of Yorktown. The British suffered significant losses, while the Americans gained support from France and other European countries. The Treaty of Paris, signed in 1783, officially ended the war and recognized the independence of the United States. The American Revolution had a profound impact on the development of the United States. It established the principles of democracy and individual rights that would become central to American society. The war also led to the creation of a new nation, with a constitution that guaranteed freedom and equality for all citizens. In conclusion, the American Revolution was a pivotal event in world history. It marked the birth of a new nation and set the stage for the development of modern democracy. The legacy of the American Revolution continues to influence global politics and culture today. Dear Family Member, During the next several days, your student will be learning about the events that led to the birth of the United States of America. Your student will learn about the thirteen original colonies, the Boston Tea Party, the shot heard round the world, the Declaration of Independence, and the legend of Betsy Ross. Below are some suggestions for activities that you may do at home to reinforce what your student is learning about this period of American history. 1. Where Are We? On a U.S. map, have your student locate the thirteen original colonies in America. Share with each other any knowledge that you have of this area. (If you do not have a map, you may check one out from the library.) 2. Draw and Write Have your student draw and/or write about what they have learned about these events and then share their drawing and/or writing with you. Ask questions to keep your student using the vocabulary learned at school. 3. If You Had Been There With your student, imagine what it would have been like to have been at one of the following events: Paul Revere’s ride, signing of the Declaration of Independence, or sewing of the flag. Talk about what you would have seen and heard and how you would have felt. 4. Sayings and Phrases: “Let the Cat Out of the Bag” Your student will be learning the saying “let the cat out of the bag.” Talk with your student about the meaning of this saying and when it may or may not be appropriate to reveal a secret. 5. Read Aloud Each Day It is very important that you read to your student each day. The local library has many books on the history of the United States as a new nation. A New Nation: American Independence The American Revolution was a pivotal event in world history, marking the birth of a new nation and setting precedents for democratic governance. The colonies' struggle for independence from British rule was not only a fight for political freedom but also a battle for economic and social rights. This chapter explores the key events, figures, and ideas that shaped the American Revolution, including the Declaration of Independence, the Articles of Confederation, and the Constitution. 1. **The Road to Revolution** - **Causes of the Revolution** - Economic factors (taxation without representation, high tariffs) - Political factors (limited colonial representation in Parliament) - Social factors (growing sense of national identity) - **Key Events** - Boston Massacre (1770) - Stamp Act (1765) - Townshend Acts (1767) - Intolerable Acts (1774) 2. **The Declaration of Independence** - **Background** - Second Continental Congress convenes (May 1775) - Drafting committee appointed (June 1776) - **Key Figures** - Thomas Jefferson - John Adams - Benjamin Franklin - **Content** - Preamble - Natural rights (life, liberty, pursuit of happiness) - Government by consent of the governed - Dissolution of ties with Britain 3. **The Articles of Confederation** - **Formation** - Congress adopts the Articles (November 1777) - Ratification by states (March 1781) - **Strengths and Weaknesses** - Strengths: Unanimous consent required for amendments; no standing army - Weaknesses: No power to tax or regulate commerce; no executive branch 4. **The Constitutional Convention** - **Background** - Annapolis Convention (September 1786) - Constitutional Convention (May-July 1787) - **Key Figures** - George Washington - James Madison - Alexander Hamilton - **Constitutional Principles** - Federalism - Separation of powers - Checks and balances - **Significance** - Establishment of a strong central government - Protection of individual liberties 5. **The Bill of Rights** - **Background** - First Ten Amendments proposed (December 1789) - Ratified by states (December 15, 1791) - **Key Amendments** - First Amendment (freedom of religion, speech, press, assembly, petition) - Second Amendment (right to bear arms) - Ninth Amendment (enumeration of rights does not limit other rights) - Tenth Amendment (powers not delegated to federal government belong to states or people) 6. **Conclusion** - **Legacy of the Revolution** - Impact on global democracy - Influence on other nations seeking independence - **Challenges and Controversies** - Slavery and the struggle for equality - Federalism and state sovereignty - **Future Directions** - Continued evolution of American democracy - Addressing contemporary issues through constitutional principles This chapter provides a comprehensive overview of the American Revolution, highlighting its significance in shaping modern democracy and its ongoing relevance in contemporary debates. Directions: Think about what you heard in the read-aloud to fill in the chart using words or sentences. | Somebody | | |----------|---| | Wanted | | | But | | | So | | | Then | | A New Nation: American Independence The American Revolution was a pivotal event in world history, marking the birth of a new nation and setting precedents for democratic governance. The colonies' struggle for independence from British rule was not only a fight for political freedom but also a battle for economic and social rights. The Declaration of Independence, adopted on July 4, 1776, declared that all men are created equal and endowed with certain unalienable rights, including life, liberty, and the pursuit of happiness. This document became a symbol of hope and inspiration for oppressed peoples around the globe. The war for independence was fought over several years, with key battles such as the Battle of Saratoga and the Siege of Yorktown. These victories, along with the support of France, helped the Americans secure their independence. The Treaty of Paris, signed in 1783, officially recognized the United States as an independent nation. The American Revolution also had profound implications for the future of democracy. The principles of liberty, equality, and self-governance established by the revolutionaries influenced the development of other nations seeking to break free from colonial rule. The United States became a beacon of hope for those fighting for freedom and justice. In conclusion, the American Revolution was a transformative event that not only led to the birth of a new nation but also inspired movements for independence and democracy worldwide. Its legacy continues to shape global politics and culture, reminding us of the power of collective action and the pursuit of justice. Directions: Color the original flag of the United States. Remember that the white stars are on a blue background and the top stripe is red and then alternates with white. On the back of the paper, write one to three sentences about what you have learned about the original flag. A New Nation: American Independence Directions: Listen to your teacher’s instructions. NAME: __________________________ DATE: __________________________ 1. __________________________ 2. __________________________ 3. __________________________ 4. __________________________ 5. __________________________ 6. __________________________ The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The founding documents, such as the Declaration of Independence and the Constitution, continue to shape the political landscape of the United States and serve as a model for other nations seeking self-determination. In conclusion, the American Revolution was a transformative period that set the stage for modern democracy. Its legacy is evident in the ongoing commitment to freedom, equality, and justice that defines American values. As we reflect on this significant chapter in history, we are reminded of the importance of standing up for what is right and fighting for a better future. Dear Family Member, I hope your student has enjoyed learning about some of the important events that led to the birth of the United States. Over the next several days, your student will learn more about some of the key people who played significant roles during those events. Below are some suggestions for activities that you may do at home to reinforce what your student is learning about George Washington, Benjamin Franklin, and Thomas Jefferson. 1. Money Detective: Search for the Founding Fathers Look on coins and paper bills with your student to find images of the people they have been learning about. George Washington’s face is on the one-dollar bill and on some quarters. Thomas Jefferson is on some nickels with his home, Monticello, appearing on the reverse. Jefferson is also pictured on the two-dollar bill with a picture of the signing of the Declaration of Independence on the opposite side. Benjamin Franklin appears on the one-hundred dollar bill! 2. Draw and Write Have your student draw and/or write about what has been learned about the people and events leading up to the birth of our nation, and then share the drawing with you. Ask questions to keep your student using the vocabulary learned at school. 3. Read Aloud Each Day It is very important that you read to your student each day. 4. Sayings and Phrases: “There’s No Place Like Home” and “Never Leave Until Tomorrow What You Can Do Today” Your student will learn two common sayings, “there’s no place like home” and “never leave until tomorrow what you can do today.” Talk to your student about the meaning of these sayings, and try to use them in everyday speech. Be sure to let your student know how much you enjoy hearing about what they have learned at school. A New Nation: American Independence Directions: Listen to your teacher’s instructions. 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The United States emerged as a beacon of freedom and democracy, setting an example for other nations seeking their own paths to independence. In conclusion, the American Revolution was a transformative period that shaped the modern world. It laid the foundation for a new nation, inspired global movements for freedom, and continues to influence political and social developments today. As we reflect on this significant event, we are reminded of the enduring power of human aspiration and the importance of standing up for what is right. | Description | Image 1 | Image 2 | Image 3 (Optional) | |-------------|---------|---------|-------------------| | Connection | | | | | Details about the pictures | 1. | | | | | 2. | | | | | 3. | | | | Importance (Why are these events or people important?) | | | | The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The legacy of the American Revolution continues to shape the political landscape of the United States and beyond, serving as a testament to the power of collective action and the pursuit of freedom. Dear Family Member, I hope your student has enjoyed learning about some of the important events that led to the birth of the United States. Over the next several days, your student will learn more about some of the key people who played significant roles during those events. Your student will learn about three special symbols representing America as a land of freedom. Your student will also learn about the roles of African Americans, Native Americans, and women during the evolution from thirteen colonies to the United States. Below are some suggestions for activities that you may do at home to reinforce what your student is learning. 1. Draw and Write Have your student draw and/or write about what has been learned about the people and events leading up to the birth of our nation, and then share the drawing with you. Ask questions to keep your student using the vocabulary learned at school. 2. Symbol Walk Take your student for a walk to look for one of the most prominent symbols of the United States, the U.S. flag. You might also set a greater challenge for yourselves by trying to find two other American symbols your student has learned about: the bald eagle and the Liberty Bell. 3. Read Aloud Each Day It is very important that you read to your student each day. Be sure to let your student know how much you enjoy hearing about what they have learned at school. A New Nation: American Independence Knowledge 9 NAME: ________________________________ DATE: ________________________________ The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The United States emerged as a beacon of freedom and democracy, setting an example for other nations seeking their own paths to independence. In conclusion, the American Revolution was a transformative period that shaped the modern world. It laid the foundation for a new nation, inspired global movements for freedom, and continues to influence political and social developments today. As we reflect on this significant event, we are reminded of the enduring power of human aspiration and the importance of standing up for what is right. Directions: Listen to your teacher’s instructions. NAME: __________________________ DATE: __________________________ DR.1 Activity Page Knowledge 9 The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not just a fight against British rule but also a battle for democratic ideals that would inspire future generations. The legacy of the American Revolution continues to shape the world today, serving as a reminder of the power of collective action and the pursuit of freedom. Directions: Listen to your teacher’s instructions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. DA.1 Assessment Knowledge 9 11. 12. 13. Directions: Listen to your teacher’s instructions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. NAME: __________________________ DATE: __________________________ The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The struggle for independence was not only a fight against British rule but also a battle for democratic ideals that would inspire future generations. The United States emerged as a beacon of freedom and democracy, setting an example for other nations seeking their own paths to independence. In conclusion, the American Revolution was a transformative period that shaped the modern world. It laid the foundation for a new nation, inspired global movements for freedom, and continues to influence political and social developments today. As we reflect on this significant event, we are reminded of the enduring power of human aspiration and the importance of standing up for what is right. Directions: Listen to the sentence read by the teacher. Circle the picture or pictures in each row that the sentence describes. 1. G.W. B.F. T.J. 2. G.W. B.F. T.J. 3. G.W. B.F. T.J. 4. G.W. B.F. T.J. 5. G.W. B.F. T.J. | | G.W. | B.F. | T.J. | |---|------|------|------| | 6.| | | | | 7.| | | | | 8.| | | | | 9.| | | | |10.| | | | General Manager K-8 Humanities and SVP, Product Alexandra Clarke Chief Academic Officer, Elementary Humanities Susan Lambert Content and Editorial Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Maria Martinez, Associate Director, Spanish Language Arts Baria Jennings, EdD, Senior Content Developer Christina Cox, Managing Editor Texas Contributors Content and Editorial Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodríguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofía Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Galuszka Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khirwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Pajouhesh Jackie Pierson Dominique Ramsey Darby Raymond-Overstreet Max Reinhardsen Mia Saine Nicole Stahl Flore Thevoux Jeanne Thornton Amy Xu Jules Zuckerberg Design and Production Tory Novikova, Product Design Director Erin O'Donnell, Product Design Manager Other Contributors Patricia Beam, Bill Cheng, Ken Harney, Molly Hensley, David Herubin, Sara Hunt, Kristen Kirchner, James Mendez-Hodes, Christopher Miller, Diana Projansky, Todd Rawson, Jennifer Skelley, Julia Sverchuk, Elizabeth Thiers, Amanda Tolentino, Paige Womack **Series Editor-in-Chief** E. D. Hirsch Jr. **President** Linda Bevilacqua **Editorial Staff** Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Lucinda Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Wafier James Walsh Sarah Zelinke **Design and Graphics Staff** Kelsie Harman Liz Loewenstein Bridget Moriarty Lauren Pack **Consulting Project Management Services** ScribeConcepts.com **Additional Consulting Services** Erin Kist Carolyn Pinkerton Scott Ritchie Kelina Summers **Acknowledgments** These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful. **Contributors to Earlier Versions of These Materials** Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental in the early development of this program. **Schools** We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, PS 26R (the Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms were critical. Knowledge 9 Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. Expert Reviewer J. Chris Arndt Writer Catherine S. Whittington Illustrators and Image Sources Cover: Amplify Learning, Inc.; 1.1: Staff; 5.1: Staff; PP1.1 (top left): Scott Hammond; PP1.1 (top right): Library of Congress, Prints & Photographs Division, LC-DIG-pga-00995; PP1.1 (center left): Shutterstock; PP1.1 (center right): Staff; PP1.1 (bottom left): Shari Griffiths; PP1.1 (bottom right): Shutterstock; PP2.1 (top left): Scott Hammond; PP2.1 (top right): Shutterstock; PP2.1 (center left): Staff; PP2.1 (center right): Shutterstock; PP2.1 (bottom left): Library of Congress, Prints & Photographs Division, LC-DIG-pga-00995; PP2.1 (bottom right): Library of Congress, Prints and Photographs, LC-DIG-pga-02820; DR.1: Staff; DA.1: Shutterstock; DA.2: Shutterstock; DA.3 (George Washington): Library of Congress, Prints & Photographs Division, LC-USZ62-7265; DA.3 (Benjamin Franklin): Shutterstock; DA.3 (Thomas Jefferson): courtesy of National Gallery of Art, Washington; DA.3 (bell): Shutterstock; DA.3 (flag): Shutterstock; DA.3 (Liberty Bell): Shutterstock; DA.3 (eagle): Shutterstock; DA.3 (peacock): Shutterstock Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.” Grade 1 | Knowledge 9 | Activity Book A New Nation: American Independence Grade 1 Knowledge 9 | Flip Book A New Nation: American Independence A New Nation: American Independence Flip Book Flip Book Introduction This Flip Book contains images that accompany the Teacher Guide for *A New Nation: American Independence*. The images are in sequential order. Each image is identified by its lesson number, Read-Aloud letter (A or B), and the number of the image within the particular Read-Aloud. For example, the first image in Read-Aloud 1A is numbered 1A-1. Once you have worked your way through the book to the last page, you will flip the entire book over to view the second half of the images. Depending on your classroom configuration, you may need to have students sit closer to the flip book in order to see the images clearly. 1A-1 1A-2 1A-3 1A-4 1A-5 1A-6 1A-7 1A-8 The Mayflower II, a replica of the original Mayflower, was built in 1957 to commemorate the 300th anniversary of the Pilgrims’ arrival in America. It is now docked at Plymouth Harbor and serves as a museum and educational center. 1A-10 NORTH AMERICA ATLANTIC OCEAN SOUTH AMERICA AFRICA EUROPE ASIA 1A-11 NH MASS RI CONN NJ DEL MD PA VA NC SC GA Gasoline + Money = Road 2A-2 2A-3 2A-4 The Boston Tea Party 2A-6 2A-7 2A-8 2A-9 3A-1 3A-2 3A-3 ЗА-4 3A-5 3A-6 The map shows the original 13 colonies of the United States, which were the first states to form the country. The map is color-coded with green representing the rest of the United States and red representing the original 13 colonies. The names of the colonies are labeled on the map: New Hampshire (NH), Massachusetts (MASS), Rhode Island (RI), Connecticut (CONN), New York (NY), Pennsylvania (PA), Maryland (MD), Virginia (VA), North Carolina (NC), South Carolina (SC), and Georgia (GA). ЧА-2 ЧА-3 ЧА-4 Декларация независимости США была подписана 4 июля 1776 года. ЧА-6 4A-8 5A-1 The Boston Tea Party INDEPENDENCE HALL 5A-4 5A-5 5A-6 5A-7 5A-8 6A-1 6A-2 6A-3 6А-4 6A-5 7A-1 7A-2 7A-3 without Difficulty and without requiring any Compensation. Article 10th The solemn Ratifications of the present Treaty expressed in good & due Form shall be exchanged between the contracting Parties in the Space of Six Months or sooner if possible to be computed from the Day of the Signature of the present Treaty. In Witness whereof the under-mentioned their Most Humble Plenipotentiary have in their Name and in Virtue of our Full Consent signed without Hesitation the present Definitive Treaty, and caused the Seals of our Arms to be affixed thereto. DONE at Paris, this third day of September, in the year of our Lord one thousand seven hundred and eighty-three. Charles John Adams. Benjamin Franklin. John Jay. 7A-5 8A-1 8A-2 8A-3 8A-4 8A-5 8A-6 8A-7 UNITED STATES OF AMERICA LIBERTY IN GOD WE TRUST QUARTER DOLLAR THE UNITED STATES OF AMERICA FEDERAL RESERVE NOTE THIS NOTE IS LEGAL TENDER FOR ALL DEBTS, PUBLIC AND PRIVATE FEDERAL RESERVE BANK OF WASHINGTON WASHINGTO F 77929664 J 8A-8 9A-1 9A-2 Note, This Almanack us'd to contain but 24 Pages, and now has 36; yet the Price is very little advanc'd. Poor Richard improved: BEING AN ALMANACK AND EPHEMERIS OF THE Motions of the SUN and MOON; THE TRUE Places and Aspects of the Planets; THE RISING and SETTING of the SUN; AND THE Rising, Setting and Southing of the Moon, FOR THE BISSEXTILE YEAR, 1748. Containing also, The Lunations, Conjunctions, Eclipses, Judgment of the Weather, Rising and Setting of the Planets, Length of Days and Nights, Fairs, Courts, Roads, &c. Together with useful Tables, chronological Observations, and entertaining Remarks. Fitting to the Latitude of Forty Degrees, and a Meridian of near five Hours West from London; but may, without sensible Error, serve all the NORTHERN COLONIES. By RICHARD SAUNDERS, Philom. PHILADELPHIA: Printed and Sold by B. FRANKLIN. 9А-Ч To return to the Place to be Read, from whence to the Blood I was to be hung in Chains, and every one of you James Payne, Peter Sedmore, William Smith, and Peter Sedmore, you will be hung in Chains, and every one of you bodies hung in Chains. 9A-6 9A-7 9A-8 9A-9 10A-1 10A-2 10A-3 10A-4 10A-5 10A-6 E PLURIBUS UNUM MONTICELLO UNITED STATES OF AMERICA FIVE CENTS IN GOD WE TRUST LIBERTY 1995 D 11A-2 11A-3 11A-4 11A-5 11A-6 11A-7 12A-1 STOP 12A-3 12A-4 12A-5 12A-6 PROCLAIM LIBERTY IN PHILADA BY ORDER OF THE PASS AND STOW PHILAD MDCCLIII 12A-8 12A-9 SEAL OF THE PRESIDENT OF THE UNITED STATES 12A-11 A New Nation: American Independence Multiple Meaning Word Posters Multiple Meaning Word Posters The poster(s) in this Flip Book may be cut out and displayed on the classroom wall for the duration of the domain. 1. **MAIL 25** - Palm tree illustration 2. **POST 05 03 10** - Postmark stamp 3. **CHECKMARK** - Red checkmark symbol 4. **MAN IN SUIT** - Man in black suit walking outside building Stamps (Poster 1M) 1. small pieces of paper that you buy and then stick to an envelope or package to pay the cost of mailing it (noun) 2. devices used to mark something with a design (noun) 3. brings (foot) down heavily and noisily (verb) | № | Item Description | Qty | Price | Count | |----|-----------------------------------------|-----|---------|-------| | 24 | КУЛИНАРНЫЙ ДОМАШНИЙ САЛАТ | | 16,50 | | | 25 | ДРУЖЕ АРАНИС В САХАРЕ | | 49,90 | | | 26 | КУНАТКИ | | 38,90 | | | 27 | САЛАТ | | 27,90 | | | 28 | 250Г КР. | | 40,90 | | | 29 | МАСЛО | | 45,90 | | | 30 | СУП ЧИСОЙ | | 40,90 | | | 31 | СУП ЧИСОЙ МЯСНОЙ ВАР | | 13,50 | | | 32 | КРИПА ПЕРЛОВАЯ ВОДА | | 161,90 | | | 33 | ТОРТ | | 50,90 | | | 34 | МАСЛОЛЬ | | 27,50 | | | 35 | ЛОТ | | 197,90 | | | 36 | САЛАТ | | 9,50 | | | 37 | САЛАТ | | 15,50 | | | 38 | САЛАТ | | 7,90 | | | 39 | САЛАТ ПРОД. ПЛ. | | 33,90 | | | 40 | МОЛОКО | | 10,50 | | | 41 | СУП И/П | | 51,90 | | | 42 | СНЕТАНА | | 40,90 | | | 43 | ТВОРОГ | | 39,90 | | | 44 | ЯЙЦО КУРИНОЕ СТОЛОВОЕ | | 44,90 | | | 45 | ВАПАМ ДЖЕН КЛУБНИКА | | 49,90 | | | 46 | НИПОТКИ В/А | | 49,90 | | | 47 | МАСЛО | | 13,80 | | | 48 | СУКАРИКИ | | 22,90 | | | 49 | СУМЧИКИ | | 142,90 | | | 50 | ГРУДА ФЛЕКИ+ВРОГЕФА | | 54,90 | | | 51 | СУП И/П | | 69,90 | | **TOTAL:** 273,86 *1,000 = 1,000 Slip (Poster 2M) 1. a small piece of paper (noun) 2. to lose your balance especially on a slippery surface (verb) 1. A teacher is helping two students with their homework. 2. A mobile phone is being charged. 3. A matador is performing in a bullfight. Charge (Poster 3M) 1. the responsibility of watching over something (noun) 2. to put electricity into a battery so that a machine or device will run (verb) 3. to rush in a particular direction (verb) 1. Washington, D.C. 2. A B C D Capital (Poster 4M) 1. city having the main offices of a government (noun) 2. an uppercase letter (noun) 1. Lightning 2. Drummers Strikes (Poster 5M) 1. the flashes of light that are produced in the sky during a storm (noun) 2. hits with force (verb) 1. The Betsy Ross flag, also known as the First Navy Jack, was the first official flag of the United States. 2. Two performers dressed in clown costumes are sitting on a bench, with one wearing striped tights and the other in a plaid outfit. 3. A starry night sky is depicted, with numerous stars scattered across the dark blue background. Stars (Poster 6M) 1. symbols with five or more points (noun) 2. objects in space that are made of burning gas and that look like points of light in the night sky (noun) 3. performers in a movie or play (noun) Grade 1 | Knowledge 9 | Flip Book A New Nation: American Independence Grade 1 Knowledge 9 | Image Cards A New Nation: American Independence Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at email@example.com. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in the USA 01 LSCOW 2021 The people of the village were busy preparing for the feast. They were cooking food over an open fire and making pottery. The women were weaving baskets, while the men were hunting for game. Everyone was working together to make sure that the feast would be a success. A New Nation: American Independence 1 Christopher Columbus was an Italian explorer who sailed across the Atlantic Ocean in search of a new route to Asia. He believed that the Earth was round and that he could reach Asia by sailing west. In 1492, he set sail with three ships: the Santa Maria, the Pinta, and the Niña. On October 12, 1492, he landed on an island in the Bahamas, which he named San Salvador. Columbus continued his journey and explored other islands in the Caribbean, including Cuba and Hispaniola. Columbus made four voyages to the Americas. During his second voyage, he discovered the island of Jamaica. On his third voyage, he explored the coast of Central America and discovered the Panama Canal. On his fourth voyage, he explored the coast of South America and discovered the Amazon River. Columbus's explorations had a significant impact on the world. His discoveries led to the colonization of the Americas and the spread of European culture. However, his explorations also had a negative impact on the indigenous peoples of the Americas. Columbus's treatment of the indigenous peoples was harsh and brutal, leading to the deaths of millions of people. Despite his controversial legacy, Christopher Columbus remains a symbol of exploration and discovery. His explorations opened up new worlds and paved the way for future generations of explorers. A New Nation: American Independence 2 The Pilgrims arrived in America on December 21, 1620. They had been traveling for two months and had been at sea for over three weeks when they finally reached land. The Pilgrims were very happy to be alive after their long journey across the Atlantic Ocean. A New Nation: American Independence 3 The map shows the original 13 colonies that formed the United States. The states are labeled as follows: - New Hampshire (NH) - Massachusetts (MASS) - Rhode Island (RI) - Connecticut (CONN) - New Jersey (NJ) - Delaware (DEL) - Maryland (MD) - Pennsylvania (PA) - Virginia (VA) - North Carolina (NC) - South Carolina (SC) - Georgia (GA) A New Nation: American Independence 4 A New Nation: American Independence 5 The painting depicts a scene from the American Revolution, likely depicting a British officer on horseback and two civilians, possibly a woman and a man, standing near a building with a sign that reads "COLLEGE TURPITUDE." The officer appears to be interacting with the civilians, possibly in a confrontational manner. The setting suggests a historical context, with the architecture and attire of the figures indicating the 18th century. A New Nation: American Independence 6 A New Nation: American Independence 7 A New Nation: American Independence 8 The Surrender of Cornwallis at Yorktown, October 19th, 1781 A New Nation: American Independence 9 George Washington A New Nation: American Independence 10 The Washington Monument is a large obelisk on the National Mall in Washington, D.C., built to commemorate George Washington, once commander-in-chief of the Continental Army and the first president. Construction began in 1848, but was not completed until 1884 due to funding issues and a devastating earthquake in 1886. The monument is 555 feet tall and is made of granite, marble, and bluestone schist. It has a total of 898 steps leading up to the top. A New Nation: American Independence 11 Benjamin Franklin A New Nation: American Independence 12 Thomas Jefferson A New Nation: American Independence 13 BELL OF LIBERTY The Liberty Bell is a symbol of freedom and democracy, and it has been an important part of American history since its creation in 1752. The bell was cast in Philadelphia, Pennsylvania, and it was originally intended to be used in the Pennsylvania State House (now known as Independence Hall). The bell was rung on July 8, 1776, to celebrate the adoption of the Declaration of Independence. The Liberty Bell is made of bronze and weighs approximately 2,080 pounds. It is 36 inches tall and has a diameter of 34 inches. The bell has a inscription that reads: "Proclaim liberty throughout all the land unto all the inhabitants thereof." This inscription is a reference to the Bible, specifically Leviticus 25:10, which states that God commanded the Israelites to proclaim liberty throughout all the land every 50 years. The Liberty Bell has been a popular tourist attraction for many years, and it is one of the most visited sites in Philadelphia. The bell is currently housed in the Liberty Bell Pavilion, which was built in 1976 to commemorate the bicentennial of the United States. The pavilion is located in Independence National Historical Park, which is a National Park Service unit that includes several historic sites in Philadelphia, including Independence Hall and the National Constitution Center. A New Nation: American Independence 14 Bald Eagle A New Nation: American Independence 15 The American flag is a symbol of national pride and unity, representing the United States of America. It features 13 horizontal stripes alternating in red and white, with a blue field in the upper left corner containing 50 white stars, each representing a state in the union. The flag's design has evolved over time, reflecting changes in the nation's history and values. Today, it remains an iconic symbol of freedom, democracy, and the spirit of the American people. A New Nation: American Independence 16 **General Manager K-8 Humanities and SVP, Product** Alexandra Clarke **Vice President, Elementary Literacy Instruction** Susan Lambert **Content and Editorial** Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Maria Martinez, Associate Director, Spanish Language Arts Baria Jennings, EdD, Senior Content Developer Christina Cox, Managing Editor **Product and Project Management** Ayala Falk, Director, Business and Product Strategy, K-8 Language Arts Amber McWilliams, Senior Product Manager Elisabeth Hartman, Associate Product Manager Catherine Alexander, Senior Project Manager, Spanish Language Arts LaShon Ormond, SVP, Strategic Initiatives Leslie Johnson, Associate Director, K-8 Language Arts Thea Aguiar, Director of Strategic Projects, K-5 Language Arts Zara Chaudhury, Project Manager, K-8 Language Arts **Design and Production** Tory Novikova, Product Design Director Erin O'Donnell, Product Design Manager **Texas Contributors** **Content and Editorial** Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodríguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofía Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward **Product and Project Management** Stephanie Koleda Tamara Morris **Art, Design, and Production** Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Galuszka Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khirwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Pajouhesh Jackie Pierson Dominique Ramsey Darby Raymond-Overstreet Max Reinhardsen Mia Saine Nicole Stahl Flore Thevoux Jeanne Thornton Amy Xu Jules Zuckerberg **Other Contributors** Patricia Beam, Bill Cheng, Ken Harney, Molly Hensley, David Herubin, Sara Hunt, Kristen Kirchner, James Mendez-Hodes, Christopher Miller, Diana Projansky, Todd Rawson, Jennifer Skelley, Julia Sverchuk, Elizabeth Thiers, Amanda Tolentino, Paige Womack **Credits** Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. **Illustrators and Image Sources** Image Card 1: Michael Parker; Image Card 2: Dustin Mackay; Image Card 3: Shari Griffiths; Image Card 4: Staff; Image Card 5: Scott Hammond; Image Card 6: Library of Congress, Prints and Photographs, LC-USZ62-48402; Image Card 7: Shutterstock; Image Card 8: Shutterstock; Image Card 9: Library of Congress, Prints and Photographs, LC-DIG-ppa-02820; Image Card 10: Library of Congress, Prints and Photographs, LC-DIG-ppa-01368; Image Card 11: Shutterstock; Image Card 12: Shutterstock; Image Card 13: courtesy of National Gallery of Art, Washington; Image Card 14: Shutterstock; Image Card 15: Shutterstock; Image Card 16: Shutterstock Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.” **Series Editor-in-Chief** E. D. Hirsch, Jr. **President** Linda Bevilacqua **Editorial Staff** Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Lucinda Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Wafler James Walsh Sarah Zelinke **Design and Graphics Staff** Kelsie Harman Liz Loewenstein Bridget Moriarty Lauren Pack **Consulting Project Management Services** ScribeConcepts.com **Additional Consulting Services** Erin Kist Carolyn Pinkerton Scott Ritchie Kelina Summers **Acknowledgments** These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful. **Contributors to Earlier Versions of these Materials** Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program. **Schools** We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical. Grade 1 Knowledge 9 | Digital Components A New Nation: American Independence A New Nation: American Independence Digital Components Lesson 1: Thirteen Colonies Map Lesson 3: Somebody Wanted But So Then | Somebody | | |----------|---| | Wanted | | | But | | | So | | | Then | | Yankee Doodle went to town A-riding on a pony. Stuck a feather in his cap And called it macaroni. Father and I went down to camp Along with Captain Gooding, And there we saw the men and boys As thick as hasty pudding. And there was General Washington Upon a slapping stallion, A-giving orders to his men, I guess there was a million. Refrain: Yankee Doodle, keep it up, Yankee Doodle dandy, Mind the music and the step, And with the girls be handy. Enslaved Africans Native Americans Women Model Informational Paragraph George Washington was the president of this Continental Congress. The Declaration of Independence was written at this meeting. When the new nation had to fight for its independence from Britain, George Washington was the commander in chief. When they won, Washington went on to become president. He was a Founding Father. | Description | Image 1 | Image 2 | Image 3 (optional) | |-------------|---------|---------|-------------------| | | portrait of George Washington | picture showing the Second Continental Congress | | **Connection** Washington was president of the Second Continental Congress. **Details about the pictures** 1. The Declaration of Independence written here 2. Washington was commander in chief of the Continental Army. 3. Washington was the first president. **Importance (Why are these events or people important?)** Founding Father Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at firstname.lastname@example.org. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. Expert Reviewer J. Chris Arndt Writers Catherine S. Whittington Illustrators and Image Sources 2: Staff Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.” Design and Graphics Staff Kelsie Harman Luci Lichtenstein Bridget Moriarty Lauren Pack Consulting Project Management Services ScribeConcepts.com Additional Consulting Services Erin Kist Carson Pinkerton Scott Ritchie Kelina Summers Contributors to Earlier Versions of These Materials Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Gummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Lisa Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Hennes Leibzig, Robin Lucke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Shari D. Sherman, Dokie Adger Simkin, Laura Torrejón, Khara Turcicelli, Miriam E. Vissage, Michelle L. Warner, Catherine S. Whittington, Jeanette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Suzanne Wright, who were instrumental in the early development of this program. Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Chappell Hill Foundation School (IN), Community Academy, Eastside School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Elementary, Northwest Academy, Pleasantview School, Pineville, The Challenge Foundation Academy, PS 26R (the Currier School), PS 30X (Wilton School), PS 30X (Clara Barton School), PS 96Q, PS 103X (Joseph O. Lovetant), PS 104Q (The Bays Water), PS 105 (Michael Friedsam), PS 123Q (Lynwood B. Johnson School), PS 308R (Clara Cardwell), PS 333Q (Gordie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartansburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms were critical. Welcome! Grade 1, Domain 9 A New Nation: American Independence In this unit, students will begin to understand and recall the story behind the birth of the United States. What’s the story? Students will be introduced to important historical figures and events instrumental in the thirteen colonies gaining their independence from Britain to become the United States of America. What will my student learn? Students will learn about the Boston Tea Party, the Declaration of Independence, and the founding of a new nation. They will also explore important historical figures, such as Betsy Ross, George Washington, Benjamin Franklin, and Thomas Jefferson. They will study the chronology of events, the roles these figures played, and how they all fit together. Students will explore the genre of informational writing by learning to identify important facts and information before, during, and after the daily Read-Alouds. They will plan and write their own informational paragraphs about the founding of the United States. They will also work as a class, in small groups, and independently to write captions for an ongoing Picture Gallery. Conversation starters Ask your student questions about the unit to promote discussion and continued learning: 1. What was the Boston Tea Party? Follow up: What are taxes? What do they pay for? Did the Boston Tea Party solve the problem of tea being taxed? How do you know? 2. What did the Declaration of Independence do? Follow up: Who was chosen to write it? Why do you think he was chosen? How do you think the colonists felt when they heard the Declaration of Independence? 3. What is Betsy Ross known for? Follow up: Why were there thirteen stripes and thirteen stars on the flag she made? If you could design a flag for our family, what would you include? Why? 4. What are some things that George Washington did for his country? Follow up: If you had a chance to meet George Washington, what would you tell him? What questions would you ask him? Summary: *A More Perfect Union* uses student-friendly language to explain how and why the U.S. Constitution was created. Students learn important concepts about cooperation, compromise, rights, and the idea that the power of government should come from the people of the new nation. **Essential Question** How did the U.S. Constitution help shape a new nation? Guide students in discussing the three branches of government set up in the U.S. Constitution and their roles. It is not important to use the terms *executive*, *legislative*, and *judicial* at this point. In the book, the terms used are: - president - a congress - a law court **Vocabulary Routine** **Tier 2 Vocabulary Words** - compromise - draft - rights - protects **Tier 3 Vocabulary Words** - Declaration of Independence - colonies - Constitution - Bill of Rights - amendments **Performance Task** Have students write a paragraph explaining the purpose of the U.S. Constitution. **Students should be able to** - explain that it set up the U.S. government. - explain that it contains rules for the three branches of government: a president, a congress, and a law court. Writing Prompt Have students write a sentence or sentences based on the following prompts. Encourage students to write in complete sentences. - Why was the Bill of Rights added to the Constitution? - How are your classroom rules like the Constitution? - The most interesting thing I learned is . . . Talking About Text After the initial reading of the book, use the routine below to discuss additional text elements. - Features of Text - Discuss the features of the text including maps, illustrations, and additional information about the Constitution in the back of the book. - Author’s Purpose - Ask students why they think the author wrote the book. Accept all reasonable answers, such as to give information about how the Constitution came to be. Students will gain a better understanding of text purposes over time. - Identifying Information - Ask students how they might find specific information about the Constitution in the book. For example, ask students where they might find the Bill of Rights or some additional interesting facts (back of the book). - Compare and Contrast Texts (Domain 9, Lesson 8) - Have a discussion about the similarities and differences between *A More Perfect Union: A Story of Our Constitution* and Lesson 8, “A Young Nation is Born.” Create a Venn Diagram or other graphic organizer to complete during the discussion. Vocabulary Grade 1 Domain 9: A New Nation: American Independence Alphabetizing Introduction: Alphabetizing To **alphabetize** words, put them in order based on the alphabet. When we alphabetize something, we say it is in **alphabetical order**. Let’s alphabetize three words from our domain: independent, colony, and seal The first letter of independence is i. The first letter of colony is c. The first letter of seal is s. Let’s look at the alphabet to see which letter appears first. ABCDEFIGHIJKLMNOPQRSTUVWXYZ C comes first in the alphabet, and i comes before s. That means when we put these words in alphabetical order, colony comes first, then independence, then seal. colony independence seal Let’s Try It Together! Look at these words from our domain: architecture seamstress government To alphabetize them, let’s name the first letter of each word. Turn to a partner and whisper the first letter of architecture, then seamstress, then government. The first letter of architecture is **a**. The first letter of seamstress is **s**. The first letter of government is **g**. Look at the alphabet chart to see which letter appears first in the alphabet, $a$, $g$, or $s$. I will name each letter. For the letter you think comes first, hold up one finger. For the letter you think appears second hold up two fingers. For the letter you think comes last, hold up three fingers. a, s, g Since **a** appears first in the alphabet, we would put the word architecture first. Since **g** appears next, government would follow. And seamstress would come last, like **s** in our list. architecture government seamstress Now they’re in alphabetical order! Now you try! Work with a partner to put this list into alphabetical order. spies militia patriotism ABCDEFIGHJKLMNOPQRSTUVWXYZ I will name each letter. For the letter you think comes first, hold up one finger. For the letter you think appears second hold up two fingers. For the letter you think comes last, hold up three fingers. s, m, p Did you remember the steps? 1. Find the first letter of each word. spies, militia, patriotism 2. Decide which letter appears first on the alphabet chart. ABCDEFGHIJKLMNOPQRSTUVWXYZ 3. Put the words in alphabetical order. militia, patriotism, spies Now Try One by Yourself! Write these words in alphabetical order. liberty justice freedoms Answer freedoms justice liberty
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What is Mind Mapping? "The Mind Map harnesses the full range of the cortical skills - word, image, number, logic, rhythm, color and spatial awareness - in a single, uniquely powerful technique. And in doing so, it gives you the freedom to roam the infinite expanse of your brain." - Tony Buzan Mind Mapping - An intuitive thinking tool - Radiant Thinking - Allows you to... - ‘Sketch out’ the idea you are working on - See quickly and clearly how various parts relate - Experience noticeably more access to your unconscious mind A Brief History of Mind Mapping Tony Buzan wanted to know: “What is the nature of thinking?” “How do I learn how to learn?” These questions led to a study of... - Neurophysiology - Psychology - Psycho-linguistics - The general sciences - The notes of the great thinkers - Himself – what actually worked and what didn’t Over the next 40 years Buzan evolved the Mind Map. And in 1993 came his bestselling book: *The Mind Map Book ~ How To Use Radiant Thinking to Maximize Your Brain’s Untapped Potential* How To Mind Map 4 Guidelines when Mind Mapping Mind Maps are easy to create. There are a number of rules (Buzan calls them “laws” and we call them “guidelines”) that, when followed, put you in touch with more ideas than you knew were in there, and put them on the page in a way that makes sense to the brain. Overview - Central Image - Curvilinear Branches - Key Words - Colors & Images #1: Central Image - Crystalizes the subject of your attention - A picture is worth 1000 words - Stimulates memory, associations, and your thought process - A bad drawing is just as good as a good drawing! #2: Curvilinear Branches - Curved branches emanate from the central image - Nature abhors a straight line - Thinking is natural - it's organic, it flows, it curves - Tapering shape of the branches mirrors the brain's neural networks - The initial branches are thicker - There is a hierarchy - BOI: Basic Ordering of Ideas - 1st branches = "chapter headings" of your thought #3: Key Words - One key idea per branch - Key idea/word/image = exploding supernova of meaning - Have the freedom to generate ideas - Allow associations to happen - Give you more explosive freedom and creativity #4: Colors & Images **Color** - Part of nature - we are part of nature - Powerful thinking tool - Allows you to order, discriminate, code, highlight, generate thought, remember - Color is just plain powerful **Images** - Little codes, stick figures, 3-d shapes - A picture is worth 1000 words - Automatically create more powerful memory, stimulation, interest, associations When using color and images, more ideas flow in because you are... - Providing your brain with a little rest - Alternating between 'structure' and 'flow' - Going between 'concentrated thinking' and 'diffuse thinking'
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Grade 2 Skills 6 | Teacher Guide Grade 2 Skills 6 Teacher Guide Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at email@example.com. ISBN 978-1-68391-958-2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—if you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in Mexico 01 XXX 2021 # Contents | Lesson | Title | Duration | Activities | |--------|----------------------------------------------------------------------|----------------|---------------------------------------------------------------------------| | 1 | **Introduction** | | | | 2 | **Lesson 1 Spelling Alternatives: Introduce /f/ → ‘ph’** | 9 | **Foundational Skills (30 min.)** | | | | | • Speedy Sound Hunt | | | | | • Introduce /f/ > ‘ph’ | | | **Language (30 min.)** | | • Review Nouns, Verbs, Adjectives, and Apostrophes | | | | | • Introduce Spelling Words | | 3 | **Lesson 2 Reading: Text Features in Informational Text** | 23 | **Reading (30 min.)** | | | | | • Introduce Nonfiction | | | **Foundational Skills (30 min.)** | | • Baseball Game | | | | | • Sound Comparison | | 4 | **Lesson 3 Spelling Alternatives and Reading: Introduce /e/ > ‘ea’ | 34 | and Text Features in Informational Text | | | | | **Reading (30 min.)** | | | | | • Introduce the Reader | | | | | • Introduce the Timeline | | | **Foundational Skills (30 min.)** | | • Introduce /e/ > ‘ea’ | | 5 | **Lesson 4 Reading: Informational Text** | 50 | **Reading (40 min.)** | | | | | • Introduce the Read-Aloud | | | | | • Read-Aloud “America in 1812, Part I” | | | **Foundational Skills (20 min.)** | | • Baseball Game | | 6 | **Lesson 5 Assessment: Spelling Assessment** | 60 | **Language (30 min.)** | | | | | • Spelling Assessment | | | **Reading (30 min.)** | | • Introduce the Chapter | | | | | • Read “Trouble with the British” | | 7 | **Lesson 6 Reading: Informational Text** | 73 | **Reading (30 min.)** | | | | | • Review the Chapter | | | | | • Reread “Trouble with the British” | | | **Foundational Skills (10 min.)** | | • Review Tricky Spelling ‘ea’ | | | **Language (20 min.)** | | • Introduce Spelling Words | Lesson 7 Reading and Grammar: Informational Text and Adverbs Reading (30 min.) - Introduce the Read-Aloud - Read-Aloud “America in 1812, Part II” Language (30 min.) - Introduce Adverbs Lesson 8 Reading and Spelling Alternatives: Informational Text and Introduce /er/ > ‘ar’, ‘or’ Reading (30 min.) - Introduce the Chapter - Read “The War Hawks” Foundational Skills (20 min.) - Introduce /er/ > ‘ar’ and ‘or’ - Bubble the Sound Language (10 min.) - Review Adverbs Lesson 9 Grammar: Adverbs Reading (30 min.) - Review the Chapter - Reread “The War Hawks” Language (30 min.) - Review Adverbs - Practice Adverbs Lesson 10 Assessment: Spelling Assessment Language (40 min.) - Spelling Assessment - Complete vs. Incomplete Sentences Differentiated Instruction (20 min.) - Letter-Sound Correspondences, Parts of Speech Lesson 11 Reading: Informational Text Reading (30 min.) - Introduce the Chapter - Read “The War Starts” Foundational Skills (15 min.) - Introduce /k/ > ‘ch’ Language (15 min.) - Introduce Spelling Words Lesson 12 Grammar: Adverbs, Adjectives, and Complete Sentences Reading (30 min.) - Review the Chapter - Close Read “The War Starts” Language (30 min.) - Run-On Sentences - Review Adjectives and Adverbs Lesson 13 Spelling Alternatives and Tricky Spelling: Introduce /ee/ > ‘i’ and Tricky Spelling ‘i’ Reading (30 min.) - Introduce the Chapter - Read “A Famous Ship” Foundational Skills (30 min.) - Introduce /ee/ > ‘i’ - Tricky Spelling ‘i’ | Lesson 14 | Review: Tricky Spelling ‘i’ | |-----------|-----------------------------| | Reading (30 min.) | • Review the Chapter • Close Read “A Famous Ship” | | Foundational Skills (30 min.) | • Review Tricky Spelling ‘i’ • Practice Tricky Spelling ‘i’ | | Lesson 15 | Assessment: Spelling Assessment | |-----------|---------------------------------| | Language (20 min.) | • Spelling Assessment | | Reading (30 min.) | • Introduce the Chapter • Read “The Attack on Washington, D.C.” | | Language (10 min.) | • Run-On Sentences | | Lesson 16 | Reading: Close Reading | |-----------|------------------------| | Reading (30 min.) | • Review the Chapter • Close Read “The Attack on Washington, D.C.” | | Foundational Skills (10 min.) | • Practice Tricky Spelling ‘i’ | | Language (20 min.) | • Introduce Spelling Words | | Lesson 17 | Grammar: Building Sentences | |-----------|-------------------------------| | Reading (30 min.) | • Introduce the Chapter • Read “The Burning of Washington, D.C.” | | Language (15 min.) | • Build Sentences | | Differentiated Instruction (15 min.) | • Parts of Speech, Same or Different Sounds, Verbs and Adverbs | | Lesson 18 | Grammar: Building Sentences | |-----------|-------------------------------| | Reading (30 min.) | • Review the Chapter • Reread “The Burning of Washington, D.C.” | | Language (30 min.) | • Build Sentences | | Lesson 19 | Reading: Informational Text | |-----------|------------------------------| | Reading (30 min.) | • Introduce the Chapter • Read “The Attack on Baltimore” | | Foundational Skills (30 min.) | • Word Sort • Baseball Game | | Lesson 20 | Assessment: Spelling Assessment | |-----------|---------------------------------| | Language (30 min.) | • Spelling Assessment | | Reading (30 min.) | • Review the Chapter • Reread “The Attack on Baltimore” | Lesson 21 Reading: Informational Text Reading (30 min.) - Introduce the Chapter - Read “Francis Scott Key and the National Anthem” Foundational Skills (15 min.) - Find the Secret Message Language (15 min.) - Introduce Spelling Words Lesson 22 Reading: Close Reading Reading (30 min.) - Review the Chapter - Close Read “Francis Scott Key and the National Anthem” Writing (15 min.) - Identify a Topic Sentence Differentiated Instruction (15 min.) - Build Sentences: /ee/ > ‘i’ Lesson 23 Writing: Paragraph Writing Reading (30 min.) - Introduce the Chapter - Read “Andrew Jackson” Writing (15 min.) - Create a Paragraph Foundational Skills (15 min.) - Alphabetize to the Second Letter Lesson 24 Reading: Close Reading Reading (30 min.) - Review the Chapter - Close Read “Andrew Jackson” Language (30 min.) - Mixed Practice Lesson 25 Assessment: Spelling Assessment Language (20 min.) - Spelling Assessment Reading (20 min.) - Introduce the Chapter - Read “The End of the War” Foundational Skills (20 min.) - Introduce /o/ > ‘a’ and ‘wa’ - Practice /o/ > ‘a’ and ‘wa’ Lesson 26 Reading: Close Reading Reading (20 min.) - Review the Chapter - Close Read “The End of the War” Foundational Skills (20 min.) - Review /o/ > ‘a’ and ‘wa’ - Practice /o/ > ‘a’ and ‘wa’ Language (20 min.) - Introduce Spelling Words Lesson 27 Unit Assessment: The War of 1812 Reading (15 min.) - *The War of 1812* Unit Assessment Writing (15 min.) - A Letter From Mr. Mowse Foundational Skills (10 min.) - Baseball Game Differentiated Instruction (20 min.) - Parts of Speech; Complete vs. Incomplete Sentences Lesson 28 Writing: Paragraphs Writing (30 min.) - Mr. Mowse’s Report on the War of 1812 - Staying on Topic Foundational Skills (30 min.) - Alphabetize to the Second Letter - Tricky Spelling ‘a’ Lesson 29 Writing: Write a Report Writing (60 min.) - The Report Writing Process - Choose a Topic: Revisit Mr. Mowse’s Letter - Topic Sentences and Concluding Sentences Lesson 30 Assessment: Spelling Assessment Language (20 min.) - Spelling Assessment Reading (25 min.) - Review the Chapter - Reread “Francis Scott Key and the National Anthem” Writing (15 min.) - Identify Topic Sentences Lesson 31 Writing: Take Notes Reading (30 min.) - Introduce the Chapter - Read “Our National Anthem” Writing (30 min.) - Take Notes on “Our National Anthem” Lesson 32 Writing: Take Notes Reading (30 min.) - Introduce the Chapter - Read “Making Sense of the National Anthem” Writing (30 min.) - Take Notes on “Making Sense of the National Anthem” Lesson 33 End-of-Year Assessment: Silent Reading Comprehension Reading (20 min.) - Silent Reading Comprehension Assessment Writing (40 min.) - Draft a Report Lesson 34 End-of-Year Assessment: Fluency Reading (20 min.) - Fluency Assessment Writing (40 min.) - Draft a Report - Edit a Report Lesson 35 End-of-Year Assessment: Word Reading in Isolation Foundational Skills (30 min.) - Word Reading in Isolation Assessment Writing (30 min.) - Edit a Report and Write a Final Copy for Publication Lesson 36 End-of-Year Assessment: Fluency and Word Reading in Isolation Reading (15 min.) - Fluency Assessment Foundational Skills (15 min.) - Word Reading in Isolation Assessment Writing (30 min.) - Edit a Report and Write a Final Copy for Publication Pausing Point (4 or 5 days) Teacher Resources This unit is devoted to introducing several new spelling alternatives for vowel and consonant sounds. In this unit you will introduce the following: **Spelling Alternatives for Vowel Sounds** - /er/ > ‘ar’ (dollar) - /er/ > ‘or’ (work) **Tricky Spellings for Vowel Sounds** - ‘ea’ > /e/ (head) - ‘i’ > /ee/ (ski) - ‘a’ > /o/ (lava) **Spelling Alternatives for Consonant Sounds** - /f/ > ‘ph’ (phone) - /k/ > ‘ch’ (school) **Tricky Spellings** The tricky spellings ‘ea’, ‘ar’, ‘or’, ‘i’, and ‘a’ are explicitly addressed in this unit. Remember that as more and more tricky spellings are introduced, it increases the challenge that students face when reading. Remind them to use their puzzling skills, such as chunking words into syllables, trying alternative sounds for specific spellings, referring to the Individual Code Chart and Spelling Trees, and using context when they encounter challenging words. If you find that students still need additional practice decoding these tricky spellings, you can choose among tricky spelling activities listed in the Additional Support activities at the end of the lessons and in the Pausing Point. Code Knowledge Students who have mastered the letter-sound correspondences taught in this program up to this point have learned most of the important letter-sound correspondences they need to read English writing. The ones they have not explicitly studied are relatively rare letter-sound correspondences that come up perhaps once in every 2,000–3,000 words. Most students will be able to decode the occasional unusual spelling by using the puzzling strategies that you have taught them. For this reason, we will continue to encourage you to ask students to use the Individual Code Chart, syllable chunking, and context to puzzle out unfamiliar words. At this point in Grade 2, many students are already reading trade books and other publications that are not controlled for decodability. Any student who has done well with the program up to this point can be encouraged—or, if you like, required—to read trade books and textbooks written at an appropriate level. Students should be strongly encouraged to self-select reading material. It is important to move students toward taking responsibility for their own learning. Tricky Words Tricky Words are introduced in this unit on an as-needed basis in the context of the different selections included in the Reader. Tricky Words should be taught in the lessons before the reading selections are assigned. When introducing Tricky Words, be sure to draw attention to the parts that are read (and spelled) just as students would expect based on what they have learned so far, and also point out the tricky parts of each word. The Tricky Words taught in this unit are: Lesson 5—Great Britain, Europe, native, Americans, war, signature Lesson 11—imagine, soldier, Washington Lesson 13—iron Lesson 15—special Lesson 17—shoe Lesson 19—Fort McHenry Lesson 21—early, whose, broad, bomb Lesson 23—Andrew, new As you introduce new spelling patterns, you will notice that some words previously introduced as Tricky Words can be seen as part of spelling patterns. For example, after you have taught ‘ph’ as a spelling alternative for /f/, the words *paragraph* and *elephant* no longer need to be treated as Tricky Words. They can be described as members of a larger spelling pattern that includes words like *phone* and *graph*. As spelling patterns are introduced, the corresponding words should be removed from the Tricky Word Wall. **Decodable Reader: The War of 1812** The Reader for this unit is *The War of 1812*. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Students have already been introduced to the topic of the War of 1812 earlier this year in the Knowledge Strand. However, although students have been listening to nonfiction selections in the Knowledge Strand since Kindergarten, this is the first complex, nonfiction text students will read as part of the program. Reading nonfiction presents different challenges for students than reading fiction. As you know from your experience with the Knowledge domains, it is imperative that students possess the necessary background knowledge to fully understand the text they will be reading. Multiple tools for introducing the unit are included to ensure that students activate prior knowledge. A brief review of early American history using selected images is included at the beginning of the Reader. Materials for the creation of a timeline have also been included. Using the timeline, students will be able to contextualize the events of the War of 1812 as they read the various chapters of the Reader. Another challenge of nonfiction text is the inclusion of domain-specific vocabulary. For this reason, the Reader also includes a new feature—a glossary—that students will be taught to use to better understand the text they are reading. A copy of the glossary is included at the end of the Activity Book, so students can take it home to use when reading take-home copies of the chapters from the Reader. In addition, there are opportunities for students to use a digital dictionary and a digital glossary, building on their skills in using the glossary in the Reader. Significant scaffolding is also provided for the lessons in the Reader. Additionally, teacher modeling of note-taking opportunities is included in the lessons. As students progress through the Reader, it may be useful to have them periodically read through the notes that you will leave on display. In this unit, Reading will occur first in each lesson where it appears. This is a shift from previous units and is done to help prepare students for reading in Grade 3, which also occurs first in every lesson. Timeline Image Cards Included in the unit materials are Image Cards for you to arrange in a timeline. These materials will be powerful tools for you to present to students. Find space in your room to display the entire timeline during this unit. You will display specific Timeline Image Cards at various times throughout the unit. At this point in the year, you may find that you can easily take down materials that students no longer reference in order to make a space for these Timeline Image Cards to be displayed. You will likely need to extend the timeline on more than one wall. Close Reading With the adoption of the Texas Essential Knowledge and Skills Standards, increasing attention has been focused on the practice of close reading. At the Grade 2 reading level, text-dependent questions continue to be the focus. Once again in this unit, direction is included for teachers to utilize a close-reading approach with several chapters from the Reader. These lessons are carefully crafted to focus the student on the text itself and the meanings that can be derived from a close examination of that text. For your convenience, portions of the student Reader text are reproduced within the lessons of this Teacher Guide. However, student referral to the text in front of them is a critical element of close reading. Additionally, you will note that wherever these lessons occur (Lessons 12, 14, 16, 22, 24, and 26 of this unit), the commitment to using decodable text in the Reader and Activity Book does not waiver. This is the first and only unit in Grade 2 with close reading lessons for nonfiction text. Grammar In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know—common and proper nouns; present-, past-, and future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences. Spelling Weekly spelling lists and assessments continue in this unit. The spelling lists in Lessons 1, 6, and 11 continue to be made up of words with letter-sound correspondences that students have already been taught. The spelling lists in Lessons 16, 21, and 26 consist solely of content-based words students have encountered in the Reader. Writing In Grade 2, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading. Report writing is focused on organizing information into paragraphs, each with a topic sentence and supporting details. The lessons have been written to build upon what students have learned about the War of 1812. At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in *treasure*. You should continue to expect, however, that students’ drafts will contain some incorrect spellings. At a minimum, the spellings students write in their drafts should be phonemically plausible; that is, students should write a plausible spelling for each sound in the word. Students can be asked to correct misspellings in drafts using the Individual Code Chart, Spelling Trees, and word walls as references. You may want to have more advanced students use a dictionary, both print and digital, to verify spellings. Editing for spelling is incorporated in the writing lessons in this unit and can also be incorporated into supplemental writing assignments. If students have access to computers for writing assignments, you are strongly encouraged to teach them how to use the available spell-check feature. UNIT 6 ASSESSMENT Formative Assessments and Additional Support Throughout this unit, formative assessments are clearly marked for monitoring individual student performance and progress in key skills. Quick “Checks for Understanding” to evaluate classroom performance as a whole are also designated in various lessons. You will be prompted to assess students’ oral reading with the Anecdotal Reading Record, as well to make notes regarding student responses to discussion questions about the chapters they are reading. As in earlier units, specific directions for analyzing errors on weekly spelling assessments are included. You will also be prompted to collect and review activity book pages on the new spelling alternatives and tricky spellings taught in this unit. Careful attention to this information, collected on a daily basis, will enable you to quickly determine which students may benefit from reteaching and/or more practice in particular skills, using the Additional Support activities found at the end of each lesson. Student Performance Assessment In Lesson 27, you will be prompted to administer a multipart end-of-unit assessment. Students will be asked to answer written comprehension questions about the information they learned from reading *The War of 1812*. End-of-Year Assessment An End-of-Year Assessment for students using the program for Grade 2 is provided, starting in Lesson 33. **You should administer this year-end assessment even if students have not fully completed all units of the Grade 2 program.** Administer the Silent Reading Comprehension Assessment to all students. The story used will be completely decodable for students who have completed Unit 6. This assessment allows you to gauge students’ independent reading proficiency and comprehension. It also allows you to do additional follow-up assessment for students who may be struggling. You will ask students in the class to silently read a story called “The Young Mouse” and to then answer a set of multiple-choice questions about the story. The Fluency Assessment makes use of the same story, “The Young Mouse,” for assessment of reading accuracy and fluency. As you listen to individual students read the story aloud, you will make a running record and take a measurement of fluency. **This section should at least be administered to all students who miss two or more of the eight questions on the Silent Reading Comprehension Assessment.** The Word Reading in Isolation Assessment is a word-reading assessment designed to assess students’ ability to read the specific spellings taught or reviewed in Grade 2. Ideally, you should administer this assessment to all students. However, **if time is limited, you may choose to administer this section only to those students to whom you administered the Fluency Assessment, or to those students in your classroom who are most at risk.** You are strongly encouraged to share the results of this assessment with students’ Grade 3 teachers. A summary sheet (Activity Page 33.3) is provided that can be passed on to Grade 3 teachers with students’ assessment information. PAUSING POINT An extensive listing of additional activities to teach and practice the Unit 6 skills can be found in the Pausing Point section included after the last lesson. It is strongly recommended that you pause for 4 or 5 days to provide targeted remediation for individual or groups of students in any areas in which they performed poorly on the end-of-unit assessment. In addition, a partner reading lesson for Chapter 13, “Dolley Madison,” is included. See the directions in *The Fluency Packet* for further guidance. **TEACHER RESOURCES** In the Teacher Resources section at the end of the Teacher’s Guide, you will find forms and charts which may be useful, including the following: - Discussion Questions Observation Record—Unit 6 - Anecdotal Reading Record—Unit 6 - Glossary for *The War of 1812* - Spelling Analysis Directions and Analysis of Student Errors for Spelling Assessments (Lessons 5, 10, 15, 20, 25, and 30) - *The War of 1812* Unit Assessment Analysis - Fluency Assessment Text - Word Reading in Isolation Assessment Scoring and Analysis - Word Reading in Isolation Analysis Record - Additional Support Activity Pages - Activity Book Answer Key - Appendix: Using Chunking to Decode Multisyllable Words Some additional materials (most typically available in Grade 2 classrooms) are needed for specific lessons of Unit 6. These materials are always listed in the Lesson at a Glance chart at the beginning of each lesson. For your convenience, a complete list of these additional materials is included here. The number in parentheses indicates the first lesson in which the materials are used: - unruled 4” x 6” or 5” x 7” white index cards (1) - paper clips (1) - thin-tipped red markers, one per student (1) - examples of nonfiction books, including one about cats (2) - brown, green, and yellow paper; marker; and tape for Spelling Trees (3) - thin-tipped green markers, one per student (3) - thin-tipped blue markers, one per student (3) - chart paper (5) - digital components: Throughout this unit and others, whenever the lesson suggests the teacher model the completion of an activity page or prepare a chart to display, you may use the digital version provided in the digital components for this unit. (1) Foundational Skills Students will identify the following spelling alternatives: /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’. **TEKS 2.2.B.ii** Students will decode words with /f/ > ‘f’, ‘ff’, and ‘ph’ and fill in blanks in sentences with words that have /f/ > ‘ph’. **TEKS 2.2.B.i** Language (Grammar, Spelling) Students will identify common nouns, proper nouns, adjectives, and verbs in written sentences, will distinguish between the past, present, and future tense in written sentences, and will identify the correct use of apostrophes. **TEKS 2.11.D.ii; TEKS 2.11.D.iii; TEKS 2.11.D.iv; TEKS 2.11.D.x** Students will spell multisyllabic words with multiple sound-spelling patterns. **TEKS 2.2.C.iv** Students will read and alphabetize words with /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’, ‘r’, and ‘rr’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’, and the Tricky Word Britain. **TEKS 2.2.B.ii; TEKS 2.2.D** FORMATIVE ASSESSMENT Activity Page 1.1 Practice /f/ > ‘ph’ **TEKS 2.2.B.ii** Activity Page 1.2 Parts of Speech and Apostrophes **TEKS 2.11.D.ii; TEKS 2.11.D.iii; TEKS 2.11.D.iv; TEKS 2.11.D.x** **TEKS 2.2.B** Demonstrate and apply phonetic knowledge by (ii) decoding words with silent letters such as knife and gnat; (i) decoding words with short, long, or variant vowels, trigraphs and blends; **TEKS 2.11.D** Edit drafts using standard English conventions, including (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. | Foundational Skills | Grouping | Time | Materials | |---------------------|---------------|--------|---------------------------------------------------------------------------| | Speedy Sound Hunt (Phonics) | Whole Group | 10 min.| □ Individual Code Chart | | Introduce /f/ > ‘ph’ (Phonics) | Whole Group | 20 min.| □ Consonant Code Flip Book | | | | | □ Spelling Card for /f/ > ‘ph’ (*phone*) | | | | | □ Individual Code Chart | | | | | □ red markers | | | | | □ prepared ‘ph’ word cards | | | | | □ Activity Page 1.1 | | | | | □ Activity Page 1.1 (Digital Components) | | Language (Grammar, Spelling) | Grouping | Time | Materials | |------------------------------|---------------|--------|---------------------------------------------------------------------------| | Review Nouns, Adjectives, Verbs, and Apostrophes | Whole Group | 10 min.| □ Activity Page 1.2 | | Introduce Spelling Words | Whole Group | 20 min.| □ prepared word cards | | | | | □ tape | | | | | □ Activity Page 1.3 | | Take-Home Material | | | | |------------------------------|---------------|--------|---------------------------------------------------------------------------| | Family Letter: Alphabetize Words | | | □ Activity Pages 1.3, 1.4 | Note to Teacher In this lesson, you will teach a spelling alternative for the /f/ sound: ‘ph’ as in phone. Students should already know the basic code spelling ‘f’ as in fit and the spelling alternative ‘ff’ as in stuff. The following chart shows which of these spellings is most common for the /f/ sound. Here are some patterns for you to be aware of: - ‘f’ is the most common spelling for the /f/ sound. It is used in initial position (fun, fig), in final position (leaf, deaf), in the initial consonant clusters fl– and fr– (flop, fresh), in the final consonant clusters –ft, –fth, and –lf (lift, fifth, elf), and with separated digraphs (safe, life). - Only ‘f’ and ‘ph’ are used at the beginning of words and syllables. - ‘f’, ‘ff’, and ‘ph’ are used at the end of words and syllables. - ‘ff’ is commonly found after “short” vowels written with single-letter spellings; thus we write stiff but beef. - ‘ph’ is used mainly to spell words borrowed from Greek; it is used in the consonant cluster –mph (lymph). - Words with final /f/ tend to keep the spelling they have in the root form, even when suffixes beginning with a vowel sound are added: leaf > leafy; oaf > oafish; stuff > stuffy. - Note that there is one spelling for the /f/ sound that appears on the code chart but is not taught here: ‘gh’ as in tough. Foundational Skills - You may wish to tab Consonant Code Flip Book page 9 for Introduce /f/ > ‘ph’. Also have the Spelling Card listed in the Lesson at a Glance chart, student Individual Code Charts, and red markers readily available. • Write each of the following words on an index card for Introduce /f/ > ‘ph’: phone, graph, phantom, phase, phonics, Joseph, elephant, dolphin, phrase, trophy, photo, alphabet, pharmacy, orphan, Philip, autograph, sphere. You will use these cards again in the next lesson. Digital Component 1.1 • Create an enlarged version of Activity Page 1.1 (Digital Component 1.1) to display for Introduce /f/ > ‘ph’, or use the digital version. Language • Write the alphabet vertically on the board/chart paper as a reference for students, as needed; most students have internalized the alphabet sequence so they are able to alphabetize words on their own. You will not be “matching” words to the alphabet as you did in the early lessons of Unit 5. • Write this week’s spelling words on index cards for Introduce Spelling Words, underlining the targeted spelling alternative. Have paper clips handy for folding over the cards to display partial words for the alphabetizing activity. Universal Access • Gather pictures, or the actual objects, for the following words for Introduce /f/ > ‘ph’: phone, graph, elephant, dolphin, trophy, pharmacy, autograph, and sphere. Lesson 1: Spelling Alternatives Foundational Skills Primary Focus Students will identify the following spelling alternatives: /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’. **TEKS 2.2.B.ii** Students will decode words with /f/ > ‘f’, ‘ff’, and ‘ph’ and fill in blanks in sentences with words that have /f/ > ‘ph’. **TEKS 2.2.B.i** SPEEDY SOUND HUNT (10 MIN.) Individual Code Chart 1. ‘n’ and ‘kn’ > /n/ (**page 4**) 2. ‘wr’ and ‘r’ > /r/ (**page 5**) 3. ‘w’ and ‘wh’ > /w/ (**page 5**) 4. ‘g’ and ‘j’ > /j/ (**page 2**) 5. ‘f’ and ‘ff’ > /f/ (**page 3**) - Review each spelling with the Speedy Sound Hunt game, saying the following instructions: - Say, “You will begin with the Individual Code Chart closed on your desk. I will tell you a sound. All of the sounds will be consonant sounds. When I say ‘go’, I want to see who can raise their hand first to tell me the page number where I will find that sound. I will call on that student. Then, I will call on others to tell me all of the spellings for the sound.” - Then say, “I am thinking of the sound (insert sound from the box). Ready? Go!” - Call on one student to give you the page number from the Individual Code Chart for the sound. - Then, call on other students to tell you the different spellings for each sound. The page numbers for the Individual Code Chart have been included in the box. - When reviewing the spellings for /f/, point out that there are two /f/ spellings that they have not yet learned. Note that students will learn one of those spellings today: ‘ph’ can be used to represent /f/. **TEKS 2.2.B** Demonstrate and apply phonetic knowledge by (ii) decoding words with silent letters such as knife and gnat; (i) decoding words with short, long, or variant vowels, trigraphs and blends. INTRODUCE /F/ > ‘PH’ (20 MIN.) • Tell students that today’s letter-sound correspondence can be found on the following page of the Consonant Code Flip Book: | Consonant Code Flip Book | Individual Code Chart | |--------------------------|-----------------------| | 1. /f/ > ‘ph’ (phone) page 9 | 1. /f/ > ‘ph’ (phone) page 3 | • Tell students that they are going to practice /f/ > ‘ph’. • Remind students that they have learned /f/ as ‘f’ in *fit*, and /f/ as ‘ff’ in *stuff*. • Show students the Spelling Card for /f/ > ‘ph’ (*phone*). Have students read the sample word. Discuss the power bar. Add the Spelling Card to the Consonant Code Flip Book. • Tell students that today’s letter-sound correspondence can be found on page 3 of the **Individual Code Chart**. **Note:** The Tricky Words *paragraph*, *elephant*, *alphabet*, and *hump* can now be understood by students as part of a larger spelling pattern. They should now be removed from the Tricky Word Wall if you have one. • Hand out the red markers. Have students turn to page 3 of the **Individual Code Chart**. Guide students in outlining the appropriate card on the chart. • Have students look at the Individual Code Chart. Ask students which of the spellings they have learned for /f/ has the longest power bar. (‘f’) • Tape the prepared cards on the board/chart paper, one at a time, circling the spellings that stand for /f/: *phone, graph, phantom, phase, phonics, Joseph, elephant, dolphin, phrase, trophy, photo, alphabet, pharmacy, orphan, Philip, autograph, sphere*. • Read each word aloud as a class. Point out that the ‘ph’ spelling for /f/ can occur at the beginning, middle, or end of a word. Digital Component 1.1 • Have students turn to Activity Page 1.1 while you display the digital version. • Have the class read the ‘ph’ words on the activity page aloud. • Ask students to circle the spelling for /f/ in each word. Point out that the ‘ph’ spelling can occur at the beginning, middle, or end of words. • Briefly discuss the meaning of any words that students may not know. • Read the words a second time. • Now, tell students to silently read the words in the box on the back of the activity page. • Have students fill in the blanks in the sentences using the words in the box, either independently or as a teacher-guided activity. Activity Page 1.1: Practice /f/ > ‘ph’ Collect and review Activity Page 1.1. Students who did not correctly identify letters that stand for /f/ may benefit from additional practice. See the Additional Support activities at the end of the lesson. Challenge Ask students to identify other spellings for the /f/ sound. (‘gh’ > /f/) Write the words enough, laugh, cough, and tough on the board. Have students write these words on the bottom of Activity Page 1.1 and circle the letter(s) that make the /f/ sound. Lesson 1: Grammar, Spelling Language Primary Focus Students will identify common nouns, proper nouns, adjectives, and verbs in written sentences, will distinguish between the past, present, and future tense in written sentences, and will identify the correct use of apostrophes. TEKS 2.11.D.ii; TEKS 2.11.D.iii; TEKS 2.11.D.iv; TEKS 2.11.D.x Students will spell multisyllabic words with multiple sound-spelling patterns. TEKS 2.2.C.iv Students will read and alphabetize words with /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’, ‘r’, and ‘rr’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’, and the Tricky Word Britain. TEKS 2.2.B.ii; TEKS 2.2.D REVIEW NOUNS, ADJECTIVES, VERBS, AND APOSTROPHES (10 MIN.) • Tell students that today you will review several parts of speech. • Begin by asking students to define noun. (*A noun is a word that names a person, place, or thing.*) • Ask students to tell you the difference between a common noun and a proper noun. (*A common noun names anything in general; a proper noun names a specific person or place, and begins with a capital letter.*) • Ask students for examples of common and proper nouns. (*Examples might include* boy, park, Ted, Washington Park, etc.) • Next, ask students to define adjective. (*An adjective is a word that describes a noun.*) • Ask students for examples of adjective-noun pairs. (*Examples might include* tall tree, blue sky, etc.) • Ask students to define verb. (*A verb is a word that shows action.*) Ask them to give several examples of verbs. (*Examples might include* run, swim, think, sing, etc.) TEKS 2.11.D Edit drafts using standard English conventions, including (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.B.ii** Demonstrate and apply phonetic knowledge by decoding words with silent letters such as knife and gnat; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Ask students to explain what an apostrophe in a word means. (*It can indicate a contraction, taking the place of letters to combine two words into one, such as in can’t; –’s at the end of a word can shows ownership; the person, or owner, owns something.*) • Ask students for examples of words with an apostrophe as part of a contraction. (*Examples might include shouldn’t, didn’t, wasn’t, etc.*) • Ask students for examples of word pairs showing ownership. (*Examples might include Jayden’s book, Eva’s backpack, Mrs. Carter’s chair, etc.*) • Have students turn to Activity Page 1.2 and do the first item as an example. Note that a “key” is provided for each item so students will know how many parts of speech to identify in each sentence (box around Sisters Forever; wiggly line under is; arrow from good to film; circle around film). • Ask students to complete only the front of the activity page independently as you circulate through the room. • When students have finished, have them turn to the back of the activity page. • Review past, present, and future tense by completing the back of the activity page as a teacher-guided activity. • At the bottom of the page, have students complete the section on apostrophes independently. --- **Activity Page 1.2: Parts of Speech and Apostrophes** Collect and review Activity Page 1.2. Students who did not correctly identify parts of speech, verb tenses, and/or use of apostrophes may benefit from additional practice. --- **INTRODUCE SPELLING WORDS (20 MIN.)** **TEKS 2.2.C.iv** • Write the following headers in columns on the board/chart paper: /n/, /r/, /w/, /j/, /f/. • Introduce each spelling word, except the Tricky Word. --- **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns. 1. noise 2. night 3. kneel 4. wrinkle 5. ripple 6. ferret 7. whistle 8. window 9. western 10. jungle 11. jolly 12. ginger 13. gentle 14. margin 15. photo 16. dolphin 17. graph 18. finish 19. traffic **Tricky Word: Britain** **Note:** Pay special attention to words with the ‘ph’ spelling for /f/ as this is a new spelling. - Point out that the spelling words this week target consonant sounds with spelling alternatives (underlined on the index cards you prepared in advance). - Ask students to guide you in sorting the words into the proper column as indicated in the following chart. - Ask students to use each word orally in a sentence to make sure they understand the meaning of each word. | /n/ | /r/ | /w/ | /j/ | /f/ | |------|-------|--------|---------|--------| | noise | wrinkle | whistle | jungle | photo | | night | ripple | window | jolly | dolphin| | kneel | ferret | western | ginger | graph | | | | | gentle | finish | | | | | margin | traffic| - Introduce the Tricky Word *Britain*, explaining that this is the name of an island located in Europe. Tape the word on the board/chart paper next to the sorted chart. - Tell students that you will now put the words in alphabetical order on another part of the board/chart paper. Fold over the cards as you did in Unit 5, and paper clip them so that just the first letter shows. • Ask: “Do you see any words that begin with ‘a’? No … ‘b’? Yes, *Britain* begins with ‘b.’” (Tape the card for *Britain* to the board/chart paper some distance away from the alphabet.) “‘c’? No. ‘d’? Yes, I have a ‘d’ card. So I will tape the card with the word that starts with ‘d’ under the word *Dolphin*. Any words with ‘e’? No. ‘f’? Yes, I have two cards that begin with ‘f’. I wonder how we know which one to put first? Let me fold over the card to show one more letter.” (Fold the cards so the ‘fe’ and ‘fi’ are visible.) “Oh, I see. ‘e’ comes before ‘i’ in the alphabet, so I will put ‘fe’ card under the ‘d’ card and before the ‘fi’ card.” • Continue in this way through the cards. • Unfold the cards and read the words aloud with students. • Tell students that the words are now in alphabetical order. 1. Britain 2. dolphin 3. ferret 4. finish 5. gentle 6. ginger 7. graph 8. jolly 9. jungle 10. kneel 11. margin 12. night 13. noise 14. photo 15. ripple 16. traffic 17. western 18. whistle 19. window 20. wrinkle • If possible, leave the words on display until the assessment, so students can refer to them during the week. • Tell students that they will take home Activity Page 1.3 with this week’s spelling words to share with a family member. Take-Home Material **FAMILY LETTER; ALPHABETIZE WORDS** • Have students take home Activity Page 1.3 to share with a family member and Activity Page 1.4 to complete. Lesson 1: Foundational Skills Remediation Additional Support DECODABLE WORDS, SENTENCES, AND PHRASES • Use the following lists of words, sentences, and phrases to extend your lessons. Decodable Words 1. physical 2. telephone 3. paragraph 4. atmosphere 5. phase 6. hemisphere 7. philosophy 8. phrase 9. photograph 10. emphasis 11. alphabet 12. graph 13. sphere 14. triumph 15. geography 16. dolphin 17. homophone 18. gopher Sentences and Phrases 1. Sophie is singing into the microphone. 2. Ralph is speaking to Joseph on the telephone. 3. In geography class, we learned that Earth is a sphere. 4. This is a photo of Philip. 5. The dolphin swam right up to Phyllis. 6. The class is reciting the alphabet. 7. This story has five paragraphs. 8. A frog is an amphibian. Wiggle Cards 1. Pretend to talk on the phone. 2. Pretend to sing into a microphone. 3. Pretend to snap a photo. 4. Say the alphabet. 5. Act triumphant. 6. Name an amphibian. 7. Pretend to be a dolphin. MORE HELP WITH SPELLING ALTERNATIVES Word Sort • Using a pocket chart or chart paper, create a column for each spelling of /f/: ‘f’, ‘ff’, and ‘ph’. • Write the following words on index cards. | 1. scuff | 7. proof | 13. photo | |----------|---------|----------| | 2. graph | 8. lift | 14. phonics | | 3. friend | 9. phrase | 15. rift | | 4. stuff | 10. taffy | 16. forest | | 5. phone | 11. fast | | 6. dolphin | 12. puffy | • Give students the word cards. Have them read their words and place them under the correct spelling column. • Then, read all the sorted words in each column. Moon Shot • Copy one game board (Activity Page TR 1.1) for each pair of students. • Create three sets of cards for each pair of students using the templates: ◦ word cards using Spelling Alternatives (Activity Page TR 1.2) ◦ Good to Go Cards (Activity Page TR 1.3) ◦ Problem Cards (Activity Page TR 1.4) • Provide some **small tokens** as playing pieces. • Have students take turns drawing word cards. If a student reads the word card correctly, then they can draw a Good to Go card and follow the directions on the card. If a student does not read the word correctly, then they will draw a card from the Problem Cards pile and follow the instructions on that card. • The first student to make it to the “moon” is the winner. ### Code Knowledge Before today’s lesson: If students read 1,000 words in a trade book, on average 856 to 926 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 860 to 927 of those words would be completely decodable. The spelling pattern ‘ph’ is usually pronounced /f/ as in *phone*. However, the letters can also stand for two separate sounds, as in *uphold*. READING Text Features in Informational Text PRIMARY FOCUS OF LESSON Reading Students will learn about the difference between fiction and nonfiction books, will be introduced to various genres of nonfiction texts and their organizational structures, and will display an understanding of nonfiction texts by correctly identifying features of nonfiction genres. **TEKS 2.9.D.ii; TEKS 2.9.D.iii** Foundational Skills Students will read words with the following spelling alternatives: /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’. **TEKS 2.2.B.ii** Students will read word pairs with n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’ and will answer yes/no questions on whether bolded spellings in the word pairs stand for identical sounds. **TEKS 2.2.B.ii** FORMATIVE ASSESSMENT Activity Page 2.1 Scavenger Hunt **TEKS 2.9.D.ii** Activity Page 2.2 Sound Comparison **TEKS 2.2.B.ii** TEKS 2.9.D Recognize characteristics and structures of informational text, including (ii) features and graphics to locate and gain information; (iii) organizational patterns such as chronological order and cause and effect stated explicitly. **TEKS 2.2.B.ii** Demonstrate and apply phonetic knowledge by decoding words with silent letters such as knife and gnat. | **LESSON AT A GLANCE** | |------------------------| | **Reading** | | Introduce Nonfiction | Whole Group | 30 min. | The Cat Bandit The War of 1812 nonfiction book about cats additional nonfiction books as indicated Activity Page 2.1 Fiction/Nonfiction T-Chart (Digital Components) | | **Foundational Skills**| | Baseball Game (Phonics)| Whole Group | 15 min. | prepared word cards | | Sound Comparison (Phonics)| Whole Group | 15 min. | Activity Page 2.2 | | **Take-Home Material** | | Practice /f/ > ‘ph’ | | | Activity Page 2.3 | Note to Teacher In this lesson, you will introduce students to various genres and formats of nonfiction. You will need to have a copy of *The Cat Bandit* as well as a nonfiction trade book about cats. Additionally, you will need to collect examples of the following genres and formats of nonfiction: history, biography, science, atlas, newspaper, magazine, and (if feasible) a website. Try to pick examples that you think may be of interest to students. For biography, you may wish to display a mix of book-length biographies and shorter articles, such as a biographical profile from a magazine. Create displays around the room, grouping and numbering similar genres together. For example, a group of history books might be numbered ‘1’, a group of science books might be numbered ‘2’, and so on. Be sure to include a copy of the Unit 6 Reader *The War of 1812* in the group of history books. Students will need to access these materials as they do the scavenger hunt activity in the lesson. This would be a good time to arrange a presentation by a school librarian who can show students how to find books, including nonfiction books, in your school library. You will notice that Reading comes first in this lesson. Throughout this unit, Reading will be taught first in the lessons, rather than Foundational Skills. This is the first and only unit in Grade 2 during which students will read a nonfiction Reader. Having the Reading segment of the lesson first will help students focus their attention on reading the more challenging nonfiction text in the Reader. In addition, having the Reading segment first will prepare students for Grade 3 instruction in which Reading comes first in each lesson. **Reading** - Gather a copy of *The Cat Bandit* as well as a nonfiction trade book about cats. - Collect and display examples of nonfiction genres as described above. **Digital Component 2.1** - Create a T-chart on the board/chart paper as follows or prepare to use the digital version (Digital Component 2.1). | The Cat Bandit | Cats | |----------------|------| • Prepare to pair students for the scavenger hunt. **Foundational Skills** • Gather the spelling word index cards and the ‘ph’ word cards that you prepared for the previous lesson; these will be used in the Baseball Game. • Prepare the following additional word cards for the Baseball Game: 1. knead 2. knee 3. knife 4. know 5. knight 6. knit 7. knock 8. knot 9. knob 10. wrap 11. wrestle 12. wrapping 13. wrath 14. wrist 15. wreath 16. wreck 17. write 18. wren 19. wrench 20. whack 21. whim 22. whale 23. wheat 24. wheel 25. while 26. white 27. whine 28. wheeze 29. biography 30. microphone 31. paragraph 32. philosophy 33. physical 34. triumph 35. asphalt • Draw a baseball diamond on the board/chart paper. **Universal Access** • You may wish to prepare to record student responses about the definitions of fiction and nonfiction somewhere in the room on a poster or the board/chart paper for future reference by students. Lesson 2: Informational Text Reading Primary Focus: Students will learn about the difference between fiction and nonfiction books, will be introduced to various genres of nonfiction texts and their organizational structures, and will display an understanding of nonfiction texts by correctly identifying features of nonfiction genres. TEKS 2.9.D.ii; TEKS 2.9.D.iii INTRODUCE NONFICTION TEKS 2.9.D.ii; TEKS 2.9.D.iii • Tell students that books and texts that we read can be grouped into two different categories or genres. The genres are called fiction and nonfiction. • Tell students that fiction is an invented or “made-up” story (i.e., an author creates fiction stories and books from his or her imagination). They are not stories that actually happened. Remind students of the Reader *The Cat Bandit*. Ask if anyone remembers what *The Cat Bandit* was about. (*It was about a mischievous cat that loved to eat different kinds of food.*) Digital Component 2.1 • Direct students’ attention to the T-chart you prepared in advance. • Ask students for some characteristics of the book *The Cat Bandit*. Record students’ answers on the T-chart. You may want to remind students of the various terms you have used throughout the year in talking about stories (e.g., characters, setting, and plot). Responses may include: ◦ fiction or “made-up” story about a pet cat created by the author ◦ based on the author’s imagination ◦ All of the cat bandit’s adventures are highly unlikely (i.e., it is unlikely that an actual cat would have all of these adventures, be so clever, and eat all the things the cat bandit ate). ◦ Pictures were drawn by an illustrator based on his or her imagination to accompany the events in the stories. • Next, show students the nonfiction book about cats that you have available. • Tell students that nonfiction books are true and contain facts that provide information about the subject. TEKS 2.9.D Recognize characteristics and structures of informational text, including (ii) features and graphics to locate and gain information; (iii) organizational patterns such as chronological order and cause and effect stated explicitly. • Ask students to help you record some characteristics of the nonfiction book about cats. Some responses might include: ◦ There are no stories with invented characters, settings, or plots. ◦ It is about real cats. ◦ It contains facts and information about cats. ◦ The pictures may include actual photographs, though there may be illustrations as well. • Tell students that fiction books are made up of stories with characters, settings, and plots that have been created by authors. Fiction books do often incorporate elements that *could* be real (e.g., families can have pet cats that get into lots of things). • State that nonfiction books include facts and information about real-life things. People read nonfiction books when they want to learn about a specific topic or person. **Note:** You may consider recording these two definitions in the manner in which you prepared for in advance. • Tell students that in the Knowledge strand, they have listened to both fiction and nonfiction Read-Alouds. Ask students to identify several examples of each. (*Responses for fiction domains might include* Fairy Tales and Tall Tales, Stories from Mount Olympus, *or any of the individual stories they have heard.* Nonfiction domain examples might include* The Ancient Greek Civilization, The U.S. Civil War, Cycles of Nature: Clouds to Raindrops, Insects: All Around, *and so on.*) • Explain that there are many specific kinds of nonfiction and that you have prepared some displays of different books around the room. **History** • Explain that one type of nonfiction book that tells about events that happened in the past is a history book. • Ask students what history is. (*History is a record of things that happened in the past.*) • Explain that history books are often told in chronological order, or in the order in which events happened. Show students the display of history books. Show students a copy of the Reader for Unit 6, pointing out that it is a history book as well. Although students have listened to many nonfiction selections during the Knowledge strand, this is the first nonfiction Reader that students will encounter during the Skills part of Grade 2. • Ask students if any of them has ever read any nonfiction history books. If so, ask what the book was about and how was the information organized. (Students may also wish to discuss history selections they have heard read aloud in the Knowledge lessons.) • Ask students if any of them has ever read any nonfiction history books. If so, ask what the book was about. (Students may also wish to discuss history selections they have heard read aloud in the Knowledge lessons.) • Ask students if there are any parts of history that they are interested in and about which they would like to learn more. Encourage them to use the word *history* in their responses: “I would like to learn more about the history of . . .” **Biography** • Explain that biography is another genre of nonfiction. Explain that a biography is a particular type of history book. Like all history books, biographies tell about the past, but biographies focus specifically on a person’s life. A biography may be about a person who is still alive today. • Explain that like history books, biographies usually have a chronological structure. Show students the display of biographies. • Ask students if any of them has ever read (or listened to) a biography. If so, ask who it was about. (*Answers may vary.*) • Ask students if there are people they are interested in and would like read a biography about. Encourage them to use the word *biography* in their responses: “I would like to read a biography about . . .” **Science** • Repeat the same steps for science books, introducing several titles on display. Talk with students about the science nonfiction books they have read or heard read aloud, and about the science topics they would like to learn about. • Tell students that science books often have a cause-and-effect structure. The author explains why something happens and the effects of it. Show students a science nonfiction book with a cause and effect structure. • Ask students if any of them has ever read a science nonfiction book. If so, ask what the book was about and whether the author provided reasons to why something happened. (*Answers may vary.*) **Atlas** • Introduce an atlas, and explain that this is a special kind of nonfiction book called a reference book. This particular type of reference book is called an atlas and is filled with maps. • Show students one or two of the maps in the atlas. • Explain that an atlas can also appear in other formats besides books, such as online. **Newspapers** • Hold up a newspaper, and tell students what you are holding. • Explain that newspapers generally have articles about things that are currently taking place, are about to happen, or have already happened. These kinds of articles are nonfiction. • Explain to students that the structure of a newspaper article depends on the topic of the article. • Ask students if they have ever looked at a newspaper. (Answers may vary.) • Leaf through different parts of the paper, pointing out different sections, such as news and sports articles, as well as weather coverage, all of which are forms of nonfiction. Locate the comics if included in the paper, and ask students whether they think the comics are nonfiction or fiction. (*fiction*) **Magazines** • Hold up a news magazine or another magazine with mostly nonfiction content. • Explain that many magazines print news and other nonfiction content. Others may print fictional stories. **Websites** • Point out that some websites on the Internet also focus on nonfiction topics. • If possible, show students an example or a printout from one or more nonfiction websites. **Scavenger Hunt** • Tell students that they will now go on a scavenger hunt to help them remember the kinds of nonfiction they learned about in this lesson. • Pair students. Emphasize that students must work together but should keep their answers hidden from the other teams as they will be in competition with the other teams. Suggest that they keep their papers covered as they move about the room. • Ask students to turn to Activity Page 2.1. Each team should use only one activity page and write both team members’ names on the Name: line. • Provide students with any rules that you feel may be necessary for moving about the room (e.g., no running, only three teams at a time at any one display). Tell students that when you say, “Go!” each team should read an item on the activity page and then decide which display of books is the correct answer for that item and write the number of the display on the blank line. The point is not to be the fastest, but to try to answer all of the items correctly. • Tell students that when they think they have completed the scavenger hunt, they are to be seated on the floor (or some other appropriate area in your classroom) to wait for everyone else. • After all teams have finished, review the answers with the class. Activity Page 2.1: Scavenger Hunt Collect and review Activity Page 2.1. Students who had difficulty identifying nonfiction genres may benefit from additional time reviewing texts from different genres. Lesson 2: Sound Comparison Foundational Skills 30M Primary Focus Students will read words with the following spelling alternatives: /n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’. TEKS 2.2.B.ii Students will read word pairs with n/ > ‘n’ and ‘kn’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’ and will answer yes/no questions on whether bolded spellings in the word pairs stand for identical sounds. [TEKS 2.2.B.ii] BASEBALL GAME (15 MIN.) • Shuffle all the cards you prepared in advance. • Divide the class into two teams, having one team at a time come to the front of the room and line up in front of the board/chart paper. (You may choose to have students stay seated and divide the class into teams by the formation in which they are seated.) • Each team takes a “turn at bat” as follows: • Set a timer for ten minutes, and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, but so is speed in reading words quickly. The more turns that players have to read words, the more likely their team is to score runs. • Pick a card from the pile and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of his team’s line, while the next player comes forward to read the next card. If they read the word correctly, draw a line from first to second base. Play continues this way. TEKS 2.2.B.ii Demonstrate and apply phonetic knowledge by decoding words with silent letters such as knife and gnat. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for this team so long as no words are misread; when a word is misread, the next team takes its turn at bat. Collect the word cards for use in Lesson 5. **SOUND COMPARISON (15 MIN.)** - Ask students to turn to Activity Page 2.2. - Read through each word pair as a class. Ask students to check yes or no in the box beside each word pair depending on whether or not the bolded letters stand for the same sound. Complete the front side of the activity page as a teacher-guided activity. - Ask students to turn over the activity page and read the words in the box as a class. - Depending on students’ abilities, have students complete the back of the activity page independently or as a teacher-guided activity. --- **Activity Page 2.2: Sound Comparison** Collect and review Activity Page 2.2. Students who had difficulty determining if the bolded letters in each word pair stand for the same sound may benefit from additional practice. --- **Take-Home Material** **PRACTICE /F/ > ‘PH’** - Have students take home Activity Page 2.3 to complete. Lesson 2: Foundational Skills Remediation Additional Support MORE HELP WITH SPELLING ALTERNATIVES Practice /f/ > ‘ph’ • Provide each student with a copy of Activity Page TR 2.1. • Read each word together. Discuss which letters make the /f/ sound and have students circle them. • Have students select at least two words to write in sentences at the bottom of the page. Swim to the Finish • Make one copy of the Game Board Template (Activity Page TR 2.2) for each group of up to four students, or create a similar game board on poster board. • Gather the word cards from the Baseball Game, earlier in this lesson. • Have each student write his or her name at the top of a column or “swim lane.” • Shuffle the word cards from the lesson and place them in a pile. Have each student pick a card. • If the student reads the word correctly, then they may place a check mark in one of the squares of their “swimming lane.” If a student does not read the word correctly, they may not check a square. • Each student gets only one chance to read a word during his or her turn. Regardless of whether the student reads his or her word correctly, play then moves to the next student. • The first person to reach the end of the pool wins. Introduce /e/ > ‘ea’ and Text Features in Informational Text **PRIMARY FOCUS OF LESSON** **Reading** Students will recognize characteristics and structures of informational text in *The War of 1812*, will learn how these text features are organized, will review the introduction to the Reader with the guidance of the teacher, and will demonstrate understanding of the chronology of events by arranging timeline cards in the correct sequence. **TEKS 2.9.D.ii; TEKS 2.9.D.iii** **Foundational Skills** Students will read words with /e/ > ‘ea’ and will complete fill-in-the blank sentences with words featuring /e/ > ‘ea’. **TEKS 2.2.B.iii** **FORMATIVE ASSESSMENT** | Activity | Description | |----------|-------------| | Exit Pass | Describe a Timeline | | **TEKS 2.9.D.ii** | | | Activity Page 3.1 | Fill in the Blank Practice /e/ > ‘ea’ | | **TEKS 2.2.B.iii** | | **TEKS 2.9.D** Recognize characteristics and structures of informational text, including (ii) features and graphics to locate and gain information; (iii) organizational patterns such as chronological order and cause and effect stated explicitly; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Reader | Whole Group | 30 min. | The War of 1812 | | | | | Timeline Cards 1–10, 19, 20 | | | | | tape | | Introduce the Timeline | | | | | **Foundational Skills**| | | | | Introduce /e/ > ‘ea’ (Phonics) | Whole Group | 30 min. | Vowel Code Flip Book | | | | | /e/ and /ee/ Spelling Trees | | | | | Spelling Card for /e/ > ‘ea’ (head) | | | | | Individual Code Chart | | | | | green markers | | | | | prepared leaves | | | | | tape | | | | | Activity Page 3.1 | | | | | Activity Page 3.1 (Digital Components) | | **Take-Home Material** | | | | | Fiction or Nonfiction? | | | Activity Page 3.2 | Note to Teacher The Unit 6 Skills components include a set of twenty Timeline Cards depicting events in early American history that you will use to create a visual timeline to help students contextualize the time period during which the War of 1812 took place. Prior to the lesson, survey the wall space in your classroom to determine an appropriate place to create a timeline. It is important that the timeline be readily accessible to students. If possible, place the timeline on one or more classroom walls at students’ eye level. You may want to cut out a strip of bulletin board paper long enough to eventually accommodate all twenty of the Timeline Cards, and tape it to the classroom wall(s). You may also want to identify the start of the timeline by writing the date 1492 at the top or bottom of the timeline. [This is where Timeline Card 1 (Christopher Columbus) will be placed during the lesson.] At the end of the timeline, you may want to write the date 1865 at the top or bottom. [This is where Card 20 (Lee surrenders to Grant) will be placed.] It is fine if the timeline wraps around a corner and continues on a second wall. Today you will teach a spelling alternative for the /e/ sound: ‘ea’ as in head. The following chart shows you that ‘e’ is, by far, the most common spelling for this sound. However, there are more than 200 words that have /e/ spelled ‘ea’, so it is important that students learn this spelling alternative. Students should already know the basic code spelling ‘e’ as in pet. The ‘ea’ spelling is likely to be unfamiliar to many students, although some may have learned to decode this spelling during independent reading. Here are some patterns for you to be aware of: - The sound /e/ is very rarely used at the end of a word (*eh, yeh*). - The /e/ sound is usually spelled with an ‘e’ at the beginning of a word (*exit, elephant, end*). - The ‘ea’ spelling for /e/ appears most often in the middle of a word, with a consonant spelling on either side (*head, bread*). - Note that there is one spelling for the /e/ sound that is not taught: ‘ai’ as in *said, captain*, and *again*. Words with this pattern will continue to be introduced as Tricky Words. **Reading** - Prepare space for a timeline as previously described. - Gather previously prepared Wiggle Cards to use during the Reading lesson if students need a break while reviewing the “Introduction to *The War of 1812*.” - Prepare to group students into small groups to discuss the Timeline Cards. **Foundational Skills** - You may wish to tab Vowel Code Flip Book page 3 for Introduce /e/ > ‘ea’. Also have the Spelling Card listed in the Lesson at a Glance chart, student Individual Code Charts, and green markers readily available. - Prepare a new branch for the /e/ Spelling Tree (from Unit 4). - Prepare the following new leaves for the Spelling Tree: *head, bread, dead, dread, thread, spread, tread, sweater, breath, and health*. **Digital Component 3.1** - Create an enlarged version of Activity Page 3.1 (Digital Component 3.1) to display for Introduce /e/ > ‘ea’, or use the digital version. Lesson 3: “Introduction to The War of 1812” Reading Primary Focus: Students will recognize characteristics and structures of informational text in *The War of 1812*, will learn how these text features are organized, will review the introduction to the Reader with the guidance of the teacher, and will demonstrate understanding of the chronology of events by arranging timeline cards in the correct sequence. **TEKS 2.9.D.ii; TEKS 2.9.D.iii** INTRODUCE THE READER (20 MIN.) **TEKS 2.9.D.ii; TEKS 2.9.D.iii** - Show students the front cover of the Reader, *The War of 1812*. Explain that this is their first nonfiction Reader. Check for Understanding Ask students to explain the genre of nonfiction. (*Nonfiction is about true events, people, places, or things in the real world.*) Ask students to identify some organizational patterns that nonfiction texts use. (*chronological, cause and effect*) Tell students that this Reader describes a war that happened a long, long time ago, beginning in the year of 1812. Our young country, the United States, battled against Great Britain. Remind students that earlier in Grade 2, they completed a domain in the Knowledge strand on the War of 1812, so the information they will learn in this unit should be familiar to them. Now, ask students to look back at the cover and tell you what they see. Prompt students as needed so they notice and describe the following features of the illustration: - Based on the way the men are dressed, the images seem to depict a time period long ago. - They should observe that the men are on a boat. - Point out that the younger boy is resting his arm on a cannon. **TEKS 2.9.D** Recognize characteristics and structures of informational text, including (ii) features and graphics to locate and gain information; (iii) organizational patterns such as chronological order and cause and effect stated explicitly. Guide students in understanding that a cannon was a type of weapon used long ago in wars, so this boat is probably a warship. The men are looking toward the land and the American flag. Ask students to turn to the table of contents and identify how many chapters there are in this Reader. (13) Also point out that the Reader has an introduction. Remind students that the table of contents is helpful in finding the starting pages of each chapter so they can quickly find their place when reading. Share with students that this Reader has a new feature that they have not seen in a Reader before. It is called a glossary. Tell students that a glossary is placed at the end of a book. Guide students in finding the glossary in their own Reader. Tell students that the glossary contains definitions of important vocabulary words that occur in the Reader. Ask students why they think a glossary might be helpful. (*It provides explanations and information for words a person might not know a lot about.*) **Note:** A copy of the glossary is provided in Teacher Resources for your reference. Read the first six words aloud in the glossary; then point out the first letter of each word: *anthem*, *army*, *branch*, *British*, *Capitol*, *charge*. Ask students if they notice a pattern in how the words are arranged. (Students should see that the words are organized in alphabetical order.) Ask students why they think a glossary would be organized in alphabetical order. (*It organizes information in a logical way and helps make information easy to locate.*) Point out that there is information provided after each word. Read the definition for *British* as an example of the kind of definition they will find for words in the glossary. Now ask students to turn to **page 12**, while holding their place within the glossary. Point out the bolded word *British* and explain that whenever a word is bolded in the text, it means that it is included in the glossary. Have students verify that *British* is in the glossary. Explain that when they are reading, if they come to a bolded word that they do not understand, they can always look it up in the glossary. Ask students to look back at the table of contents and find the page on which the introduction begins. Have them turn to that page. *(page 2)* Note that the pages of the introduction include images and simple captions. Remind students that a caption provides basic information that lets us know what the image is about. During this lesson, you will discuss only the first six pages of the introduction as a way to activate students’ background knowledge. • Using the following suggestions, discuss the images on pages 2–7 in order to provide context for learning about the War of 1812. You can start by having students read each caption and share their first impressions and what they already know about each image. If students provide only partial information, elicit more comprehensive background information by asking leading questions and/or elaborating upon students’ responses. Note: Students who completed the Grade 1 sequence should be familiar with these topics as they were covered in the Knowledge domain A New Nation: American Independence. A New Nation: American Independence • Read the title of this section, and remind students that the United States as we know it today did not always exist. ◦ The United States, Great Britain, and France—This image shows the continents of North America and Europe, with the countries of the United States, Great Britain, and France labeled. Remind students that a long time ago, the country where they live today, the United States, was not divided into fifty separate states. Native Americans lived throughout North America, but it was not as populated (not as many people living in one area) as it is today. Point out that the Atlantic Ocean divides the United States from Great Britain and France. Even though these two countries are far away from the United States, they both played an important role in early American history. ◦ Christopher Columbus—(Note for students that the letters ‘Ch’ in Christopher in the caption sound like /k/.) In 1492, an explorer named Christopher Columbus sailed from Spain to look for a quicker route to India and China, places where there were desirable goods such as gold and spices. Columbus thought he had reached India, so he called the people he encountered “Indians.” He actually had landed in and explored North America. Columbus made four voyages altogether. ◦ When people heard about Columbus and his travels, other explorers set off to travel across the ocean to the New World. There were many explorers from European countries, including France and England. ◦ The Pilgrims—The Pilgrims were a group of people from England (what later became Great Britain) who sailed to America on a ship called The Mayflower to start a new life. The Pilgrims came to North America so they could have the freedom to practice their own religion. Their first winter in New England was very hard as the Pilgrims were not used to the weather and did not know how to grow food in the new land. They depended on the help of Native Americans for their survival. The first Thanksgiving celebrated their first successful harvest. The Revolutionary War—The Revolutionary War took place when America’s thirteen colonies fought for their independence from Great Britain. To be independent means to be free from the control of others; the colonies wanted to form their own rules and no longer pay taxes to Great Britain. The United States won the war. The American Government • Read the title of this section and tell students that the early colonists were determined to govern their new nation differently than how Great Britain was governed. ◦ **The Declaration of Independence**—This document was signed on July 4, 1776. The United States declared, or stated, their independence from Great Britain. The signing of the Declaration of Independence is celebrated each summer on the Fourth of July. The document lists the natural rights that the Founding Fathers believed all people have. The Declaration of Independence includes the famous line, “all men are created equal” and that they have the right to “Life, Liberty, and the Pursuit of Happiness.” ◦ **The Constitution**—This is another important document of the United States. The Constitution is the highest law in the United States, and it shapes the laws that affect many aspects of American life. It details how the country should be governed. A man named James Madison (he was later elected to be the fourth president) created a plan that shaped the Constitution. For this reason, he is called the “Father of the Constitution.” The Constitution starts with the phrase *We the People*. This means that the Constitution is meant to represent the people of the United States. The content of the Constitution can only be changed by the people or their representatives. ◦ **The Founding Fathers**—(Note for students that the letter ‘a’ in *Fathers* in the caption sounds like /o/.) George Washington, John Adams, Thomas Jefferson, and James Madison were the first four presidents after the United States won its independence from Great Britain. A person becomes a president by being elected by the people of the United States. Washington, Adams, Jefferson, and Madison were each elected by the people to lead the United States as its president. They did not have the power that a king has, but had to work with others to make big decisions and pass laws. These four men were also part of a larger group of men called the Founding Fathers. The Founding Fathers created and signed the Declaration of Independence and then later the Constitution. The British Government • Read the title of this section, and tell students that Great Britain had a very different form of government than the United States. King George III—The king of Great Britain was not elected into this position by the people he ruled. Instead, he became king because he was a son of a king. The British people did not have a choice. King George III ruled in Great Britain during the Revolutionary War and the War of 1812. King George III could make his own rules and did not have to get other people to agree with his decisions. Where Parliament meets—(Note for students that the letters ‘ia’ in Parliament in the caption sound like /ə/.) This is the part of the British government responsible for making laws. The reigning British king or queen is the head of Parliament. During the 1700–1800s, the king (or queen) made the final decision regarding any laws and did not need the support of Parliament. Note: This is a long time for Grade 2 students to sit and listen. Feel free to take a break using the Wiggle Cards. Early Colonial Life • Read the title of this section and remind students that when the United States was a young country, life was very different than today. ◦ The 13 original colonies—Point out that in the beginning, the United States was not as large a country as it is now. Remind students that people came to live in the thirteen colonies for different reasons, such as to have religious freedom or to look for riches. ◦ Colonial farmers—(Note for students that the letter ‘i’ in Colonial in the caption sounds like /ee/.) Point out that people living in the new country survived through agriculture (living off the land through farming). ◦ American port—Ask students to look back at the map of France and Great Britain on page 2. Explain that the United States sold goods such as cotton and tobacco to these countries. Ships carried goods from the United States across the Atlantic Ocean to Great Britain and France. French and British ships also brought other goods back to the United States. Transatlantic trade was therefore important for both making money and for receiving goods. ◦ Westward expansion—Over time, people began to move west and explore the land of North America. Pioneers were people who went to explore or live in a place that they didn’t know very much about. There were people, referred to as Native Americans, already living in these areas. Native Americans had been living on the land for a long time before the pioneers came to explore and claim land for the United States. Sometimes the meetings and interactions between the pioneers and Native Americans were peaceful, and sometimes they were not. Stop here in your review of the introduction. Tell students that they now have an idea of the history and events leading up to the War of 1812. They will review and discuss the remaining images in the introduction once they start reading about the War of 1812. **INTRODUCE THE TIMELINE (10 MIN.)** - Introduce the concept of a timeline. Point out the timeline wherever you have decided to display it in the room. Explain that this is a way to organize and visually represent historical events in the order in which the events took place. (Students should already be familiar with the concept of timelines through their work in the Knowledge lessons.) - Tell students that you are going to use images to represent the early history of the United States and that they will help you place them on the timeline. **Note:** At this time, you will only display Timeline Cards 1–10, 19, and 20 on the timeline. The remaining cards will be placed on the timeline during subsequent lessons as students read about the events of the War of 1812. - Tell students that you will be showing them images that depict the same period in history and the historical events that they just discussed while examining the introduction in the Reader. - Shuffle Timeline Cards 1–10 and pass them out to groups of students. Ask students to study the cards and be prepared to describe the image on the card and come forward to place their card in the correct chronological order on the timeline. - Point out the starting point on the timeline and the date *1492* and ask if anyone remembers what important event took place on this date. Ask whoever has the image card of Christopher Columbus to come forward and place the card on the timeline. - Encourage students to refer to the order that the images in the introduction are arranged to determine which images come next. - Call on each group to place their card on the timeline. Lightly tape each card to the timeline, as you may need to go back and rearrange the cards as more cards are placed on the timeline. Once all cards have been placed and are correct, tape the cards more securely to the timeline. **Note:** Here is a list of the timeline cards used in this lesson, numbered in chronological order, with a description of each included for your reference: - Timeline Card 1 (An image from a painting of Christopher Columbus landing in the New World) • Timeline Card 2 (A Pilgrim man) • Timeline Card 3 (The Boston Tea Party) • Timeline Card 4 (Paul Revere’s ride warning of the British attack) • Timeline Card 5 (The Declaration of Independence) • Timeline Card 6 (Thomas Jefferson) • Timeline Card 7 (George Washington) • Timeline Card 8 (The U.S. Constitution) • Timeline Card 9 (James Madison) • Timeline Card 10 (Pioneers moving west) **Note:** Timeline Cards 11–17 are described in the lessons in which they are addressed. • Now show Timeline Cards 19 and 20. Explain that these images show another period of American history that students have studied earlier this year in Knowledge. If students do not immediately recognize the images, point out that these men were involved in the Civil War: Abraham Lincoln, the president during the Civil War; Robert. E. Lee, a military leader for the Confederacy (the South); and Ulysses S. Grant, a military leader for the Union (the North). • Tell students that you are going to place these cards at the end of this particular timeline, and then tape the cards to the timeline. • Timeline Card 19 (Abraham Lincoln) • Timeline Card 20 (Grant and Lee sign documents to end the U.S. Civil War) • Close the lesson by pointing out that the timeline shows a series of events in early American history. Point to the blank area of the timeline in which no cards are taped, and ask if students can guess what events will be placed here. *(War of 1812 events)* • Note that the War of 1812 occurred before the Civil War. Explain that as students read each chapter about the War of 1812, they will add more cards to this blank space in the timeline. Exit Pass: Describe a Timeline Have students write a quick description of how a timeline can help you understand what you’ve read. Lesson 3: Spelling Alternatives Foundational Skills Primary Focus: Students will read words with /e/ > ‘ea’ and will complete fill-in-the-blank sentences with words featuring /e/ > ‘ea’. **TEKS 2.2.B.iii** INTRODUCE /E/ > ‘EA’ (30 MIN.) • Turn to page 3 of the Vowel Code Flip Book. | Vowel Code Flip Book | Individual Code Chart | |----------------------|-----------------------| | 1. ‘ea’ > /e/ (head) page 3 | 1. ‘ea’ > /e/ (head) page 7 | • Tell students that today they will work with words that include the spelling ‘ea’. • Point to the /ee/ Spelling Tree and remind students that they have already learned that the ‘ea’ spelling can stand for /ee/, as in eagle, beast, mean, easy, scream, and Easter. Have students read existing ‘ea’ words on the /ee/ Spelling Tree and/or suggest new words with ‘ea’ spelling sounded /ee/. *(Answers may vary.)* • Explain that today students will learn a new sound that ‘ea’ can represent: the ‘ea’ spelling for /e/. • Remind students that they have already learned many words in which the spelling ‘e’ is /e/, as in pet, get, and set. • Turn to page 3 of the Vowel Code Flip Book, and put the Spelling Card on the appropriate space. Discuss the power bar. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Tell students that today’s letter-sound correspondence can be found on page 7 of the Individual Code Chart. Hand out the green markers. Have students turn to page 7 of the Individual Code Chart. Guide students in outlining the appropriate card on the chart. Shuffle the prepared leaves with the ‘ea’ spellings. Hold up a leaf you prepared, and call on a student to read the word and identify the spelling for /e/. Have the student tape the leaf to the appropriate branch. Have students look at the Individual Code Chart. Ask students which of the spellings they have learned for /e/ has the longest power bar. (‘e’) Explain that ‘e’ is used more than ‘ea’ as a spelling for /e/ in words. Digital Component 3.1 Ask students to turn to Activity Page 3.1 while you display the digital version. Have students read the words in the box together as a class. Complete the activity page as a teacher-guided activity. Activity Page 3.1: Fill in the Blank Collect and review Activity Page 3.1. Students who did not correctly use words with /e/ > ‘ea’ may benefit from additional practice at a later time. Take-Home Material FICTION OR NONFICTION? Have students take home Activity Page 3.2 to complete. Lesson 3: Foundational Skills Remediation Additional Support DECODABLE WORDS, SENTENCES, AND PHRASES • Use the following lists of words, sentences, and phrases to extend your lessons. Decodable Words 1. head 2. read 3. instead 4. death 5. dead 6. weather 7. steady 8. lead 9. spread 10. health 11. meant 12. dread 13. bread 14. breath 15. wealth 16. feather 17. heaven 18. leather Decodable Homophones 1. led—lead 2. red—read 3. whether—weather Sentences and Phrases 1. under the weather 2. dead ringer 3. head over heels 4. hit the nail on the head 5. lost his head 6. Spread the peanut butter on bread. 7. He placed the hat on his head. 8. This is good weather for a picnic! 9. I need a loaf of bread. 10. The sun is making me sweat. 11. It’s so cold that I can see my breath. 12. feather in your cap 13. in over my head 14. share the wealth Wiggle Cards 1. Tap your head. 2. Spread your arms. 3. Take a deep breath. 4. Pretend to knead bread. 5. Act like you are sweating. Chain 1. threat > thread > bread > dread > read > head > lead > dead > deaf > death MORE HELP WITH THE /E/ SOUND AND ITS SPELLINGS Word Block • Make one copy of the game board (Activity Page TR 3.1) for each pair of students. • Make copies of the template word cards (Activity Page TR 3.2) and create two sets of cards with the following words written on one or both sides: | 1. breakfast | 11. spread | 21. death | |--------------|------------|----------| | 2. bread | 12. sweat | 22. breath | | 3. dead | 13. sweater | 23. heaven | | 4. lead | 14. thread | 24. read | | 5. head | 15. instead | 25. threat | | 6. health | 16. tread | 26. pencil | | 7. dread | 17. steady | 27. mention | | 8. deaf | 18. leather | 28. pebble | | 9. meant | 19. feather | 29. elbow | | 10. wealth | 20. weather | 30. lemon | • Have students take turns drawing a card from the pile and then reading the word on the card. If the student correctly reads the card, they may place it in any square on the grid. • The object of the game is to try to get five cards in a straight line (horizontally or vertically) before the other player. Students can use their cards to block an opponent from getting five in a row, as well as to try to get five of their own cards in a row. **Code Knowledge** Before today’s lesson: If students read 1,000 words in a trade book, on average 860–927 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 860–933 of those words would be completely decodable. The spelling ‘ea’ can be pronounced /ee/ as in *meat* or /e/ as in *head*. READING Informational Text PRIMARY FOCUS OF LESSON Reading Students will listen to the Read-Aloud “America in 1812, Part I,” will answer literal and inferential questions about key details in the text, and will identify details about the history of the United States after the Revolutionary War based on information in the Read-Aloud. **TEKS 2.6.F; TEKS 2.7.C** Foundational Skills Students will read words featuring /e/ > ‘ea’: **TEKS 2.2.B.iii** FORMATIVE ASSESSMENT Observation Discussion Question “America in 1812, Part I” **TEKS 2.6.F** **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Read-Aloud | Whole Group | 40 min. | The War of 1812 Flip Book (from the Knowledge Strand) | | Read Aloud “America in 1812, Part I” | | | | | **Foundational Skills** | | | | | Baseball Game (Phonics) | Whole Group | 20 min. | prepared word cards | ADVANCE PREPARATION Note to Teacher During the Knowledge portion of this program, you are helping students build a broad foundation of general knowledge. The nonfiction Read-Aloud in today’s lesson is one that students heard earlier in Grade 2 during the domain *The War of 1812*. The Read-Aloud will be used to provide context for the unit Reader, *The War of 1812*, as well as provide another opportunity for you to model for students how to read nonfiction. It is also recommended that you use the Flip Book for *The War of 1812* domain to show the images to students as you share the Read-Aloud. Reading • Make a copy of the blank Discussion Questions Observation Record provided in Teacher Resources. In lessons in which discussion questions are included about a particular chapter, be sure to call on a different student to answer each question. Make notes about each student’s response in the Discussion Questions Observation Record. Foundational Skills • Gather word cards from Lesson 1 (i.e., spelling cards and cards with ‘ph’), and prepare the following word cards for the Baseball Game: 1. head 9. thread 2. read 10. bread 3. instead 11. dread 4. death 12. sweat 5. dead 13. breath 6. weather 14. wealth 7. feat 15. weather 8. threat 16. sweater • Draw a baseball diamond on the board/chart paper. Lesson 4: “America in 1812, Part I” Reading Primary Focus: Students will listen to the Read-Aloud “America in 1812, Part I,” will answer literal and inferential questions about key details in the text, and will identify details about the history of the United States after the Revolutionary War based on information in the Read-Aloud. TEKS 2.6.F; TEKS 2.7.C INTRODUCE THE READ-ALOUD (5 MIN.) • Direct students’ attention to the timeline that you created together in Lesson 3. • Discuss the timeline events as a class. Point out that many events are missing in the middle of the timeline. • Tell students that you will share a Read-Aloud that students heard earlier in Grade 2 Knowledge to help them remember what was happening in the United States before the War of 1812. • Tell students that the Read-Aloud you are going to share is “America in 1812, Part I.” READ ALOUD “AMERICA IN 1812, PART I” (35 MIN.) • Read aloud the following excerpts from the Grade 2 Knowledge domain The War of 1812. Be sure to stop at the Checks for Understanding to gauge students’ comprehension of the text. “America in 1812, Part I” Show Image 1A-1: Colonists in the colonies From 1775 to 1783 America fought Great Britain for independence. This conflict was called the Revolutionary War. Against all odds, America won! What had been the thirteen original colonies officially became the United States of America. After gaining independence, the American people did not want kings or queens governing them anymore. Americans wanted to create a new kind of government. They wanted to be able to elect individuals to represent the people and act with their best interests in mind. They wanted a government that was “by the people, for the people.” TEKS 2.6.F Make inferences and use evidence to support understanding; TEKS 2.7.C Use text evidence to support an appropriate response. Show Image 1A-2: The Constitutional Convention To help create the new form of government, several elected leaders met in Philadelphia in May and June of 1787. Some leaders who could not attend, such as Thomas Jefferson and John Adams, wrote down their ideas. Together this group of leaders became known as “the Founding Fathers.” The Founding Fathers’ ideas all came together in a document called the U.S. Constitution. Show Image 1A-3: The Constitution The Constitution became the framework for the American government. A man named James Madison had a clear vision of how the United States should govern itself. James Madison is known as “the Father of the Constitution” because he put all of the ideas together by writing the Constitution with the help of George Washington and others. He also became the fourth president of the United States. Check for Understanding **Literal.** What’s the name of the document that became the framework for the American government? » the Constitution **Literal.** Who is the Father of the Constitution? » James Madison Show Image 1A-4: Map of America in 1805 For many years after the Revolutionary War, the United States grew larger and wealthier. New states, such as Vermont, Kentucky, Tennessee, Ohio, and Louisiana, were added. New territories were also settled. In 1803, President Thomas Jefferson purchased the Louisiana Territory from France. This purchase more than doubled the size of the United States. Check for Understanding Literal. What was the name of the area of land the United States purchased from France? » the Louisiana Territory; the Louisiana Purchase Show Image 1A-5: England and France fighting Meanwhile, across the Atlantic, France and Britain went to war against each other. This series of wars became known as the Napoleonic [ˌne*poe*lee*on*ik/] Wars, named after the French leader at the time, Napoleon Bonaparte. Napoleon Bonaparte wanted to make France the most powerful nation in the world. Britain was determined to stop him. The United States considered both France and Great Britain to be its friends. It did not want to get involved in these costly and destructive wars. Even though the Napoleonic Wars were being fought all the way across the Atlantic Ocean, they greatly affected the United States. Much of the United States’ growth during this time depended upon trade with France and Great Britain. Britain and France had many merchant, or trading, ships. These ships sailed across the Atlantic to trade goods with the United States, Canada, and with many of the British- and French-owned islands in the Caribbean. For example, the United States sent flour and tobacco to France and Great Britain. Great Britain and France received sugar and coffee or cocoa from other countries. Both countries wanted to stop the other from trading with the United States. They each also tried to prevent the other from getting money and supplies. They also did not want the United States to choose sides. To keep the French from trading with the United States, the British blockaded, or blocked, several U.S. ports. They also blocked several important ports in Europe. This seriously hurt U.S. trade. France and Britain both had large naval fleets positioned in the Atlantic Ocean to attack each other’s ships. To make matters worse, the British and the French began to seize, or capture, American ships loaded with valuable cargo. It became almost impossible to safely transport goods from the United States to foreign ports. It was also more and more difficult for Americans to receive much-needed goods. Merchant ships weren’t the only ships in the sea! The United States and Great Britain also had naval ships. Life in the British navy was not easy. Conditions on their naval ships were terrible, and punishments were harsh. Because of this, the British navy had a hard time finding men who wanted to be sailors. To get more sailors, the British began to capture men from other countries’ ships and force them to join the British navy. Sometimes these sailors were British deserters. However, more times than not, the sailors who were seized weren’t even British. But that did not stop the British from doing it. They even seized many U.S. sailors. This practice of forcing men into the British navy was called *impressment*. **Show Image 1A-9: Naval ship USS President** The impressment of U.S. citizens upset the American people and the U.S. government. As time went on, the United States found that it was losing more and more valuable cargo, sailors, money, and even ships. They demanded that the British stop impressing American sailors. But the British refused. **Wrap-Up** • Tell students you will give them a Think-Pair-Share question. They should think about the question, and then turn to a neighbor and discuss the question. • Tell them that you will then call on several students to share what was discussed. **Discussion Question for “America in 1812, Part I”** 1. **Inferential.** *Think-Pair-Share.* What did the British do that angered the United States? Use evidence from the text to support your answer. » The British were stopping U.S. ships, stealing their cargo, and capturing, or impressing, U.S. sailors. They also blockaded U.S. ports. Lesson 4: /e/ > ‘ea’ Foundational Skills Primary Focus: Students will read words featuring /e/ > ‘ea’. TEKS 2.2.B.iii BASEBALL GAME • Shuffle all the cards that you have prepared (spelling word cards from Lesson 1, ‘ph’ word cards from Lesson 1, and cards from Advance Preparation in this lesson). • Divide the class into two teams, having one team at a time come to the front of the room and line up in front of the board/chart paper. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) • Each team takes a “turn at bat” as follows: ◦ Set a timer for ten minutes, and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, but so is speed in reading words quickly. The more turns that players have to read words, the more likely their team is to score runs. ◦ Pick a card from the pile, and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of his team’s line, while the next player comes forward to read the next card. If they read the word correctly, draw a line from first to second base. Play continues this way. ◦ If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. ◦ Play continues for this team so long as no words are misread; when a word is misread, the next team takes its turn at bat. TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Lesson 4: Foundational Skills Remediation Additional Support MORE HELP WITH THE /E/ SOUND AND ITS SPELLINGS Practice Sentences for /e/ > ‘ea’ • Give each student a copy of Activity Page TR 4.1. • Read aloud the sentences with students. Together, identify the words with the /e/ sound. Have students underline those words. • Then, have students identify and circle the letter(s) that make the /e/ sound in those words. • Next, have students make a list of all the words they underlined at the bottom of the page, or on another piece of paper. Have students read the words aloud. Race to the Top • Copy the following words onto individual index cards: 1. breakfast 2. bread 3. dead 4. lead 5. head 6. health 7. dread 8. deaf 9. meant 10. wealth 11. spread 12. sweat 13. sweater 14. thread 15. instead 16. tread 17. steady 18. leather 19. feather 20. weather 21. death 22. breath 23. heaven 24. read 25. threat 26. pencil 27. mention 28. pebble 29. elbow 30. lemon • Make one copy of the game templates for each pair of players (Activity Pages TR 4.2, TR 4.3). Provide a small token for each student to use as a marker. • Each student gets his or her own ladder and a set of word cards. Students flip over a card and if they read the word correctly, they can move their marker up a space; if they misread a word, they fall down a rung. First one who gets to the top of the ladder wins. Spelling Assessment PRIMARY FOCUS OF LESSON Language Students will spell multisyllabic words with multiple sound-spelling patterns featuring /n/ > ‘n’, /rr/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’ and will write three of the words in alphabetical order. TEKS 2.2.C.iv; TEKS 2.2.D Reading Students will read “Trouble with the British” with purpose and understanding, will recognize the central idea and supporting evidence, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer multiple-choice questions about key details in the text. TEKS 2.6.G; TEKS 2.9.D.i; TEKS 2.9.D.ii FORMATIVE ASSESSMENT Activity Page 5.1 Spelling Assessment TEKS 2.2.C.iv; TEKS 2.2.D Activity Page 5.2 Chapter Questions “Trouble with the British” TEKS 2.6.G; TEKS 2.9.D.i TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.9.D Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (ii) features and graphics to locate and gain information. | Language (Spelling) | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Spelling Assessment | Whole Group| 30 min.| Activity Page 5.1 | | Reading | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Introduce the Chapter | Whole Group| 30 min.| The War of 1812, board/chart paper, Activity Page 5.2 | | Read “Trouble with the British” | | | | ADVANCE PREPARATION Language • Be sure to erase the spelling table from the board and/or turn the table over so students cannot refer to it during the assessment. Reading • Be prepared to take notes as students read the chapter, using the board/chart paper, or another appropriate medium. Universal Access • Identify which students may benefit from reading page spreads in the Reader with a partner or in a small group with you during the reading lesson. Lesson 5: Spelling Language Primary Focus: Students will spell multisyllabic words with multiple sound-spelling patterns featuring /n/ > ‘n’, /r/ > ‘wr’ and ‘r’, /w/ > ‘w’ and ‘wh’, /j/ > ‘g’ and ‘j’, and /f/ > ‘f’, ‘ff’, and ‘ph’ and will write three of the words in alphabetical order. TEKS 2.2.C.iv; TEKS 2.2.D Spelling Assessment Have students turn to Activity Page 5.1. Read the first spelling word aloud, use it in a sentence, and then read the word once more, allowing students time to write the word. Repeat this procedure with each of the remaining words. 1. traffic 2. noise 3. finish 4. night 5. graph 6. kneel 7. dolphin 8. wrinkle 9. photo 10. ripple 11. margin 12. ferret 13. gentle 14. whistle 15. ginger 16. window 17. jolly 18. western 19. jungle Tricky Word: Britain Direct students’ attention to the lines on the back of the activity page. Tell students to write the sentence “The United States went to war against Great Britain.” Slowly repeat this sentence twice. At the end, go back through the list and read each spelling word one more time. After all the words have been called out, tell students you will now show them the correct spelling for each word so they may correct their own work. TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words. • Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. • Continue through all the words and then onto the sentence. • Circle the following words on the board/chart paper. Ask students to write the words in alphabetical order on the back of the activity page. 1. window 2. whistle 3. western • After students have finished, write the three words in alphabetical order for students to correct their papers. 1. western 2. whistle 3. window Activity Page 5.1: Spelling Assessment Collect Activity Page 5.1. At a later time, use the spelling analysis chart and directions provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. Lesson 5: “Trouble with the British” Reading Primary Focus: Students will read “Trouble with the British” with purpose and understanding, will recognize the central idea and supporting evidence, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer multiple-choice questions about key details in the text. **TEKS 2.6.G; TEKS 2.9.D.i; TEKS 2.9.D.ii** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “Trouble with the British.” - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Tricky Words - You may wish to preview the following Tricky Words before reading the chapter: - **Great Britain**—Students might expect to pronounce *Great* as /g/ /r/ /ee/ /t/ or even /g/ /r/ /e/ /t/, but the ‘ea’ is pronounced /æ/: /g/ /r/ /æ/ /t/. They may think that *Britain* is pronounced /b/ /r/ /i/ /t/ /æ/ /n/. However, the correct pronunciation is /b/ /r/ /i/ /t/ /ɛ/ /n/. - **Europe**—Students might expect to pronounce *Europe* /e/ /er/ /œ/ /p/. However, the correct pronunciation is /y/ /er/ /ɛ/ /p/. - **native**—Students might expect to pronounce *native* as /n/ /a/ /t/ /ie/ /v/, but it is pronounced /n/ /æ/ /t/ /i/ /v/. - **Americans**—Students might expect to pronounce *Americans* as /a/ /m/ /er/ /i/ /k/ /a/ /n/ /s/, but it is pronounced /æ/ /m/ /æ/ /r/ /i/ /k/ /ɛ/ /n/ /z/. - **war**—Students might expect to pronounce *war* as /w/ /ar/ or /w/ /er/. However, the correct pronunciation is /w/ /ɔr/. - **signature**—Students might expect to pronounce *signature* as /s/ /i/ /g/ /n/ /a/ /t/ /er/. However, the correct pronunciation is /s/ /i/ /g/ /n/ /ɛ/ /ch/ /er/. **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.9.D** Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (ii) features and graphics to locate and gain information. Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where each word first appears in “Trouble with the British” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **British—n.**, people who are from Great Britain (12) **U.S. Congress—n.**, the people elected to make laws for the United States (12) **declare war—v.**, to officially say that one country will start a war with another country (declaring war) (12) **trader—n.**, someone who exchanges something to get something in return (traders, traded, trading, trade) (16) **army—n.**, a group of soldiers trained to fight on land (18) **navy—n.**, a group of soldiers trained to fight battles at sea on board ships (18) **impressment—n.**, the state of being forced to serve in the British Navy (impressed) (18) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | British | trader | | | | U.S. Congress | army | | | | impressment | navy | | | Multiple-Meaning Core Vocabulary Words | | | | | Sayings and Phrases | declare war | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand and segment the word. Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. Brit | ish 2. U.S. Con | gress 3. de | clare war 4. tra | der 5. ar | my 6. na | vy 7. im | press | ment **READ “TROUBLE WITH THE BRITISH” (20 MIN.)** **Guided Reading Supports and Purpose for Reading** **Note:** It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so that the misunderstandings do not compound over time. You will introduce a new practice with this chapter as you model taking notes on the board/chart paper after students read and discuss each set of pages. Point out that many people find it helpful to make notes of important information when they read nonfiction. - Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding. - Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. - Remind students that the glossary is at the end of the Reader. Point out that all of the vocabulary words for the entire Reader are listed here in one alphabetical list. To find the bolded vocabulary words for this chapter, **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance. students will need to look down the list and use their skills in alphabetizing. As an example, the first vocabulary word for this chapter is *British*. • Also point out that some words in the glossary have a word in parentheses at the end of the definition. Note for students that the word in parentheses is another form of the vocabulary word that appears in the Reader. For example, the words *declare war* and another form of it, *declaring war*, appear in the same chapter together. In other cases, the word in parentheses appears in the chapter but the vocabulary word does not, so students will have to look closely to see which form of the word appears as they read. • Have students look at the words in the glossary that begin with the letter ‘d’ and find the words *declare war*. The glossary can be used at any time to help remind students of the meanings of new words. Encourage them to refer to it when they are reading silently. **Pages 12 and 13** • Read the title of the chapter together as a class, “Trouble with the British.” • Call students’ attention to the image of James Madison on page 13. • Have students read the caption on page 13, and point out that it describes the image. • Tell students to always read captions to gain information. • Introduce the words *British*, *U.S. Congress*, and *declare war* as vocabulary words. • Note for students that *U.S.* is an abbreviation for *United States*. They will see this abbreviation throughout the Reader. --- **Check for Understanding** Ask students, “Where in the Reader could we find the definition of *British* quickly?” (the glossary) • Ask students to turn to the glossary and locate words that begin with the letter ‘b’. Have them find the word *British*, and call on one student to read the definition. • Redirect students’ attention to page 12. Have them locate the word *British* on page 12. • Have students look up the words *U.S. Congress* in the glossary and read the definition together as a class. • Have students look up the words *declare war* in the glossary, and read the definition together as a class. Point out that the words *declaring war* are listed in parentheses at the end of the definition, indicating that students will come across this form of the expression in the same chapter as *declare war*. • Read [page 12](#) aloud as students follow along, asking them to listen for the answer to the question: “What did Madison have to do?” • After reading aloud the page, restate the question and ask students to answer. (*Madison had to decide what to do: ask the U.S. Congress to declare war, or try to keep the peace.*) Make sure students support their answer with evidence from the text. Record the answer on the board/chart paper, pointing out that you are making notes to help you remember the important information in the chapter. **Pages 14 and 15** • Tell students to read the first paragraph on [page 14](#) to themselves to find the answer to the question: “What two countries in Europe were at war?” • When students have finished reading, restate the question and ask students to answer. (*Britain and France*) Record the answer on the board/chart paper. • Tell students to read the second paragraph on [page 14](#) to themselves to find the answer to the question: “Who led the French and what was he like?” • When students have finished reading, restate the question and ask students to answer. (*Napoleon led the French and he was a brave leader.*) • Direct students’ attention to the image on [page 15](#), and read the caption aloud as a class. **Pages 16 and 17** • Have students look in the glossary for the word *trader*, and read the definition together as a class. Note the plural form of the word at the end of the definition (*traders*), and tell students they will see this form of the word in the chapter instead of *trader*. Note for students that *trader* and *traders* are both nouns. Also note that students will see the verb forms of the word in this chapter: *traded*, *trading*, and *trade*. • Call on one student to read aloud the first two paragraphs on [page 16](#), asking students to listen for the answer to the question: “What did most Americans think about this big war at first?” • After the student finishes reading aloud, restate the question and ask students to answer. (*Most Americans did not care to get involved.*) Record the answer on the board/chart paper. • Tell students to read the last two paragraphs on page 16 to themselves. Give students time to read. • When students have finished reading, ask, “Who did the Americans have problems with?” (*both the French and the British*) Record the answer on the board/chart paper. • Direct students’ attention to the image and caption on page 17, and call on one student to read the caption aloud. **Pages 18 and 19** • Have students look in the glossary for the words *army* and *navy*, and read the definitions together as a class. • Have students look in the glossary for the word *impressment*, and read the definition aloud to them. Note for students that *impressed* is another form of the word that appears in this chapter. • Tell students, “I wonder why the British needed all the men they could get. Let’s read the first two paragraphs on page 18 to find out.” • When students have finished reading, restate the question and ask students to answer. (*They needed all the men they could get because some people quit the navy and others ran away. They needed men so they could defeat the French.*) Record the answer on the board/chart paper. • Call on one student to read aloud the last paragraph on page 18. • Ask, “Why were Americans angry about what the British did?” (*They were angry because sometimes the British weren’t careful and grabbed Americans.*) Record the answer on the board/chart paper. • Read the caption on page 19 aloud as a class, and have students look at the image. **Pages 20 and 21** • Tell students to read the first two paragraphs on page 20 to find the answer to the question: “What did Americans do as the country grew?” • When students have finished reading, restate the question and ask students to answer. (*Americans went west and set up farms.*) Record the answer on the board/chart paper. • Ask, “Why was this a problem?” (There were already people living there.) • Say, “I wonder which people were already living there. Let’s read the rest of page 20 to find out.” Give students time to read the remaining two paragraphs. • When students have finished reading, restate the question and ask students to answer. (Native Americans were already living there.) Record the answer on the board/chart paper. • Ask, “How did Native Americans respond to settlers moving onto land where they lived?” (Native Americans did not like this. There were many fights between settlers and Native Americans.) Record the answer on the board/chart paper. • Discuss the image on page 21, and read the caption aloud as a class. Pages 22 and 23 • Read aloud the first two paragraphs of page 22 as a class. • Ask, “Why did people in the United States feel they needed to fight back?” (They said the British were helping Native Americans attack American settlers.) Record the answer on the board/chart paper. • Tell students to read the remaining paragraph on page 22 to find the answer to the question: “What were reasons for not declaring war?” • When students have finished reading, restate the question and ask students to answer. (A war causes death, wrecks towns, and costs a lot of money. Plus, Americans felt that the British would not be easy to defeat.) Record the answer on the board/chart paper. • Direct students’ attention to the image on page 23, and call on one student to read aloud the caption. Wrap-Up • Direct students’ attention to the notes you recorded while reading. Read the notes aloud as a class. • Ask students if there is additional information that should be added to the notes. • Tell students that even though Americans were angry with the British, there were good reasons not to go to war, which students read about. Note: Keep the notes on display for use in the next lesson. • Have students complete Activity Page 5.2 as a teacher-guided activity, or if you feel students are ready, have them complete it independently. Activity Page 5.2: Chapter Questions Collect and review Activity Page 5.2. Students who did not get these questions correct may benefit from reviewing how to look back in the text to find the answer to a question. Lesson 5: Foundational Skills Remediation Additional Support MORE HELP WITH SPELLING ALTERNATIVES Practice Sentences for /f/ > ‘ph’ • Make one copy of **Activity Page TR 5.1** for each student. • Read aloud the sentences one at a time. • Tell students to underline the words that have the /f/ sound in them. • When finished, allow students to work with a partner to identify the spellings that are making the /f/ sound, and then review the spellings together. Crazy Eights • Make word cards (**Activity Page TR 5.2**) for each student by copying the template several times on different colors of paper. • Give each player five cards to start. Put the rest of the deck in the middle and flip the top card over next to the deck. This faceup card becomes the discard pile. • Taking turns, each student can either play a card that is the same color or that starts with the same letter as the card at the top of the discard pile. To be able to play a card, a student must correctly read the card or they lose their turn. • If a student does not have a card that is either the same color or that starts with the same letter as the top card of the discard pile, then they can draw from the deck. If there are no more cards left in the deck, shuffle the discard pile and that becomes the new deck. • The first student to run out of cards is the winner. READING Informational Text PRIMARY FOCUS OF LESSON Reading Students will reread “Trouble with the British” in pairs with purpose and understanding and will answer written multiple-choice questions about key details in the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.7.C** Foundational Skills Students will read and sort words with the tricky spelling ‘ea’ > /ee/ or /e/. **TEKS 2.2.B.iii** Language (Spelling) Students will read and alphabetize words featuring r-controlled vowel patterns and will use the words in oral sentences. **TEKS 2.2.B.iii; TEKS 2.2.D** FORMATIVE ASSESSMENT Observation **Anecdotal Reading Record** “Trouble with the British” **TEKS 2.4** Activity Page 6.1 **Chapter Questions** “Trouble with the British” **TEKS 2.6.G; TEKS 2.7.C** TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Whole Group | 5 min. | The War of 1812 Activity Page 6.1 | | Reread “Trouble with the British” | Partner | 25 min. | | | **Foundational Skills**| | | | | Review Tricky Spelling ‘ea’ (Phonics) | Whole Group | 10 min. | board prepared word cards tape Tricky Spelling ‘ea’ (Digital Components) | | **Language (Spelling)**| | | | | Introduce Spelling Words | Whole Group | 20 min. | prepared word cards Activity Page 6.2 | | **Take-Home Material** | | | | | Family Letter; “Trouble with the British”; Alphabetize Words; The War of 1812 Glossary | | | Activity Pages 6.2–6.4, PP.21 | ADVANCE PREPARATION Reading • Have your notes from the previous lesson on Chapter 1, “Trouble with the British,” on display. • Plan how you will pair students for partner reading. • Make a copy of the blank Anecdotal Reading Record provided in Teacher Resources. Over the course of the week, be sure to listen to each student read at least once and note student performance in the Anecdotal Reading Record. Foundational Skills Digital Component 6.1 • Copy the graphic for the spelling ‘ea’ (Digital Component 6.1) on the board/chart paper for Review Tricky Spelling ‘ea’, or prepare to use the digital version. • Copy the following words onto individual index cards for Review Tricky Spelling ‘ea’. 1. meat 12. beam 23. each 34. threat 2. leave 13. beaver 24. easy 35. deaf 3. flea 14. leaf 25. bread 36. feather 4. feast 15. neat 26. breakfast 37. health 5. peach 16. reach 27. breath 38. heaven 6. beach 17. east 28. dead 39. spread 7. bead 18. cheap 29. weather 40. ready 8. beak 19. clean 30. jealous 41. sweat 9. beat 20. cream 31. weapon 42. sweater 10. heat 21. deal 32. tread 43. leather 11. heal 22. dream 33. thread 44. meadow Language • Write this week’s spelling words on index cards, and have paper clips handy for folding the cards. Universal Access • Prepare laminated sentences strips with the alphabet on them for students to reference as they alphabetize the spelling words. Lesson 6: “Trouble with the British” Reading Primary Focus: Students will reread “Trouble with the British” in pairs with purpose and understanding and will answer written multiple-choice questions about key details in the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.7.C** REVIEW THE CHAPTER (5 MIN.) - Tell students that today they will reread Chapter 1, “Trouble with the British” with a partner. - Direct students’ attention to the notes you recorded during the previous lesson. Read through the notes with students to review what they read during the previous lesson. - Take the time to answer any questions that students may have about the chapter. REREAD “TROUBLE WITH THE BRITISH” (25 MIN.) - Assign partners. - Ask students to read the chapter with their partner, taking turns reading each page. Students may ask their partners questions about the chapter and discuss what they read. - Tell students that when they finish reading, they should complete Activity Page 6.1. Observation: Anecdotal Reading Record As you listen to students read “Trouble with the British,” make notes regarding their individual reading ability in the Anecdotal Reading Record. Wrap-Up - When students have finished reading and completing Activity Page 6.1, call them back together as a class. **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response. • Review Activity Page 6.1 as a class to promote discussion of the chapter. **Note:** Keep the notes on “Trouble with the British” for use in writing lessons at the end of the unit. --- **Activity Page 6.1: Chapter Questions** Collect and review Activity Page 6.1. Students who did not correctly answer the questions may need to reread the chapter and practice looking back in the text to find the answer to questions. --- **Lesson 6: ‘ea’ > /ee/ or /e/** **Foundational Skills** **Primary Focus:** Students will read and sort words with the tricky spelling ‘ea’ > /ee/ or /e/. **TEKS 2.2.B.iii** **REVIEW TRICKY SPELLING ‘EA’** • Remind students that earlier in this unit, they learned a new sound for the ‘ea’ spelling, /e/ as in *head*. • Direct students’ attention to the chart you prepared advance. Note the two headers showing the different sounds for the spelling ‘ea’, a tricky spelling that can represent either the /ee/ or /e/ sound. **Digital Component 6.1** ![Diagram](image) 1. /ee/ 2. /e/ • Shuffle and then flash the cards you prepared in advance one at a time to students, having them read the cards aloud as a group. **Support** Have students work with a partner or in a small group to read each word card and tape it under the correct header. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Distribute the cards to students. Have each student or small group read the card(s) to the class and tape it under the correct header. Lesson 6: Spelling Words Primary Focus: Students will read and alphabetize words featuring r-controlled vowel patterns and will use the words in oral sentences. **TEKS 2.2.B.iii; TEKS 2.2.D** INTRODUCE SPELLING WORDS • Tell students that this week’s spelling words all include r-controlled vowels. Write the following spellings on the board/chart paper as columns and review the sound associated with each spelling: ‘ar’, ‘er’, ‘or’, ‘ir’, and ‘ur’. 1. after 2. barber 3. camera 4. difference 5. birthday 6. swirling 7. thirteen 8. chirping 9. burden 10. furnace 11. hamburger 12. turtle 13. marker 14. parcel 15. ramparts 16. safari 17. informer 18. organize 19. perform **Tricky Word:** war • Using the cards you prepared in advance, introduce each spelling word by asking students to read the word on the index card, and to indicate the r-controlled spelling in the word and the sound it stands for and into which column it should be taped on the board/chart paper. (Some words apply to more than one r-controlled spelling, so you will need to write those words in their second columns. Those words are in parentheses in the sorted chart.) **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Ask students to use each word orally in a sentence to make sure they understand the meaning of each word. | ‘ar’ | ‘er’ | ‘or’ | ‘ir’ | ‘ur’ | |----------|------------|--------------|-------------|-----------| | barber | after | (informer) | birthday | burden | | marker | (barber) | organize | swirling | furnace | | parcel | camera | (perform) | thirteen | (hamburger) | | ramparts | difference | | chirping | turtle | | safari | hamburger | | | | | war | (marker) | | | | | | informer | | | | | | perform | | | | • Introduce the Tricky Word *war*, explaining that this word has the spelling ‘ar’ but the letters ‘ar’ do not make the sound /ar/. Instead, they make the sound /or/. Tape the word in the column for ‘ar’. • Tell students that you will now rearrange the words and put them in alphabetical order. Fold over the cards and paper clip them so that just the first letter shows. • Ask: “Do you see any words that begin with ‘a’? Yes, I have two words that begin with ‘a.’ I will fold the cards over so I can see the second letter just like we did last week. Now I see that ‘c’ comes before ‘f’, so I will put *acorn* first, followed by *after*.” • Continue in this way through the cards. • Unfold the cards and read the words aloud with students. • Tell students that the words are now in alphabetical order. **Support** Provide students with a laminated sentence strip with the alphabet on it. Have them use a dry-erase marker to mark through the letters of the alphabet as they work through the list of spelling words. 1. after 2. barber 3. birthday 4. burden 5. camera 6. chirping 7. difference 8. furnace 9. hamburger 10. informer 11. marker 12. organize 13. parcel 14. perform 15. ramparts 16. safari 17. swirling 18. thirteen 19. turtle 20. war • Tell students the words will remain on display until the assessment so they may refer to them during the week. • Tell students they will take home Activity Page 6.2 to share with a family member. Take-Home Material FAMILY LETTER; “TROUBLE WITH THE BRITISH”; ALPHABETIZE WORDS; THE WAR OF 1812 GLOSSARY • Have students take home Activity Page 6.2 to share with a family member, Activity Page 6.3 to read to a family member, Activity Page 6.4 to complete, and Activity Page PP.21 to use as a reference during this unit. Lesson 6: Foundational Skills Remediation Additional Support MORE HELP WITH TRICKY SPELLING ‘EA’ Circle the Spelling • Make a copy of Activity Page TR 6.1 for each student. • Explain that for each row, there is a word. Students must decide which sound ‘ea’ makes in the word, /e/ or /ee/. • Read the word for number 1. Ask students which sound ‘ea’ makes. Have them circle the example in the appropriate column. • Continue through the rest of the words in this manner. • Have students go back and read all the words with ‘ea’ > /e/. Then have students read all the words with ‘ea’ > /ee/. • Have students write two or more words that have ‘ea’ > /e/ and ‘ea’ > /ee/ at the bottom of the page, or on another piece of paper. MORE HELP WITH R-CONTROLLED VOWELS Over the Rainbow • Make a copy of the game board template (Activity Page TR 6.2) for each pair of students. • Make a copy of the Over the Rainbow cards (Activity Page TR 6.3) on card stock for each pair of students. Cut apart the cards. Shuffle and place the cards facedown in a stack. • To play, have each student take turns choosing a clue from the stack of cards. The student reads the first clue aloud. If the student reads the card, fills in the missing sound, or completes the task correctly, then they can move on the board to the next space, where they will choose the next clue. The first one to the pot of gold wins. READING AND GRAMMAR Informational Text and Adverbs PRIMARY FOCUS OF LESSON Reading Students will listen to the Read-Aloud “America in 1812, Part II” and will answer literal and inferential questions about key details in the text. **TEKS 2.6.F; TEKS 2.7.C** Language (Grammar) Students will learn that an adverb is a word that describes a verb and will identify adverbs, nouns, and verbs in oral sentences. **TEKS 2.11.D.v** Students will identify the meaning of and use words with affix -ly. **TEKS 2.3.C** FORMATIVE ASSESSMENT Observation Activity Page 7.1 Discussion Questions “America in 1812, Part II” **TEKS 2.6.F; TEKS 2.7.C** Verbs and Adverbs **TEKS 2.3.C; TEKS 2.11.D.v** **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.11.D.v** Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place; **TEKS 2.3.C** Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Read-Aloud | Whole Group | 30 min | The War of 1812 Flip Book (from the Knowledge Strand) | | Read Aloud “America in 1812, Part II” | | | | | **Language (Grammar)** | | | | | Introduce Adverbs | Whole Group | 30 min | Activity Page 7.1 | | | | | Activity Page 7.1 (Digital Components) | Reading • We recommend you use the Flip Book for *The War of 1812* domain to show the images to students as you share the Read-Aloud. Language Digital Component 7.1 • Create an enlarged version of Activity Page 7.1 (Digital Component 7.1) to display for Introduce Adverbs Lesson 7: “America in 1812, Part II” Reading Primary Focus: Students will listen to the Read-Aloud “America in 1812, Part II” and will answer literal and inferential questions about key details in the text. TEKS 2.6.F; TEKS 2.7.C INTRODUCE THE READ-ALOUD (5 MIN.) • Direct students’ attention to the timeline you created together in Lesson 3. • Briefly discuss the timeline events as a class. • Tell students that you will share another Read-Aloud that students heard earlier in Grade 2 Knowledge to help them remember what was happening in the United States before the War of 1812. • Tell students that the Read-Aloud you are going to share is “America in 1812, Part II.” READ ALOUD “AMERICA IN 1812, PART II” (25 MIN.) • Read aloud the following excerpts from the Grade 2 Knowledge domain The War of 1812. Be sure to stop at the Checks for Understanding to gauge students’ comprehension of the text. “America in 1812, Part II” Show Image 2A-1: George Washington, John Adams, Thomas Jefferson After the Revolutionary War, each of the first three presidents of the United States wanted the United States and Great Britain to be friends again. Even before the Napoleonic Wars began, George Washington had tried to establish a peaceful relationship with the British. Under his leadership, the United States and Great Britain signed a treaty called Jay’s Treaty. In this treaty, the British promised not to get involved or interfere with the United States’ business or activities. TEKS 2.6.F Make inferences and use evidence to support understanding; TEKS 2.7.C Use text evidence to support an appropriate response. Show Image 2A-2: Map of shipping trade routes During this time, one of the most common ways for two countries to maintain a good relationship was to trade with each other. The United States sent flour and tobacco and other goods to Great Britain. Great Britain sent tea and manufactured goods to America. When the Napoleonic Wars began in Europe, France and Great Britain became enemies. The United States was caught in the middle. The U.S. government really did not want to have to get involved. Merchants in New England relied on trade with Britain to run their businesses. France had helped America during the Revolutionary War. The United States wanted to keep that friendship, too. However, when U.S. ships, cargo, and sailors were being threatened—especially by the British—the United States could not ignore it. Check for Understanding Inferential. Why do you think the United States wanted to have good relations with Britain and France? » Answers may vary, but could include that as a young nation, with a small army and navy, they did not want to go to war. They also wanted to trade with both Britain and France. Show Image 2A-5: Map of United States/Canada/New Spain with flags You might think that what was happening at sea was enough to drive the United States to war with Great Britain. But, there were even more problems on American land. Even though Britain had lost the thirteen colonies to America, it still had control of land in the northern Great Lakes region, and the northwestern territories. Britain also controlled part of what is now Canada. The British had forts and outposts along the U.S. and Canadian border. Check for Understanding **Literal.** What areas of land in North America did Britain still control? » The northern Great Lakes region, the northwestern territories, and part of what is now Canada. --- **Show Image 2A-6: Settlers in wagons** Most Americans during this time were farmers. Many, many settlers were moving west in search of land to farm. Although the wagons were on American land, the U.S. government began to suspect that the British were interfering with Americans who were settling in the northern territories, especially in the Ohio River Valley and the Indiana Territory. They believed that Britain was using its outposts in Canada to help Native Americans who were fighting to defend their land from the settlers. --- Check for Understanding **Literal.** In 1812, what job did most Americans have? » In 1812, most Americans were farmers. --- **Show Image 2A-7: The Battle of Tippecanoe** In 1811, many Native Americans fought to remove settlers from their land in the Battle of Tippecanoe. The U.S. Army fought back. The American soldiers had reason to believe Native Americans received weapons from the British. The British denied it. They insisted that they were only trading with Native Americans—nothing more. Check for Understanding **Literal.** What did the U.S. government suspect Britain of doing? » arming Native Americans **Inferential.** Why do you think that Native Americans did not want settlers on their land? » Native Americans feared the settlers would take their land away from them. Wrap-Up • Tell students you will give them a Think-Pair-Share question. They should think about the question, and then turn to a neighbor and discuss the question. • Tell them that you will then call on several students to share what was discussed. **Discussion Question for “America in 1812, Part II”** 1. **Evaluative Think-Pair-Share.** Why do you think Native Americans and frontier settlers were in conflict with each other? Ask students to think about what Native Americans must have felt as they saw more and more settlers moving onto their land. » Answers may vary. Observation: Discussion Questions Call on a different student to answer each question in the Checks for Understanding. Note students’ names and performance in the Discussion Questions Observation Record, using the codes provided. Lesson 7: Grammar Language Primary Focus: Students will learn that an adverb is a word that describes a verb and will identify adverbs, nouns, and verbs in oral sentences. **TEKS 2.11.D.v** Students will identify the meaning of and use words with affix -ly. **TEKS 2.3.C** INTRODUCE ADVERBS **TEKS 2.3.C** - Remind students that they have learned three parts of speech: *nouns*, *adjectives*, and *verbs*. They have already learned that adjectives describe nouns. Explain that today they will learn about a new part of speech that describes or refers to verbs; it is called an *adverb*. - Write the word *adverb* on the board/chart paper. Have students repeat the word. - Explain that an adverb is a word that tells about the action of a verb or how something is done. It’s a word that can be used to describe a verb. An adverb describes how the action of a verb takes place. - Tell students that you are going to say some very short sentences. In each sentence, there will be one noun, one verb, and one adverb. For each sentence, have students identify the adverb, which is the word that describes the verb or how the action happens. - Read the following sentence: “Jim ran quickly.” Ask students which word tells more about the verb. (*quickly; How did Jim run? quickly*) - Once the word has been identified, explain that this is the adverb in the sentence. - Repeat these steps with the items in the following box. 1. Dad drove slowly. (*slowly*) 2. Snow melts fast. (*fast*) 3. Susan danced lightly. (*lightly*) 4. Daisies bloom brightly. (*brightly*) 5. Matt slept well. (*well*) 6. Chris whispered softly. (*softly*) 7. Coco shouted loudly. (*loudly*) **TEKS 2.11.D.v** Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place; **TEKS 2.3.C** Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion. Check for Understanding Ask students to think of a sentence that includes an adverb. Call on several students to share their sentences, asking them to identify the adverb and the verb it describes. - Point out that adverbs often follow the verbs they describe, but not always. Digital Component 7.1 - Have students turn to Activity Page 7.1 while you display the digital version. - Work with students to draw a triangle around the adverbs and a wiggly line under the verbs in each of the sentences on the front of the activity page. Then, have them draw an arrow from the adverb pointing to the verb the adverb modifies, or describes. - When students have finished the front of the activity page, ask them if they noticed what letters occur at the end of many adverbs. (‘ly’) Explain that adverbs often end in ‘ly’, but not always. - Have students turn to the back of the activity page. For each set of adverbs, have students pick an adverb and write a sentence that includes that adverb. Activity Page 7.1: Verbs and Adverbs Collect and review Activity Page 7.1. Students who did not correctly identify the adverbs and the verbs they describe may benefit from additional practice found in Additional Support. Lesson 7: Foundational Skills Remediation Additional Support MORE HELP WITH ADVERBS • Make copy of Activity Page TR 7.1 for each student. • Ask students what an adverb is. Remind them that an adverb often follows the verb it describes, but not always. • Have students read the first sentence. Ask them to identify the adverb. Then have them identify the verb it describes. • Have students draw a triangle around the adverb and a wiggly line under the verb. Then have them draw an arrow from the adverb pointing to the verb it describes. • Continue through the remaining sentences in this manner. • On the back of the activity page, have students work independently or with a partner to write two or three new sentences, identifying the adverbs and verbs appropriately. • Have students share their sentences aloud, identifying the adverbs and verbs. READING AND SPELLING ALTERNATIVES Informational Text and Introduce /er/ > ‘ar’, ‘or’ PRIMARY FOCUS OF LESSON Reading Students will read “The War Hawks” with purpose and understanding, will recognize the central idea and supporting evidence, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer oral questions about key details in the text. Foundational Skills Students will read words with /er/ > ‘ar’ and ‘or’ and will recognize and distinguish between words that use ‘ar’, ‘or’, or ‘er’ to represent the /er/ sound. Language (Grammar) Students will identify verbs and adverbs in oral sentences. FORMATIVE ASSESSMENT Exit Pass Offer an Opinion Activity Page 8.1 Bubble the Sound Exit Pass Verb and Adverb TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text; TEKS 2.9.D Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (ii) features and graphics to locate and gain information; TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; TEKS 2.11.D.v Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 Individual Code Chart board/chart paper | | Read “The War Hawks” | | | | | **Foundational Skills**| | | | | Introduce /er/ > ‘ar’ and ‘or’ (Phonics) | Whole Group | 10 min. | Vowel Code Flip Book Spelling Card for ‘ar’ > /er/ (dollar), ‘or’ > /er/ (work) Individual Code Chart blue markers /er/ Spelling Tree prepared leaves tape | | Bubble the Sound (Phonics) | Independent | 10 min. | Activity Page 8.1 | | **Language (Grammar)** | | | | | Review Adverbs | Whole Group | 10 min. | | | **Take-Home Material** | | | | | “The War Hawks”; Fill in the Blank | | | Activity Pages 8.2, 8.3 | ADVANCE PREPARATION Foundational Skills • You may wish to tab Vowel Code Flip Book page 19. Also have the Spelling Cards listed in the Lesson at a Glance chart, student Individual Code Charts, and blue markers readily available. • Prepare two new branches for the /er/ Spelling Tree: ‘ar’ and ‘or’. • Write the following words on leaves to add to the /er/ Spelling Tree for Introduce /er/ > ‘ar’ and ‘or’: dollar, actor, color, history, major, doctor, labor, effort, factory, memory, mirror, author, collar, solar, polar, cellar, grammar, calendar, lizard, wizard, mustard, orchard, and standard. Language • Write the following sentence on the board/chart paper for Review Adverbs and cover it: The squirrel rapidly climbed the tree to avoid the dog. Lesson 8: “The War Hawks” Reading Primary Focus: Students will read “The War Hawks” with purpose and understanding, will recognize the central idea and supporting evidence, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer oral questions about key details in the text. **TEKS 2.7.B; TEKS 2.9.D.i; TEKS 2.9.D.ii** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “The War Hawks.” - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings - Write the word *oppose* on the board/chart paper. - Circle the first letter ‘o’: - Tell students that this letter represents the sound /u/. - Ask students to turn to page 7 of the *Individual Code Chart*. - Ask students to find the /u/ row and follow it across. - Students will see that ‘o’ can sometimes represent the /u/ sound. - Write the word *compose* on the board/chart paper as an example of a word in which ‘o’ spells the sound /u/. Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “The War Hawks” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text; **TEKS 2.9.D** Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (ii) features and graphics to locate and gain information. Vocabulary for “The War Hawks” **merchant—n.**, a person who sells things (merchants) (24) **oppose—v.**, to be against something (opposed) (24) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | | merchant | | | Multiple-Meaning Core Vocabulary Words | | oppose | | | Sayings and Phrases | | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. - Point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. **mer | chant** 2. **op | pose** first ‘o’ > /u/ (compose) --- **READ “THE WAR HAWKS” (20 MIN.)** **TEKS 2.9.D.i** **Guided Reading Supports and Purpose for Reading** **Note:** It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance. the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. - Remind students that as they read, they should try to identify the central idea of the text as well as evidence that supports it. - Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. - Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. - Remind students that the glossary is at the end of the Reader. Point out that all of the vocabulary words for the entire Reader are listed here in one alphabetical list. To find the bolded vocabulary words for this chapter, students will need to look down the list and use their skills in alphabetizing. As an example, the first vocabulary word for this chapter is *merchant*. - Also point out that some words in the glossary have a word in parentheses at the end of the definition. Note for students that the word in parentheses is another form of the vocabulary word that appears in the Reader. Sometimes, the word in parentheses appears in the chapter but the vocabulary word does not, so students will have to look closely to see which form of the word appears as they read. For example, the word *merchants* appears in the chapter, but the word *merchant* does not. - Have students look at the words in the glossary that begin with the letter ‘o’ and find the word *oppose*. The glossary can be used at any time to help remind students of the meanings of new words. Encourage them to refer to it when they are reading silently. **Pages 24 and 25** - Read the title of the chapter together as a class, “The War Hawks.” - Call students’ attention to the image of a busy shipyard on page 25. - Have students read the caption on page 25, and point out that it describes the image. - Tell students to always read captions to gain information. - Introduce the words *merchant* and *oppose* as vocabulary words. - Ask, “Where in the Reader could we find the definition of *merchant* quickly?” (the glossary) - Ask students to turn to the glossary and locate words that begin with the letter ‘m’. Have them find the word *merchant*, and call on one student to read the definition. Note the plural form of the word (*merchants*) at the end of the definition, and tell students they will see this form of the word in the chapter instead of *merchant*. - Have students look up the word *oppose* in the glossary, and read the definition together as a class. Note for students the past tense of the word (*opposed*) at the end of the definition tells students they will see this form of the word in the chapter instead of *oppose*. - Read page 24 aloud as students follow along, asking them to listen for the answer to the question: “Why did some people not care to go to war?” - After reading aloud the page, restate the question and ask students to answer. (*Most merchants and traders did not care to go to war because they had homes in the cities along the East Coast and traded with Great Britain as well as other countries. A war would mean less trade between countries, sunken ships, and lost goods. A war would cost them money.*) Record the answer on the board/chart paper. **Pages 26 and 27** - Tell students to read the first paragraph on page 26 to themselves to find the answers to the questions: “What group of people were not opposed to war? Why?” - When students have finished reading, restate the questions and ask students to answer. (*People who did not oppose war lived in the states out west and were closer to Native American land. These settlers were afraid of Native Americans and were angry with the British.*) Record the answer on the board/chart paper. - Tell students to read the second paragraph on page 26 to themselves to find the answer to the question: “What were these people called?” - When students have finished reading, restate the question and ask students to answer. (*They were called War Hawks.*) Record the answer on the board/chart paper. - Direct students’ attention to the image on page 27, and read the caption aloud as a class. **Pages 28 and 29** - Call on one student to read aloud page 28, asking students to listen for the answer to the question: “How did War Hawks tell Congress they should go to war?” - After the student finishes reading aloud, restate the question and ask students to answer. (*They made angry speeches before Congress.*) Record the answer on the board/chart paper. • Direct students’ attention to the image and caption on page 29, and call on one student to read the caption aloud. Note for students that this is an image of Henry Clay, who was a War Hawk. **Wrap-Up** • Direct students’ attention to the notes you recorded while reading. Read the notes aloud as a class. • Ask students if there is additional information that should be added to the notes. • Tell students that even though some people were called War Hawks and felt Congress should declare war, there were others who felt war should not be declared. **Note:** Keep the notes on display for use in the next lesson. --- **Exit Pass: Offer an Opinion** Have students offer an opinion, orally or in writing, about whether it would be a good idea for the United States to declare war or not, using evidence from the text to support their opinion. --- **Lesson 8: /er/ > ‘ar’ or ‘or’** **Foundational Skills** **Primary Focus:** Students will read words with /er/ > ‘ar’ and /er/ > ‘or’ and will recognize and distinguish between words that use ‘ar’, ‘or’, or ‘er’ to represent the /er/ sound. **TEKS 2.2.B.iii** **INTRODUCE /ER/ > ‘AR’ AND ‘OR’ (10 MIN.)** • Tell students that today’s letter-sound correspondences can be found on the following page of the Vowel Code Flip Book: | Vowel Code Flip Book | Individual Code Chart | |----------------------|-----------------------| | 1. ‘ar’ > /er/ (dollar) page 19 | 1. ‘ar’ > /er/ (dollar) page 10 | | 2. ‘or’ > /er/ (work) page 19 | 2. ‘or’ > /er/ (work) page 10 | **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. • Point to the /er/ Tree. Remind students that they have learned three different ways to spell /er/: ‘er’ as in *her*; ‘ur’ as in *hurt*; and ‘ir’ as in *bird*. Point to several leaves on the different branches, asking students to rapidly read the words. • Explain that students will learn two new spellings today for /er/: ‘ar’ and ‘or’. Turn to page 18 of the **Vowel Code Flip Book**, and put the Spelling Cards on the appropriate spaces. Discuss the power bars. • Tell students that today’s letter-sound correspondences can be found on page 10 of the **Individual Code Chart**. • Hand out the blue markers. Have students turn to page 10 of the **Individual Code Chart**. Guide students in outlining the appropriate card on the chart as well as the spelling. • Attach the two new branches to the /er/ Tree. • Shuffle the leaves you prepared with the ‘or’ and ‘ar’ spellings. • Hold up one of the leaves you prepared and call on a student to read the word and identify the spelling for /er/. Have the student tape the leaf to the appropriate branch. • Have students look at the Individual Code Chart. Ask students which of the spellings they have learned for /er/ has the longer power bar. (‘er’) Explain that ‘or’ is used as a spelling for /er/ in more words than ‘ar’, but that ‘er’ is used as a spelling for /er/ in more words than the other spellings. • Remind students that they have already encountered the spellings ‘ar’ and ‘or’ in association with other sounds, ‘ar’ as /ar/ and ‘or’ as /or/. Write the following words on the board/chart paper and ask students to read them. 1. charm 2. carpet 3. barber 4. alarm 5. short 6. forest 7. corner • Help students realize that when they see a word with an ‘ar’ or ‘or’ spelling, they may need to sound out the word with alternate sounds, ‘ar’ as /ar/ or /er/ and ‘or’ as /or/ or /er/, to see which sound makes sense in a given instance. **Note:** The Tricky Word *wizard* can now be seen as part of a larger spelling pattern. It should be removed from your Tricky Word Wall if you have one. BUBBLE THE SOUND (10 MIN.) • Have students turn to Activity Page 8.1. • Tell students that they will read each word and indicate the pronunciation of the underlined spelling by filling in the bubble in one of the three pronunciation bubbles. • Do the first several items collaboratively. Then, have students do the last several items on their own. Activity Page 8.1: Bubble the Sound Collect and review Activity Page 8.1. Note: It is suggested that you be lenient when assessing student performance on this activity page. Some students may say that they hear the /or/ sound in favor or the /ar/ sound in beggar. That is okay. It is more important that students realize that the spellings ‘or’ and ‘ar’ can be pronounced different ways than to classify each word correctly. Students may need to try more than one pronunciation to successfully decode ‘or’ and ‘ar’ words. They will have additional opportunities to practice this in the Tricky Spelling exercises later in the unit. Lesson 8: Grammar Language Primary Focus: Students will identify verbs and adverbs in oral sentences. TEKS 2.11.D.v REVIEW ADVERBS • Remind students that they have learned that an adverb is a word that describes a verb. An adverb describes how or when the action of a verb takes place. • Tell students that you will read some sentences aloud to them and will ask them to first identify the verb and then the adverb in each sentence. TEKS 2.11.D.v Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place. 1. They sang cheerfully. (verb = sang; adverb = cheerfully) 2. He snored loudly. (verb = snored; adverb = loudly) 3. The garbage truck rumbled slowly down the road. (verb = rumbled; adverb = slowly) 4. I waited patiently in line. (verb = waited; adverb = patiently) 5. The tiny kitten purred softly. (verb = purred; adverb = softly) 6. My dog barked loudly. (verb = barked; adverb = loudly) 7. Jamie quickly ate his dinner. (verb = ate; adverb = quickly) 8. The boys and girls ran swiftly. (verb = ran; adverb = swiftly) Exit Pass: Verb and Adverb Uncover the sentence you prepared in advance. Ask students to write down the verb and adverb in the sentence, labeling each appropriately. Take-Home Material “THE WAR HAWKS”; FILL IN THE BLANK • Have students take home Activity Page 8.2 to read to a family member, and Activity Page 8.3 to complete. Lesson 8: Foundational Skills Remediation Additional Support DECODABLE WORDS, SENTENCES, AND PHRASES • Use the following lists of words, sentences, and phrases to extend your lessons. Decodable Words 1. dollar 2. collar 3. solar 4. polar 5. cellar 6. grammar 7. calendar 8. similar 9. lizard 10. wizard 11. buzzard 12. mustard 13. orchard 14. forward 15. backward 16. upward 17. downward 18. awkward 19. standard 20. blizzard 21. hazard Decodable Homophones 1. seller—cellar 2. fryer—friar 3. hanger—hangar Sentences and Phrases 1. an awkward moment 2. cellar dweller 3. solar system 4. Mark your calendar. 5. The wizard cast a spell. 6. There is mustard on the hot dog. 7. The lizard was lounging in the sun. 8. A polar bear was hunting in the blizzard. 9. one step forward, one step backward Wiggle Cards 1. Step forward. 2. Walk backward. 3. Point at the calendar. 4. Grab your collar. MORE HELP WITH SPELLING ALTERNATIVES /ER/ > ‘AR’, ‘OR’ Find the Words • Make a copy of Activity Page TR 8.1 for each student. • Have students highlight or circle the r-controlled vowels in the sentence. • Then have students read the sentences aloud with a partner. • At the bottom of the activity page or on a separate piece of paper, have students write three column headers: ‘or’, ‘er’, and ‘ar’. Have them list the words with r-controlled vowels that they circled under the appropriate header. Checkers • Provide each pair of students with a copy of the checkerboard (Activity Page TR 8.2), checker pieces (Activity Page TR 8.3), and a set of word cards (Activity Page TR 8.4). • The rules are the same as regular checkers except that in order to make a move, the student must first draw and read a word card correctly. If the student reads the card correctly, then they may make a move. If the student misreads the word, the turn is lost. • The first player to take all of the other player’s pieces is the winner. Code Knowledge Before today’s lesson: If students read 1,000 words in a trade book, on average 860–933 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 877–935 of those words would be completely decodable. The spelling ‘ar’ is fairly tricky. It can be pronounced /ar/ as in car, /æ/ + /r/ as in parents, /er/ as in dollar, or /ɔr/ as in warm. The letters ‘ar’ can also be part of larger spelling units, as they are in heard and roar, or they can be parts of two separate spellings, as they are in stare and hear. The spelling ‘or’ can be pronounced /ɔr/ as in fort or /er/ as in work. **Reading** Students will reread “The War Hawks” in small groups, will answer written true/false questions, citing where they found the answer in the text, and will write a short speech, adopting the viewpoint of a War Hawk. **Language (Grammar)** Students will identify verbs and adverbs in oral and written sentences, will identify the meaning of and use words with affixes -ly, and will identify the verb modified by each adverb. **FORMATIVE ASSESSMENT** **Observation** Anecdotal Reading Record “The War Hawks” (Group 1) **Activity Page 9.1** Chapter Questions “The War Hawks” **Activity Page 9.2** Adverbs --- TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text; TEKS 2.7.C Use text evidence to support an appropriate response; TEKS 2.3.C Identify the meaning of and use words with affixes un-, re-, -ly-, -er, and -est (comparative and superlative), and -ion/-tion/sion; TEKS 2.11.D.v Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Whole Group | 5 min. | The War of 1812 Activity Page 9.1 | | Reread “The War Hawks” | Small Group/Partner | 25 min. | | | **Language (Grammar)** | | | | | Review Adverbs | Whole Group | 15 min. | | | Practice Adverbs | Independent | 15 min. | Activity Page 9.2 Activity Page 9.2 (Digital Components) | | **Take-Home Material** | | | | | Spelling Alternatives for /er/ | | | Activity Page 9.3 | ADVANCE PREPARATION Language Digital Component 9.1 • Create an enlarged version of Activity Page 9.2 (Digital Component 9.1) to display for Practice Adverbs. Lesson 9: Small Group Reading Primary Focus: Students will reread “The War Hawks” in small groups, will answer written true/false questions, citing where they found the answer in the text, and will write a short speech, adopting the viewpoint of a War Hawk. TEKS 2.4; TEKS 2.6.G; TEKS 2.7.B; TEKS 2.7.C REVIEW THE CHAPTER (5 MIN.) • Tell students that today, they will reread “The War Hawks” in small groups. Review Core Vocabulary • You may wish to review the vocabulary before rereading this chapter. • You may also wish to review how to decode these words and address any unusual letter-sound correspondences as described in the previous lesson. REREAD “THE WAR HAWKS” (25 MIN.) Small Group Group 1: Ask these students to come to the reading table and read the chapter with you. This is an excellent time for you to make notes in your anecdotal records. When students have finished reading, have them complete Activity Page 9.1 as a group, using their Reader as a guide. Observation: Anecdotal Reading Record As you listen to Group 1 students read “The War Hawks,” make notes regarding their individual reading ability in the Anecdotal Reading Record. Group 2: Ask these students to read the chapter with partners or independently and complete Activity Page 9.1 as they read. Remind students that the bolded words in the chapter are found in the glossary and match the words you reviewed. Some words may appear in different forms in the chapter. TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text; TEKS 2.7.C Use text evidence to support an appropriate response. Wrap-Up • Call students back together as a class, and review the correct answers to Activity Page 9.1. Note: Keep the notes on “The War Hawks” for use in writing lessons at the end of the unit. Activity Page 9.1: Chapter Questions Collect and review Activity Page 9.1. Students who did not get these questions correct and/or students who did not use appropriate information from the text in their speech may benefit from reviewing information in the chapter at a later time. Lesson 9: Grammar Language Primary Focus: Students will identify verbs and adverbs in oral and written sentences, will identify the meaning of and use words with affixes -ly, and will identify the verb modified by each adverb. TEKS 2.3.C; TEKS 2.11.D.v REVIEW ADVERBS (15 MIN.) TEKS 2.3.C • Read the following short sentences aloud, and ask students to identify the verb and adverb in each sentence, as you did in a previous lesson. 1. I cried quietly last night. (verb = cried; adverb = quietly) 2. My father snores loudly. (verb = snores; adverb = loudly) 3. The moon shines brightly at night. (verb = shines; adverb = brightly) 4. The kids play nicely together. (verb = play; adverb = nicely) 5. We ate supper early so we could go to the movies on time. (verb = ate; adverb = early) 6. Jesse ran quickly. (verb = ran; adverb = quickly) 7. The little girl slurped the juice from her cup noisily. (verb = slurped; adverb = noisily) 8. I carefully finished my homework so that I would have no mistakes. (verb = finished; adverb = carefully) TEKS 2.3.C Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion. TEKS 2.11.D.v Edit drafts using standard English conventions, including adverbs that convey time and adverbs that convey place. PRACTICE ADVERBS (15 MIN.) Digital Component 9.1 • Ask students to turn to Activity Page 9.2 while you display the digital version. • Complete the first few items together as a teacher-guided activity. Based on students’ skill in completing these, you may decide to allow students to complete the remaining items independently, work in pairs, or complete them as a teacher-guided activity. Activity Page 9.2: Adverbs Collect and review Activity Page 9.2. Students who did not get these questions correct may benefit from additional practice at a later time. Take-Home Material SPELLING ALTERNATIVES FOR /ER/ • Have students take home Activity Page 9.3 to complete. Lesson 9: Foundational Skills Remediation Additional Support MORE HELP WITH ADVERBS Adverb Chart • Create an adverb anchor chart with students. • Divide the chart into four quadrants, labeling them: *When*, *Where*, *How*, and *How Often/Much*. • Work together to fill in the chart with examples of each type of adverb. • Write a basic sentence on the board/chart paper (e.g., *The boy goes to school.*). • Ask students to work with a partner and modify the sentence using at least two adverbs (e.g., *The boy goes happily to school everyday.*). Charades • Make task cards for students to act out in a game of charades. For this game, *How* adverbs work best (e.g., students could walk quickly, slowly, angrily, happily). • Hold up a card and call on a student to read the card. Have that student identify the adverb and the verb it describes. Then have the student act out the card. Spelling Assessment PRIMARY FOCUS OF LESSON Language (Spelling, Grammar) Students will spell dictated words with r-controlled vowel patterns and the Tricky Word war and will write four of the words in alphabetical order. TEKS 2.2.B.iii; TEKS 2.2.D Students will complete written sentences by adding a predicate to each subject and will identify the subject and predicate in each sentence. TEKS 2.11.D.i Differentiated Instruction Students will practice working with a variety of letter-sound correspondences, will independently read “Trouble with the British,” and will identify various uses of common nouns, proper nouns, adjectives, and verbs in the text. TEKS 2.2.B.iii; TEKS 2.11.D.iii; TEKS 2.11.D.iv; TEKS 2.11.D.v FORMATIVE ASSESSMENT Activity Page 10.1 Spelling Assessment TEKS 2.2.B.iii; TEKS 2.2.D Activity Page 10.2 Subject and Predicate TEKS 2.11.D.i Activity Page 10.3 Parts of Speech (Group 2) TEKS 2.11.D.iii; TELS 2.11.D.iv; TEKS 2.11.D.v TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.11.D Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (ii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. | Language (Spelling, Grammar) | Grouping | Time | Materials | |-----------------------------|-------------------|--------|----------------------------| | Spelling Assessment | Whole Group | 20 min.| Activity Page 10.1 | | Complete vs. Incomplete Sentences | Whole Group/Independent | 20 min.| Activity Page 10.2 | | Differentiated Instruction | Grouping | Time | Materials | |----------------------------|-------------------|--------|----------------------------| | Letter-Sound Correspondences, Parts of Speech | Small Group/Independent | 20 min.| Activity Page 10.3 | ADVANCE PREPARATION Language • Be sure to erase the spelling table from the board and/or turn the chart paper over so students cannot refer to it during the assessment. • Write the following on the board/chart paper and cover it: ◦ Subject + Predicate = Complete Sentence • Prepare to pair students to write a complete sentence. Differentiated Instruction • Using observational data from anecdotal reading records, the spelling analysis record forms, as well as performance on daily checks for understanding or formative assessments, identify those students who may benefit from additional targeted practice in letter-sound correspondences, spelling alternatives, or tricky spellings and select appropriate activities and materials from the Additional Support section at the end of lessons or from the Pausing Point. Other students may benefit from practice with parts of speech (Activity Page 10.3). Lesson 10: Spelling, Grammar Primary Focus Students will spell dictated words with r-controlled vowel patterns and the Tricky Word war and will write four of the words in alphabetical order. TEKS 2.2.B.iii; TEKS 2.2.D Students will complete written sentences by adding a predicate to each subject and will identify the subject and predicate in each sentence. TEKS 2.11.D.i Spelling Assessment (20 min.) - Have students turn to Activity Page 10.1. - Read the first spelling word, use it in a sentence, and then read the word once more, allowing students sufficient time to write the word. - Repeat this procedure with each of the remaining words. 1. perform 2. after 3. chirping 4. informer 5. barber 6. parcel 7. burden 8. furnace 9. camera 10. organize 11. turtle 12. difference 13. ramparts 14. safari 15. thirteen 16. birthday 17. marker 18. swirling 19. hamburger Tricky Word: war - Direct students’ attention to the lines on the back of the activity page. Tell students to write the sentence “The War Hawks wanted to go to war.” Slowly repeat this sentence three times. - At the end, go back through the list and read each spelling word one more time. - After all the words have been called out, tell students that you will now show them the correct spelling for each word so they can correct their own work. TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.11.D.i Edit drafts using standard English conventions, including complete sentences with subject-verb agreement. • Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. • Continue through all the words and then onto the sentence. • Circle the following words on the board/chart paper. Ask students to write the words in alphabetical order on the back of the activity page: 1. chirping 2. turtle 3. camera 4. marker • After all students have finished, write the four words in alphabetical order for students to correct their papers. 1. camera 2. chirping 3. marker 4. turtle Activity Page 10.1: Spelling Assessment At a later time, use the template provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. COMPLETE VS. INCOMPLETE SENTENCES (20 MIN.) • Remind students that the subject of a sentence tells who or what the sentence is about. For example, in the sentence *The little boy smiled happily.*, the subject is *The little boy* because that is who the sentence is about. • Remind students that the predicate of a sentence describes what the subject is or does. In the previous sentence, the predicate is *smiled happily* because that is what the subject did. • Tell students that every sentence needs to have a subject and a predicate. If either the subject or the predicate is missing, it is an incomplete sentence (also known as a sentence fragment). • Write the following incomplete sentence on the board/chart paper: *The crying babies*. Explain that this is an incomplete sentence because it is missing a predicate (i.e., it does not say what the crying babies did). • Now write the following incomplete sentence on the board/chart paper: *wanted their bottles*. Explain that this is an incomplete sentence because it is missing a subject (i.e., it does not say who wanted their bottles). • Point out that you can combine these two incomplete sentences—one of which is a subject and the other a predicate—to make a complete sentence: *The crying babies wanted their bottles*. Write this sentence on the board/chart paper, prompting students to direct you to draw one line under the subject and two lines under the predicate to “prove” that the sentence is complete. • Uncover what you wrote on the board/chart paper and direct students’ attention to it: ◦ Subject + Predicate = Complete Sentence • Explain that a complete sentence always has both a subject and a predicate. --- **Check for Understanding** Pair students to create their own sentence. Ask them to identify the subject and predicate. --- • Have students turn to Activity Page 10.2. • Work with students to complete the first sentence by adding a predicate. • Have students complete the remaining sentences independently. • When students are finished with the front of the activity page, have them turn to the back of the activity page. • Work with students to complete the first sentence by adding a subject. • Have students complete the remaining sentences independently. --- **Support** As students are working, ask them the following questions to help them identify the subject/predicate: “Who?” (subject); “Did what?” (predicate). --- **Activity Page 10.2** Activity Page 10.2: Subject and Predicate Collect and review Activity Page 10.2. Students who did not correctly fill in subjects and/or predicates may benefit from a review of sentence structure at a later time. Lesson 10: Differentiated Instruction Differentiated Instruction **Primary Focus:** Students will practice working with a variety of letter-sound correspondences, will independently read “Trouble with the British,” and will identify various uses of common nouns, proper nouns, adjectives, and verbs in the text. **TEKS 2.2.B.iii; TEKS 2.11.D.iii; TEKS 2.11.D.iv; TEKS 2.11.D.v** **LETTER-SOUND CORRESPONDENCES, PARTS OF SPEECH** **Small Group** - While working with students in small groups, please remember to choose activities that fit students’ needs at the time. **Group 1:** Students needing extra help with any of the letter-sound correspondences in this unit should work with materials provided in the Additional Support lessons or in the Pausing Point. **Group 2:** Have students use Chapter 1, “Trouble with the British” to complete Activity Page 10.3. Activity Page 10.3: Parts of Speech Collect and review Activity Page 10.3 from Group 2. Students who did not correctly identify parts of speech from the chapter may benefit from a review of parts of speech at a later time. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.D** Edit drafts using standard English conventions, including (iii) singular, plural, common, and proper nouns; (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. Lesson 10: Foundational Skills Remediation Additional Support MORE HELP WITH R-CONTROLLED VOWELS Race Against the Clock • Copy and cut apart word cards (Activity Page TR 10.1) with r-controlled vowels. If you would like additional cards, copy and cut apart the words on Activity Page TR 8.4. • Assign each word a point value based on the difficulty of the word; you may want to assign one point for one-syllable words, two points for two-syllable words, three points for three-syllable words, and so on. • Each player gets a preset time limit to attempt to read as many words as possible within the time. Students get points for the words they read correctly and get no points for words they get wrong or skip. • Remind students not to rush, but to take their time to correctly read the words. • The student with the most points is the winner. MORE HELP WITH SUBJECTS AND PREDICATES • Gather images depicting someone or something in the process of doing something (e.g., a boy running, a lion growling). • Share one of the images you prepared in advance with students. • Ask students to determine “Who (subject) is doing what (predicate)?” in the image. • Once they have answered, ask them to write a sentence including that information, and then go back and identify the subject and predicate appropriately. • Repeat this with the other images. You may wish to have students work in pairs or independently, based on their needs. • Have students share their sentences. READING Informational Text PRIMARY FOCUS OF LESSON Reading Students will read “The War Starts” with purpose and understanding, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, will answer true/false questions about key details in the text, and will place key events in the text in correct chronological order. TEKS 2.6.G; TEKS 2.7.D; TEKS 2.9.D.ii Foundational Skills Students will read words with /k/ > ‘ch’ and will complete fill-in-the-blank sentences with words featuring /k/ > ‘ch’. TEKS 2.2.B.i Language (Spelling) Students will read and alphabetize words featuring the spellings ‘ge’, ‘dge’, and ‘tion’ and the Tricky Word Europe. TEKS 2.2.B.iii; TEKS 2.2.D FORMATIVE ASSESSMENT Activity Page 11.1 Chapter Questions “The War Starts” TEKS 2.6.G; TEKS 2.7.D Activity Page 11.2 Tricky Spelling ‘ch’ TEKS 2.2.B.i TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.D Retell and paraphrase texts in ways that maintain meaning and logical order; TEKS 2.9.D.ii Recognize characteristics and structures of informational text, including features and graphics to locate and gain information; TEKS 2.2.B.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends; TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 Individual Code Chart Timeline Card 11 tape Activity Page 11.1 Activity Page 11.1 (Digital Components) | | Read “The War Starts” | | | | | **Foundational Skills**| | | | | Introduce /k/ > ‘ch’ (Phonics) | Whole Group | 15 min. | Consonant Code Flip Book Individual Code Chart Spelling Card for ‘ch’ > /k/ (school) red markers tape Activity Page 11.2 | | **Language (Spelling)**| | | | | Introduce Spelling Words | Whole Group | 15 min. | prepared word cards tape | | **Take-Home Material** | | | | | Family Letter; “The War Starts”; Alphabetize Words | | | Activity Pages 11.3–11.5 | Note to Teacher In this lesson, you will teach a spelling alternative for the /k/ sound: ‘ch’ as in school. Students should already know the basic code spelling ‘c’ as in cat and the spelling alternatives ‘k’ as in kid, ‘ck’ as in black, and ‘cc’ as in hiccup. The spelling ‘ch’ is likely to be unfamiliar to many students, although some may have learned to decode this spelling during independent reading. The following chart shows you which of these spellings are most common for this sound. Here are some patterns for you to be aware of: - The spelling ‘c’ is found at the beginning, in the middle, or at the end of syllables (cat, act, attic). - The spelling ‘k’ is found at the beginning, in the middle, or at the end of syllables (kite, skin, cook). - The spelling ‘ck’ is found at the end of syllables, after short vowel sounds (back, slick, rocking). - The spelling ‘cc’ is always found in the middle of words (raccoon, soccer). - The spelling ‘ch’ is found at the beginning, in the middle, or at the end of syllables (chaos, scholar, stomach). Reading • Prepare to display the notes you took as a class on “The War Hawks.” Digital Component 11.1 • Create an enlarged version of Activity Page 11.1 (Digital Component 11.1) to display for Read “The War Starts,” or use the digital version. Foundational Skills • Make a blank copy of the chart for Introduce /k/ > ‘ch’ that shows the spelling alternatives for /k/. • You may wish to tab Consonant Code Flip Book page 5 for Introduce /k/ > ‘ch’. Also have the Spelling Card listed in the Lesson at a Glance chart, student Individual Code Charts, and red markers readily available. Language • Write this week’s spelling words on cards and have paper clips handy for folding the cards. Universal Access • Prepare and shuffle the following word cards for sorting by the spelling of /k/: cannot, castle, critical, kernel, keepsake, kite, backpack, check, blockade, hiccup, accuse, moccasin. Lesson 11: “The War Starts” Reading Primary Focus: Students will read “The War Starts” with purpose and understanding, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, will answer true/false questions about key details in the text, and will place key events in the text in correct chronological order. **TEKS 2.6.G; TEKS 2.7.D; TEKS 2.9.D.ii** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “The War Starts.” - Review what students learned in the previous chapter about the War Hawks using the notes taken while reading. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings - Write the word *monarchy* on the board/chart paper. - Circle the letters ‘ch’. - Tell students that these letters represent the sound /k/. - Ask students to turn to page 2 of the Individual Code Chart. - Ask students to find the /k/ row and find the ‘ch’ (school). - Ask students to summarize what the power bar means for ‘ch’. Preview Tricky Words - You may wish to preview the following Tricky Words before reading the chapter: - **imagine**—The tricky part of this word is ‘i_e’. Students may try to pronounce it /i/ /m/ /a/ /j/ /ie/ /n/. However, it is pronounced /i/ /m/ /a/ /j/ /i/ /n/. - **soldier**—The tricky part of this word is ‘d’. Students may try to pronounce it /s/ /o/ /l/ /d/ /i/ /er/. However, it is pronounced /s/ /oe/ /l/ /j/ /er/. - **Washington**—The tricky parts of this word are ‘a’ and ‘o’. Students may try to pronounce it as /w/ /a/ /sh/ /i/ /ng/ /t/ /o/ /n/. However, it is pronounced /w/ /o/ /sh/ /i/ /ng/ /t/ /ə/ /n/. **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.D** Retell and paraphrase texts in ways that maintain meaning and logical order; **TEKS 2.9.D.ii** Recognize characteristics and structures of informational text, including features and graphics to locate and gain information. Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “The War Starts” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **monarchy**—n., a government ruled by a king or queen (monarchies) (32) **fort**—n., a large building constructed to survive enemy attacks (forts) (34) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | monarchy, fort | | | | Multiple-Meaning Core Vocabulary Words | | | | | Sayings and Phrases | | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. - Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. mon | ar | chy ‘ch’ > /k/ (school) 2. fort READ “THE WAR STARTS” (20 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. Pages 30 and 31 • Read the title of the chapter together as a class, “The War Starts.” • Tell students to read page 30 to themselves to find the answer to the question: “Who did Madison end up siding with, and what did that mean?” • When students have finished reading, restate the questions and ask students to answer. (*In the end, Madison sided with the War Hawks and that meant he asked Congress to declare war.*) • Ask, “Why did Americans think they would have a better chance of winning?” (*The British were already at war with France and could only send some of their troops to fight the United States.*) • Direct students’ attention to the image on page 31, and read the caption aloud as a class. Pages 32 and 33 • Have students find the word *monarchy* in the glossary, and call on one student to read the definition aloud. • Tell students to read the first two paragraphs on page 32 to themselves to find the answer to the question: “How was the United States in 1812 different from how it is today?” • When students have finished reading, restate the question and ask students to answer. (*In 1812, the United States was not very old as a country. Today, it is a strong nation and has been around for many years.*) • Say, “I wonder how the United States was different from Great Britain in 1812. Let’s read the rest of page 32 to find out.” • When students have finished reading, restate the question and ask students to answer. (*The United States had a different kind of government. At the time, most nations in Europe were monarchies. A king or queen ruled until he or she died, and then the oldest son or daughter took over. The United States had a president chosen by voters instead. When voters picked a new president, the old one had to step down.*) • Direct students’ attention to the image on page 33, and read the caption aloud as a class. **Pages 34 and 35** • Have students find the word *fort* in the glossary, and read the definition together as a class. Note for students that the plural form of the word listed after the definition, *forts*, appears in this chapter instead of the word *fort*. • Tell students to read the first two paragraphs on page 34 to find the answer to the question: “How would you describe the U.S. Army and U.S. Navy in 1812?” • When students have finished reading, restate the question and ask students to answer. (*The United States had an army and a navy that were tiny.*) • Say, “I wonder what President Madison did about the tiny army. Let’s read the rest of page 34 to find out.” Give students time to read. • When students have finished reading, restate the question and ask students to answer. (*Madison found a way to make it bigger by getting farmers to join.*) • Ask, “What was the problem with the army?” (*The soldiers were not well trained, and the army was not ready for war.*) • Have students read the caption on page 35 and look at the image. **Pages 36 and 37** • Tell students to read page 36 to themselves to find the answer to the question: “What happened with the navy?” • When students have finished reading, restate the question and ask students to answer. (*Nobody expected much from the navy, but things went better with the navy than with the army. The navy beat the British in some naval battles.*) • Direct students’ attention to the image on page 37, and read the caption aloud as a class. **Wrap-Up** • Display and discuss Timeline Card 11 (American soldiers at the time of the War of 1812), and tape it to the designated space on the timeline [after Timeline Card 10 (Pioneers Moving West).] Activity Page 11.1 Digital Component 11.1 • Display Activity Page 11.1 and complete it as a teacher-guided activity. Activity Page 11.1: Chapter Questions Collect and review Activity Page 11.1. Students who did not correctly complete the activity page may benefit from rereading the chapter and answering additional questions at a later time. Lesson 11: /k/ > ‘ch’ Foundational Skills Primary Focus: Students will read words with /k/ > ‘ch’ and will complete fill-in-the-blank sentences with words featuring /k/ > ‘ch’. TEKS 2.2.B.i INTRODUCE /K/ > ‘CH’ • Tell students that they will review spellings for /k/, as well as learn a new spelling today. • Have students say the sound /k/. Remind students that they have already learned several spellings for the sound /k/. Tell students that you want them to think of as many words as they can that have the /k/ sound. Give students two minutes to put their heads down and think of words that have the /k/ sound. • Direct students’ attention to the blank chart with sounds for /k/ that you prepared in advance. • Call on students to offer any words that include the /k/ sound. • As you write the words on the board/chart paper, sort the words into columns according to the spelling used for /k/, circling the letter or letters that stand for the /k/ sound in each word. For example, if a student says cable, list the word under the heading ‘c’ and circle the ‘c’. If a student says hiccup, list the word under the heading ‘cc’ and circle the letters ‘cc’. Students should come up with examples of most of the major spelling patterns. If they do not, provide additional examples so there are words listed under each heading. The following is a sample chart of words sorted by the spelling for /k/. TEKS 2.2.B.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. Tell students that today’s letter-sound correspondence can be found on the following pages of the Consonant Code Flip Book and the Individual Code Chart. | Consonant Code Flip Book | Individual Code Chart | |--------------------------|-----------------------| | 1. ‘ch’ > /k/ (school) page 5 | 1. ‘ch’ > /k/ (school) page 2 | Explain that they will learn a new spelling today, the ‘ch’ spelling for /k/. Turn to page 5 of the Consonant Code Flip Book, and put the Spelling Card on the appropriate space. Discuss the power bar. Tell students that today’s letter-sound correspondence can be found on the following page of the Individual Code Chart. Hand out the red markers. Have students turn to page 2 of the Individual Code Chart. Guide students in outlining the appropriate card on the chart. Have students look at the Individual Code Chart. Ask students which of the spellings they have learned for /k/ has the longer power bar. Explain that ‘c’ is used as a spelling for /k/ more than any other spelling. Note: Remind students that they have previously learned ‘ch’ for /ch/: chunk, church, munch, crunch, and chilly. Ask students to read the following words as you write them on the board/chart paper. 1. school 2. Chris 3. echo 4. ache 5. stomach 6. anchor • Ask students to direct you in circling the spellings of /k/ in each word. Check for Understanding Write the following on the board/chart paper: *chomp, character*. Ask students to identify which word has the /k/ sound by showing you either one or two fingers (in relation to word #1 or word #2). • Have students turn to Activity Page 11.2 and complete the front side as a teacher-guided activity. Then have students turn to the back and read the words in the box aloud. Have students complete the remainder of the page, completing the sentences on their own. Activity Page 11.2: Tricky Spelling ‘ch’ Collect and review Activity Page 11.2. Students who did not correctly complete the activity page may benefit from additional practice at a later time. Lesson 11: Spelling Language **Primary Focus:** Students will read and alphabetize words featuring the spellings ‘ge’, ‘dge’, and ‘tion’ and the Tricky Word *Europe*. **TEKS 2.2.B.iii; TEKS 2.2.D** **INTRODUCE SPELLING WORDS** • Write the following spellings on the board/chart paper as columns and review the sound associated with each spelling, noting that they typically occur at the end of words: ‘ge’, ‘dge’, and ‘tion’. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. 1. revenge 2. large 3. judge 4. fudge 5. nudge 6. huge 7. nation 8. attention 9. direction 10. fraction 11. locomotion 12. stations 13. option 14. action 15. change 16. range 17. cottage 18. addition 19. caption **Tricky Word: Europe** - Using the cards you prepared in advance, introduce each spelling word by asking students to read the word on the index card, and to indicate in which column the card should be taped. Use each word in a sentence to illustrate its meaning. | ‘ge’ | ‘dge’ | ‘tion’ | |------|-------|--------| | revenge | judge | nation | | large | fudge | attention | | huge | nudge | direction | | change | | fraction | | range | | locomotion | | cottage | | stations | | | | option | | | | action | | | | addition | | | | caption | - Introduce the Tricky Word *Europe*, explaining that this is the name of a continent; France and Great Britain are part of Europe. Tape the word next to the sorted chart. - Tell students that you will now put the words in alphabetical order. Fold over the cards and paper clip them so just the first letter shows as you did in Lessons 1 and 6. • Ask: “Do you see any words that begin with ‘a’? Yes, I have THREE words that begin with ‘a’. I wonder how we know which one to put first. Let me unfold one more letter. (Fold the cards so the ‘ad’, ‘ac’, and ‘at’ are visible.) Oh, I see. ‘c’ comes before ‘d’, so I will put the word that starts with ‘ac’—action before the word that starts with ‘ad’—addition, followed by the word that starts with ‘at’—attention. So I now have the first three words, all starting with the letter ‘a’ in the correct alphabetical order. Now, do you see any words starting with ‘b’? No. ‘c’? Yes, I have THREE cards again.” Proceed in this way until all cards have been alphabetized. • Unfold the cards, and read the words aloud with students. • Tell students that the words are now in alphabetical order. 1. action 2. addition 3. attention 4. caption 5. change 6. cottage 7. direction 8. Europe 9. fraction 10. fudge 11. huge 12. judge 13. large 14. locomotion 15. nation 16. nudge 17. option 18. range 19. revenge 20. stations • Tell students that the words will remain on display until the assessment so that they may refer to them during the week. • Tell students that they will take home Activity Page 11.3 to share with a family member. Take-Home Material FAMILY LETTER; “THE WAR STARTS”; ALPHABETIZE WORDS • Have students take home Activity Page 11.3 to share with a family member, Activity Page 11.4 to read to a family member, and Activity Page 11.5 to complete. Lesson 11: Foundational Skills Remediation Additional Support DECODABLE WORDS AND SENTENCES • Use the following lists of words, sentences, and phrases to extend your lessons. Decodable Words 1. school 2. chemical 3. character 4. stomach 5. technology 6. mechanical 7. chemistry 8. scholar 9. anchor 10. echo 11. orchestra 12. architect 13. chaos 14. chorus 15. scheme 16. aching Sentences 1. Chris is singing in the chorus. 2. Zach's stomach is aching. 3. Before snowstorms, the grocery store is chaotic. 4. Cinderella is the best fairy tale character. 5. An orchid is a flower. 6. She is playing her violin in the orchestra. 7. The sailor dropped the anchor into the sea. 8. The architect is drawing a house. Wiggle Cards 1. Act like your head is aching. 2. Rub your stomach. 3. Say the name of your school. 4. Pretend to be directing an orchestra. MORE HELP WITH TRICKY SPELLING ‘CH’ Word Sort • Make a copy of Activity Page TR 11.1 for each student. • Together, read the words in the box aloud. • Then, have students write the following headers under the box or on a separate piece of paper: /ch/ and /k/. • Have students work together to sort the words from the box under the appropriate header to show which sound ‘ch’ makes in each word. Roll, Flip, Read • Make several copies of the Word Card Template (Activity Page TR 11.2). • Select words from Activity Page TR 11.1 and the Additional Support Decodable Words list. Create a set of cards for each player that has a word to be read on one side and a number on the other side. • To play, have students place cards in front of them with the numbers facing up. Either call out a number or have the student roll a die (one or two) and then read the word that corresponds to the number rolled. If the student reads the word correctly, then have him or her “flip” the word (turn the card over). Code Knowledge Before today’s lesson: If students read 1,000 words in a trade book, on average 877–935 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 879–937 of those words would be completely decodable. The spelling ‘ch’ can be pronounced /ch/ as in chin, /k/ as in school, or /sh/ as in chef. **GRAMMAR** **Adverbs, Adjectives, and Complete Sentences** **PRIMARY FOCUS OF LESSON** **Reading** Students will partner read “The War Starts” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. **TEKS 2.4; TEKS 2.6.C; TEKS 2.6.G; TEKS 2.7.C** **Language (Grammar)** Students will distinguish between complete and incomplete sentences, will correct run-on sentences by rewriting each as two sentences, adding correct capitalization and punctuation, and will combine the ideas of a run-on sentence to create one sentence. **TEKS 2.11.D.i** Students will identify adjectives and adverbs in oral sentences. **TEKS 2.11.D.iv; TEKS 2.11.D.v** **FORMATIVE ASSESSMENT** **Observation** **Anecdotal Reading Record “The War Starts”** **TEKS 2.4** **Exit Pass** **Offer an Opinion** **TEKS 2.6.C; TEKS 2.7.C** **Activity Page 12.1** **Run-On Sentences** **TEKS 2.11.D.i** --- **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.C** Make [and] correct or confirm predictions using text features, characteristics of genre, and structures; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.11.D** Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Partner | 10 min. | The War of 1812 | | Close Read “The War Starts” | Whole Group | 20 min. | | | **Language (Grammar)** | | | | | Run-On Sentences | Whole Group | 20 min. | Activity Page 12.1 | | | | | Activity Page 12.1 (Digital Components) | | Review Adjectives and Adverbs | Whole Group | 10 min. | | | **Take-Home Material** | | | | | Run-On Sentences | | | Activity Page 12.2 | ADVANCE PREPARATION Language • Write the following run-on sentences on the board/chart paper for Run-On Sentences and cover both: ◦ The ducks quacked the chickens clucked. ◦ The vase fell over it broke on the floor. Digital Component 12.1 • Create an enlarged version of Activity Page 12.1 (Digital Component 12.1) to display for Run-On Sentences, or use the digital version. Lesson 12: “The War Starts” Reading **Primary Focus:** Students will partner read “The War Starts” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. **TEKS 2.4; TEKS 2.6.C; TEKS 2.6.G; TEKS 2.7.C** **REVIEW THE CHAPTER (10 MIN.)** - Have students partner read “The War Starts.” **Observation: Anecdotal Reading Record** As you listen to students read “The War Starts,” make notes regarding their individual reading ability in the Anecdotal Reading Record. **CLOSE READ “THE WAR STARTS” (20 MIN.)** - After students have finished reading “The War Starts” with their partners, lead students in a close reading of the text by doing the following: - asking text-dependent questions that require students to draw on evidence from the text; - identifying and discussing general academic (Tier 2) vocabulary; - discussing sections of the text that might pose difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and - engaging students in a culminating writing activity that is completed independently, if possible. - There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For this lesson, have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student raises his or her hand to respond. **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text: **TEKS 2.6.C** Make [and] correct or confirm predictions using text features, characteristics of genre, and structures; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response. Teacher Overview **Key Idea and Key Details:** The key idea of the chapter is that President James Madison decided to ask Congress to declare war on Great Britain. People throughout the world did not think the United States would last long as a country because, instead of a monarchy, it had a government in which the president was elected by voters. Plus, the U.S. Army and Navy were small and no one expected much from either of them. **Synopsis:** The chapter “The War Starts” provides information about the beginning of the War of 1812 and perceptions about the United States as a young country. Lesson | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence, or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 30** James Madison had to decide whether to side with the War Hawks or with the merchants who hoped for peace. In the end, he sided with the War Hawks. | to side with—to agree with or support | Who did Madison side with in the end? | Madison sided with the War Hawks in the end. | |---------------------------------------|--------------------------------------|---------------------------------------------| | The British had a huge army. They also had the world’s biggest navy. | Who had the world’s biggest navy? To whom does they refer, and how do you know? | The British had the world’s biggest navy. They refers to the British because also suggests the sentence refers back to a previous statement. | | Lesson | |--------| | **Text From Reader** Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | | Vocabulary Instruction As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | | Text-Dependent Questions After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence, or paragraph. | | Responses Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | | **Page 32** Even so, not a lot of people at the time could imagine that the United States could win. The United States had a different kind of government, too. | | **imagine**—to believe something. Note for students the multiple meanings of this word. The word *imagine* can also mean to form an image in your mind. | | Which country had a different kind of government? | | The United States had a different kind of government. | | At the time, most of the nations of Europe were monarchies. That means they were ruled by kings or queens. A king or queen would rule until he or she died. Then, in most cases, his oldest son or daughter would take over. The United States was not a monarchy. It did not have a king or queen. Instead, it had a president. The president was chosen by voters. He did not get to serve until he died. He served for four years. Then the voters got a chance to pick their president. If they voted for a different president, the old one had to step down. | | **monarchy**—a kind of government in which a king or queen rules and selects who will rule after his/her death, usually the oldest son or daughter **served**—held a position in office. Note for students the multiple meanings of this word. The word *served* can also mean to give food or drink to someone at a meal, to provide a service, or to give respect and service to. **step down**—to quit a job or responsibility. Note for students the multiple meanings of this word. The word *step down* can also mean to reduce the amount of something or to come down off something higher up. | | Reread the third paragraph on page 32. Describe how the kind of government in the United States was different from a monarchy. | | The U.S. government had a president chosen by voters. He served four years. Then the voters got a chance to pick a new president, and if they voted for a different president, the old one had to step down. A monarchy is ruled by kings who ruled until they died. Then, in most cases, the oldest son took over. | | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence, or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | In 1812, most people in the world felt that the American government had very strange way of doing things. They were not sure that the system would last and that the United States would be able to survive. Why did most people in the world think the United States would not be able to survive? They were not sure that the system of government in the United States would last. Page 34 The attack on Canada did not go well. The army lost a string of battles. The United States lost forts along the border. The army was simply not ready for war. **string (of battles)**—series (of battles). Note for students the multiple meanings of this word. The word *string* can also mean a long piece of twisted thread used to tie things together or hang things. **lost (forts)**—no longer owned or possessed (forts). Note for students the multiple meanings of this word. The word *lost* can also mean not won; cannot be found; not knowing where you are and unable to find your way; or not available. | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence, or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 36** No one expected much from the tiny U.S. Navy. But things went better on the seas than they did on land. The United States battled bravely. They beat the British in a number of naval battles. **naval**—related to the navy Did things go better for the U.S. Army or the U.S. Navy? What does it mean that things went better on the seas? Things went better for the U.S. Navy because the navy beat the British in some naval battles. The army was not prepared for war and lost battles and forts to the British. “Things went better on the seas” means the United States was more successful in fighting the British at sea with the navy rather than on land with the army. Exit Pass: Offer an Opinion Have students answer the following question using evidence from the text: “How will the war proceed for the United States? Why do you think so?” Lesson 12: Grammar Primary Focus Students will distinguish between complete and incomplete sentences, will correct run-on sentences by rewriting each as two sentences, adding correct capitalization and punctuation, and will combine the ideas of a run-on sentence to create one sentence. **TEKS 2.11.D.1** Students will identify adjectives and adverbs in oral sentences. **TEKS 2.11.D.iv; TEKS 2.11.D.v** RUN-ON SENTENCES (20 MIN.) • Remind students that they have been working on complete and incomplete sentences in their grammar lessons. Ask them to identify the two parts that are required for a sentence to be considered complete. *(subject, predicate)* • Read the following sentences and phrases aloud, asking students to identify whether an item is a complete or incomplete sentence. If students hesitate or seem confused with an item, guide them in identifying both a subject and a predicate as the way to determine whether an item is a complete sentence. 1. The yellow flower *(incomplete)* 2. Ran quickly up the street *(incomplete)* 3. Tim ate a hamburger for lunch. *(complete)* 4. Ate chips and watched television *(incomplete)* 5. Susan and Joan went to the movies. *(complete)* 6. The baseball team *(incomplete)* **TEKS 2.11.D** Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. Tell students they are going to learn about run-on sentences. Explain that we call something a run-on sentence when two or more complete sentences are joined together, or run together, without appropriate punctuation. Uncover the first sentence you prepared in advance, leaving the second sentence covered, and direct students’ attention to it. - The ducks quacked the chickens clucked. Point out that *The ducks quacked* is a complete sentence, as is *the chickens clucked*. Tell students that there are multiple strategies for fixing run-on sentences. Explain that one way of fixing a run-on sentence is to break the run-on sentence into two separate sentences by using appropriate punctuation and capitalization. The example could be rewritten as *The ducks quacked. The chickens clucked*. Point out that another way to correct a run-on sentence is to combine the thoughts of the two sentences to make just one sentence. The example could be rewritten as *The ducks quacked and the chickens clucked*. --- **Check for Understanding** Uncover the second run-on sentence you prepared in advance. Ask students to work with a partner to change the run-on sentence into either two sentences or one simpler sentence. --- **Digital Component 12.1** Have students turn to Activity Page 12.1 while you display the digital version. Complete the activity page as a teacher-guided activity. --- **Activity Page 12.1: Run-On Sentences** Collect and review Activity Page 12.1. Students who did not correctly complete the activity page may benefit from additional practice changing run-on sentences either into two complete sentences or one simpler sentence. REVIEW ADJECTIVES AND ADVERBS (10 MIN.) • Review the definitions of *adjective* (a part of speech that describes a noun) and *adverb* (a part of speech that describes a verb), and provide examples of each. • Read the following phrases and sentences orally, and have students identify the adjectives and/or adverbs in each. Read each item one time. Then tell students how many and what parts of speech to listen for as you repeat the phrase or sentence again. 1. Spin **quickly**. (*adverb*) 2. The **red** (*adjective*) balloon rose **speedily**. (*adverb*) 3. **blue** (*adjective*) shoes 4. The **American** (*adjective*) flag flapped **wildly** (*adverb*) in the breeze. 5. The **panda** (*adjective*) bears munched **noisily** (*adverb*) on **bamboo** (*adjective*) shoots. 6. **Purple** (*adjective*) cars drive along the **busy** (*adjective*) highway. 7. Ships sail the **deep** (*adjective*) **blue** (*adjective*) sea. 8. The **big** (*adjective*) tires were **fully** (*adverb*) inflated. 9. We clapped **loudly** (*adverb*) for the **funny** (*adjective*) clown. 10. The **strong** (*adjective*) men **easily** (*adverb*) lifted the **heavy** (*adjective*) logs. Take-Home Material RUN-ON SENTENCES • Have students take home Activity Page 12.2 to complete. Lesson 12: Foundational Skills Remediation Additional Support MORE HELP WITH ADJECTIVES AND ADVERBS Make a Movie • Start by asking students to close their eyes so they can create a mind movie. • Start the “movie” with a simple and basic sentence such as *A dog ran*. • Ask them what they see. • Allow them to add to the movie by sharing a detail (adjective or adverb). • Continue until they have built a paragraph off the starter sentence *A dog ran*. • At the end, ask students to compare the first image in their mind with *A dog ran*, and the image(s) they had at the end of the activity with a partner in a Think-Pair-Share. Word Cards • Write the following words on cards and distribute: ◦ adjectives: *hot, blue, smooth, slimy, dusty, heavy, small, funny* ◦ adverbs: *excitedly, quickly, wildly, noisily, loudly, easily, slowly, quietly* • Tell students to read their word, decide first whether their card is an adjective or adverb, and then what that card could be describing. For example, if they had the adverb *excitedly*, they might come up with a word or phrase like *jumped on the trampoline*. • Give them time to create a picture to go with their adjective/adverb phrase/word. This activity should reinforce the connection between adjectives and nouns, and adverbs and verbs. • Allow students to share. Introduce /ee/ > ‘i’ and Tricky Spelling ‘i’ PRIMARY FOCUS OF LESSON Reading Students will read “A Famous Ship” with purpose and understanding, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer written multiple-choice questions about key details in the text. **TEKS 2.6.E; TEKS 2.6.G; TEKS 2.9.D.ii** Foundational Skills Students will read words with the tricky spelling ‘i’ > /ee/ and will place the words on the appropriate branch of the Spelling Tree. **TEKS 2.2.B.i** Students will sort words with ‘i’ > /i/, /ie/, or /ee/ into the appropriate columns. **TEKS 2.2.B.i** FORMATIVE ASSESSMENT Exit Pass Activity Page 13.1 Make Connections Tricky Spelling ‘i’ **TEKS 2.6.E** **TEKS 2.2.B.i** **TEKS 2.6.E** Make connections to personal experiences, ideas in other texts, and society; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.9.D.ii** Recognize characteristics and structures of informational text, including features and graphics to locate and gain information; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30min. | The War of 1812 board/chart paper Timeline Card 12 | | Read “A Famous Ship” | | | | | **Foundational Skills**| | | | | Introduce /ee/ > ‘i’ (Phonics) | Whole Group | 15 min. | Vowel Code Flip Book /ee/ Spelling Tree Spelling Card /ee/ > ‘i’ (ski) Individual Code Chart green markers prepared leaves tape | | Tricky Spelling ‘i’ (Phonics) | Whole Group | 15 min. | Activity Page 13.1 Activity Page 13.1 (Digital Components) | Note to Teacher Students already know the basic code spelling ‘ee’ as in bee as well as the spelling alternatives ‘ea’ as in beach, ‘ie’ as in cookie, ‘e_e’ as in Pete, ‘e’ as in me, ‘y’ as in funny, and ‘ey’ as in key for the sound /ee/. Today they will learn ‘i’ as in ski. The following chart shows you which of these spellings are most common for this sound. Here are some patterns for you to be aware of: • /ee/ is one of the hardest sounds to spell because there are so many alternatives. • Although ‘ee’ is not the most common spelling, it is used as the basic code spelling because it is the only common spelling that is almost always pronounced /ee/. Several of the other spellings can be pronounced several different ways and are tricky spellings. • ‘ee’ and ‘ea’ are used in many one-syllable words, most often followed by a consonant spelling (jeep, peek, peak, heap). • ‘e_e’ can be seen as a variation of the basic code spelling ‘ee’ in which the two ‘e’s are separated by a consonant spelling. • ‘ey’ is found primarily at the end of a word or syllable. • ‘y’ is generally used at the end of words; it is used in suffixes to mark adjectives (funny, silly) and adverbs (slowly, quickly). • The ‘y’ ending in many words changes to ‘i’ when a suffix that begins with a vowel is added: funny > funnier, sunny > sunniest. • The ‘y’ ending in many words changes to ‘ie’ when –s is added (either to mark a plural or show a change in person): puppy > puppies, lady > ladies, I carry > he carries. • The ‘y’ spelling also changes when –ed is added: carry > carried, rally > rallied. • There are two spellings for the /ee/ sound that will not be taught in Grade 2: ‘ei’ as in either and ‘i_e’ as in machine. • There are five spellings for /ee/ that are used either exclusively or almost exclusively in multisyllable words: ‘y’ as in funny, ‘i’ as in radio, ‘ey’ as in monkey, ‘i_e’ as in machine, and ‘e’ as in prefix (with the exception of a handful of high-frequency words: be, she, we, he, me). • The spelling ‘i’ is the only spelling that regularly appears before another vowel spelling: accordion, historian, funniest, interior, radio, piano. **Foundational Skills** • You may wish to tab Vowel Code Flip Book page 9 for Introduce /ee/ > ‘i’. Also have the Spelling Card listed in the Lesson at a Glance chart, student Individual Code Charts, and green markers readily available. • Create a new branch for the /ee/ Spelling Tree for the spelling ‘i’. • Create the following leaves for the /ee/ Spelling Tree: ski, taxi, pizza, radio, medium, piano, happiness, heavier, easier, and easiest. **Digital Component 13.1** • Create an enlarged version of Activity Page 13.1 (Digital Component 13.1) to display for Tricky Spelling ‘i’, or use the digital version. Lesson 13: “A Famous Ship” Reading Primary Focus: Students will read “A Famous Ship” with purpose and understanding, will utilize text features such as the table of contents to locate chapters and the glossary to clarify the meaning of words, and will answer written multiple-choice questions about key details in the text. TEKS 2.6.E; TEKS 2.6.G; TEKS 2.9.D.ii INTRODUCE THE CHAPTER (10 MIN.) • Ask students to briefly summarize “The War Starts.” Prompt students to recall that although both the U.S. Army and Navy were very small, the U.S. Navy had some success in beating the British in several naval battles. • Ask students to turn to page 8 in their Reader. • Remind students that they have already learned about some of the causes of the War of 1812. These include the British impressment of Americans to become sailors in the British Navy; the British Navy blocked American ships and prevented them from trading with the French; the United States had a desire for westward expansion, and there was conflict with Native Americans; the British were trading with Native Americans; etc. • Tell students that the images on pages 8 and 9 of the introduction will help them gain a better understanding of what war in 1812 was like. ◦ USS Constitution—This image shows the USS Constitution, an American warship. Many of the battles of the War of 1812 occurred at sea between the American and British navies. Point out the masts and sails. Ask students if they know the purpose of the sails. (to move the ship) ◦ Modern battleship—Compare the image of the current battleship to the USS Constitution. Note the lack of sails, the difference of materials (metal vs. wood), and the antennae and radio equipment on the modern ship. Explain that ships in the U.S. Navy today are very different from the USS Constitution; modern warships can even have fighter jets land on them or go below the surface of the sea as submarines. ◦ Cannon from the 1800s—This kind of weapon was used in the War of 1812 battles by both the army and navy. This cannon is on wheels, which allowed soldiers to move it around to battlefields. A cannon would be filled with gunpowder, and a cannonball would then be placed inside the cannon. The cannonball would then shoot out of the cannon toward the enemy. TEKS 2.6.E Make connections to personal experiences, ideas in other texts, and society; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.9.D.ii Recognize characteristics and structures of informational text, including features and graphics to locate and gain information. 19th-century soldiers—Discuss the uniforms and equipment of the 19th-century (1800s) soldiers. There are a few soldiers on horseback in the background. Remind students that soldiers in the army fought on land, either on foot or on horseback. • Tell students that the title of today’s chapter is “A Famous Ship.” • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. **Preview Tricky Word** • You may wish to preview the following Tricky Word before reading the chapter. ◦ iron—Students are likely to pronounce this word /ee/ /r/ /o/ /n/, given the recent instruction in the sound of the spelling ‘i’ as /ee/, or /er/ /o/ /n/. However, point out that the actual pronunciation is /ie/ /er/ /n/. **Preview Core Vocabulary** • Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where each word first appears in “A Famous Ship” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **document—n.**, an official or important paper (40) **branch—n.**, one of three major parts of the government (40) **Supreme Court—n.**, the highest court of law in the United States (40) **string—n.**, a series (42) **mast—n.**, the tall pole on a ship to which the sails are attached (masts) (42) **plank—n.**, a long, thick board (planks) (42) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | Supreme Court mast | plank | | | Multiple-Meaning Core Vocabulary Words | branch | document string | | | Sayings and Phrases | | | | • Assist students in decoding these words in the following way: ◦ Write the vocabulary word on the board. ◦ Divide the word into syllables. ◦ Cover one syllable at a time with your hand, and segment the word. ◦ Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. ◦ Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. doc | u | ment 2. branch 3. Su | preme Court 4. string 5. mast 6. plank --- **READ “A FAMOUS SHIP” (20 MIN.)** **Guided Reading Supports and Purpose for Reading** **Note:** It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. **Pages 38 and 39** • Read the title of the chapter together as a class, “A Famous Ship.” • Call students’ attention to the image of a ship on page 39. • Help students read the caption on page 39, and point out that it describes the image. • Remind students to always read captions to gain information. • Have students read page 38 to themselves to find the answer to the question: “What do the letters ‘USS’ stand for?” • When students have finished reading, restate the question and have students answer. (‘USS’ stands for United States Ship.) Pages 40 and 41 • Introduce the words document, branch, and Supreme Court as vocabulary words. • Ask students, “Where in the Reader could we find the definition of document quickly?” (the glossary) • Ask students to turn to the glossary and locate words that begin with the letter ‘d’. Have them find the word document, and call on one student to read the definition. • Redirect students’ attention to page 40. Have them locate the word document on page 40. • Have students look up the words branch and Supreme Court in the glossary and read the definitions together as a class. • Have students read the first paragraph on page 40 to themselves to find the answer to fill in the blank in the sentence: “The ______ is the document that lays out the laws of the land.” • When students have finished reading, reread the sentence and have students fill in the blank. (The Constitution is the document that lays out the laws of the land.) Record the answer on the board/chart paper. • Have students read the second paragraph of page 40 to themselves to find the answer to the question: “Why did the people of the United States name one of their fighting ships after the Constitution?” • When students have finished reading, restate the question and have students answer. (The people of the United States were proud of the Constitution, so they named one of their fighting ships the USS Constitution.) • Direct students’ attention to the image and caption on page 41. Pages 42 and 43 • Have students look up string and mast in the glossary, and read the definitions together as a class. Note for students that the plural form of mast is used in this chapter, masts. • Call on several students to read the six paragraphs on page 42 out loud while the class listens for the answer to the question: “Why did American sailors say that the USS Constitution’s sides were made of iron?” • When students have finished reading the page, restate the question and ask students to answer. (During the battles, some cannonballs bounced off the thick walls of the USS Constitution.) Record the answer on the board/chart paper. • Ask, “Did the same thing happen to the British ships?” (no) • Direct students’ attention to the image on page 43 and read the caption aloud as a class Pages 44 and 45 • Call on several students to read the three paragraphs on page 44 out loud while the class listens for the answer to the question: “What nickname did the USS Constitution get because of its thick sides?” • When students have finished reading the page, restate the question and ask students to answer. (The USS Constitution was nicknamed Old Ironsides.) Record the answer on the board/chart paper. • Direct students’ attention to the image and caption on page 45, and call on one student to read the caption aloud. Wrap-Up • Display and discuss Timeline Card 12 (USS Constitution), and tape it to the designated space on the timeline [after Timeline Card 11 (American soldiers at the time of the War of 1812)]. • Direct students’ attention to the notes you recorded while reading. Read the notes aloud as a class. • Ask students if there is additional information that should be added to the notes. Exit Pass: Make Connections Ask students to think about and respond to the following question: “What connections do the USS Constitution and the U.S. Constitution have?” This question will require inferencing and higher order thinking, and may be difficult for some students. There could be more than one answer. Lesson 13: Spelling Alternatives and Tricky Spelling Foundational Skills Primary Focus Students will read words with the tricky spelling ‘i’ > /ee/ and will place the words on the appropriate branch of the Spelling Tree. **TEKS 2.2.B.i** Students will sort words with ‘i’ > /i/, /ie/, or /ee/ into the appropriate columns. **TEKS 2.2.B.i** **INTRODUCE /EE/ > ‘I’ (15 MIN.)** - Tell students that today’s letter-sound correspondence can be found on the following page of the Vowel Code Flip Book and Individual Code Chart. | Vowel Code Flip Book | Individual Code Chart | |----------------------|-----------------------| | 1. ‘i’ > /ee/ (ski) page 9 | 1. ‘i’ > /ee/ (ski) page 8 | - Point to the /ee/ Spelling Tree. Tell students that they already know many different spellings that stand for /ee/. Review these spellings by having students read existing /ee/ words from different branches on the tree, pointing out these specific spellings: ‘ee’, ‘ea’, ‘e_e’, ‘e’, ‘ey’, ‘y’, and ‘ie’. - Explain that they will learn a new spelling today, the ‘i’ spelling for /ee/. - Turn to page 8 of the Vowel Code Flip Book, and put the Spelling Card on the appropriate space. Discuss the power bar. - Hand out the green markers. Have students turn to page 8 of the Individual Code Chart. - Guide students in outlining the appropriate card on the chart. - Shuffle the leaves you prepared for the ‘i’ spelling for /ee/. - Hold up one of the leaves you prepared, and call on a student to read the word and identify the spelling for /ee/. Have the student tape the leaf to the appropriate branch. **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. • Have students look at the Individual Code Chart. Ask students which of the spellings they have learned for /ee/ has the longest power bar. (‘y’) Explain that ‘y’ is the more frequently used spelling for /ee/ and usually occurs at the end of words, such as *funny*, *happy*, etc.; ‘i’ is less frequently used as a spelling for /ee/ than ‘y’, but still occurs in many English words. **TRICKY SPELLING ‘I’ (15 MIN.)** **Digital Component 13.1** • Ask students to turn to Activity Page 13.1 while you display the digital version. • Review the directions and sample words in which ‘i’ represents different sounds. • Complete the activity page as a teacher-guided activity. --- **Activity Page 13.1: Tricky Spelling ‘i’** Collect and review Activity Page 13.1. Students who did not correctly complete the activity page may benefit from additional practice with the tricky spelling ‘i’ at a later time. --- **Lesson 13: Foundational Skills Remediation** **Additional Support** **DECODABLE WORDS, SENTENCES, AND PHRASES** • Use the following lists of words, sentences, and phrases to extend your lessons. **Decodable Words** 1. experience 2. radio 3. easier 4. audience 5. happiness 6. medium 7. heavier 8. piano 9. taxi 10. ski 11. gymnasium Sentences and Phrases 1. happy medium 2. The radio is blaring. 3. Jay is playing the piano. 4. Miami Beach 5. an alien in the attic 6. We hopped in the yellow taxi. Wiggle Cards 1. Pretend to play the piano. 2. Pretend to ski. MORE HELP WITH TRICKY SPELLING ‘I’ Match Maker • Make one set of word cards (Activity Page 13.1) for each student or pair of students. • Have students turn all cards facedown on the table or floor in front of them. Students will take turns turning over two cards. • Students must match the sound the tricky spelling ‘i’ represents in the words. Remind students to first pronounce the ‘i’ as /i/. If that doesn’t sound right, they should try /ie/ and then /ee/. If the sound of ‘i’ is the same in each word, and the student correctly says each word, the student keeps the pair of cards. If not, the student puts them back facedown and it is the next player’s turn. • Students continue play until all matches have been found. Sort by Sound of ‘i’ • Make a copy of Activity Page TR 13.2 for each student. • Review the sounds of ‘i’ in the chart at the top of the page. • Have students read the first sentence. Then, have students say the word with ‘i’ underlined. • Ask students which sound ‘i’ makes in that word. Have them write the word in the appropriate column to match the sound ‘i’ makes. • Then have students work with a partner to complete the activity page. **Code Knowledge** Before today’s lesson: If students read 1,000 words in a trade book, on average 879–937 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 885–938 of those words would be completely decodable. The spelling ‘i’ can be pronounced /i/ as in *sit*, /ie/ as in *biker*, and /ee/ as in *piano*. **Reading** Students will partner read “A Famous Ship,” will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text, and will answer written multiple-choice questions about key details in the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.7.B** **Foundational Skills** Students will read words with the tricky spelling ‘i’ and will complete fill-in-the-blank sentences with words featuring the tricky spelling ‘i’. **TEKS 2.2.B.i** **FORMATIVE ASSESSMENT** - **Observation** - **Anecdotal Reading Record “A Famous Ship”** **TEKS 2.4** - **Activity Page 14.1** - **Chapter Questions “A Famous Ship”** **TEKS 2.6.G** - **Activity Page 14.2** - **Fill in the Blank Tricky Spelling ‘i’** **TEKS 2.2.B.i** **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Partner | 10 min. | The War of 1812 Activity Page 14.1 | | Close Read “A Famous Ship” | Whole Group | 20 min. | | | **Foundational Skills**| | | | | Review Tricky Spelling ‘i’ (Phonics) | Whole Group | 20 min | /ee/ Spelling Tree prepared leaves tape Tricky Spelling ‘i’ (Digital Components) | | Practice Tricky Spelling ‘i’ (Phonics and Word Recognition) | Independent | 10 min. | Activity Page 14.2 | | **Take-Home Material** | | | | | “A Famous Ship”: Mixed Practice | | | Activity Pages 14.3, 14.4 | ADVANCE PREPARATION Foundational Skills • Prepare the following spelling leaves to add to the /ee/ Spelling Tree: media, India, mosquito, audience, experience, gymnasium, furious, curious, and spaghetti. Digital Component 14.1 • Copy the graphic for Introduce Tricky Spelling ‘i’ (Digital Component 14.1) on the board/chart paper or prepare to display the digital version. Universal Access • Prepare the following words cards for Practice Tricky Spelling ‘i’ prior to completion of Activity Page 14.2: igloo, media, item, impossible, chilly, chili, medium, violin, piano, curious, spaghetti, India. • Gather several trade books and/or children’s magazines for students to locate words with the sounds for tricky spelling ‘i’. Lesson 14: “A Famous Ship” Reading Primary Focus: Students will partner read “A Famous Ship,” will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text, and will answer written multiple-choice questions about key details in the text. TEKS 2.4; TEKS 2.6.G; TEKS 2.7.B REVIEW THE CHAPTER (10 MIN.) • Have students partner read “A Famous Ship.” Observation: Anecdotal Reading Record As you listen to students read “A Famous Ship,” make notes regarding their individual reading ability in the Anecdotal Reading Record. CLOSE READ “A FAMOUS SHIP” (20 MIN.) • After students have finished reading “A Famous Ship” with their partners, lead students in a close reading of the text by doing the following: ◦ asking text-dependent questions that require students to draw on evidence from the text; ◦ identifying and discussing general academic (Tier 2) vocabulary; ◦ discussing sections of the text that might pose difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and ◦ engaging students in a culminating writing activity that is completed independently, if possible. • There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For this lesson, following a question, ask all students to write their answers before asking an individual student to respond orally. TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text. **Teacher Overview** **Key Idea and Key Details:** The key idea of the chapter is that the USS Constitution was a ship named for the Constitution of the United States. It fought in battles during the War of 1812 and did not have much damage, earning it the nickname “Old Ironsides.” The ship can be seen today in Boston harbor. **Synopsis:** The chapter “A Famous Ship” provides information about the role of the USS Constitution in the War of 1812 and how it survived the war. --- **Lesson** | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 38** The ship on the right is the USS Constitution. It was one of the ships that battled in the War of 1812. The letters ‘USS’ stand for United States Ship. What do the letters ‘USS’ stand for? The letters ‘USS’ stand for United States Ship. **Page 40** The USS Constitution was named for a very important document, the Constitution of the United States. The Constitution lays out the laws of the land. lays out—explains in detail. Note for students the multiple meanings of these words. The words lays out can also mean spreads out or arranges. What is the Constitution of the United States? The Constitution of the United States is a document that lays out the laws of the land. | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | It states what people serving in each branch of the U.S. government can do. It says what the president, the Congress, and the Supreme Court can do—and also what they cannot do. **branch**—a major part of a government. Note for students the multiple meanings of this word. The word *branch* can also mean part of a tree that grows out from the trunk, or it can mean a local office of a company. Reread the first paragraph on page 40. Describe some of the details of the Constitution. What people or groups are part of the three branches of government? The Constitution states what people serving in each branch of the U.S. government can do. It says what the president, the Congress, and the Supreme Court can do—and also what they cannot do. The president, the Congress, and the Supreme Court are part of the three branches of government. | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 42** During the War of 1812, the USS Constitution had a string of battles on the high seas. In one battle, the USS Constitution attacked a British ship. It was a hard fight. The sailors on both sides fired cannons. The guns blazed and smoked. The British ship fired back. But its cannonballs did less damage to the U.S. ship. In fact, some of them bounced off the thick walls of the American ship. When the American sailors saw this, they cheered. “Hooray!” one of them shouted. “Her sides are made of iron!” In fact, however, the sides of the ship were not made of iron but of very think planks of wood. The wooden sides of the USS Constitution were much thicker than most ships. **string (of battles)**—series (of battles). Note for students the multiple meanings of this word. The word string can also mean a long piece of twisted thread used to tie things together or hang things. **blazed**—shot quickly and repeatedly. Note for students the multiple meanings of this word. The word blazed can also mean burned brightly like fire. **damage**—harm Was the USS Constitution really made of iron? No, the USS Constitution was not really made of iron. It was made of strong wood. | Text From Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 44** They also gave the ship a nickname. They called it “Old Ironsides” because its wooden sides seemed as strong as iron. If the USS Constitution was made of wood, not iron, why was it nicknamed Old Ironsides? Because the cannonballs did not do much damage to the ship, it was as if the sides of the ship were made of iron. The sailors gave the ship the nickname to describe just how strong the sides of the ship were. Wrap-Up - Have students complete Activity Page 14.1 independently. Activity Page 14.1: Chapter Questions Collect and review Activity Page 14.1. Students who did not correctly answer these questions may benefit from rereading the chapter and/or practicing looking back in the text to find the answer to questions. Lesson 14: Tricky Spelling ‘i’ Foundational Skills Primary Focus: Students will read words with the tricky spelling ‘i’ and will complete fill-in-the-blank sentences with words featuring the tricky spelling ‘i’. TEKS 2.2.B.i REVIEW TRICKY SPELLING ‘I’ (20 MIN.) - Remind students that in a previous lesson they learned a new way to spell the /ee/ sound as ‘i’. Have students read all of the words on the /ee/ Tree that are spelled with ‘i’. - Shuffle the new leaves that you prepared for the /ee/ Tree. Have students read all the words aloud as a class. - Call on an individual student to tell you the spelling of the /ee/ sound in each word. Have another student circle the letter and a third student tape the word to the Spelling Tree. - Now, remind students that they also know two other sounds for ‘i’, /i/ and /ie/, so ‘i’ is a tricky spelling. - Direct students’ attention to the graphic for tricky spelling ‘i’ that you prepared in advance. TEKS 2.2.B.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. Digital Component 14.1 | /ee/ | pizza | piano | media | |------|-------|-------|-------| | /ie/ | biking | hiking | kind | | /i/ | fit | sit | bit | - Review all three sounds that the tricky spelling ‘i’ may represent. PRACTICE TRICKY SPELLING ‘I’ (10 MIN.) - Ask students to turn to Activity Page 14.2. - Read aloud all the words in the box, and then have students complete the activity page independently. Activity Page 14.2: Fill in the Blank Collect and review Activity Page 14.2. Students who did not correctly complete this activity page may benefit from additional practice with the tricky spelling ‘i’ at a later time. Take-Home Material “A FAMOUS SHIP”; MIXED PRACTICE - Have students take home Activity Page 14.3 to read to a family member and Activity Page 14.4 to complete. MORE HELP WITH TRICKY SPELLING ‘I’ Read the Sentences • Make a copy of Activity Page TR 14.1 for each student. • Review the various sounds which the spelling ‘i’ may represent: ‘i’ > /i/, /ie/, or /ee/. • Ask students to read each sentence to themselves, reminding them that the spelling ‘i’ can be tricky and they may need to try different sounds when they encounter it in an unfamiliar word. • Call students’ attention to the words in each sentence that include the ‘i’ spelling, asking students to sound out the word(s), trying different sounds as necessary. • Finally, ask one student to read the entire sentence aloud. Do the same for the remaining sentences. Roll, Flip, Read • Make several copies of the Word Card Template (Activity Page TR 11.2). • Select words from the box to create a set of cards for each player. Each card should have a word on one side and a number on the other. 1. zucchini 2. patio 3. radio 4. finish 5. curious 6. cafeteria 7. diver 8. finding 9. visitor 10. salami 11. ski 12. pizza 13. Lydia 14. finance 15. dinner 16. misses 17. item 18. indeed 19. liter 20. baptism 21. igloo 22. hiding 23. wisest 24. taxi 25. medical 26. lollipop 27. diner • Follow the procedure for Roll, Flip, Read in Additional Support Lesson 11. ASSESSMENT Spelling Assessment PRIMARY FOCUS OF LESSON Language (Spelling) Students will spell dictated words featuring the spellings ‘ge’, ‘dge’, and ‘tion’, and the Tricky Word Europe and will write three of the words in alphabetical order. TEKS 2.2.C.iv; TEKS 2.2.D Reading Students will read “The Attack on Washington, D.C.” with purpose and understanding, will recognize characteristics of multimodal and digital texts by using digital dictionaries and digital/print glossaries to clarify the meaning and pronunciation of unknown words, and will arrange written sentences describing key events from the text in correct sequential order. TEKS 2.2.D; TEKS 2.3.A; TEKS 2.7.D; TEKS 2.9.F Language (Grammar) Students will correct run-on sentences by rewriting each as two sentences, or combining the ideas of the run-on sentence to create one sentence, and will identify the correct use of apostrophes. TEKS 2.2.C.iii; TEKS 2.11.D.i; TEKS 2.11.D.x FORMATIVE ASSESSMENT Activity Page 15.1 Spelling Assessment TEKS 2.2.C.iv; TEKS 2.2.D Activity Page 15.2 Sequence Key Events “The Attack on Washington, D.C.” TEKS 2.7.D Activity Page 15.3 Run-On Sentences and Apostrophes TEKS 2.11.D.i; TEKS 2.11.D.x TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.7.D Retell and paraphrase texts in ways that maintain meaning and logical order; TEKS 2.9.F Recognize characteristics of multimodal and digital texts; TEKS 2.2.C.iii Demonstrate and apply spelling knowledge by spelling compound words, contractions, and common abbreviations; TEKS 2.11.D Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Language (Spelling)** | | | | | Spelling Assessment | Whole Group | 20 min. | Activity Page 15.1 | | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 Individual Code Chart Timeline Card 13 tape Activity Page 15.2 The War of 1812 Glossary (Digital Components) | | Read “The Attack on Washington, D.C.” | | | | | **Language (Grammar)** | | | | | Run-On Sentences | Independent | 10 min. | Activity Page 15.3 | ADVANCE PREPARATION Note to Teacher During this lesson, you will introduce students to using a digital dictionary and digital glossary. Students have practiced using a print dictionary and print glossary up to this point. Now it is time for students to translate those skills to using the same resources as digital versions. Be sure to explicitly model how to use a digital dictionary and digital glossary in this lesson, as this is the first time you are introducing these resources to students. Language • Be sure to erase the spelling table from the board and/or turn the chart paper over. Reading • Select an online digital dictionary to model with and teach students to use. Wordsmyth, Merriam-Webster Learner’s Dictionary, and Your Dictionary are online dictionaries that have been specifically written and designed for use by younger students. Digital Component 15.1 • Prepare to display the digital glossary (Digital Component 15.1) for students to navigate and use while reading the chapter. • Plan to pair students to complete Activity Page 15.2. Language • Write the following run-on sentence on the board/chart paper for Run-On Sentences and cover it: ◦ We went to lunch Tuesday we will go again Friday. Lesson 15: Spelling Assessment Primary Focus: Students will spell dictated words featuring the spellings ‘ge’, ‘dge’, and ‘tion’, and the Tricky Word *Europe* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** **SPELLING ASSESSMENT** - Have students turn to Activity Page 15.1. - Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. - Repeat this procedure with each of the remaining words. | 1. caption | 11. fudge | |------------|-----------| | 2. revenge | 12. addition | | 3. locomotion | 13. nudge | | 4. nation | 14. option | | 5. cottage | 15. judge | | 6. attention | 16. action | | 7. huge | 17. large | | 8. range | 18. change | | 9. stations | 19. direction | **Tricky Word: Europe** - Direct students’ attention to the lines on the back of the activity page. Tell students to write the sentence “Great Britain is located in Europe.” Slowly repeat this sentence three times. - At the end, go back through the list, and read each spelling word one more time. - After all the words have been called out, tell students that you will now show them the correct spelling for each word so they can correct their own work. - Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Continue through all the words and then onto the sentence. • Circle the following words on the board/chart paper. Ask students to write the words in alphabetical order on the back of the activity page: 1. change 2. cottage 3. caption • After all students have finished, write the three words in alphabetical order for students to correct their papers. 1. caption 2. change 3. cottage Activity Page 15.1: Spelling Assessment Collect Activity Page 15.1. At a later time, use the template provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. Lesson 15: “The Attack on Washington, D.C.” Reading Primary Focus: Students will read “The Attack on Washington, D.C.” with purpose and understanding, will recognize characteristics of multimodal and digital texts by using digital dictionaries and digital/print glossaries to clarify the meaning and pronunciation of unknown words, and will arrange written sentences describing key events from the text in correct sequential order. TEKS 2.2.D; TEKS 2.3.A; TEKS 2.7.D; TEKS 2.9.F INTRODUCE THE CHAPTER (10 MIN.) • Tell students that the title of today’s chapter is “The Attack on Washington, D.C.” • Tell students that D.C. in the name Washington, D.C., stands for District of Columbia. The full name of the city is Washington, District of Columbia. Washington, D.C., is a city, not a state. The city is the capital of the United States, where many important buildings and people connected to the U.S. government are found. • Review what students have learned so far about the War of 1812. TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.7.D Retell and paraphrase texts in ways that maintain meaning and logical order; TEKS 2.9.F Recognize characteristics of multimodal and digital texts. • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. **Preview Spellings** • Write the word *Capitol* on the board/chart paper. ◦ Circle the letter ‘o’. ◦ Tell students that the letter ‘o’ represents the schwa sound /u/. ◦ Write the word *symbol* on the board/chart paper as another example of a word in which ‘o’ spells the sound /u/. ◦ Ask students to refer to page 7 of the *Individual Code Chart* to locate the spelling ‘o’ representing the /u/ sound. **Preview Tricky Word** • You may wish to preview the following Tricky Word before reading the chapter: ◦ **special**—Students are likely to pronounce it /s/ /p/ /e/ /k/ /i/ /a/ /l/. However, the word is pronounced /s/ /p/ /e/ /sh/ /ə/ /l/. **Preview Core Vocabulary** • Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “The Attack on Washington, D.C.” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **Capitol**—n., the building in Washington, D.C., where Congress meets (46) **support the troops**—v., to provide encouragement and sometimes food and supplies to soldiers (48) **defeat**—n., loss in a contest or battle (48) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | Capitol | panic | | | | | defeat | | | | | flee | | | Multiple-Meaning Core Vocabulary Words | | | trunk | | Sayings and Phrases | support the troops | | | • Assist students in decoding these words in the following way: ◦ Write the vocabulary word on the board/chart paper. ◦ Divide the word into syllables. ◦ Cover one syllable at a time with your hand, and segment the word. ◦ Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. ◦ Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted: 1. Cap | i | tol ‘o’ > /ə/ (symbol) 2. supp | ort the troops 3. de | feat 4. pan | ic 5. flee 6. trunk **READ “THE ATTACK ON WASHINGTON, D.C.” (20 MIN.)** **Guided Reading Supports and Purpose for Reading** **Note:** It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. **Pages 46 and 47** • Read the title of the chapter together as a class, “The Attack on Washington, D.C.” • Preview the vocabulary word *Capitol*, and discuss its definition. **TEKS 2.9.F** • Model how to use a digital dictionary and digital glossary to look up the word *Capitol* in the following manner: ◦ Navigate to your chosen digital dictionary. ◦ Explain that you are first typing the word into the search box on the website. ◦ Next, discuss the search results that came up and the various meanings of the word. Note whether the meanings are similar to or different from the meaning in the Reader glossary. Also note information provided in addition to the meaning that is similar to or different from information provided in the Reader glossary. **Digital Component 15.1** ◦ Next, search the digital glossary for the word *Capitol*. Please note that this is a PDF of the Reader glossary, so the definitions will be identical. ◦ Explain how you are searching for it, whether scrolling through pages or using the Find feature in the program displaying the glossary. • Tell students to read page 46 to themselves to find the answer to the question: “Why was President Madison upset?” • When students have finished reading, restate the question and ask students to answer. (*President Madison was upset because two years had passed, and the war was still going on. The U.S. Army had won some battles and lost some battles. The British army was marching toward Washington, D.C.*) • Direct students’ attention to the image on page 47, and call on one student to read the caption aloud. **Pages 48 and 49** • Preview the vocabulary words *support the troops, panic,* and *defeat,* and discuss their definitions. Note for students that the past tense of the word *panic* is used in this chapter, *panicked.* • Model locating the vocabulary words in the dictionary dictionary and digital glossary. Note any differences in meaning found and/or whether all the words could be located in both resources. **TEKS 2.2.D; TEKS 2.3.A** • Tell students to read the first two paragraphs on page 48 to themselves to find the answer to the question: “What did President Madison plan to do?” • When students have finished reading, restate the question and ask students to answer. (*President Madison planned to go support the troops in a big battle outside the city.*) --- **TEKS 2.9.F** Recognize characteristics of multimodal and digital texts; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words; **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words. • Say, “I wonder how the battle went. Let’s read the rest of page 48 to find out.” • When students have finished reading, restate the question and ask students to answer. (The battle did not go well. The U.S. Army was beaten. People panicked.) • Direct students’ attention to the image on page 49, and read the caption aloud as a class. Pages 50 and 51 • Preview the vocabulary word flee, and discuss its definition. • Call on a student to use the digital dictionary to find the definition of flee. Have a different student use the digital glossary to find the definition of flee. • Tell students to read page 50 to themselves to find the answer to the question: “What did Mrs. Madison have to do, and why?” • When students have finished reading, restate the questions and ask students to answer. (Mrs. Madison had to flee because the British were coming.) • Ask, “What did Mrs. Madison hope to do?” (She hoped to take as much with her as she could.) • Direct students’ attention to the image on page 51, and read the caption aloud. Pages 52 and 53 • Preview the vocabulary word trunk, and discuss its definition. • Say, “I wonder what Mrs. Madison was able to take with her. Let’s read page 52 to find out.” • When students have finished reading, restate the question and ask students to answer. (Mrs. Madison grabbed things that were important to the American people like papers and letters. She ordered her slaves and servants to take a painting of George Washington from its frame.) • Direct students’ attention to the image on page 53, and call on one student to read the caption aloud. Wrap-Up • Display and discuss Timeline Card 13 (Dolley Madison), and tape it to the designated spot on the timeline [after Timeline Card 12 (USS Constitution)]. • Have students complete Activity Page 15.2 with a partner. Activity Page 15.2: Chapter Questions Collect and review Activity Page 15.2. Students who did not correctly sequence the events and/or who did not use appropriate information from the text to describe how they could have helped Dolley Madison may benefit from rereading the text and from practicing looking back in the text to locate information to support their answers. Lesson 15: Grammar Language Primary Focus: Students will correct run-on sentences by rewriting each as two sentences, or combining the ideas of the run-on sentence to create one sentence, and will identify the correct use of apostrophes. TEKS 2.2.C.iii; TEKS 2.11.D.i; TEKS 2.11.D.x RUN-ON SENTENCES • Remind students that you have previously discussed how to fix run-on sentences. • Uncover the run-on sentence you prepared in advance and direct students’ attention to it. ◦ We went to lunch Tuesday we will go again Friday. Check for Understanding Ask students to work with a partner to correct the run-on sentence. Have students share their ideas. They should come up with the following possibilities: • We went to lunch Tuesday. We will go to lunch again Friday. • We went to lunch Tuesday and will go again Friday. TEKS 2.2.C.iii Demonstrate and apply spelling knowledge by spelling compound words, contractions, and common abbreviations; TEKS 2.11.D Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates. Next, remind students that an apostrophe in a word can indicate a contraction, taking the place of letters to combine two words into one, such as in *can’t*. It can also be apostrophe ‘s’ at the end of a word that shows ownership; the person, or owner, owns something. Ask students to turn to Activity Page 15.3. Complete the first item as an example, and then have students complete as many items independently as time permits. --- **Activity Page 15.3: Run-On Sentences and Apostrophes** Collect and review Activity Page 15.3. Students who did not correct the run-on sentences appropriately may benefit from additional practice at a later time. Students who did not correctly identify the appropriate way to write apostrophes would benefit from a review and additional practice. --- **Lesson 15: Foundational Skills Remediation** **Additional Support** **MORE HELP WITH ALPHABETIZING WORDS** **Race to the Top** - Make one copy of the game board templates (*Activity Pages TR 4.2, TR 4.3*) for each pair of players. - Copy the word card template for each player (*Activity Page TR 15.1*). - Each student gets his or her own ladder and a set of word cards. - Students flip over two cards to begin. They must read the words correctly, then decide which word comes first alphabetically. They will place the cards on the first two steps of the ladder. If they misread a word, they lose a turn. As additional words are added, students should review the words and move cards into alphabetical order. The first one to fill the steps of the ladder with their words in alphabetical order wins. READING Close Reading PRIMARY FOCUS OF LESSON Reading Students will partner read “The Attack on Washington, D.C.” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.7.C** Foundational Skills Students will read and sort words featuring the tricky spelling ‘i’ > /i/, /ie/ or /ee/. **TEKS 2.2.B.iii** Language (Spelling) Students will read and alphabetize one-, two-, and three-syllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** FORMATIVE ASSESSMENT Observation **Anecdotal Reading Record** “The Attack on Washington, D.C.” **TEKS 2.4** Exit Pass **Offer an Opinion** **TEKS 2.6.G; TEKS 2.7.C** Exit Pass **Identify Sound of ‘i’** **TEKS 2.2.B.iii** TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. | Activity | Grouping | Time | Materials | |-----------------------------------------------|--------------|-------|------------------------------------------------| | **Reading** | | | | | Review the Chapter | Partner | 10 min.| The War of 1812 | | Close Read “The Attack on Washington, D.C.” | Whole Group | 20 min.| | | **Foundational Skills** | | | | | Practice Tricky Spelling ‘i’ (Phonics and Word Recognition) | Whole Group | 10 min.| board, prepared word cards, tape, Tricky Spelling ‘i’ (Digital Components) | | **Language (Spelling)** | | | | | Introduce Spelling Words | Whole Group | 20 min.| prepared word cards, tape | | **Take-Home Material** | | | | | Family Letter; “The Attack on Washington, D.C.”; Alphabetize Words | | | Activity Pages 16.1–16.3 | Note to Teacher This week the spelling words are all domain-specific words instead of words with a particular spelling feature. Foundational Skills Digital Component 16.1 • Copy the graphic for Practice Tricky Spelling ‘i’ (Digital Component 16.1) on the board/chart paper or display the digital version. • Copy the following words onto individual index cards for Practice Tricky Spelling ‘i’. 1. ski 2. sit 3. trick 4. biting 5. radio 6. trip 7. piano 8. happiness 9. finish 10. heavier 11. rising 12. crib 13. easiest 14. fix 15. British 16. medium 17. riding 18. list 19. hiding 20. taxi Language • Write this week’s spelling words on cards, and have paper clips handy for folding the cards. Lesson 16: “The Attack on Washington, D.C.” Reading Primary Focus: Students will partner read “The Attack on Washington, D.C.” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. TEKS 2.4; TEKS 2.6.G; TEKS 2.7.C REVIEW THE CHAPTER (10 MIN.) • Have students partner read “The Attack on Washington, D.C.” Observation: Anecdotal Reading Record As you listen to students read “The Attack on Washington, D.C.” make notes regarding their individual reading ability in the Anecdotal Reading Record. CLOSE READ “THE ATTACK ON WASHINGTON, D.C.” (20 MIN.) • After students have finished reading “The Attack on Washington, D.C.” with their partners, lead students in a close reading of the text by doing the following: ◦ asking text-dependent questions that require students to draw on evidence from the text; ◦ identifying and discussing general academic (Tier 2) vocabulary; ◦ discussing sections of the text that might pose difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and ◦ engaging students in a culminating writing activity that is completed independently, if possible. • There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For this lesson, have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student raises his or her hand to respond. TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.C Use text evidence to support an appropriate response. Teacher Overview **Key Idea and Key Details:** The key idea of the chapter is that the British attacked Washington, D.C., which was a young town at the time. When people found out that the U.S. Army had been beaten by the British in a battle outside the city, they panicked and fled. Dolley Madison saved valuable documents and a painting from the President’s House. **Synopsis:** The chapter “The Attack on Washington, D.C.” provides information about the British march to and attack on Washington, D.C. | Lesson | |--------| | **Text from Reader** Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | | **Vocabulary Instruction** As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | | **Text-Dependent Questions** After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | | **Responses** Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | | **Page 46** In August of 1814, President Madison was upset. Two years had passed. The war was still going on. The U.S. Army had won some battles, and it had lost some battles. At the time, Washington, D.C., was a young town. Some buildings had just been finished. Others were not finished yet. | | **young (town)**—a town started or established not too long ago | | Reread the third paragraph on page 46. Describe Washington, D.C., as a town at the time. | | Washington, D.C., was a young town. Some buildings had just been finished. Others were not finished yet. | | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 48** The President’s House was a special house that had been constructed for the president. (Today it is called the White House.) It was only about ten years old at the time. It was home to President Madison and his wife, Dolley. Who lived at the President’s House? President Madison and his wife Dolley lived at the President’s House. President Madison was aware that there was going to be a big battle outside the city. He planned to go support the troops. People quickly found out about the defeat. The army had lost! The British were coming! People in the city panicked. They grabbed their things and ran away. The roads were jammed with people and carts. defeat—loss, such as a battle or contest panicked—suddenly felt extremely fearful jammed—so full that movement stopped. Note for students the multiple meanings of this word. The word jammed can also mean stopped working because a movable part has become stuck. What were the roads like when people found out about the U.S. Army defeat? Why? The roads were jammed with people and carts because people panicked when they heard the British were coming. **Page 50** President Madison could not get back to the President’s House. His wife, Dolley, was left there with servants and soldiers. Who was left at the President’s House? Dolley Madison, servants, and soldiers were left at the President’s House. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text of the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 52** In the end, Mrs. Madison left most of her own things behind. Instead, she carried away things that were important to the American people. She grabbed papers and letters. She stuffed as many of them as she could into a trunk. **stuffed**—filled by packing things in. Note for students the multiple meanings of this word. The word *stuffed* can also mean filled with a soft material, as a cushion, or filled out the skin of an animal that is no longer alive, for mounting. In the end, what did Mrs. Madison leave behind? Mrs. Madison left behind most of her own things. Mrs. Madison was ready to leave. Then she remembered one last thing. It was a painting of George Washington. There was no time to gently take it from its frame. She ordered the servants to take down the painting. What did Mrs. Madison remember before she was ready to leave? Why was this important? Mrs. Madison remembered a painting of George Washington, so she had the servants take it with them. George Washington was important to the United States, and she had carried away other things that were important to the American people. Exit Pass: Offer an Opinion Have students respond to the following question, using evidence from the text in their responses: - Do you think the actions of Dolley Madison were important? Why or why not? Lesson 16: Spelling ‘i’ > /i/, /ie/, /ee/ Foundational Skills Primary Focus: Students will read and sort words featuring the tricky spelling ‘i’ > /i/, /ie/ or /ee/. TEKS 2.2.B.iii PRACTICE TRICKY SPELLING ‘I’ - Remind students that earlier in this unit, they learned a new sound for the ‘i’ spelling, /ee/ as in ski. - Direct students’ attention to the graphic you prepared in advance for tricky spelling ‘i’. Review the sounds for tricky spelling ‘i’. Digital Component 16.1 1. /i/ 2. /ie/ 3. /ee/ - Shuffle and then flash the prepared cards one at a time to students, having them read the cards aloud as a group. - Distribute the cards to either individual students or to small groups. - Have each student or small group read the card(s) to the class and then tape each card under the correct header on the board/chart paper. TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Exit Pass: Identify Sound of ‘i’ Write the following words on the board: 1. exercise; 2. media; 3. fist. Have students write which sound ‘i’ makes in each word. Lesson 16: Spelling Language Primary Focus: Students will read and alphabetize one-, two-, and three-syllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** INTRODUCE SPELLING WORDS - Prior to introducing the specific spelling words, tell students that this week all of the words are related to the Reader, *The War of 1812*. 1. Madison 2. president 3. battle 4. march 5. Congress 6. British 7. Washington 8. support 9. troops 10. impressment 11. cannon 12. death 13. Dolley 14. merchants 15. paved 16. hawks 17. painting 18. monarchy 19. navy Tricky Word: Ironsides - Using the cards you prepared in advance, show students one word at a time, asking them to first read the word. Ask students to use each word in a sentence illustrating its meaning. - Tell students that you will now put the words in alphabetical order. Fold over the cards and paper clip them so just the first letter shows as you did in previous lessons. Randomly tape the cards to the board/chart paper. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Ask: “Do you see any words that begin with ‘a’? No. ‘b’? Yes, I have two words that begin with ‘b’. I wonder how we know which one to put first. Let me unfold one more letter. (Fold the cards so the ‘ba’ and ‘Br’ are visible.) Oh, I see. ‘a’ comes before ‘r’, so I will put the word that starts with ‘ba’—battle—before the word that starts with ‘Br’—British. ‘c’? Yes, I have two words that begin with ‘c’. I wonder how we know which one to put first. Let me unfold one more letter. (Fold the cards so the ‘ca’, ‘Co’ are visible.) Oh, I see. ‘a’ comes before ‘o’, so I will put the word that starts with ‘ca’—cannon—before the word that starts with ‘Co’—Congress.” Proceed in this way until all cards have been alphabetized. • Unfold the cards, and read the words aloud with students. • Tell students that the words are now in alphabetical order. 1. battle 2. British 3. cannon 4. Congress 5. death 6. Dolley 7. hawks 8. impressment 9. Ironsides 10. Madison 11. march 12. merchants 13. monarchy 14. navy 15. painting 16. paved 17. president 18. support 19. troops 20. Washington • Tell students the words will remain on display until the assessment so they may refer to them during the week. • Tell students that they will take home Activity Page 16.1 to share with a family member. Take-Home Material FAMILY LETTER; “THE ATTACK ON WASHINGTON, D.C.”; ALPHABETIZE WORDS • Have students take home Activity Page 16.1 to share with a family member, Activity Page 16.2 to read to a family member, and Activity Page 16.3 to complete. Lesson 16: Foundational Skills Remediation Additional Support MORE HELP WITH TRICKY SPELLING ‘I’ Match Maker • Using the word cards from the board sort in today’s lesson, allow students to play a game of Match Maker. • Students should turn all cards facedown. Students will alternate taking turns turning over two cards. • Students must match the sound the tricky spelling ‘i’ represents in the words. If the sound of ‘i’ is the same in each word, and the student correctly says each word, the student keeps the pair of cards. If not, the student puts them back facedown and it is the next player’s turn. • The first student to find the most matches wins. GRAMMAR Building Sentences PRIMARY FOCUS OF LESSON Reading Students will read “The Burning of Washington, D.C.” with purpose and understanding, will use print or digital resources to determine meaning and pronunciation of unknown words, and will answer literal questions about key details in the text. **TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.D** Language (Grammar) Students will add details to create more complex sentences. **TEKS 2.11.D.i** Differentiated Instruction Students will identify different parts of speech in “The Burning of Washington, D.C.,” will read word pairs and determine whether targeted letters in each word make the same sound, and will identify verbs and adverbs in sentences. **TEKS 2.2.B.iii; TEKS 2.11.D.ii; TEKS 2.11.D.iii; 2.11.D.v** FORMATIVE ASSESSMENT Observation Activity Page 17.1 Activity Page 17.2 Activity Page 17.3 Discussion Questions “The Burning of Washington, D.C.” **TEKS 2.6.G** Parts of Speech (Group 1) **TEKS 2.11.D.ii; TEKS 2.11.D.iii; 2.11.D.v** Same or Different? (Group 2) **TEKS 2.2.B.iii** Verbs and Adverbs (Group 2) **TEKS 2.11.D.ii; TEKS 2.11.D.v** **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.D** Retell and paraphrase texts in ways that maintain meaning and logical order; **TEKS 2.11.D.i** Edit drafts using standard English conventions, including complete sentences with subject-verb agreement; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.D** Edit drafts using standard English conventions including (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns; (v) adverbs that convey time and adverbs that convey place. | **LESSON AT A GLANCE** | |------------------------| | **Reading** | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 | | Read “The Burning of Washington, D.C.” | | | Individual Code Chart | | | | | Timeline Card 14 | | | | | tape | | | | | The War of 1812 Glossary (Digital Components) | | **Language (Grammar)** | | Build Sentences | Whole Group | 15 min. | | | **Differentiated Instruction** | | Parts of Speech, Same or Different Sounds, Verbs and Adverbs | Small Group/Independent | 15 min. | The War of 1812 | | | | | Activity Pages 17.1–17.3 | | **Take-Home Material** | | “The Burning of Washington, D.C.”; Run-On Sentences | | | Activity Pages 17.4, 17.5 | ADVANCE PREPARATION Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and the digital glossary (Digital Component 15.1). Language • Write the following sentence on the board/chart paper for Build Sentences: ◦ They went on Tuesday. Differentiated Instruction • Using observational data from anecdotal reading records, spelling analysis records, and performance on daily checks for understanding or formative assessments, identify students who may benefit from additional targeted practice in letter-sound correspondences, spelling alternatives, or tricky spellings and assign Activity Page 17.2. Other students may benefit from additional practice with parts of speech (Activity Page 17.1) and/or identification of verbs and adverbs (Activity Page 17.3). Universal Access • Gather images to represent the following core vocabulary words: toast, ransack, torch, drape, “heavy blow,” soot. Lesson 17: “The Burning of Washington, D.C.” Reading Primary Focus: Students will read “The Burning of Washington, D.C.” with purpose and understanding, will use print or digital resources to determine meaning and pronunciation of unknown words, and will answer literal questions about key details in the text. **TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.D** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “The Burning of Washington, D.C.” - Engage students in a brief discussion about what they learned about the attack on Washington, D.C., from reading the previous chapter. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings - Write the words “heavy blow” on the board/chart paper. - Circle the letters ‘ea’. - Tell students that these letters represent the sound /e/. - Ask students to turn to page 7 of the Individual Code Chart. - Ask students to find the /e/ row and follow it across to ‘ea’ (head). - Ask students to summarize what the power bar means for ‘ea’. Preview Tricky Word - You may wish to preview the following Tricky Word before reading the chapter: - **shoe**—Students are likely to pronounce it /sh/ /oe/. However, the word is pronounced /sh/ /oo/. Preview Core Vocabulary TEKS 2.3.A - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “The Burning of Washington, D.C.” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. Digital Component 15.1 - Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. charge—v., to rush into (charged) (54) toast—v., to raise a glass and drink in honor of someone or something (toasted) (56) ransack—v., to search in order to steal and cause damage (ransacked) (56) torch—n., a piece of wood that burns at one end (torches) (56) drape—n., curtain (drapes) (56) heavy blow—n., a difficult loss to deal with (58) soot—n., the black powder left behind when something burns (58) Vocabulary Chart for “The Burning of Washington, D.C.” | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | soot | ransack | | | Multiple-Meaning Core Vocabulary Words | | torch toast drape | charge | | Sayings and Phrases | heavy blow | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words. Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any usual letter-sound correspondences also noted. 1. charge 2. toast 3. ran | sack 4. torch 5. drape 6. heav | y blow ‘ea’ > /e/ (head) 7. soot After previewing the vocabulary, remind students that as they are reading, if they do not recall the meaning or pronunciation of a word, they can always look it up in the glossary, digital dictionary, or digital glossary. Also, note for students that *torch*, *toast*, and “*heavy blow*” have multiple meanings. *Torch* can also mean to burn something. *Toast* can also mean a grilled piece of bread. “*Heavy blow*” can also mean a hard hit using an object or part of the body. **READ “THE BURNING OF WASHINGTON, D.C.” (20 MIN.)** - Read the title of the chapter together as a class, “The Burning of Washington, D.C.” - Take a few moments to go through the chapter, looking at the images and reading the captions. **Pages 54–59** - Tell students to read pages 54–59 to themselves to find out what happened to Washington, D.C., when the British arrived. - As students read silently, you should circulate throughout the room, lending assistance as needed. • When students have finished reading, restate the question and ask students to answer. (The British Army marched into Washington, D.C. They burned the Capitol building. They broke down the doors of the President’s House and marched inside. They ate dinner inside and then started smashing things. They stole things. Then, they set the house on fire. Then, the British soldiers marched away.) **Wrap-Up** • Display and discuss Timeline Card 14 (The Capitol building after the British burned it during the attack on Washington, D.C.), and tape it to the designated spot on the timeline [after Timeline Card 13 (Dolley Madison)]. • Use the following questions to promote discussion: **Discussion Questions for “The Burning of Washington, DC”** 1. **Literal.** Why did British soldiers burn Washington, D.C.? » They were angry because the U.S. Army had burned the capital city of Canada, so they wanted to get back at the Americans by burning the U.S. capital. 2. **Literal.** How were the fires set by the British soldiers put out? » Rain from a storm stopped most of the fires. 3. **Literal.** Why did the Madisons feel they would never call the President’s House home again? » They came back and found it was a mess. The walls were black with soot, the windows were broken, and all of their things had been stolen or burned. --- **Observation: Discussion Questions** Call on a different student to answer each question. Note students’ names and performance in the Discussion Questions Observation Record, using the codes provided. Lesson 17: Build Sentences Primary Focus: Students will add details to create more complex sentences. BUILD SENTENCES • Remind students that they have been talking about complete and incomplete sentences; they have learned that a complete sentence must always have a subject and a predicate. • Tell students that today they are going to learn how to build or write interesting sentences. • Direct students’ attention to the sentence you prepared in advance. They went on Tuesday. • Ask students whether this is a complete or incomplete sentence. Then ask them to help “prove” that the sentence is complete by identifying the subject and the predicate. Underline the subject with a single line and the predicate with a double line. • Point out that although this is a complete sentence, it is a very simple sentence that does not provide very much information and is not very interesting. • Write the following column headings on the board/chart paper: “Who?,” “Where?,” “Why?”. • Pointing to the subject *They*, ask, “Who is meant by *They*?” Record any possible answers under the heading “Who?”. • Have students choose one of the responses you recorded and use it to write a revised sentence (e.g., *Joyce and Mark went on Tuesday.*). • Ask students to again identify the subject. Point out that in rewriting the sentence, you added information to the subject. • Now ask students, “Where did they go?” and record students’ responses under the heading “Where?”. TEKS 2.11.D.i Edit drafts using standard English conventions, including complete sentences with subject-verb agreement. • Have students choose one of the responses you recorded and use it to write another revised sentence, (e.g., *Joyce and Mark went to an amusement park on Tuesday.*). Point out that you added something to the predicate of the sentence. • Now ask, “Why did they go?” and record students’ responses under the heading “Why?” • Have students choose one of the responses you recorded and use it to write another revised sentence on the board/chart paper (e.g., *Joyce and Mark went to an amusement park on Tuesday to ride roller coasters.*). Point out that you again added something to the predicate of the sentence. • If time permits, repeat these steps for the sentence “It grew.” Ask the following questions: “What grew? Where did it grow? How did it grow?” • Sum up by telling students that you will continue to practice building sentences in the lessons to come. Lesson 17: Differentiated Instruction Differentiated Instruction **Primary Focus:** Students will identify different parts of speech in “The Burning of Washington, D.C.,” will read word pairs and determine whether targeted letters in each word make the same sound, and will identify verbs and adverbs in sentences. **TEKS 2.2.B.iii; TEKS 2.11.D.ii; TEKS 2.11.D.iii; TEKS 2.11.D.v** **PARTS OF SPEECH, SAME OR DIFFERENT SOUNDS, VERBS AND ADVERBS** **Small Group** • While working with students in small groups, please remember to choose activities that fit students’ needs. **Group 1:** Have students who are able to work independently complete Activity Page 17.1 to review parts of speech and reading skills. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.D** Edit drafts using standard English conventions including (i) past, present, and future verb tense; (ii) singular, plural, common, and proper nouns; (v) adverbs that convey time and adverbs that convey place. Activity Page 17.1: Parts of Speech Collect and review Activity Page 17.1 from Group 1. Students who did not correctly identify appropriate parts of speech and/or who did not use the identified words appropriately in sentences about the War of 1812 or the burning of Washington, D.C., may benefit from additional practice with parts of speech and rereading of the text. Group 2: Work with students needing extra help with either grammar or the spellings from Unit 6. Work with students to complete either Activity Page 17.2 or Activity Page 17.3, depending on which skills they need to practice. Activity Page 17.2: Same or Different? Collect and review Activity Page 17.2 from Group 2. Students who did not correctly identify whether the targeted letters made the same sound or not may benefit from additional practice with tricky spellings. Activity Page 17.3: Verbs and Adverbs Collect and review Activity Page 17.3 from Group 2. Students who did not correctly identify verbs and adverbs may benefit from additional practice with parts of speech. Take-Home Material “THE BURNING OF WASHINGTON, D.C.”; RUN-ON SENTENCES • Have students take home Activity Page 17.4 to read to a family member and Activity Page 17.5 to complete. Lesson 17: Foundational Skills Remediation Additional Support MORE HELP WITH BUILDING SENTENCES Write About It • Gather a variety of images that may prompt students in writing detailed, complete sentences. • Using the board/chart paper, write three columns labeled: “Who?”, “Where?”, and “Why?”. Alternatively you could use three separate sheets of chart paper, labeling each one. • Share with students one of the images you gathered in advance. • Ask students to determine who (subject), is doing what (predicate). Record the answer to “Who?” on the chart. • Then, have students add details by answering the questions “Where?” and “Why?” related the image. • Once they have answered, ask them to write a sentence including that information, and then go back and code the subject and predicate. • This could be repeated as partners or independently. MORE HELP WITH SPELLING ALTERNATIVES /ER/, ‘AR’, ‘OR’ Race Against the Clock • Using word cards you have created (Activity Page TR 10.1), assign each word a point value based on the difficulty of the word; you may want to assign one point for one-syllable words, two points for two-syllable words, three points for three-syllable words, and so on. • Each player gets a preset time limit to attempt to read as many words as possible within the time. Students get points for the words they read correctly and get no points for words they get wrong or skip. • The student with the most points is the winner. GRAMMAR Building Sentences PRIMARY FOCUS OF LESSON Reading Students will reread “The Burning of Washington, D.C.,” will use digital dictionaries and print/digital glossaries to clarify the meaning of words, and will answer multiple-choice questions about key details in the text. TEKS 2.3.A; TEKS 2.4; TEKS 2.6.G Language (Grammar) Students will expand complete simple and compound sentences orally and will rewrite a simple sentence four times, adding more details each time. TEKS 2.11.C; TEKS 2.11.D.iv; TEKS 2.11.D.v FORMATIVE ASSESSMENT Observation Anecdotal Reading Record “The Burning of Washington, D.C.” (Group 1) TEKS 2.4 Activity Page 18.1 Chapter Questions “The Burning of Washington, D.C.” TEKS 2.6.G Activity Page 18.2 Build Sentences TEKS 2.11.C; TEKS 2.11.D.iv; TEKS 2.11.D.v TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.11.C Revise drafts by adding, deleting, or rearranging words, phrases or sentences; TEKS 2.11.D Edit drafts using standard English conventions, including (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. | Activity | Grouping | Time | Materials | |-----------------------------------------------|---------------------------|-------|---------------------------------------------------------------------------| | **Reading** | | | | | Review the Chapter | Whole Group | 5 min.| ❑ *The War of 1812* | | | | | ❑ Activity Page 18.1 | | Reread “The Burning of Washington, D.C.” | Small Group/Independent | 25 min.| ❑ *The War of 1812* Glossary (Digital Components) | | **Language (Grammar)** | | | | | Build Sentences | Whole Group | 30 min.| ❑ board/chart paper | | | | | ❑ Activity Page 18.2 | Reading Digital Component 15.1 • Prepare to display the digital dictionary of your choice and the digital glossary (Digital Component 15.1). • Plan which students you will listen to in Group 1 and which students will read independently in Group 2. Language • Write the following sentence on the board/chart paper for Build Sentences: ◦ The snake slithered. Lesson 18: “The Burning of Washington, D.C.” Reading Primary Focus: Students will reread “The Burning of Washington, D.C.,” will use digital dictionaries and print/digital glossaries to clarify the meaning of words, and will answer multiple-choice questions about key details in the text. TEKS 2.3.A; TEKS 2.4; TEKS 2.6.G REVIEW THE CHAPTER (5 MIN.) - Tell students that today they will reread “The Burning of Washington, D.C.” in small groups. Review Core Vocabulary - You may wish to review the vocabulary before rereading this chapter; see Preview Core Vocabulary in Lesson 17. Digital Component 15.1 - Have students use the digital dictionary and digital glossary to look up vocabulary words as you review them. REREAD “THE BURNING OF WASHINGTON, D.C.” (25 MIN.) Purpose for Reading Group 1: Ask these students to come to the reading table and read the chapter with you. This is an excellent time for you to make notes in your anecdotal records. When students have finished reading, have them complete Activity Page 18.1 as a group, using the Reader as a guide. Observation: Anecdotal Reading Record As you listen to Group 1 students read “The Burning of Washington, D.C.,” make notes regarding their individual reading ability in the Anecdotal Reading Record. TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas. **Group 2:** Ask these students to read the chapter independently and complete Activity Page 18.1 as they read. Remind students that the bolded words in the chapter are found in the glossary and match the words you reviewed. Some words may appear in different forms in the chapter. **Wrap-Up** - Call students back together as a class, and go over the correct answers for Activity Page 18.1. --- **Activity Page 18.1: Chapter Questions** Collect and review Activity Page 18.1 from Group 2. Students who did not correctly answer the questions may benefit from additional practice looking back in the text for answers. --- **Lesson 18: Build Sentences** **Language** **Primary Focus:** Students will expand complete simple and compound sentences orally and will rewrite a simple sentence four times, adding more details each time. **TEKS 2.11.C; TEKS 2.11.D.iv; TEKS 2.11.D.v** **BUILD SENTENCES** - Remind students that when they write, they should strive to make their writing interesting. Tell students that one way that they can do this is by adding words to simple sentences. - Direct students’ attention to the sentence you prepared in advance: *The snake slithered*. Point out that *The snake slithered* is a very simple sentence. - Ask students to identify the subject and the predicate in this sentence; underline the subject with a single line and the predicate with a double line. - Write the following column headings on the board/chart paper: “What?”, “Where?”, “How?”. - Ask, “What did the snake look like?” Record students’ answers under the heading “What?”. **TEKS 2.11.C** Revise drafts by adding, deleting, or rearranging words, phrases or sentences; **TEKS 2.11.D** Edit drafts using standard English conventions, including (iv) adjectives, including articles; (v) adverbs that convey time and adverbs that convey place. • Have students choose one of the responses you recorded. Use it to write a revised sentence (e.g., *The fat, blue snake slithered*.). Point out that you added something to the subject of this sentence. • Ask, “Where was the snake going?” Record students’ answers under the heading “Where?” • Have students choose one of the responses you recorded. Use it to write a revised sentence (e.g., *The fat, blue snake slithered home*.). Point out that you added something to the predicate of this sentence. • Ask, “How did the snake slither?” Record students’ answers under the heading “How?” • Have students choose one of the responses you recorded. Use it to write a revised sentence (e.g., *The fat, blue snake slowly slithered home*.). Point out that you added something to the predicate of this sentence. • Have students choose one of the responses you recorded. Use it to write a revised sentence (e.g., *The fat, blue snake slowly slithered home to get some rest*.). Point out that you added something to the predicate of this sentence. • Have students turn to Activity Page 18.2. • Have a student read the sentence on the activity page. Tell students to expand the sentence by following the questions on the activity page. Activity Page 18.2: Build Sentences Collect and review Activity Page 18.2. Students who had difficulty expanding the sentence may benefit from additional practice and more work answering questions to help add details. Lesson 18: Foundational Skills Remediation MORE HELP WITH BUILDING SENTENCES Create Sentences • Make a copy of **Activity Page TR 18.1** for each student. Have them cut out the cards. • Have students work to decide which cards are subjects and which cards are predicates. Tell students to sort them into categories. • Next, have students pair a subject and predicate to make a sentence. Note that correct capitalization and punctuation is not included on the cards. • Then, have students discuss how they could add to the sentences by answering the questions “Who?”, “Where?”, “Why?”, and “How?”. • Finally, have students write the sentences they created, using appropriate capitalization and punctuation, and including the details discussed. READING Informational Text PRIMARY FOCUS OF LESSON Reading Students will read “The Attack on Baltimore” with purpose and understanding, will use online dictionaries and print/digital dictionaries to clarify the meaning of words, and will answer literal and inferential questions about key details in the text. TEKS 2.2.D; TEKS 2.6.E; TEKS 2.6.G Foundational Skills Students will sort and read words featuring /a/ > ‘a’ and ‘e’, and two-syllable words featuring /ə/ + /l/ and /sh/ + /ə/ + /n/. TEKS 2.2.B.iii FORMATIVE ASSESSMENT Observation Discussion Questions “The Attack on Baltimore” TEKS 2.6.G TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.6.E Make connections to personal experiences, ideas in other texts, and society; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 | | Read “The Attack on Baltimore” | | | Individual Code Chart | | | | | The War of 1812 Glossary (Digital Components) | | **Foundational Skills**| | | | | Word Sort (Phonics) | Whole Group | 30 min. | prepared word cards | | Baseball Game (Phonics and Word Recognition) | | | | | **Take-Home Material** | | | | | “The Attack on Baltimore” | | | Activity Page 19.1 | Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and the digital glossary (Digital Component 15.1). Foundational Skills • Copy the following words onto individual index cards for Word Sort and for Baseball Game: 1. about 12. total 23. fossil 34. operation 2. China 13. royal 24. nostril 35. emotion 3. around 14. principal 25. federal 36. nation 4. Africa 15. typical 26. battle 37. invention 5. appetite 16. normal 27. camel 38. action 6. Tennessee 17. practical 28. little 39. benefit 7. debate 18. signal 29. possible 40. deposit 8. thousand 19. pencil 30. uncle 41. telescope 9. fiction 20. evil 31. along 42. category 10. animal 21. April 32. around 43. decay 11. metal 22. devil 33. America 44. decide • Write the following headers on the board/chart paper for Word Sort: ‘a’, ‘e’, ‘al’, ‘el’, ‘il’, ‘le’, and ‘tion’. • Pull out the following word cards for use at the beginning of Word Sort: *around, debate, principal, camel, pencil, battle*. • Draw a baseball diamond on the board/chart paper. Lesson 19: “The Attack on Baltimore” Reading Primary Focus: Students will read “The Attack on Baltimore” with purpose and understanding, will use online dictionaries and print/digital dictionaries to clarify the meaning of words, and will answer literal and inferential questions about key details in the text. **TEKS 2.2.D; TEKS 2.6.E; TEKS 2.6.G** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “The Attack on Baltimore.” - Review with students what they learned about the attack on Washington, D.C. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings - Write the words *pitch in* and *stitching* on the board/chart paper. - Circle the letters ‘tch’ in each word. - Tell students that these letters represent the sound /ch/. - Ask students to turn to page 2 of the Individual Code Chart. - Ask students to find the /ch/ row and follow it across to ‘tch’ (*itch*). - Ask students to summarize what the power bar means for ‘tch’. - Write the word *niece* on the board/chart paper. - Circle the letters ‘ie’ in this word. - Tell students that these letters represent the sound /ee/. - Ask students to turn to page 8 of the Individual Code Chart. - Ask students to find the /ee/ row and follow it across to ‘ie’ (cookie). - Ask students to summarize what the power bar means for ‘ie’. Preview Tricky Word - You may wish to preview the following Tricky Word before reading the chapter: - **Fort McHenry**—Students are likely to be unfamiliar with how to pronounce ‘Mc’. Students may think *McHenry* is pronounced /m/ /k/ /h/ /e/ /n/ /r/ /y/. The word is pronounced /m/ /i/ /k/ /h/ /e/ /n/ /r/ /ee/. Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “The Attack on Baltimore” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. Digital Component 15.1 - Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. **port**—n., a place on the water near land, where ships load and unload cargo (60) **pile up**—v., to collect (piled up) (62) **harbor**—n., an area of calm, deep water near land, where ships can safely put down their anchors (62) **pitch in**—v., to help with (pitched in) (62) **stitching**—v., sewing (stitched) (66) **niece**—n., the daughter of your brother or sister (nieces) (66) **commander**—n., a high-ranking officer in the military (68) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | port | | niece | | Multiple-Meaning Core Vocabulary Words | harbor | stitching | | | Sayings and Phrases | pitch in | pile up | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same letter-sound spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any usual letter-sound correspondences also noted: 1. port 2. pile up 3. har | bor 4. pitch in ‘tch’ > /ch/ (itch) 5. stitch | ing ‘tch’ > /ch/ (itch) 6. niece ‘ie’ > /ee/ (piece) 7. comm | and | er **READ “THE ATTACK ON BALTIMORE” (20 MIN.)** **Guided Reading Supports and Purpose for Reading** **Note:** It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. - Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. - Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. **Pages 60 and 61** - Read the title of the chapter together as a class, “The Attack on Baltimore.” - Preview the vocabulary word *port* for students, and discuss its definition. - Tell students to read page 60 to themselves to find the answer to the question: “Why was Baltimore an important city?” - When students have finished reading, restate the question and ask students to answer. (*It was the third largest city in the United States, and it was also a key port.*) • Direct students’ attention to the image on page 61, and read the caption aloud as a class. Pages 62 and 63 • Preview the vocabulary words *harbor* and *pitch in*, and discuss their definitions. Note for students that *pitched in* is a form of the word *pitch in* that appears in this chapter. • Tell students to read page 62 to themselves to find the answer to the question: “How did the British plan to take about Baltimore?” • When students have finished reading, restate the question and ask students to answer. (*The British hoped that if they could take Fort McHenry, they could take the city.*) • Ask, “How did the people of Baltimore prepare for the attack?” (*They piled up supplies, they set up walls, and they sank ships in the harbor to keep British ships from getting too close to the fort.*) • Point out that the image on page 63 is what Fort McHenry looks like today. Call on one student to read the caption aloud. Pages 64 and 65 • Tell students to read page 64 to themselves to find the answer to the question: “Who was asked to make a flag to fly over Fort McHenry?” • When students have finished reading, restate the question and ask students to answer. (*Mary Pickersgill*) • Ask, “What does the U.S. flag look like today?” (*It has fifty stars and thirteen stripes.*) • Direct students’ attention to the image on page 65, and call on one student to read the caption aloud. Pages 66 and 67 • Have students find the words *stitching* and *niece* in the glossary, and discuss their definitions. Note for students that the words *stitched* and *nieces* both appear in this chapter. • Have students read page 66 to themselves to find the answer to the question: “Who helped Mrs. Pickersgill stitch the flag?” • When students have finished reading, restate the question and ask students to answer. (*Her daughter, her servants, and two of her nieces helped her stitch the flag.*) • Ask, “Why did Mrs. Pickersgill need so much help stitching the flag?” (The flag was huge, so Mrs. Pickersgill could not stitch it by herself.) • Have students look at the image on page 67 and read the caption to themselves. Pages 68 and 69 • Preview the vocabulary word commander, and discuss its definition. • Say, “I wonder what happened during the attack on Baltimore. Let’s read page 68 to find out.” • When students have finished reading, restate the question and ask students to answer. (The U.S. soldiers were ready and stopped the British Army. The British commander was killed and the British went back to their ships to make a different plan.) • Direct students’ attention to the image on page 69, and read the caption aloud to them. Wrap-Up • Use the following questions to promote a discussion. Discussion Questions for “The Attack on Baltimore” 1. **Literal.** How did the British plan to attack Baltimore? » by land and by sea 2. **Literal.** How is the current U.S. flag the same as or different from the flag made by Mary Pickersgill? » The current flag has fifty stars and thirteen stripes. The flag made by Mary Pickersgill had fifteen stars and fifteen stripes. 3. **Inferential.** How was the attack on Baltimore different than the attack on Washington, D.C.? » U.S. soldiers and the people of Baltimore were aware of plans for the attack on Baltimore. They were ready. The soldiers defeated the British Army. People were not ready for the attack on Washington, D.C., and the British burned many buildings and beat the U.S. Army. Lesson 19: Schwa Spellings Foundational Skills Primary Focus: Students will sort and read words featuring /ə/ > ‘a’ and ‘e’, and two-syllable words featuring /ə/ + /l/ and /sh/ + /ə/ + /n/. TEKS 2.2.B.iii WORD SORT (15 MIN.) • Direct students’ attention to the headers you prepared in advance. Read each one aloud. • Pass out the prepared word cards. Have students determine under which header each card goes. Tape the card under the appropriate header. • Sort the rest of the words as students read them during the Baseball Game. BASEBALL GAME (15 MIN.) • Tell students that today they will review the different schwa spellings they studied in Unit 5. • Thoroughly shuffle the cards that you have prepared. • Divide the class into two teams, having one team at a time come to the front of the room and line up in front of the board/chart paper. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat” as follows: ◦ Pick a card from the pile, and ask the first person on the team to read it aloud, while you tape it in the correct column on the board/chart paper. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of his team’s line, while the next player comes forward to read the next card. If they read the word correctly, draw a line from first to second base. TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate, and mark “1 run” for the team. Play continues for this team so long as no words are misread; when a word is misread, the next team takes its turn at bat. Set a timer for 10 minutes, and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, but so is speed in reading words quickly. The more turns that players have to read words, the more likely their team is to score runs. Take-Home Material “THE ATTACK ON BALTIMORE” • Have students take home Activity Page 19.1 to read to a family member. Lesson 19: Foundational Skills Remediation Additional Support MORE HELP WITH /ə/ SPELLINGS Practice /ə/ /l/ > ‘ul’, ‘al’, and ‘il’ • Make a copy of Activity Page TR 19.1 for each student. • Call on different students to read the words in the box. • Then, have students sort the words by the spelling for /ə/ /l/. • After sorting, have students read the words in each column. Practice /sh/ /ə/ /n/ > ‘tion’ • Make a copy of Activity Page TR 19.2 for each student. • Read the paragraph aloud as a group. • Then, have students circle the words with ‘tion’. • Have students list the circled words under the paragraph. Then, have students come up with additional words with ‘tion’. Have students list those words at the bottom of the page. ASSESSMENT Spelling Assessment PRIMARY FOCUS OF LESSON Language (Spelling) Students will spell one-, two-, and three-syllable dictated words and the Tricky Word Ironsides and will write four of the words in alphabetical order. TEKS 2.2.C.iv; TEKS 2.2.D Reading Students will partner read “The Attack on Baltimore” and will answer multiple-choice questions and a short answer question about the chapter. TEKS 2.3.A; TEKS 2.4; TEKS 2.6.G FORMATIVE ASSESSMENT Activity Page 20.1 Spelling Assessment TEKS 2.2.C.iv; TEKS 2.2.D Observation Anecdotal Reading Record “The Attack on Baltimore” TEKS 2.4 Activity Page 20.2 Chapter Questions “The Attack on Baltimore” TEKS 2.6.G TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words; TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas. | Language (Spelling) | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Spelling Assessment | Whole Group| 30 min.| Activity Page 20.1 | | Reading | Grouping | Time | Materials | |---------------------|------------|-------|------------------------------------------------| | Review the Chapter | Whole Group| 10 min.| The War of 1812 | | | | | Activity Page 20.2 | | Reread “The Attack on Baltimore” | Partner | 20 min.| The War of 1812 Glossary (Digital Components) | ADVANCE PREPARATION Language • Be sure to erase the spelling table from the board and/or turn the chart paper over so students cannot refer to it during the assessment. Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and the digital glossary (Digital Component 15.1). • Plan to assign partners for reading the chapter. Lesson 20: Spelling Assessment Primary Focus: Students will spell one-, two-, and three-syllable dictated words and the Tricky Word *Ironsides* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** **SPELLING ASSESSMENT** - Have students turn to Activity Page 20.1. - Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. - Repeat this procedure with each of the remaining words. 1. painting 2. navy 3. Madison 4. troops 5. hawks 6. impressment 7. Washington 8. support 9. paved 10. monarchy 11. president 12. march 13. merchants 14. Dolley 15. battle 16. Congress 17. death 18. cannon 19. British **Tricky Word: Ironsides** - Direct students’ attention to the lines on the back of the activity page. Tell students to write the sentence “Old Ironsides was the nickname for a U.S. ship.” Repeat this sentence three times. - At the end, go back through the list and read each spelling word one more time. - After all the words have been called out, tell students that you will now show them the correct spelling for each word so they can correct their own work. **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. • Continue through all the words and then onto the sentence. • Circle the following words on the board/chart paper. Ask students to write the words in alphabetical order on the back of the activity page. 1. monarchy 2. merchants 3. Congress 4. cannon • After all students have finished, write the four words in alphabetical order for students to correct on their papers. 1. cannon 2. Congress 3. merchants 4. monarchy Activity Page 20.1: Spelling Assessment At a later time, use the template provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. Lesson 20: “The Attack on Baltimore” Reading Primary Focus: Students will partner read “The Attack on Baltimore” and will answer multiple-choice questions and a short answer question about the chapter. TEKS 2.3.A; TEKS 2.4; TEKS 2.6.G REVIEW THE CHAPTER (10 MIN.) • Tell students that today they will reread Chapter 7, “The Attack on Baltimore,” with a partner. • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. • Review the images and captions in the chapter with students before they read. Review Core Vocabulary • You may wish to review the vocabulary before rereading this chapter. Digital Component 15.1 • Have students use the digital dictionary and digital glossary to look up vocabulary words as you review them. REREAD “THE ATTACK ON BALTIMORE” (20 MIN.) • Assign partners. • Ask students to read the chapter with their partner, taking turns reading each page. Students may ask their partners questions about the chapter and discuss what they read. • Tell students that when they finish reading, they should complete Activity Page 20.2. Observation: Anecdotal Reading Record As you listen to students read “The Attack on Baltimore,” make notes regarding their individual reading ability in the Anecdotal Reading Record. TEKS 2.3.A The student reads grade-level text with fluency and comprehension. The student is expected to use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.4 Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas. Wrap-Up • When students have finished reading and have completed Activity Page 20.2, call them back together as a class. • Review Activity Page 20.2 as a class to promote a discussion of the chapter. Activity Page 20.2: Chapter Questions Collect and review Activity Page 20.2. Students who did not correctly answer these questions may benefit from rereading the chapter and practice with looking back in the text to find answers. Lesson 20: Foundational Skills Remediation Additional Support MORE HELP WITH ALPHABETIZING Alphabetize Words • Copy the word cards (Activity Page TR 20.1) for each student pair. • Model how to begin alphabetizing the word cards in the same way you do so in the spelling lessons: ◦ Ask: “Do you see any words that begin with ‘a’? No. ‘b’? Yes, I have two words that begin with ‘b’. I wonder how we know which one to put first. Let me unfold one more letter. (Fold the cards so the ‘ba’ and ‘Br’ are visible.) Oh, I see. ‘a’ comes before ‘r’, so I will put the word that starts with ‘ba’—battle—before the word that starts with ‘Br’—British. ‘c’? Yes, I have two words that begin with ‘c’. I wonder how we know which one to put first. Let me unfold one more letter. (Fold the cards so the ‘ca’, ‘Co’ are visible.) Oh, I see. ‘a’ comes before ‘o’, so I will put the word that starts with ‘ca’—cannon—before the word that starts with ‘Co’—Congress.” • Read the sorted words aloud with students. READING Informational Text PRIMARY FOCUS OF LESSON Reading Students will read “Francis Scott Key and the National Anthem” with purpose and understanding, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will answer true/false questions about key details in the text. **TEKS 2.3.A; TEKS 2.2.B.vii; TEKS 2.6.G** Foundational Skills Students will complete fill-in-the-blank sentences to review a variety of sound/spellings. **TEKS 2.2.B.iii** Language (Spelling) Students will read and alphabetize one-, two-, and three-syllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** FORMATIVE ASSESSMENT Activity Page 21.1 Chapter Questions “Francis Scott Key and the National Anthem” **TEKS 2.6.G** Activity Page 21.2 Find the Secret Message **TEKS 2.2.B.iii** **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.2.B.vii** Identifying and reading high-frequency words from a research-based list; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | □ Individual Code Chart | | | □ green markers | | | □ *The War of 1812* | | | □ Activity Page 21.1 | | | □ Timeline Cards 15, 16 | | | □ *The War of 1812* Glossary (Digital Components) | | Read “Francis Scott Key and the National Anthem” | | | | | **Foundational Skills**| | | | | Find the Secret Message (Phonics) | Independent | 15 min. | □ Activity Page 21.2 | | **Language (Spelling)**| | | | | Introduce Spelling Words | Whole Group | 15 min. | □ prepared word cards | | | □ tape | | **Take-Home Material** | | | | | Family Letter; “Francis Scott Key and the National Anthem”; Alphabetize Words | | | □ Activity Pages 21.3–21.5 | Note to Teacher This week’s spelling words are all domain-specific words instead of words with a particular spelling feature. Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and the digital glossary (Digital Component 15.1). Language • Write this week’s spelling words on index cards, and have paper clips handy for folding the cards. Lesson 21: “Francis Scott Key and The National Anthem” Reading Primary Focus: Students will read “Francis Scott Key and the National Anthem” with purpose and understanding, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will answer true/false questions about key details in the text. TEKS 2.3.A; TEKS 2.2.B.vii; TEKS 2.6.G INTRODUCE THE CHAPTER (10 MIN.) • Tell students that the title of today’s chapter is “Francis Scott Key and the National Anthem.” • Review with students what they have learned so far about the War of 1812. • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings • Write the word national on the board/chart paper. ◦ Circle the letters ‘tion’. ◦ Tell students that these letters represent three different sounds, /sh/ + /a/ + /n/. ◦ Because ‘tion’ is made up of three different sounds, it is not listed on the Individual Code Chart. ◦ Write the word fiction on the board/chart paper as another example of a word in which ‘tion’ spells the sounds /sh/ + /a/ + /n/. ◦ Circle the letters ‘al’. ◦ Tell students that these letters represent two different sounds, /ə/ + /l/. ◦ Write the word animal on the board/chart paper as another example of a word in which ‘al’ spells the sounds /ə/ + /l/. ◦ Ask students to find the ‘al’ spelling for /ə/ + /l/ on page 8 of the Individual Code Chart and trace the outline. • Write the word perilous on the board/chart paper. ◦ Circle the letters ‘er’. ◦ Tell students that these letters represent the sound /æ/ /r/. Tell students that this letter-sound correspondence is very rare and not on the Individual Code Chart. Write the word *ceremony* on the board/chart paper as another example of a word in which ‘er’ spells the sound /æ/ /r/. **Preview Tricky Words** - You may wish to preview the following Tricky Words before reading the chapter: - **early**—Students are likely to pronounce it /ee/ /r/ /l/ /ee/. However, the word is pronounced /er/ /l/ /ee/. - **whose**—Students are likely to pronounce it /w/ /oe/ /s/. However, the word is pronounced /h/ /oo/ /z/. - **broad**—Students are likely to pronounce it /b/ /r/ /oe/ /d/. However, the word is pronounced /b/ /r/ /aw/ /d/. - **bomb**—Students are likely to pronounce it /b/ /o/ /m/ /b/. However, the word is pronounced /b/ /o/ /m/. **Preview Core Vocabulary** - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “Francis Scott Key and the National Anthem” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **Digital Component 15.1** - Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. **national**—adj., relating to a nation or country (70) **anthem**—n., an important song (70) **open fire**—v., to shoot a weapon in order to start a fight or battle (opened fire) (70) **rocket**—n., a type of missile (rockets) (70) **mortar**—n., a type of cannon (mortars) (70) **streak**—v., to move quickly (streaking) (74) **inspired**—adj., wanting to do something (76) **hail**—v., to greet or see (hailed) (76) **perilous**—adj., dangerous (76) rampart—n., the wall of a fort (ramparts) (76) gallantly—adv., impressively (76) proof—n., something showing that something else is true or correct (76) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | rocket mortar rampart | national anthem inspired | | | | | perilous gallantly | | | Multiple-Meaning Core Vocabulary Words | | streak hail proof | | | Sayings and Phrases | open fire | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. - Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same letter-sound spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. na | tion | al ‘tion’ > /sh/ + /ə/ + /n/ (fiction) ‘al’ > /ə/ + /l/ (animal) 2. an | them 3. o | pen fire 4. rock | et 5. mor | tar 6. streak 7. in | spired 8. hail 9. per | il | ous ‘er’ > /æ/ /r/ (ceremony) 10. ram | part 11. gall | ant | ly 12. proof READ “FRANCIS SCOTT KEY AND THE NATIONAL ANTHEM” (20 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. Pages 70 and 71 • Read the title of the chapter together as a class, “Francis Scott Key and the National Anthem.” • Preview the vocabulary words *national*, *anthem*, *open fire*, *rocket*, and *mortar* and discuss the definition of each. Note for students that *opened fire*, *rockets*, and *mortars* appear in the chapter. • Tell students to read page 70 to themselves to find the answer to the question: “Why didn’t the soldiers in Fort McHenry fire back at the British?” • When students have finished reading, restate the question and ask students to answer. (*The guns in the fort were old and could not hit the British ships.*) • Direct students’ attention to the image on page 71, and call on one student to read the caption aloud. Pages 72 and 73 • Tell students to read page 72 to themselves to find the answer to the question: “What did an American named Francis Scott Key think it meant if he could still see the flag flying?” • When students have finished reading, restate the question and ask students to answer. (He thought that it meant that the United States was still in battle and the troops at Fort McHenry had not given up.) • Ask, “Could Key see the flag when the sun set?” (yes) • Direct students’ attention to the image on page 73, and read the caption aloud as a class. Pages 74 and 75 • Preview the vocabulary word streak, and discuss its definition. Note for students that the word streaking appears in the chapter. • Say, “I wonder what happened after the sun set. Let’s read page 74 to find out.” • When students have finished reading, restate the question and ask students to answer. (It was harder for Key to see, but there were some flashes of light through the night that allowed him to see the flag.) • Ask, “What happened when the sun came up?” (Key could finally see that the flag was still flying after all the firing had stopped.) • Direct students’ attention to the image on page 75, and ask students to read the caption to themselves. Pages 76 and 77 • Preview the vocabulary words inspired, hail, perilous, rampart, gallantly, and proof and discuss their definitions. Note for students that the words hailed and ramparts appear in this chapter. • Tell students to read page 76 to themselves to find the answer to the questions: “How did Key feel when he saw that the flag was still flying and what did he want to do?” • When students have finished reading, restate the question and ask students to answer. (Key felt inspired and hoped to share what he had seen with others, so he wrote a poem about it.) • Direct students’ attention to the image on page 77, and read the caption aloud as a class. Wrap-Up • Display and discuss Timeline Card 15 (British attack on Baltimore) and Timeline Card 16 (Francis Scott Key on a ship during the attack), and tape them to the designated spots on the timeline [after Timeline Card 14 (the Capitol building after the British burned it during the attack on Washington, D.C.)]. • Discuss the events on the timeline to this point. • Have students complete Activity Page 21.1 with a partner. Activity Page 21.1: Chapter Questions Collect and review Activity Page 21.1. Students who did not correctly answer the questions may benefit from rereading the chapter and practicing looking back in the text for answers. Lesson 21: Review Foundational Skills Primary Focus: Students will complete fill-in-the-blank sentences to review a variety of sound/spellings. **TEKS 2.2.B.iii** FIND THE SECRET MESSAGE • Have students turn to Activity Page 21.2; explain the directions, and have students complete it independently as you circulate through the room giving support as needed. Activity Page 21.2: Find the Secret Message Collect and review Activity Page 21.2. Students who did not correctly spell words on the activity page may benefit from reviewing specific sound/spellings at a later time. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Lesson 21: Spelling Language Primary Focus: Students will read and alphabetize one-, two-, and three-syllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** INTRODUCE SPELLING WORDS - Tell students that this week all of the words are unit-specific words. That means that all of the words have something to do with the Reader *The War of 1812*. | 1. | ransacked | |------|-----------------| | 2. | White House | | 3. | port | | 4. | harbor | | 5. | flag | | 6. | stripes | | 7. | ship | | 8. | construct | | 9. | commander | | 10. | rockets | | 11. | McHenry | | 12. | burned | | 13. | brave | | 14. | poem | | 15. | stitching | | 16. | anthem | | 17. | dawn | | 18. | fifteen | | 19. | giant | **Tricky Word:** bomb - Using the cards you prepared in advance, show students one word at a time, asking them to first read the word. Ask students to use each word in a sentence illustrating its meaning. Randomly tape the words to the board/chart paper. - Tell students that you will now put the words in alphabetical order. Fold over the cards and paper clip them so that just the first letter shows as you did in previous lessons. - Ask: “Do you see any words that begin with ‘a’? Yes—*anthem*—so this will be the first word alphabetically in our list. ‘b’? Yes, I have three words that begin with ‘b’—*burned*, *brave*, and *bomb*. I wonder how we know which one to put first? Let me unfold one more letter.” (Fold the cards so the ‘bu’, ‘br’, and ‘bo’ are visible.) “Oh, I see: ‘o’ comes before ‘r’ and ‘u’, so I will put the word that starts with ‘bo’—*bomb*—first. ‘r’ comes before ‘u’ so I will put the word that starts with ‘br’—*brave*—next. Then I’ll put the word that starts with ‘bu’.” Proceed in this way until all cards have been alphabetized. - Unfold the cards, and read the words aloud with students. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; *r*-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Explicitly tell students that the words are now in alphabetical order. 1. anthem 8. fifteen 15. ransacked 2. bomb 9. flag 16. rockets 3. brave 10. giant 17. ship 4. burned 11. harbor 18. stitching 5. commander 12. McHenry 19. stripes 6. construct 13. poem 20. White House 7. dawn 14. port • Tell students the words will remain on display until the assessment so they may refer to them during the week. • Tell students they will take home Activity Page 21.3 to share with a family member. Take-Home Material FAMILY LETTER: “FRANCIS SCOTT KEY AND THE NATIONAL ANTHEM”; ALPHABETIZE WORDS • Have students take home Activity Page 21.3 to share with a family member, Activity Page 21.4 to read to a family member, and Activity Page 21.5 to complete. Lesson 21: Foundational Skills Remediation Additional Support MORE HELP WITH ALPHABETIZING Alphabetize Words • Write the following words on index cards. 1. alphabet 2. phone 3. head 4. bread 5. polar 6. dollar 7. harbor 8. color 9. anchor 10. ski 11. piano 12. school 13. animal 14. April 15. fossil 16. pencil 17. camel 18. about 19. China 20. nation • Have students read each word as a review of sound/spellings they have learned. • Divide the word cards into three sets of cards. • Help students alphabetize the words in each set separately in the same way you alphabetize spelling words. ◦ Ask students: “Do you see any words that begin with ‘a’? Yes—alphabet—so this will be the first word alphabetically in our list. ‘b’? Yes—bread. ‘c’? No.” Proceed in this way until all cards in the set have been alphabetized. Then move onto the other sets. • Next, alphabetize all the words together at once in the same manner. READING Close Reading PRIMARY FOCUS OF LESSON Reading Students will partner read “Francis Scott Key and the National Anthem” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. TEKS 2.4; TEKS 2.6.G Writing Students will learn that a topic sentence informs the reader about the subject of a paragraph and will identify the topic sentences in three paragraphs. TEKS 2.9.D.i Differentiated Instruction Students will read multisyllable words featuring /ee/ > ‘i’, will use the words to complete fill-in-the-blank sentences, and will add details to create more complex sentences. TEKS 2.2.B.iii; TEKS 2.11.C FORMATIVE ASSESSMENT Observation Anecdotal Reading Record “Francis Scott Key and the National Anthem” TEKS 2.4 Activity Page 22.1 Topic Sentences TEKS 2.9.D.i Activity Page 22.2 Build Sentences (Group 1) TEKS 2.11.C Activity Page 22.3 Find the Secret Message (Group 2) TEKS 2.2.B.iii TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.9.D.i Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance; TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; TEKS 2.11.C Revise drafts by adding, deleting, or rearranging words, phrases or sentences. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Partner | 10 min. | The War of 1812 | | Close Read “Francis Scott Key and the National Anthem” | Whole Group | 20 min. | | | **Writing** | | | | | Identify a Topic Sentence | Whole Group | 15 min. | prepared poster/sentence strip definitions The War of 1812 Activity Page 22.1 Paragraphs (Digital Components) | | **Differentiated Instruction** | | | | | Build Sentences: /ee/ > ‘i’ | Independent/Small Group | 15 min. | Activity Pages 22.2, 22.3 | ADVANCE PREPARATION Writing Digital Component 22.1 • Prepare a poster or sentence strips with the following definitions, or prepare to display the digital version (Digital Component 22.1) to add to the grammar definitions that you have displayed around the room. ◦ A paragraph is a group of sentences on the same topic. ◦ A topic sentence is one sentence, usually the first, that tells what the paragraph is mostly about. Differentiated Instruction • Plan which students will work independently in Group 1 and which students you will work with in Group 2. • Preview Activity Pages 22.2 and 22.3 to determine which activity page will best meet the needs of each student. If neither of these pages are good choices for students’ needs, select an activity or activity page from the Pausing Point. Universal Access • Bring in a recording of the “Star-Spangled Banner” to play during or after the reading activity. Lesson 22: “Francis Scott Key and the National Anthem” Reading Primary Focus: Students will partner read “Francis Scott Key and the National Anthem” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. TEKS 2.4; TEKS 2.6.G REVIEW THE CHAPTER (10 MIN.) - Have students partner read “Francis Scott Key and the National Anthem.” Observation: Anecdotal Reading Record As you listen to students read “Francis Scott Key and the National Anthem,” make notes regarding their individual reading ability in the Anecdotal Reading Record. CLOSE READ “FRANCIS SCOTT KEY AND THE NATIONAL ANTHEM” (20 MIN.) - After students have finished reading “Francis Scott Key and the National Anthem” with their partners, lead students in a close reading of the text by doing the following: - asking text-dependent questions that require students to draw on evidence from the text; - identifying and discussing general academic (Tier 2) vocabulary; - discussing sections of the text that might pose a difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and - engaging students in a culminating writing activity that is completed independently, if possible. - There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For this lesson, following a question, ask all students to jot some written notes, before asking an individual student to respond orally. TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas. Support Play the music for the “Star Spangled Banner.” Ask students to discuss how hearing the words put to music compares to reading the words. **Teacher Overview** **Key Idea and Key Details:** The key idea of the chapter is that Francis Scott Key watched the attack on Baltimore from a boat in the harbor. He knew if he could see the U.S. flag flying at Fort McHenry, the Americans had not been defeated or had not given up. Before dawn the next morning, everything was quiet, but Key couldn’t see in the dark so he didn’t know what the quiet meant. When the sun rose, he saw the flag flying. He felt such joy that he wrote a poem describing what he had seen. The first part of the poem became the national anthem of the United States. **Synopsis:** The chapter “Francis Scott Key and the National Anthem” provides information about the attack on Baltimore and how “The Star-Spangled Banner” came to be. --- | **Lesson** | |------------| | **Text from Reader** | | Portions of the text from the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | | **Vocabulary Instruction** | | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | | **Text-Dependent Questions** | | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | | **Responses** | | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 70** The British ships kept firing for a long time. They fired all day. They fired on into the night. **fire**—the shooting of weapons. Note for students the multiple meanings of this word. *Fire* can also mean the flame produced by burning or an occurrence when something burns. Did the British ships fire on Fort McHenry for a short time or a long time? The British ships fired for a long time: they fired all day, and they fired into the night. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text from the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 72** An American named Francis Scott Key watched the British attack. He was on a boat in the harbor. Key was not a soldier. He did not fight in the battle. But he was able to see it. He could see the British ships blasting away. He could see Fort McHenry. He could also see the huge flag that Mrs. Pickersgill had made. **blasting**—shooting with a weapon, like a cannon. Note for students the multiple meanings of this word. The word *blasting* can also mean to remove something such as rock using explosives or to make a loud and unpleasant sound. Where was Francis Scott Key during the attack on Baltimore? Francis Scott Key was on a boat in the harbor. Key kept his eye on the American flag. As long as the flag was still flying at the fort, America was still in the battle. It meant that the troops in Fort McHenry had not given up. If the flag went down, that would mean America was no longer fighting. That would mean that the troops in the fort had given up. **kept his eye on**—continued to watch **went down**—was no longer flying. Note for students the multiple meanings of these words. This words *went down* can also mean happened, sunk, dropped below the horizon or set, or dropped to the ground. What would it mean if the U.S. flag went down at Fort McHenry? It would mean the United States was no longer fighting and that the troops in the fort had given up. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | Portions of the text from the Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 74** The firing went on until just before dawn. Then it stopped. The sun had not come up yet. It was still dark. There were no rockets blasting. There were no bombs bursting in the air. Key could not see much. The silence was puzzling. What did it mean? Was the battle over? Had the soldiers in the fort given up? Key could not tell. Key felt a surge of joy. He felt pride, too. **surge**—to suddenly increase to a very high level Reread the second paragraph on page 74. Describe why the silence was puzzling to Key. The silence was puzzling because Key didn’t know if it meant the battle was over or if the soldiers had given up. **Page 76** Key felt inspired. He hoped to share with others what he had seen. He needed to tell what it was like to wait and wait—and then see the flag still flying in the morning. What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars through the perilous fight . . . **gleaming**—faint light. Note for students the multiple meanings of this word. The word gleaming can also mean steady shining, a flash of light, or a beam of light. **perilous**—dangerous What did Key need to tell others? He needed to tell what it was like to wait and wait—and then see the flag still flying in the morning. Lesson 22: Writing Primary Focus: Students will learn that a topic sentence informs the reader about the subject of a paragraph and will identify the topic sentences in three paragraphs. **TEKS 2.9.D.i** IDENTIFY A TOPIC SENTENCE - Tell students that today they are going to learn about paragraphs. Digital Component 22.1 - Direct students' attention to the poster you prepared in advance, or display the digital version. - Have a student read the first sentence, the definition of a paragraph. - Have students open their Reader to page 60 (start of Chapter 7, “The Attack on Baltimore”). - Explain that the beginning of a paragraph is indented and that every new paragraph begins on a new line. - Ask students to notice that there are two indented spaces on that page. - Point out that those indented spaces signal the beginning of a paragraph. - Ask students to count how many paragraphs are on that page. (2) - Ask students to turn to page 62 and count how many paragraphs are on that page. (3) - Repeat this exercise with the other pages in Chapter 7. - Ask students to turn to Activity Page 22.1. - Ask students how many paragraphs are on that page. (3) - Now tell students that all paragraphs have one main or topic sentence. Direct students' attention to the poster again. Call on a student to read the second sentence, explaining a topic sentence. - Ask students to read along as you read the first paragraph aloud to them on Activity Page 22.1. **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance. • After reading the paragraph aloud, tell students that you are now going to test to see if the first sentence is the topic sentence. • Ask students to draw a line under the sentence: *Cookies are the best treat.* • Now read the next sentence aloud to the class: *They are very sweet and very tasty.* Ask, “Is that sentence about what a good treat cookies are?” (Yes) • Read the next sentence aloud: *Also, there are lots of different yummy flavors of cookies.* Ask, “Is that sentence about what a good treat cookies are?” (Yes) • Say, “So far, are all of the sentences in this paragraph all about what a good treat cookies are?” (Yes) • Read the next sentence aloud: *If you get tired of one kind of cookie, you can always try another kind.* Ask, “Is that sentence about what a good treat cookies are?” (Yes) • Read the next sentence aloud: *I can’t think of one thing that’s bad about cookies.* Ask, “Is that sentence about what a good treat cookies are?” (Yes) • Point out that all of the sentences in the paragraph relate back to the first sentence, *Cookies are the best treat.* This sentence lets readers know what the rest of the paragraph will be about. • Tell students that the first sentence is the topic sentence. Ask students to draw a box around the sentence that they previously underlined. • Repeat these steps for the second and third paragraphs. If you feel students are ready, have them work independently to examine the remaining paragraphs. --- **Activity Page 22.1: Topic Sentences** Collect and review Activity Page 22.1 to monitor students’ understanding of how sentences in a paragraph relate to the topic sentence. Lesson 22: Differentiated Instruction Differentiated Instruction **Primary Focus:** Students will read multisyllable words featuring /ee/ > ‘i’, will use the words to complete fill-in-the-blank sentences, and will add details to create more complex sentences. **TEKS 2.2.B.iii; TEKS 2.11.C** **BUILD SENTENCES: /EE/ > ‘I’** **Small Group** **Group 1:** Have students able to work independently complete Activity Page 22.2 to build and expand a sentence. **Group 2:** Work with Group 2, which should include students needing extra help, using Activity Page 22.3, or any activity page from the Pausing Point that addresses a skill for which they need additional instruction. Remember to first explicitly review the letter-sound correspondences in question and to practice reading words with these combinations before asking students to complete the activity page. **Activity Page 22.2: Build Sentences** Collect and review Activity Page 22.2 from Group 1. Students who did not correctly add to the sentence may benefit from additional practice with different parts of speech and adding details to sentences at a later time. **Activity Page 22.3: Find the Secret Message** Collect and review Activity Page 22.3 from Group 2. Students who did not correctly spell words with /ee/ > ‘i’ may benefit from additional practice with the spellings of /ee/ at a later time. **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.C** Revise drafts by adding, deleting, or rearranging words, phrases or sentences. MORE HELP WITH TRICKY SPELLING ‘I’ Circle the Spelling • Make a copy of Activity Page TR 22.1 for each student. • Explain that for each row, there is a word. Students must decide which sound ‘i’ makes in the word, /i/, /ie/, or /ee/. • Read the word for number 1. Ask students which sound ‘i’ makes. Have them circle the example in the appropriate column. • Continue through the rest of the words in this manner. • Have students go back and read all the words with ‘i’ > /i/. Then have students read all the words with ‘i’ > /ie/. Finally, have them read all the words with ‘i’ > /ee/. • At the bottom of the page, have students write one more word for each sound that ‘i’ makes. WRITING Paragraph Writing PRIMARY FOCUS OF LESSON Reading Students will read “Andrew Jackson” with purpose and understanding, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will write answers to questions about key details in the text in complete sentences. TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.B Writing Students will create a paragraph by writing three sentences to follow a short topic sentence. TEKS 2.12.A Foundational Skills Students will alphabetize one- and two-syllable words. TEKS 2.2.D FORMATIVE ASSESSMENT Activity Page 23.1 Chapter Questions “Andrew Jackson” TEKS 2.6.G Activity Page 23.2 Create a Paragraph TEKS 2.12.A Activity Page 23.3 Alphabetize Words TEKS 2.2.D TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text; TEKS 2.12.A Compose literary texts, including personal narratives and poetry; TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words. | **LESSON AT A GLANCE** | | |------------------------|---| | **Reading** | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 Activity Page 23.1 The War of 1812 Glossary (Digital Components) | | Read “Andrew Jackson” | | | | | **Writing** | | | Create a Paragraph | Whole Group | 15 min. | board/chart paper Activity Page 23.2 | | **Foundational Skills**| | | Alphabetize to the Second Letter (Phonics) | Independent | 15 min. | Activity Page 23.3 | | **Take-Home Material** | | | “Andrew Jackson”: Crossword Puzzle | | | Activity Pages 23.4, 23.5 | Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and/or the digital glossary. Universal Access • Gather images of different scenes in the seasons of summer and spring for Create a Paragraph. • Write the words from Activity Page 23.3 on index cards, and have paper clips handy for folding the cards. Lesson 23: “Andrew Jackson” Reading Primary Focus: Students will read “Andrew Jackson” with purpose and understanding, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will write answers to questions about key details in the text in complete sentences. **TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.B** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “Andrew Jackson.” - Review with students how the attack on Baltimore was different than the attack on Washington, D.C. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Tricky Words - You may wish to preview the following Tricky Words before reading the chapter: - **Andrew**—Students are likely to not know how to pronounce ‘ew’. The word is pronounced /A/ /n/ /d/ /r/ /oo/. - **new**—Students are likely to not know how to pronounce the word. The word is pronounced /n/ /oo/. Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “Andrew Jackson” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. Digital Component 15.1 - Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. **peace**—n., a state of no war or fighting (78) **treaty**—n., a formal agreement between countries (78) **mouth**—n., the place where a river enters the ocean (80) **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text. **general—n.**, a high-ranking officer in the military (82) **orphan—n.**, a child whose parents are no longer alive (84) **knotty—adj.**, having many dark marks on wood where branches once grew (84) **hickory—n.**, a tree with very hard wood (84) **ragtag—adj.**, disorganized and made up of many different types (84) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | treaty knotty hickory | ragtag orphan | | | Multiple-Meaning Core Vocabulary Words | mouth general | peace | | | Sayings and Phrases | | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. - Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same letter-sound spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. READ “ANDREW JACKSON” (20 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so that the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. Pages 78 and 79 • Read the title of the chapter together as a class, “Andrew Jackson.” • Preview the vocabulary words peace and treaty, and discuss the definition of each. • Tell students to read page 78 to themselves to find the answer to the question: “What was happening after the attack on Baltimore?” • When students have finished reading, restate the question and ask students to answer. (*Both sides wanted peace but the war went on. The British sent troops to attack New Orleans.*) • Direct students’ attention to the image on page 79, and read the caption aloud as a class. Pages 80 and 81 • Preview the vocabulary word mouth, and discuss its definition. Note for students that this word can also mean the opening in the face through which food passes into the body. • Say, “I wonder why the British wanted to attack New Orleans. Let’s read page 80 to find out.” • When students have finished reading, restate the question and ask students to answer. (*If the British took New Orleans, they could control trade along the Mississippi River. New Orleans was an important, big port for farmers and traders.*) • Ask, “Who led the U.S. Army?” (*Andrew Jackson*) • Direct students’ attention to the image on page 81, and call on one student to read the caption aloud. **Pages 82 and 83** • Preview the vocabulary word *general*, and discuss its definition. • Tell students to read page 82 to themselves to find the answer to the question: “Why did Andrew Jackson dislike the British?” • When students have finished reading, restate the question and ask students to answer. (*When he was a prisoner during the American Revolution, a British officer had ordered Jackson to clean his boots. Jackson refused and the officer struck Jackson with his weapon, leaving a scar on his face.*) • Direct students’ attention to the image on page 83, and ask students to read the caption to themselves. **Pages 84 and 85** • Preview the vocabulary words *orphan, knotty, hickory*, and *ragtag* and discuss their definitions. • Tell students to read page 84 to themselves to find the answer to the question: “Why did Jackson’s men call him ‘Old Hickory’?” • When students have finished reading, restate the question and ask students to answer. (*He was as strong as a knotty, old piece of hickory wood.*) • Ask, “Who made up Jackson’s ragtag army?” (*Farmers, free African Americans, Native Americans, and pirates*) • Direct students’ attention to the image on page 85, and read the caption aloud as a class. **Wrap-Up** • Have students complete Activity Page 23.1 independently. Activity Page 23.1: Chapter Questions Collect and review Activity Page 23.1. Students who did not correctly answer the questions may benefit from rereading the chapter and orally answering the questions in addition to practicing looking back in the text to find answers. Lesson 23: Write a Paragraph Primary Focus: Students will create a paragraph by writing three sentences to follow a short topic sentence. **TEKS 2.12.A** **CREATE A PARAGRAPH** - Remind students that in the previous lesson you worked on finding the topic sentence for a paragraph. Check for Understanding Ask students to explain what a paragraph and a topic sentence are. - Tell students that today you will work on creating a paragraph when a topic sentence has been provided. - Write the following sentence on the board/chart paper: *I like summer.* - Remind students that all of the sentences in the paragraph must be about summer. - Take a few minutes to generate possible sentences about summer with the students. - Record these sentences on the board/chart paper. - After you have about five or six sentences to choose from, write the sentences in paragraph form either on the board/chart paper. As you write, point out when you are indenting, using capital letters and correct punctuation, etc. **TEKS 2.12.A** Compose literary texts, including personal narratives and poetry. • Summarize after completing the paragraph by noting that all the sentences are about the topic sentence (i.e., liking summer). • Ask students to turn to Activity Page 23.2. • At the top of their page is the following sentence: *I like spring*. Point out that the sentence is indented, indicating that it is the start of a paragraph. • Ask students to write three sentences of their own that tell about the topic sentence. Activity Page 23.2: Create a Paragraph Collect and review Activity Page 23.2. Students who did not correctly create a paragraph about spring may benefit from additional practice with identifying ideas related to a topic sentence and writing sentences using those ideas at a later time. Lesson 23: Alphabetize Foundational Skills Primary Focus: Students will alphabetize one- and two-syllable words. TEKS 2.2.D ALPHABETIZE TO THE SECOND LETTER • Ask students to turn to Activity Page 23.3 and alphabetize words to the second letter independently. • When students have completed the activity page, go over the correct answers as a class. • Ask students to make any corrections on their own activity page. Activity Page 23.3: Alphabetize Words Collect and review Activity Page 23.3. Students who did not correctly alphabetize the words may benefit from additional practice with alphabetizing to the first and second letters at a later time. TEKS 2.2.D Alphabetize a series of words and use a dictionary or glossary to find words. Take-Home Material “ANDREW JACKSON”; CROSSWORD PUZZLE • Have students take home Activity Page 23.4 to read to a family member and Activity Page 23.5 to complete. Lesson 23: Foundational Skills Remediation Additional Support MORE HELP WITH CREATING A PARAGRAPH • Make a copy of Activity Page TR 23.1 for each student. Digital Component 22.1 • Review the definitions of paragraph and topic sentence on display. • Explain the directions. Students read what the topic sentence will be for a paragraph. Then, they must decide which of the sentences under it do not relate to the topic sentence. Students should cross those sentences out. • Model completing the first one by reading the topic sentence, then reading each additional sentence and thinking aloud to decide if it relates to the topic sentence or not. If it does not, cross it out. • Have students work in pairs to complete the other two paragraphs. MORE HELP WITH ALPHABETIZING • Give each student an index card. • Ask them to write a word on the card. You may wish to write words on several cards as well. • Collect the cards and fold them over so only the first letter appears. Have students help you alphabetize the cards in the same manner you have done in previous lessons. • When the words are alphabetized, read them aloud with students. READING Close Reading PRIMARY FOCUS OF LESSON Reading Students will partner read “Andrew Jackson” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. **TEKS 2.3.A; TEKS 2.4; TEKS 2.6.G** Language (Grammar) Students will rewrite sentences with correct capitalization and punctuation, will change singular nouns to plural nouns, will identify the verb tense of written sentences, will distinguish between complete and incomplete sentences, and will rewrite run-on sentences as single sentences. **TEKS 2.11.D.i; TEKS 2.11.D.ii; TEKS 2.11.D.x** FORMATIVE ASSESSMENT Observation Activity Page 24.1 Anecdotal Reading Record “Andrew Jackson” **TEKS 2.4** Practice Grammar **TEKS 2.11.D.i; TEKS 2.11.D.ii; TEKS 2.11.D.x** TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.11.D** Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (ii) past, present, and future verb tense; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates. | Reading | Grouping | Time | Materials | |-------------------------|------------|-------|--------------------| | Review the Chapter | Partner | 10 min.| The War of 1812 | | Close Read “Andrew Jackson” | Whole Group | 20 min.| | | Language (Grammar) | Grouping | Time | Materials | |--------------------------|------------|-------|--------------------| | Mixed Practice | Independent| 30 min.| Activity Page 24.1 | Lesson 24: “Andrew Jackson” Reading Primary Focus: Students will partner read “Andrew Jackson” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. REVIEW THE CHAPTER (10 MIN.) - Have students partner read “Andrew Jackson.” Observation: Anecdotal Reading Record As you listen to students read “Andrew Jackson,” make notes regarding their individual reading ability in the Anecdotal Reading Record. CLOSE READ “ANDREW JACKSON” (20 MIN.) - After students have finished reading “Andrew Jackson” with their partners, lead students in a close reading of the text by doing the following: - asking text-dependent questions that require students to draw on evidence from the text; - identifying and discussing general academic (Tier 2) vocabulary; - discussing sections of the text that might pose a difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and - engaging students in a culminating writing activity that is completed independently, if possible. - There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For this lesson, have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student then raises his or her hand to respond. TEKS 2.3.A Use print or digital resources to determine meaning and pronunciation of unknown words; TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas. **Teacher Overview** **Key Idea and Key Details:** The key idea of the chapter is that Andrew Jackson assembled troops to protect New Orleans from attack by the British. New Orleans was an important city for trade due to its location at the mouth of the Mississippi River at the Gulf of Mexico. **Synopsis:** The chapter “Andrew Jackson” provides information about why New Orleans was an important city in the early years of the United States as a country and about the role Andrew Jackson had in defending New Orleans from attack by the British. | Lesson | |--------| | **Text from Reader** The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | | **Vocabulary Instruction** As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | | **Text-Dependent Questions** After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | | **Responses** Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | | **Page 80** In 1814, New Orleans was already an important, big port. Lots of ships landed there. Farmers could ship their goods down the river and sell them in New Orleans. Traders could unload goods in New Orleans and ship them up river. | | **mouth**—the place where a river enters the ocean. Note for students the multiple meanings of this word. The word *mouth* can also mean the opening in the face through which food passes into the body. | | Why was New Orleans an important city for traders? | | Traders could unload goods in New Orleans and ship them up the river. | | If the British took New Orleans, they could control trade along the Mississippi. Farmers in Ohio and Kentucky would be cut off. | | **cut off**—isolated or separated from. Note for students the multiple meanings of these words. The words *cut off* can also mean stopped or ended. | | What would happen if the British controlled trade along the Mississippi River? What would it mean for farmers in Ohio and Kentucky to be cut off? | | Farmers in Ohio and Kentucky would be cut off. Farmers would not be able to send their goods down the Mississippi River to sell them in New Orleans. Without money from selling goods, farmers may not be able to pay for supplies to help them farm their land. | | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 82** Andrew Jackson was from Tennessee. He had joined the U.S. Army during the American Revolution. At the time he was just a boy. He was too young to fight. He carried notes from place to place. The man struck Jackson with his weapon. Jackson was left with a scar on his face. During the Revolution, Jackson and his brother were taken prisoner by the British. It was a difficult time for them. They were treated badly. They almost starved to death. Jackson’s brother got sick and died. **struck**—hit. Note for students the multiple meanings of this word. The word *struck* can also mean indicated by making a sound (such as on a clock), played by plucking strings or hitting keys, caused damage (such as a hurricane) or illness. What did Andrew Jackson do when he joined the Army since he was too young to fight? What happened to Jackson and his brother during the American Revolution? Andrew Jackson carried notes from place to place. Jackson and his brother were taken prisoner by the British and were treated badly. They almost starved to death. Jackson’s brother died. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 84** During the first part of the War of 1812, Jackson battled against Native Americans in the west. Many Native Americans had sided with the British. Jackson rushed to the city. He picked up new troops along the way. Many of the men who joined him were farmers. But there were also free African Americans, Native Americans, and even pirates. **orphan**—a child whose parents are no longer alive What group of people had sided with the British during the first part of the war but now joined Jackson’s army? Native Americans had sided with the British during the first part of the war, but now some joined Jackson’s army. Lesson 24: Grammar Primary Focus: Students will rewrite sentences with correct capitalization and punctuation, will change singular nouns to plural nouns, will identify the verb tense of written sentences, will distinguish between complete and incomplete sentences, and will rewrite run-on sentences as single sentences. MIXED PRACTICE • Ask students to turn to Activity Page 24.1 and complete it independently. Activity Page 24.1: Practice Grammar Collect and review Activity Page 24.1. Take note of particular grammar skills that students struggle with and plan to provide additional support for targeted skills at a later time. Lesson 24: Foundational Skills Remediation MORE HELP WITH GRAMMAR Plural Nouns • Write the following headers on the board/chart paper: –s, –es. • Write the following words on index cards: book, box, house, dish, brush, lash, pencil, witch, latch, shoe, paper, ditch, lock. • Pass out one card to each student or pair of students. • Have students decide whether the noun written on the card needs –s or –es added to make it plural. Have students write their choice on the card. • Then have students come to the board/chart paper and sort their plural nouns by endings. Read the sorted words. TEKS 2.11.D Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (ii) past, present, and future verb tense; (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates. Complete vs. Incomplete Sentences • Write the following on the board/chart paper: *Red leaves*. • Ask students to identify if it is a complete or incomplete sentence and why. (*incomplete; only has a subject*) • Then have students help change it to a complete sentence by adding a predicate. Write their ideas on the board/chart paper. • Work with the following complete and incomplete sentences in the same manner. If students identify a complete sentence, have them help you add details to make it more interesting. ◦ I like action movies. ◦ Cold weather. ◦ Colorful flowers. ASSESSMENT Spelling Assessment PRIMARY FOCUS OF LESSON Language (Spelling) Students will spell dictated one-, two-, and three-syllable words from *The War of 1812* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** Reading Students will read “The End of the War” with purpose and understanding and will answer multiple-choice questions and a short answer question about key details in the text. **TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.C** Foundational Skills Students will read one- and two-syllable words with /o/ > ‘a’ and ‘wa’ and will use these words to complete fill-in-the-blank sentences. **TEKS 2.2.B.iii** FORMATIVE ASSESSMENT Activity Page 25.1 Spelling Assessment **TEKS 2.2.C.iv; TEKS 2.2.D** Activity Page 25.2 Chapter Questions “The End of the War” **TEKS 2.6.G; TEKS 2.7.C** Activity Page 25.4 Fill in the Blank /o/ > ‘a’ and ‘wa’ **TEKS 2.2.B.iii** TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words; **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; | **Language (Spelling)** | **Grouping** | **Time** | **Materials** | |-------------------------|-------------|----------|--------------| | Spelling Assessment | Whole Group | 20 min. | Activity Page 25.1 | | **Reading** | **Grouping** | **Time** | **Materials** | |-------------------------|-------------|----------|--------------| | Introduce the Chapter | Whole Group | 20 min. | The War of 1812 | | | | | Timeline Cards 17, 18 | | Read “The End of the War” | Whole Group | 20 min. | Activity Page 25.2 | | **Foundational Skills** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | Introduce /o/ > ‘a’ and ‘wa’ (Phonics) | Whole Group | 10 min. | Activity Page 25.3 | | | | | Vowel Code Flip Book | | | | | Spelling Cards ‘a’ > /o/ (lava), ‘wa’ > /o/ (water) | | | | | Individual Code Chart | | | | | green markers | | | | | prepared leaves | | | | | Spelling Tree for /o/ | | | | | tape | | Practice /o/ > ‘a’ and ‘wa’ (Phonics) | Independent | 10 min. | Activity Page 25.4 | ADVANCE PREPARATION Language • Be sure to erase the spelling table from the board and/or turn the table over so students cannot refer to it during the assessment. Foundational Skills • Prepare the following words on leaves to be used after you read the story “Watkins and Wanda”: Watkins, Wanda, water, watercolor, wand, and waffle. • Prepare two more branches, one for the spelling ‘wa’ and one for the spelling ‘a’. Also prepare the following leaves for the /o/ Spelling Tree: wash, want, swamp, swallowing, watch, wander, swab, swap, swat, and swan. • You may wish to tab Vowel Code Flip Book page 5. Also have the Spelling Cards listed in the Lesson at a Glance chart, student Individual Code Charts, and green markers readily available. Lesson 25: Spelling Assessment Primary Focus: Students will spell dictated one-, two-, and three-syllable words from *The War of 1812* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** **SPELLING ASSESSMENT** - Have students turn to Activity Page 25.1. - Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. - Repeat this procedure with each of the remaining words. 1. rockets 2. fifteen 3. White House 4. poem 5. port 6. flag 7. dawn 8. commander 9. harbor 10. construct 11. anthem 12. McHenry 13. brave 14. burned 15. stripes 16. ship 17. stitching 18. ransacked 19. giant **Tricky Word:** bomb - Direct students’ attention to the lines on the back of the activity page. - Tell students to write the sentence “Bombs burst in the sky over Fort McHenry.” Slowly repeat this sentence three times. - At the end, go back through the list, and read each spelling word one more time. - After all the words have been called out, tell students that you will now show them the correct spelling for each word so they can correct their own work. - Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Continue through all the words and then onto the sentence. • Ask students to write the following words in alphabetical order on the back of the activity page: 1. burned 2. brave 3. rockets 4. ransacked • After all students have finished, write the four words in alphabetical order for students to correct their papers. 1. brave 2. burned 3. ransacked 4. rockets Activity Page 25.1: Spelling Assessment At a later time, use the template provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. Lesson 25: “The End of the War” Reading Primary Focus: Students will read “The End of the War” with purpose and understanding and will answer multiple-choice questions and a short answer question about key details in the text. **TEKS 2.3.A; TEKS 2.6.G; TEKS 2.7.C** INTRODUCE THE CHAPTER (5 MIN.) - Tell students that the title of today’s chapter is “The End of the War.” - Review with students details about Andrew Jackson and how he prepared for the British attack on New Orleans. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Core Vocabulary - There is no vocabulary to preview for this chapter. READ “THE END OF THE WAR” (15 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. - Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. Pages 86 and 87 - Read the title of the chapter together as a class, “The End of the War.” - Tell students to read page 86 to themselves to find the answer to the question: “What happened when the British attacked New Orleans?” - When students have finished reading, restate the question and ask students to answer. *(Andrew Jackson and his men crouched behind their walls and fired. They kept firing, and the British gave up their attack.)* **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response. • Direct students’ attention to the image on page 87, and read the caption aloud as a class. Pages 88 and 89 • Say, “I wonder what happened after the battle. Let’s read page 88 to find out.” • When students have finished reading, restate the question and ask students to answer. (After time passed, a letter arrived saying that the war was already over. This was two weeks before the Battle of New Orleans, but Jackson and his men did not know that.) • Ask, “Why didn’t Jackson and his men know the war had ended?” (News traveled slowly, so it took a couple of weeks for news of the treaty to get to the United States.) • Direct students’ attention to the image on page 89, and call on one student to read the caption aloud. Pages 90 and 91 • Tell students to read page 90 to themselves to find the answer to the question: “What changed as a result of the War of 1812?” • When students have finished reading, restate the question and ask students to answer. (Americans had battled together as a nation, and they had done it well.) • Ask, “What did the end of the war mean for the United States?” (The end of the war marked the start of a new age in U.S. history, an age of national pride.) • Direct students’ attention to the image on page 91, and ask students to read the caption to themselves. Wrap-Up • Display and discuss Timeline Card 17 (The Battle of New Orleans) and Timeline Card 18 (Andrew Jackson) and tape them to the designated spots on the timeline [after Timeline Card 16 (Frances Scott Key)]. Review with students that the treaty ending the war was actually signed before the Battle of New Orleans, but people in the United States did not know that. • Tell students that the timeline is now complete. Review the images on the timeline, and engage students in a discussion of what they have learned related to the images. • Have students complete Activity Page 25.2 independently. Activity Page 25.2: Chapter Questions Collect and review Activity Page 25.2. Students who did not correctly answer the questions may benefit from rereading the chapter and practicing looking back in the text for answers. Lesson 25: /o/ > ‘a’ and ‘wa’ Foundational Skills Primary Focus: Students will read one- and two-syllable words with /o/ > ‘a’ and ‘wa’ and will use these words to complete fill-in-the-blank sentences. TEKS 2.2.B.iii INTRODUCE /O/ > ‘A’ AND ‘WA’ (10 MIN.) • Ask students to turn to Activity Page 25.3. • Tell students that they are going to learn about a new spelling alternative. Explain that you are going to read a story to them as they follow along with the pictures in their Activity Book, much as they did in the lesson where they learned about the schwa sound and heard the story about the Spelling Spoilers. • Ask students to point to the first picture on the page. Tell students that this is a picture of Watkins Llama and that he is going to tell them about some new sound-spellings. • As students point to the picture, read the following: “Hi, Second Graders, my name is Watkins Llama. I like to wear green pajamas. I am a very special llama because my name will help you remember the spelling of a special sound: /o/. (Ask students to point to the next picture beside Watkins.) My friend, Wanda Swan, will help you remember this sound as well. (Ask students to point to the picture below Watkins.) Wanda and I both like to paint with watercolors. (Ask students to point to the picture below Wanda.) Sometimes we like to pretend we can take a magic wand and make waffles appear for breakfast.” • Tell students that they will learn two new spelling alternatives for the sound /o/. Remind students that the basic code spelling that they learned in Kindergarten for the sound /o/ is ‘o’. Encourage students to offer examples of several words with this spelling and write them on the board/chart paper (e.g., hop, stop, sock). TEKS 2.2.B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. • Now write the name of the first character in the story, *Watkins Llama*, on the board/chart paper, as students refer to his name on Activity Page 25.3. Point out that the pronunciation of the first part of his name is /wotkins/ and underline the spelling ‘wa’ asking students to do the same on Activity Page 25.3. The ‘wa’ spelling represents the /o/ sound in this word. • Now point out that the pronunciation of the second part of his name is /loma/ and underline the spelling ‘a’ asking students to do the same on Activity Page 25.3. In this word, the spelling ‘a’ represents the /o/ sound. • Write the name of the other character in the story, *Wanda Swan*, and use the same steps as above to discuss the use of the spelling ‘wa’ to represent the /o/ sound in each part of this character’s name. | Vowel Code Flip Book | Individual Code Chart | |----------------------|-----------------------| | 1. /o/ > ‘wa’ (water) page 5 | 1. /o/ > ‘wa’ (water) page 7 | | 2. /o/ > ‘a’ (lava) page 5 | 2. /o/ > ‘a’ (lava) page 7 | • Turn to page 5 of the Vowel Flip Book and put the Spelling Cards for /o/ > ‘wa’ (water) and /o/ > ‘a’ on the appropriate spaces and discuss the respective power bars. • Tell students to turn to page 7 of the Individual Code Chart to locate both sound spellings. Direct students to outline both cards with their green markers. • Show students the spelling leaves that you prepared: *Watkins, Wanda, water, watercolor, wand,* and *waffle.* • Read the words aloud as a class. Then display the other set of leaves that you created. Read those leaves aloud as a class. • Tell students that when the sound /w/ is followed by the letter ‘a’ the sound is /o/ rather than /a/ as they might expect. • Pass out leaves, and ask students to circle the letters that stand for the /o/ sound on each leaf. Have student pairs read the word aloud to the class and tape it to the appropriate new branch. As students are affixing the leaves to the branch, other students may color Watkins’s pajamas green. • Collect Activity Page 25.3 for use during the next lesson. Activity Page 25.4 Support Have students write the words from the activity page to practice spelling /o/ with ‘wa’. Then have students discuss other words that follow this pattern. Write those words on the board/chart paper (e.g., watch, want, swamp, washing). Practice /o/ > ‘a’ and ‘wa’ (10 min.) - Ask students to turn to Activity Page 25.4 and complete it as a teacher-guided activity. Activity Page 25.4: Fill in the Blank Collect and review Activity Page 25.4. Students who struggled to correctly spell words with /o/ > ‘a’ may benefit from additional practice at a later time. Lesson 25: Foundational Skills Remediation Additional Support More Help with /o/ > ‘wa’ Word Sort - Make a copy of the word cards (Activity Page TR 25.1) for each pair of students. - Have students sort the words by the spelling of /o/, ‘wa’ and ‘o’. - Review the sorted words in each category. - Then have students write sentences using the words with /o/ > ‘wa’. Code Knowledge Before today’s lesson: If students read 1,000 words in a trade book, on average 885–938 of those words would be completely decodable. After today’s lesson: If students read 1,000 words in a trade book, on average 926–975 of those words would be completely decodable. The spelling ‘a’ is very tricky; it can be pronounced as /a/ as in dad, /æ/ as in baby, e as in about, or /o/ as in water. READING Close Reading PRIMARY FOCUS OF LESSON Reading Students will partner read “The End of the War” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.7.C** Foundational Skills Students will review /o/ > ‘a’ and ‘wa’, will read two- and three-syllable words featuring the sound/spelling and will read sentences featuring words with /o/ > ‘a’ and ‘wa’ and match pictures with the sentences. **TEKS 2.2.B.iii** Language (Spelling) Students will read and alphabetize multisyllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** FORMATIVE ASSESSMENT Observation **Anecdotal Reading Record** “The End of the War” **TEKS 2.4** Activity Page 26.1 **Match Pictures and Sentences** /o/ > ‘a’ and ‘wa’ **TEKS 2.2.B.iii** TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Review the Chapter | Partner | 10 min. | The War of 1812 | | Close Read “The End of the War” | Whole Group | 10 min. | | | **Foundational Skills**| | | | | Review /o/ > ‘a’ and ‘wa’ (Phonics) | Whole Group | 10 min. | Activity Page 25.3 | | | | | Spelling Tree for /o/ | | | | | prepared leaves | | | | | tape | | Practice /o/ > ‘a’ and ‘wa’ (Phonics) | Whole Group | 10 min. | Activity Page 26.1 | | **Language (Spelling)**| | | | | Introduce Spelling Words | Whole Group | 20 min. | | | **Take-Home Material** | | | | | Family Letter; “The End of the War”; Alphabetize Words | | | Activity Pages 26.2–26.4 | Note to Teacher This week the spelling words are all domain-specific words instead of words with a particular spelling feature. Foundational Skills • Prepare the following new leaves for the /o/ Spelling Tree: squash, squad, squat, father, grandma, grandpa, lava, pajamas, drama, and llama. Language • Write this week’s spelling words on index cards, and have paper clips handy for folding the cards. Lesson 26: “The End of the War” Reading Primary Focus: Students will partner read “The End of the War” and will closely read the text by answering text-dependent questions, discussing Tier 2 vocabulary and discussing challenging portions of the text. REVIEW THE CHAPTER (10 MIN.) - Have students partner read “The End of the War.” Observation: Anecdotal Reading Record As you listen to students read “The End of the War,” make notes regarding their individual reading ability in the Anecdotal Reading Record. CLOSE READ “THE END OF THE WAR” (10 MIN.) - After students have finished reading “The End of the War” with their partners, lead students in a close reading of the text by doing the following: - asking text-dependent questions that require students to draw on evidence from the text; - identifying and discussing general academic (Tier 2) vocabulary; - discussing sections of the text that might pose a difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and - engaging students in a culminating writing activity that is completed independently, if possible. - There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. For today’s lesson, following a question, ask all students to jot some written notes before asking an individual student to respond orally. TEKS 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.7.C Use text evidence to support an appropriate response. Teacher Overview **Key Idea and Key Details:** The key idea of the chapter is that a treaty was signed to end the War of 1812, but people in the United States did not get word of the treaty right away and kept fighting. The United States was proud of its efforts. **Synopsis:** The chapter “The End of the War” provides information about the end of the War of 1812 and how it signaled the start of a new age of national pride for the United States. Lesson | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 86** On January 8, 1815, the British attacked New Orleans. They planned on winning without much trouble. But they did not know how brave Andrew Jackson and his men were—or how good they were with their weapons. The British soldiers had on bright red coats. A wave of them charged. Jackson’s men crouched behind their walls. They took careful aim. Then they fired. Their bullets hit the first wave of British soldiers. **wave**—a line of attacking troops. Note for students the multiple meanings of this word. The word wave can also mean an area of moving water that is raised up above the surface of the water, or the repeated movement of a hand as a signal of greeting. **crouched**—lowered the body closer to the ground by bending the knees. When it says in the text [The British] planned on winning without much trouble, does that mean they thought winning would be easy or difficult? That means the British thought winning would be easy. What did the British not know about Andrew Jackson and his men? The British did not know how brave Andrew Jackson and his men were or how good they were with their weapons. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 88** On The British took heavy losses. In those days, news traveled slowly. There were no radios or television sets. There were no phones. There were no computers to send emails. A letter could only travel as fast as the man who carried it. It took a couple of weeks for news of the treaty to get from Europe to the United States. That is why Jackson and his men did not find out about the treaty until after the battle. **heavy (losses)**—many losses or deaths as a result of war. Note for students the multiple meanings of this word. The word *heavy* can also mean having a lot of weight; having great power; dense or thick; or hard to do. **travel as fast as the man who carried it**—move at the speed at which the person carrying something can move Find several examples in the text to support the claim that “In those days, news traveled slowly.” The letter took so long to arrive in the United States because a letter could only travel as fast as the man who carried it. There were no radios. There were no televisions. There were no phones. There were no computers. | Text from Reader | Vocabulary Instruction | Text-Dependent Questions | Responses | |------------------|------------------------|--------------------------|-----------| | The text of the Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of close reading. | As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding. | After any targeted vocabulary has been defined and/or discussed, ask the text-based questions. Begin with a “winnable” question that will help orient students to the text. The sequence of questions should build a gradual understanding of the key details of the text. Questions should focus on a word, phrase, sentence or paragraph. | Answers should reference the text. Multiple responses may be provided using different pieces of evidence. Inferences must be grounded logically in the text. | **Page 90** The War of 1812 lasted three years. It’s hard to say who won. Both sides won battles. The British burned Washington, D.C., but the Americans won the Battle of New Orleans. “Old Ironsides” won a number of battles on the sea. But other U.S. ships were sunk. All in all, there was no clear winner. It might seem as if the war was for nothing. But some things had changed. The Americans had battled together as a nation, and they had done it well. They had taken on the mighty British and had held their own. The world saw they were strong. The end of the war marked the start of a new age in U.S. history. It was an age of national pride. The War of 1812 showed that the United States of America was here to stay. **age**—a period of time in history. Note for students the multiple meanings of this word. The word *age* can also mean the amount of time a person has lived. Even though there was no clear winner of the War of 1812, what had changed for America that was good? Americans had battled together as a nation and had done it well. They had taken on the mighty British and had held their own. Lesson 26: /o/ > ‘a’ and ‘wa’ Foundational Skills Primary Focus: Students will review /o/ > ‘a’ and ‘wa’, will read two- and three-syllable words featuring the sound spelling and will read sentences featuring words with /o/ > ‘a’ and ‘wa’ and match pictures with the sentences. **TEKS 2.2.B.iii** REVIEW /O/ > ‘A’ AND ‘WA’ (10 MIN.) • Pass out Activity Page 25.3 that you collected during the previous lesson. • Remind students that in the previous lesson Watkins Llama and his friend Wanda helped students learn that the spellings ‘a’ and ‘wa’ can represent the /o/ sound. • For review, ask students to read the words on the ‘wa’ branch of the /o/ Spelling Tree, calling attention to the /w/ sound that precedes each ‘a’ spelling. • Tell students that they also learned that sometimes the sound of the spelling ‘a’ on its own represents the /o/ sound, as in the world *llama*. Tell students they will learn some new words in which the spelling ‘a’ is pronounced /o/. • Write ‘qu’ on the board/chart paper, and ask students what sound this spelling represents. (/k//w/) • Now show students the prepared spelling leaves for *squash*, *squat*, and *squad*. Have students read the words and place them on the ‘a’ spelling branch of the /o/ Spelling Tree. • Tell students that today they will learn some additional words in which the spelling ‘a’ represents the sound /o/. Ask students to point to the first picture on Activity Page 25.3. As students point to the picture, read the following: “Hi, Second Graders, Watkins Llama here again. I am back to tell you a little more about words in which the spelling ‘a’ can stand for the /o/ sound. In the last lesson you learned that the letter ‘a’ can stand for the /o/ sound when it follows the /w/ sound. Today you are going to learn some more words in which ‘a’ stands for /o/, even when there is no /w/ sound.” **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Listen to the word *llama*. Do you hear the /o/ sound in *llama*? You can hear it in two places. Guess what—the /o/ is spelled with the letter ‘a’ in both spots. Listen again: I like to wear green *pajamas*. Do you hear the /o/ sound in the middle of *pajamas*? It is spelled with the letter ‘a’. Do you remember my friend, Wanda Swan? She likes to act in plays and *dramas*. Do you hear the /o/ sound in *drama*? Just like the ‘o’ sound in *llama*, the /o/ sound in *drama* is spelled with the letter ‘a’ in both spots. Your teacher is going to show you some more new words to add to your Spelling Tree now.” **Note:** Some people pronounce *pajamas* as /p/ /æ/ /j/ /a/ /m/ /æ/ /z/ but in this program, the second ‘a’ in *pajamas* is pronounced /o/: /p/ /æ/ /j/ /o/ /m/ /æ/ /z/ - Show students the spelling leaves that you prepared: *father, grandma, grandpa, lava, pajamas, drama,* and *llama*. - Read the words aloud as a class. - Pass out leaves and ask students to circle the letters that stand for the /o/ sound on each leaf. - Have student pairs read each word aloud to the class and tape it to the ‘a’ branch on the /o/ Spelling Tree. **PRACTICE /O/ > ‘A’ AND ‘WA’ (10 MIN.)** - Ask students to turn to Activity Page 26.1 and complete it as a teacher-guided activity. **Activity Page 26.1: Match Pictures and Sentences** Collect and review Activity Page 26.1. Students who did not correctly match pictures and sentences may benefit from additional practice reading words with /o/ spelled ‘a’ and ‘wa’ at a later time. **Support** Write the words *pajamas, wand, lava, waffles,* and *water* on the board/chart paper. Have students read the words and discuss the sounds they hear. Have students complete the activity page in a small group. Lesson 26: Spelling Language Primary Focus: Students will read and alphabetize multisyllable words from *The War of 1812*. **TEKS 2.2.B.iii; TEKS 2.2.D** INTRODUCE SPELLING WORDS - Tell students that this week all of the words are domain-specific words. That means that all of the words have something to do with the Reader *The War of 1812*. | 1. general | 11. traders | |------------|------------| | 2. mortar | 12. streak | | 3. ragtag | 13. defend | | 4. knotty | 14. river | | 5. fired | 15. goods | | 6. peace | 16. highways| | 7. treaty | 17. drains | | 8. proud | 18. hickory | | 9. soldiers| 19. orphan | | 10. Mississippi | Tricky Word: New Orleans | - Using the cards you prepared in advance, show students one word at a time, asking them to first read the word. Ask students to use each word in a sentence illustrating its meaning. Tape the words randomly on the board/chart paper. - Tell students that you will now put the words in alphabetical order. Fold over the cards and paper clip them so just the first letter shows as you did in previous lessons. - Ask: “Do you see any words that begin with ‘a’? No. ‘b’? No ‘c’? No. ‘d’? Yes, I have two words that begin with ‘d’—drains and defend. I wonder how we know which one to put first? Let me unfold one more letter. (Fold the cards so the --- **TEKS 2.2.B.iii** Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. ‘dr’ and ‘de’ are visible.) Oh, I see. ‘e’ comes before ‘r’, so I will put the word that starts with ‘de’—defend—before the word that starts with ‘dr’—drain. ‘e’? No. ‘f’? Yes, fired is next. ‘g’? Yes, I have two words that begin with ‘g’—goods and general. I wonder how we know which one to put first? Let me unfold one more letter. (Fold the cards so the ‘go’ and ‘ge’ are visible.) Oh, I see. ‘e’ comes before ‘o’, so I will put the word that starts with ‘ge’—general—before the word that starts with ‘go’—goods.” Proceed in this way until all cards have been alphabetized. • Unfold the cards and read the words aloud with students. • Explicitly tell the students that the words are now in alphabetical order. 1. defend 2. drains 3. fired 4. general 5. goods 6. hickory 7. highways 8. knotty 9. Mississippi 10. mortar 11. New Orleans 12. orphan 13. peace 14. proud 15. ragtag 16. river 17. soldiers 18. streak 19. traders 20. treaty • Tell students that the words will remain on display until the assessment so they may refer to them during the week. • Tell students that they will take home Activity Page 26.2 to share with a family member. Take-Home Material FAMILY LETTER; “THE END OF THE WAR”; ALPHABETIZE WORDS • Have students take home Activity Page 26.2 to share with a family member, Activity Page 26.3 to read to a family member, and Activity Page 26.4 to complete. Lesson 26: Foundational Skills Remediation Additional Support MORE HELP WITH /O/ SPELLED ‘A’ AND ‘WA’ Mixed Review • Make a copy of Activity Page TR 26.1 for each student. • Read the words aloud together. • Then, have students write the following headers under the box: ‘wa’, ‘a’. • Have students write the words from the box under the appropriate header to show the spelling of /o/. • Review the sorted word lists together. UNIT ASSESSMENT The War of 1812 PRIMARY FOCUS OF LESSON Reading Students will answer multiple-choice questions and one short-answer question assessing their knowledge of the information they have read in *The War of 1812*. - **TEKS 2.5; TEKS 2.6.G; TEKS 2.7.B** Writing Students will read a letter and questions about the national anthem from Mr. Mowse. - **TEKS 2.7.C** Foundational Skills Students will read words with the tricky spelling ‘a’ > /a/, /ae/, /o/, and /ə/. - **TEKS 2.2.B.i** Differentiated Instruction Students will identify examples of different parts of speech in “The End of the War,” will write sentences about Andrew Jackson, and will identify whether sentences are complete or incomplete. - **TEKS 2.7.B; TEKS 2.11.D.i; TEKS 2.11.D.ii; TEKS 2.11.D.iii** FORMATIVE ASSESSMENT Activity Page 27.1 - The War of 1812 - **TEKS 2.6.G** Activity Page 27.3 - Parts of Speech (Group 1) - **TEKS 2.7.B; TEKS 2.11.D.i; TEKS 2.11.D.ii; TEKS 2.11.D.iii** Activity Page 27.4 - Complete or Incomplete Sentence? (Group 2) - **TEKS 2.11.D.i** **TEKS 2.5** Self-select text and read independently for a sustained period of time; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text; **TEKS 2.7.C** Use text evidence to support an appropriate response; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends; **TEKS 2.11.D** Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns. | Activity | Grouping | Time | Materials | |-----------------------------------------------|-------------------|--------|------------------------------------------------| | **Reading** | | | | | The War of 1812 Unit Assessment | Independent | 15 min.| □ Activity Page 27.1 | | **Writing** | | | | | A Letter from Mr. Mowse | Whole Group | 15 min.| □ Activity Page 27.2 | | | | | □ Activity Page 27.2 (Digital Components) | | **Foundational Skills** | | | | | Baseball Game (Phonics) | Whole Group | 10 min.| □ prepared cards | | | | | □ tape | | **Differentiated Instruction** | | | | | Parts of Speech; Complete vs. Incomplete Sentences | Independent/Small Group | 20 min.| □ Activity Pages 27.3, 27.4 | ADVANCE PREPARATION Writing Digital Component 27.1 • Make a copy on the board/chart paper of Mr. Mowse’s letter on Activity Page 27.2 or prepare to display the digital version (Digital Component 27.1). **Note:** Mr. Mowse’s letter, particularly the questions on the back, are being presented to provide context for the research report students will be asked to write about the national anthem in subsequent chapters. Foundational Skills • Prepare the following word cards for a baseball game: 1. cat 9. chasing 17. water 2. flat 10. danger 18. swan 3. shack 11. about 19. wand 4. chap 12. China 20. waffle 5. tap 13. around 21. drama 6. lady 14. Africa 22. lava 7. paper 15. attack 23. grandma 8. bacon 16. walrus 24. pajama • Draw a baseball diamond on the board/chart paper. Differentiated Instruction • Review Activity Page 27.4 to determine if this is an appropriate activity for students who need additional support. If it is not, select a Pausing Point activity page for use during Differentiated Instruction. • Plan which students who could work independently in Group 1 and which students you will work with in Group 2. Lesson 27: Assessment Reading Primary Focus: Students will answer multiple-choice questions and one short-answer question assessing their understanding of the information they have read in *The War of 1812*. **TEKS 2.5; TEKS 2.6.G; TEKS 2.7.B** **THE WAR OF 1812 UNIT ASSESSMENT** - Have students turn to Activity Page 27.1. Explain that this assessment covers the information that they have learned from reading *The War of 1812*. - If you feel it is necessary, you may preview any vocabulary from the assessment before having students answer the questions on their own. - Tell students that if they finish early, they may choose to read any chapter in the Reader silently. **Activity Page 27.1: The War of 1812** Collect Activity Page 27.1 and use the analysis directions found in Teacher Resources to score the assessment and determine if additional evaluation or remediation is needed. **TEKS 2.5** Self-select text and read independently for a sustained period of time; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text. Lesson 27: Writing Primary Focus: Students will read a letter and questions about the national anthem from Mr. Mowse. **TEKS 2.7.C** A LETTER FROM MR. MOWSE Digital Component 27.1 - Have students turn to Activity Page 27.2, as you display the digital version, to read a letter that Mr. Mowse has left for them. Point out that the letter at the top of the page is Mr. Mowse’s letter and that, as usual, there are some misspellings in the letter, so an edited version of the letter is reprinted below Mr. Mowse’s letter. - Ask one or more students to read Mr. Mowse’s letter aloud. - Then, ask students to turn to the back of the activity page. Read the questions that Mr. Mowse wants to find answers for. Ask students to refer to their Reader and identify in what chapter they already read that they learned about Fort McHenry, Francis Scott Key, and the national anthem. (*Chapter 8 “Francis Scott Key and the National Anthem”*) Explain that Mr. Mowse must have thought of these questions after listening to Chapter 8. Note: Collect Activity Page 27.2 for use again in Lesson 29. Challenge Without referring to the corrected version on Activity Page 27.2, ask students to correct the errors in Mr. Mowse’s letter. Lesson 27: Tricky Spelling ‘a’ Foundational Skills Primary Focus: Students will read words with the tricky spelling ‘a’ > /a/, /ae/, /o/, and /ə/. **TEKS 2.2.B.i** TEKS 2.7.C Use text evidence to support an appropriate response; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. Tell students that today they will review the tricky spelling ‘a’, including the ‘wa’ spelling. Write the following headers representing the sounds of tricky spelling ‘a’ in columns: | ‘a’ and ‘wa’ | |--------------| | /a/ | /æ/ | /ə/ | /o/ | Choose one index card example of each sound/spelling to read with students as a way to review each. Tape each word under the appropriate header on the board/chart paper. Shuffle the cards that you have prepared. Divide the class into two teams, having one team at a time come to the front of the room and line up in front of the board/chart paper. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat” as follows: - Pick a card from the pile, and ask the first person on the team to read it aloud, while you tape it in the correct column on the board/chart paper. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of his team’s line, while the next player comes forward to read the next card. If they read the word correctly, draw a line from first to second base. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for this team so long as no words are misread; when a word is misread, the next team takes its turn at bat. - Set a timer for 10 minutes, and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, but so is speed. The more turns that players have to read words, the more likely their team is to score runs. Lesson 27: Differentiated Instruction Differentiated Instruction **Primary Focus:** Students will identify examples of different parts of speech in “The End of the War,” will write sentences about Andrew Jackson, and will identify whether sentences are complete or incomplete. **TEKS 2.7.B; TEKS 2.11.D.i; TEKS 2.11.D.ii; TEKS 2.11.D.iii** **PARTS OF SPEECH; COMPLETE VS. INCOMPLETE SENTENCES** **Small Group** **Group 1:** Have students who are able to work independently complete Activity Page 27.3 to review parts of speech, or assign some other reading related task that you feel would be beneficial. **Activity Page 27.3: Parts of Speech** Collect and review Activity Page 27.3 from Group 1. Students who did not correctly identify words by their parts of speech may benefit from additional practice identifying words by their parts of speech at a later time. **Group 2:** Work with Group 2, students needing extra help, with either the grammar Activity Page 27.4 reviewing complete and incomplete sentences, or with another Pausing Point activity page of your choice. **Activity Page 27.4: Complete or Incomplete Sentence?** Collect and review Activity Page 27.4 from Group 2. Students who did not correctly identify sentences as complete or incomplete may benefit from additional practice with subject and predicate in sentences at a later time. **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text; **TEKS 2.11.D** Edit drafts using standard English conventions, including (i) complete sentences with subject-verb agreement; (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns. WRITING Paragraphs PRIMARY FOCUS OF LESSON Writing Students will select and mark the topic sentences and concluding sentences of paragraphs, will number the remaining sentences in correct order, and will identify and cross out sentences that do not stay on the topic. **TEKS 2.9.D.i; TEKS 2.9.D.iii** Foundational Skills - Students will alphabetize words to the second letter. **TEKS 2.2.D** - Students will read words with the tricky spelling ‘a’ and will use those words to complete fill-in-the-blank sentences. **TEKS 2.2.B.i** FORMATIVE ASSESSMENT Activity Page 28.1 The War of 1812: A Report by Mr. Mowse **TEKS 2.9.D.i; TEKS 2.9.D.iii** Activity Page 28.2 Staying on Topic **TEKS 2.9.D.i** Activity Page 28.3 Alphabetize Words **TEKS 2.2.D** Activity Page 28.4 Find the Secret Message Tricky Spelling ‘a’ **TEKS 2.2.B.i** **TEKS 2.9.D** Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (iii) organizational patterns such as chronological order and cause and effect stated explicitly; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Writing** | | | | | Mr. Mowse’s Report on the War of 1812 | Whole Group | 30 min. | □ Activity Pages 28.1, 28.2 □ Paragraphs (Digital Components) | | Staying on Topic | | | | | **Foundational Skills**| | | | | Alphabetize to the Second Letter (Phonics) | Independent | 30 min. | □ Activity Pages 28.3, 28.4 | | Tricky Spelling ‘a’ (Phonics) | | | | | **Take-Home Material** | | | | | Staying on Topic | | | □ Activity Page 28.5 | ADVANCE PREPARATION Writing Digital Component 28.1 • Add the following to the poster you previously prepared with definitions for *paragraph* and *topic sentence*, or prepare to display the digital version (Digital Component 28.1). ◦ A concluding sentence is one sentence, usually the last, that restates the topic sentence to end the paragraph. Universal Access • Write the words from the box on Activity Page 28.3 on index cards and have paper clips readily available for folding the cards. Lesson 28: Topic Sentences Writing Primary Focus: Students will select and mark the topic sentences and concluding sentences of paragraphs, will number the remaining sentences in correct order, and will identify and cross out sentences that do not stay on the topic. TEKS 2.9.D.i; TEKS 2.9.D.iii Mr. Mowse’s Report on the War of 1812 (20 min.) - Remind students that they have been learning about writing paragraphs. Check for Understanding Ask students to explain what a paragraph and a topic sentence are. Digital Component 28.1 - Direct students’ attention to the poster and read the definition of *concluding sentence*. - Ask students to turn to Activity Page 28.1. Remind students that in the previous lesson they read a letter from Mr. Mowse in which he talked about how much he was learning about the War of 1812, even though he still had some questions. - Tell students that Mr. Mowse has also been listening to their lessons about writing paragraphs and decided to try writing some paragraphs about the War of 1812. - Read the title of the activity page, and explain that a report is a piece of writing about a nonfiction topic. Tell students that Mr. Mowse started writing his report and, although he remembered some really good information about the War of 1812, he had difficulty organizing his thoughts, so he needs some help from the class. - Tell students that the sentences on the front of the activity page are all from the same paragraph about the start of the War of 1812. There are six sentences: one is a topic sentence, one is a concluding sentence, and the rest are sentences that provide supporting details for the topic sentence. However, the sentences are not in the proper order. TEKS 2.9.D Recognize characteristics and structures of informational text, including (i) the central idea and supporting evidence with adult assistance; (ii) organizational patterns such as chronological order and cause and effect stated explicitly. • Ask students to read all of the sentences aloud as a group, thinking in particular about which sentence might be the topic sentence. After a brief discussion, have all students mark the topic sentence. • Next, ask students to identify and mark the concluding sentence. Remind students that often the concluding sentence is a restatement of the topic sentence. Remind students that the concluding sentence is the very last sentence in a properly sequenced paragraph. • Finally, tell students that the remaining sentences are all details supporting the topic sentence. Ask them to number the remaining sentences in a logical order so they make sense. • Summarize by having students reread the sentences in the correct order (i.e., topic sentence, supporting details in proper order, and the concluding sentence). • Complete the back of the activity page with the next group of sentences in the same manner. Activity Page 28.1: The War of 1812: A Report by Mr. Mowse Collect and review Activity Page 28.1. Students who did not correctly identify the topic sentences, detail sentences, and concluding sentences may benefit from additional practice examining and labeling sentences in paragraphs at a later time. STAYING ON TOPIC (10 MIN.) • Ask students to turn to Activity Page 28.2, and explain that it includes several paragraphs. Each paragraph has a topic sentence, followed by additional sentences. • Explain, however, that in each paragraph, there is an extra sentence that does not relate to the topic sentence. • Have students underline the topic sentence in each paragraph and cross out the sentence that does not stay on the topic. Complete the activity page as a teacher-guided activity. Activity Page 28.2: Staying on Topic Collect and review Activity Page 28.2. Students who did not correctly identify the topic sentences, detail sentences, and unrelated sentences may benefit from additional practice determining which sentences in a paragraph stay on topic and which sentences in a paragraph do not at a later time. Lesson 28: Tricky Spelling ‘a’ Foundational Skills Primary Focus Students will alphabetize words to the second letter. **TEKS 2.2.D** Students will read words with the tricky spelling ‘a’ and will use those words to complete fill-in-the-blank sentences. **TEKS 2.2.B.i** ALPHABETIZE TO THE SECOND LETTER (15 MIN.) - Ask students to turn to Activity Page 28.3 and complete it as an independent activity. Activity Page 28.3: Alphabetize Words Collect and review Activity Page 28.3. Students who did not correctly alphabetize words may benefit from additional practice alphabetizing at a later time. TRICKY SPELLING ‘A’ (15 MIN.) - Have students turn to Activity Page 28.4 and read the words in the box aloud before completing the activity page independently, as you circulate throughout the room, providing assistance as needed. **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words; **TEKS 2.2.B.i** Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs and blends. Activity Page 28.4: Find the Secret Message Collect and review Activity Page 28.4. Students who did not correctly spell or use words with the tricky spelling ‘a’ may benefit from additional practice spelling and using words with this spelling at a later time. Take-Home Material STAYING ON TOPIC • Have students take home Activity Page 28.5 to complete. Lesson 28: Foundational Skills Remediation Additional Support MORE HELP WITH TRICKY SPELLING ‘A’ Word Sort • Copy the word cards on Activity Page TR 28.1. • Write the following headers on the board: /a/, /ae/, /o/, /ə/. • Shuffle the word cards and pass them out to students. • Have a student read the word on his or her card. Then, ask the student to identify what sound the tricky ‘a’ (or ‘wa’) makes in the word. Have the student tape the card under the correct header on the board/chart paper. • Go through the remaining word cards in the same manner. • When all the cards have been sorted, read the words under each header. Write a Report PRIMARY FOCUS OF LESSON Writing Students will fill in a template outlining the writing process for reports. **TEKS 2.13.B** Students will read questions addressing information about the War of 1812 and will produce topic listings that cover the questions asked. **TEKS 2.13.A; TEKS 2.13.C** Students will read sentences that go with a topic and will write a topic sentence and a concluding sentence for each topic. **TEKS 2.9.D.i** Students will develop and follow a research plan, generate questions for formal and informal inquiry, identify and gather relevant sources and information to answer the questions, and demonstrate understanding of information gathered. **TEKS 2.13.A; TEKS 2.13.B; TEKS 2.13.C; TEKS 2.13.E** FORMATIVE ASSESSMENT Activity Page 29.3 Topic and Concluding Sentences **TEKS 2.9.D.i** **TEKS 2.13.B** Develop and follow a research plan with adult assistance; **TEKS 2.13.A** Generate questions for formal and informal inquiry with adult assistance; **TEKS 2.13.C** Identify and gather relevant sources and information to answer the questions; **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance; **TEKS 2.13.E** Demonstrate understanding of information gathered. | Writing | Grouping | Time | Materials | |---------------------------------------------|--------------|--------|---------------------------------------------------------------------------| | The Report Writing Process | Whole Group | 25 min.| Activity Pages 29.1, 29.2 | | | | | chart paper | | | | | markers | | | | | Write a Research Paper (Digital Components) | | | | | Activity Page 29.2 (Digital Components) | | Choose a Topic: Revisit Mr. Mowse’s Letter | Whole Group | 15 min.| Activity Page 27.2 | | | | | Choose a Topic (Digital Components) | | Topic Sentences and Concluding Sentences | Whole Group | 20 min.| Topic and Concluding Sentences (Digital Components) | **Take-Home Material** | Topic Sentences and Concluding Sentences | | | Activity Page 29.4 | ADVANCE PREPARATION Writing Digital Component 29.1 • Create an enlarged version of Activity Page 29.1 (Digital Component 29.1) to display for The Report Writing Process, or use the digital version. • Prepare to display notes you took while reading as a whole group in previous lessons. Digital Component 29.2 • Create an enlarged version of Activity Page 29.2 (Digital Component 29.2) to display for The Report Writing Process, or use the digital version. Digital Component 29.3 • Copy the chart of questions from Choose a Topic (Digital Component 29.3) on chart paper, leaving space after the questions for recording student questions, or use the digital version. Digital Component 29.4 • Copy the sentences for Topic Sentences and Concluding Sentences (Digital Component 29.4) on the board/chart paper, leaving space above and below these sentences to write a topic sentence and concluding sentence with students during the lesson, or use the digital version. Lesson 29: Report Writing Writing Primary Focus Students will fill in a template outlining the writing process for reports. TEKS 2.13.B Students will read questions addressing information about the War of 1812 and will produce topic listings that cover the questions asked. TEKS 2.13.A; TEKS 2.13.C Students will read sentences that go with a topic and will write a topic sentence and a concluding sentence for each topic. TEKS 2.9.D.i Students will develop and follow a research plan, generate questions for formal and informal inquiry, identify and gather relevant sources and information to answer the questions, and demonstrate understanding of information gathered. TEKS 2.13.A; TEKS 2.13.B; TEKS 2.13.C; TEKS 2.13.E THE REPORT WRITING PROCESS (25 MIN.) Digital Component 29.1 • Direct students’ attention to the Write a Research Paper chart you prepared in advance and read the three steps listed with students (Plan, Draft, Edit). • Ask students to turn to Activity Page 29.1, telling them it is the same as the chart. • Remind them that throughout Grade 2, they have been practicing different forms of writing: summaries of stories they have read, new endings for stories, and persuasive letters. • Remind students that whenever they have practiced writing, they have used a three-step writing process. • Have students identify the three steps—plan, draft, and edit—as they refer to the Write a Research Paper chart and Activity Page 29.1. • Explain that students are now going to learn about writing reports. They will use the same three-step process, but will also learn some specific “mini-steps” for planning, drafting, and editing when they are writing a report. • Explain that since a report is about a nonfiction topic, one of the first things that students need to do before writing a report is to choose a specific topic. Ask students to think back to the report that they just read by Mr. Mowse and identify the topic of his report. (*the War of 1812*) TEKS 2.13.B Develop and follow a research plan with adult assistance; TEKS 2.13.A Generate questions for formal and informal inquiry with adult assistance; TEKS 2.13.C Identify and gather relevant sources and information to answer the questions; TEKS 2.9.D.i Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance; TEKS 2.13.E Demonstrate understanding of information gathered. • Write **Choose a topic** on the chart as the first mini-step in planning, and have students write the same on the first line of Activity Page 29.1. Explain that reports can be written about any nonfiction topic in history or science. Encourage them to discuss examples of possible nonfiction topics that might be of interest to them for report writing; make sure that they name nonfiction topics. • Next, explain that once a topic has been selected, prior to starting to write about a nonfiction topic, students need to make sure they are knowledgeable about the topic. Tell students that the second mini-step in planning is to **Gather information**. Record this step on the chart as students copy it onto their activity page. • Explain that when gathering information for a report, writers pull together as many different resources about that topic as possible. These resources can include books, articles in magazines or on the Internet, and other reference books, such as atlases and encyclopedias, when applicable. If you have access to the Internet in your classroom, this may be an appropriate opportunity to briefly introduce a search engine and the use of key words for doing an Internet search. You may also want to arrange for a classroom visit to the school library. • Ask students what resources they think Mr. Mowse may have used to write his report. (*The War of 1812 Reader*) • Next, explain and record the third mini-step in planning a report, **Read and take notes** about the topic. Direct students’ attention the notes you displayed from previous lessons. Discuss them, pointing out that when you take notes, you often only write short phrases rather than complete sentences. • Tell students that you will now talk about some mini-steps for the draft step. Remind them that this is when they will actually start writing about their topic. When writing a draft of a nonfiction report, it is important to **Organize notes**. Record this mini-step on the chart, and have students do the same on their activity page. • Explain that when they organize their notes, writers group similar ideas from their notes together so they will be ready to write paragraphs. • Record as the next mini-step in drafting **Write paragraphs**, and have students do the same on their activity page. • Remind students that they have already learned a lot about writing paragraphs in this unit. They know that a good paragraph has a topic and a concluding sentence, as well as supporting details. • Point out that the final step is to edit, which has three mini-steps. Record **Use editing checklist** as the first mini-step and have students do the same. Remind students that that they have used editing checklists throughout Grade 2 to refine their drafts. Digital Component 29.2 • Now ask students to turn to Activity Page 29.2 as you display the digital version. Read the checklist aloud as a group, and discuss the questions. Note for students that this checklist is somewhat different from the editing checklist they have used in the past that was created for editing stories. This editing checklist has more items and the items include more information/details. • Conclude this portion of the lesson by asking students to refer back to Activity Page 29.1, noting that there are still two blank spaces for two additional mini-steps in editing, but that you will come back to those final editing steps during a future lesson. Check for Understanding Ask students to identify the kind of writing these steps in the writing process go with. (writing reports) Note: Collect Activity Page 29.1 for use again in Lessons 31 and 33–36. Collect Activity Page 29.2 for use again in Lessons 34–36. CHOOSE A TOPIC: REVISIT MR. MOWSE’S LETTER (15 MIN.) TEKS 2.13.A • Ask students to turn back to Activity Page 27.2 and look in particular at the questions that Mr. Mowse has listed. Also direct students’ attention the list of questions you prepared in advance. Point out that the questions listed on the chart prepared in advance are the same questions Mr. Mowse has listed. TEKS 2.13.A Generate questions for formal and informal inquiry with adult assistance. Digital Component 29.3 Topic: _______________________________________________________ - What do the words of our national anthem describe? - When singing our national anthem, how should people behave? - How do people show respect for the flag? - How did the poem Francis Scott Key wrote become our national anthem? - What are the three times during the attack on Fort McHenry that Key looked for the flag? - How could Key see the flag in the middle of the night? - Why couldn’t Key see the flag just before the sun came up? - Why was it important to Key to see if the flag was still flying after the attack ended? Ask students to reread all of the questions in order to identify a single topic that all of these questions relate to. Record whatever wording students use to characterize the questions in the blank space labeled “Topic” above the questions on the previously prepared chart. Possible responses might include how to behave when handling and addressing the flag and what the words to “The Star-Spangled Banner” mean. Ask students to brainstorm any additional questions that they may also have about the topic you identified together. Be sure to guide students in posing questions that are relevant to the topic and not just general questions about the War of 1812. Record any additional student questions on the chart. Tell students that over the next several lessons you will use these questions as a guide to write a report to answer Mr. Mowse’s questions. Note: Collect Activity Page 27.2 for use again in Lesson 32. TOPIC SENTENCES AND CONCLUDING SENTENCES (20 MIN.) Remind students that they have been learning about writing paragraphs. Check for Understanding Ask students to tell you the features of a good paragraph. (topic sentence, supporting details, concluding sentence) • Display the sentences that you prepared in advance, and tell students that you have written a paragraph that includes some information about the War of 1812. **Let students know that the paragraph does not yet have a topic sentence or concluding sentence.** Digital Component 29.4 One reason Americans were angry with the British in 1812 was that the British forced some American sailors to serve in the British Navy. The British were also stopping American ships from trading freely with the French. Another reason Americans were angry was that the British were trading with Native Americans. This created problems for American pioneers who were trying to move west. • Read the paragraph aloud with students, and then ask them to brainstorm ideas for an appropriate topic sentence for the beginning of the paragraph. • Ask questions to guide students in recognizing that this paragraph is about the different reasons that the Americans were angry with the British in 1812. • Help rephrase students’ ideas for a topic sentence into a single, complete sentence, and then write this at the beginning of the paragraph, remembering to indent. Possible topic sentences might be: ◦ There were many reasons that Americans were angry with the British before the War of 1812. ◦ There were many things that led to the War of 1812. • Reread the entire paragraph with the topic sentence. • Tell students that good paragraphs also have a concluding sentence at the end of the paragraph. A good concluding sentence wraps things up and often is a restatement of the topic sentence. • Ask students to suggest ideas for a concluding sentence for this paragraph and then write it at the end of the paragraph. One example of a concluding sentence might be the following: ◦ All of these reasons led to the start of the War of 1812. • Ask students to turn to Activity Page 29.3. Complete the first paragraph together as a teacher-guided activity. If time permits, have students complete the second paragraph on their own. Activity Page 29.3: Topic Sentences and Concluding Sentences Collect and review Activity Page 29.3. Students who did not write appropriate topic sentences and/or concluding sentences may benefit from additional practice writing both types of sentences at a later time. Take-Home Material TOPIC SENTENCES AND CONCLUDING SENTENCES • Have students take home Activity Page 29.4 to complete. ASSESSMENT Spelling Assessment PRIMARY FOCUS OF LESSON Language (Spelling) Students will spell dictated multisyllable words from *The War of 1812* and the Tricky Word *New Orleans* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** Reading Students will partner read “Francis Scott Key and the National Anthem” and will answer inferential and evaluative questions about key details in the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.10.A** Writing Students will read a paragraph and label the topic sentence and will identify and cross out sentences that do not stay on the topic. **TEKS 2.9.D.i** FORMATIVE ASSESSMENT Activity Page 30.1 Spelling Assessment **TEKS 2.2.C.iv; TEKS 2.2.D** Observation Anecdotal Reading Record “Francis Scott Key and the National Anthem” **TEKS 2.4** Observation Discussion Questions “Francis Scott Key and the National Anthem” **TEKS 2.6.G; TEKS 2.10.A** Activity Page 30.2 Identify Topic and Irrelevant Sentences **TEKS 2.9.D.i** TEKS 2.2.C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words; **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.10.A** Discuss the author’s purpose for writing text; **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance. | Language (Spelling) | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Spelling Assessment | Whole Group| 20 min.| Activity Page 30.1 | | Reading | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Review the Chapter | Whole Group| 5 min.| The War of 1812 | | Reread "Francis Scott Key and the National Anthem" | Partner | 20 min. | | | Writing | Grouping | Time | Materials | |---------------------|------------|-------|----------------------------| | Identify Topic Sentences | Independent | 15 min.| Activity Page 30.2 | Note to Teacher Having students reread Chapter 8, “Francis Scott Key and the National Anthem,” during this lesson will help prepare them for the next few lessons and discussions about “The Star-Spangled Banner.” Language • Be sure to erase the spelling table from the board and/or turn the chart paper over so students cannot refer to it during the assessment. Lesson 30: Spelling Assessment Primary Focus: Students will spell dictated multisyllable words from *The War of 1812* and the Tricky Word *New Orleans* and will write four of the words in alphabetical order. **TEKS 2.2.C.iv; TEKS 2.2.D** **SPELLING ASSESSMENT** - Have students turn to Activity Page 30.1 - Read the first spelling word, use it in a sentence, and then read the word once more, allowing students time to write the word. - Repeat this procedure with each of the remaining words. | 1. Mississippi | 8. ragtag | 15. goods | |----------------|-----------|-----------| | 2. general | 9. proud | 16. defend | | 3. mortar | 10. drains| 17. river | | 4. traders | 11. knotty| 18. hickory| | 5. soldiers | 12. streak| 19. peace | | 6. fired | 13. highways | | | 7. orphan | 14. treaty | | **Tricky Word:** New Orleans - Direct students’ attention to the lines on the back of the activity page. - Tell students to write the sentence “Andrew Jackson fought in the battle of New Orleans.” Slowly repeat this sentence three times. - At the end, go back through the list, and read each spelling word one more time. - After all the words have been called out, tell students that you will now show them the correct spelling for each word so they can correct their own work. - Say and write each word on the board/chart paper, instructing students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. - Continue through all the words and then onto the sentence. **TEKS 2.2.C.iv** Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns; **TEKS 2.2.D** Alphabetize a series of words and use a dictionary or glossary to find words. • Ask students to write the following words in alphabetical order on the back of the activity page. 1. river 2. ragtag 3. treaty 4. peace • After all students have finished, write the four words in alphabetical order for students to correct their papers. 1. peace 2. ragtag 3. river 4. treaty Activity Page 30.1: Spelling Assessment At a later time, use the template provided in Teacher Resources to analyze students’ mistakes. This will help you understand any patterns that are beginning to develop or that are persistent among individual students. Lesson 30: “Francis Scott Key and the National Anthem” Reading Primary Focus: Students will partner read “Francis Scott Key and the National Anthem” and will answer inferential and evaluative questions about key details in the text. **TEKS 2.4; TEKS 2.6.G; TEKS 2.10.A** REVIEW THE CHAPTER (5 MIN.) - Tell students that today they will reread Chapter 8, “Francis Scott Key and the National Anthem” with a partner. - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. - Review the images and captions in the chapter with students before they read. REREAD “FRANCIS SCOTT KEY AND THE NATIONAL ANTHEM” (20 MIN.) - Assign partners. - Ask students to read the chapter with their partner, taking turns reading each page. Students may ask their partners questions about the chapter and discuss what they read. - Remind students that if they need assistance, with the meaning of any bolded words, they should refer to the Reader glossary. Observation: Anecdotal Reading Record As you listen to students read “Francis Scott Key and the National Anthem,” make notes regarding their individual reading ability in the Anecdotal Reading Record. Wrap-Up - When students have finished reading, call them back together as a class. Use the following questions to promote discussion. Also, note that students will learn more about the poem Francis Scott Key wrote in the next few lessons. **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.10.A** Discuss the author’s purpose for writing text. Discussion Questions for “Francis Scott Key and the National Anthem” 1. **Inferential.** How was Key able to see the flag flying at Fort McHenry? » He watched the battle during the day and could see the flag flying. At night, flashes of light from rockets and bombs lit up the sky, allowing him to see the flag flying. 2. **Inferential.** Why did Francis Scott Key write a poem? » He wrote a poem because he was inspired after realizing the U.S. soldiers had not given up fighting the British sailors in the harbor. As a result, the British sailors had stopped firing on the fort. 3. **Evaluative.** Why is Key’s poem important? » Key’s poem is important because it became our national anthem, an important song for the United States. --- **Observation: Discussion Questions** Call on a different student to answer each question. Note students’ names and performance in the Discussion Questions Observation Record, using the codes provided. --- **Lesson 30: Report Writing** **Primary Focus:** Students will read a paragraph and label the topic sentence and will identify and cross out sentences that do not stay on the topic. **TEKS 2.9.D.i** **IDENTIFY TOPIC SENTENCES** - Remind students that they have been studying how to write a paragraph and have learned that a good paragraph should have a topic sentence that tells what the paragraph will be about. - Also remind students that the remaining sentences in a paragraph should provide supporting details about the topic. Sentences that do not provide information about the topic should not be included in the paragraph. - Ask students to turn to Activity Page 30.2. **TEKS 2.9.D.i** Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance. Tell students that they are to read the sentences in each group to identify the topic sentence by underlining it. They should then cross out any sentence in the group that does not pertain to the topic. Tell students that although they have completed similar exercises in earlier lessons, in those exercises the sentences were logically organized in a paragraph. This activity page requires more attention because the sentences in each group are not necessarily listed in the order that they would be written in a paragraph. Guide students in identifying the topic sentence and the irrelevant sentence in the first group. Be sure students read all of the sentences in the group before selecting either the topic sentence or the irrelevant sentence. Have students complete the remaining two groups independently. Activity Page 30.2: Identify Topic and Irrelevant Sentences Collect and review Activity Page 30.2. Students who did not correctly identify topic and irrelevant sentences may benefit from additional practice to determine which sentence in a paragraph states the topic and which sentence(s) in a paragraph do not stay on that topic. Support Have students put a check mark next to the topic sentence and all the sentences that stay on topic to more easily see which sentence does not stay on topic and needs to be crossed out. WRITING Take Notes PRIMARY FOCUS OF LESSON Reading Students will read “Our National Anthem” with purpose and understanding, will connect new ideas to previously read texts, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will answer questions about key details in the text. **TEKS 2.3.A; TEKS 2.6.E; TEKS 2.6.G** Writing Students will take notes on “Our National Anthem” by answering literal questions about key details in the text and will brainstorm additional questions about the topic. **TEKS 2.6.B; TEKS 2.7.B** Students will develop and follow a research plan with adult assistance. **TEKS 2.13.B** FORMATIVE ASSESSMENT Activity Page 31.1 Take Notes on “Our National Anthem” **TEKS 2.6.B; TEKS 2.7.B** **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.E** Make connections to personal experiences, ideas in other texts, and society; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.6.B** Generate questions about text before, during, and after reading to deepen understanding and gain information; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text; **TEKS 2.13.B** Develop and follow a research plan with adult assistance. | Activity | Grouping | Time | Materials | |-----------------------------------------------|------------|-------|---------------------------------------------------------------------------| | Introduce the Chapter | Whole Group| 30 min.| The War of 1812 | | Read “Our National Anthem” | | | Individual Code Chart | | | | | The War of 1812 Glossary (Digital Components) | | Take Notes on “Our National Anthem” | Whole Group| 30 min.| The War of 1812 | | | | | Activity Pages 27.2, 29.1, 31.1 | | | | | chart paper | | | | | marker | | | | | Choose a Topic (Digital Components) | Note to Teacher Students will read Chapter 11, “Our National Anthem,” as you guide them in the usual manner. You will then reread Chapter 11, “Our National Anthem” to students during the Writing activity to help them fill in information to answer the questions on Activity Page 31.1. Familiarize yourself with the questions on the activity page (which are also included in this lesson) so you can pause and model taking notes when a question has been answered in the text. When preparing for this lesson, be sure to take your local context regarding the national anthem into account, including any concerns that families might have about their children learning and/or reciting the national anthem. Reading Digital Component 15.1 • Prepare to display the online dictionary of your choice and the digital Reader glossary (Digital Component 15.1). Writing • Have students’ copies of Activity Page 27.2 ready to hand out to them. Digital Component 29.3 • Prepare to display the chart of questions (Digital Component 29.3) from Choose a Topic in Lesson 29, or use the digital version. Lesson 31: “Our National Anthem” Reading Primary Focus: Students will read “Our National Anthem” with purpose and understanding, will connect new ideas to previously read texts, will use digital dictionaries and digital/print glossaries to clarify the meaning of words, and will answer questions about key details in the text. **TEKS 2.3.A; TEKS 2.6.E; TEKS 2.6.G** INTRODUCE THE CHAPTER (10 MIN.) - Tell students that the title of today’s chapter is “Our National Anthem.” - Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Spellings - Write the word *patriotic* on the board/chart paper. - Circle the first letter ‘i’. - Tell students that this letter represents the sound /ee/. - Ask students to turn to [page 8](#) of the *Individual Code Chart*. - Ask students to find the /ee/ row and follow it across to ‘i’ (*ski*). - Ask students to summarize what the power bar means for ‘i’. - Write the word *salute* on the board. - Circle the letter ‘a’. - Tell students that this letter represents the sound /a/. - Ask students to turn to [page 7](#) of the *Individual Code Chart*. - Ask students to find the /a/ row and follow it across to ‘a’ (*about*). - Ask students to summarize what the power bar means for ‘a’ Preview Core Vocabulary - Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where each word first appears in “Francis Scott Key and the National Anthem” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. **TEKS 2.3.A** Use print or digital resources to determine meaning and pronunciation of unknown words; **TEKS 2.6.E** Make connections to personal experiences, ideas in other texts, and society; **TEKS 2.6.G** Evaluate details read to determine key ideas. Digital Component 15.1 - Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. **patriotic—adj.**, having or showing support and love for your country (92) **salute—v.**, to show respect (saluting) (96) **state dinner—n.**, a special dinner hosted by the president of the United States for important people (state dinners) (100) | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | | patriotic, salute | | | Multiple-Meaning Core Vocabulary Words | | | | | Sayings and Phrases | state dinner | | | - Assist students in decoding these words in the following way: - Write the vocabulary word on the board/chart paper. - Divide the word into syllables. - Cover one syllable at a time with your hand, and segment the word. - Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. - Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any unusual letter-sound correspondences also noted. 1. **pa | tri | ot | ic** ‘i’ > /ee/ (ski) 2. **sa | lute** ‘a’ > /ə/ (about) 3. **state din | ner** READ “OUR NATIONAL ANTHEM” (20 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. • Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. Pages 92 and 93 • Read the title of the chapter together as a class: “Our National Anthem.” • Call students’ attention to the image of a cover for the sheet music for “The Star-Spangled Banner” on page 93. • Have students read the caption on page 93, and point out that it describes the image. • Introduce the word patriotic as a vocabulary word. • Have students turn to the glossary, locate patriotic, and read the definition together as a class. • Have students read page 92 to themselves to find the answer to the question: “Why do countries have a national anthem?” • After students finish reading, restate the question and ask students to answer. (Countries have a national anthem to show that they are proud of their countries.) • Ask students if any of them know of any other country’s national anthems and invite them to share. • Have students share what they remember about Francis Scott Key and Fort McHenry. (Answers may vary, but should include that Francis Scott Key wrote the poem that became “The Star-Spangled Banner” at the battle of Fort McHenry.) Pages 94 and 95 • Call on two students to read the paragraphs on page 94, and have the class listen for the answer to the question: “When do we sing our national anthem?” • When students have finished reading, restate the question and ask students to answer. (*We sing the national anthem before baseball games and other sporting events, on holidays like the Fourth of July, on special days when we gather together, and at school.*) • Ask, “How should we behave when we sing ‘The Star-Spangled Banner’? (*We always stand, turn to face the flag, stand still, and look at the flag. You may wish to place your right hand over your heart.*)” • Direct students’ attention to the image on page 95, and read the caption aloud as a class. **Pages 96 and 97** • Have students look in the glossary for the word *salute*, and read the definition together as a class. Note a form of the word at the end of the definition, *saluting*, is also used in this chapter. • Call on one student to read aloud the paragraph on page 96, asking students to listen for the answer to the question: “How do people salute?” • After the student finishes reading aloud, restate the question and ask students to answer. (*People salute by bringing their right hand up to their forehead or the tip of their hat.*)” • Ask, “Why do people salute the flag?” (*People salute the flag to show respect for the flag and pride in our country.*)” • Direct students’ attention to the image and caption on page 97, and call on one student to read the caption aloud. **Pages 98 and 99** • Have students read the first paragraph on page 98 to themselves to find the answer to the question: “How long did it take for ‘The Star-Spangled Banner’ to become our national anthem?” • When students have finished reading, restate the question and ask students to answer. (*It took more than a hundred years for “The Star-Spangled Banner” to become our national anthem.*)” • Call on one student to read aloud the remainder of page 98 while the class listens to find the answer to the question: “How did the poem that Francis Scott Key wrote become words to a song?” • When students have finished reading, restate the question and ask students to answer. (*People took the words to the poem and set them to music. They sang the words to a tune that was popular at the time.*) • Read the caption on page 99 aloud as a class, and have students look at the image. Pages 100 and 101 • Tell students to read the first paragraph on page 100 to find the answer to the question: “Was ‘The Star-Spangled Banner’ the only popular patriotic song at the time?” • When students have finished reading, restate the question and ask students to answer. (No, there were many popular patriotic songs at that time.) • Have students read the remainder of page 100 to themselves to find the answer to the question: “When did ‘The Star-Spangled Banner’ become our national anthem?” (Congress made “The Star-Spangled Banner” our national anthem in 1931.) • Ask, “How many years ago was that?” (As of 2015, that was 84 years ago). • Discuss the image on page 101 with students, and read the caption aloud as a class. Lesson 31: Take Notes Writing Primary Focus: Students will gather information and make notes about “Our National Anthem” by answering literal questions about key details in the text and will brainstorm additional questions about the topic. TEKS 2.6.B; TEKS 2.7.B Students will develop and follow a research plan with adult insistence. TEKS 2.13.B TAKE NOTES ON “OUR NATIONAL ANTHEM” (30 MIN.) TEKS 2.13.B Digital Component 29.3 • Direct students’ attention to Activity Page 27.2, and reread aloud Mr. Mowse’s first four questions. Note that you have displayed his questions as well. • Ask students to turn to Activity Page 31.1 and point out that Mr. Mowse’s first four questions have been copied on this activity page, along with space for students to take notes. TEKS 2.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text; TEKS 2.13.B Develop and follow a research plan with adult assistance. • Remind students that in Lesson 29, they reviewed Mr. Mowse’s questions and decided that all of the questions were about the U.S. flag and “The Star-Spangled Banner.” • Ask students to turn to Activity Page 29.1. • Remind them that this activity page lists the steps and mini-steps of the process for writing a report. Point out that students already completed the first mini-step of the planning phase (Choose a topic) in Lesson 29, because they chose a topic based on Mr. Mowse’s questions. • Tell students that they now need to complete the next mini-step: Gather information. Tell students that they could gather information from many sources, including the Internet, but today they are going to start by looking at the chapter in the Reader they just read so they will be able to write a report. • Ask students to again refer to Activity Page 29.1 to find out what the next mini-step is in planning, now that they have identified where they will gather information. (Read and take notes) • Ask students to turn to Activity Page 31.1. Point out that the first half of Mr. Mowse’s questions have been copied on this activity page, along with space for students to take notes. • Tell students that the title of today’s chapter is “Our National Anthem.” • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. • Tell students they will listen again to the chapter and, using the activity pages, take notes during the reading to answer the questions. • Remind students that when they take notes, they should write only the important words and phrases necessary to answer the questions, rather than complete sentences. An example would be: “What is the name of our national anthem?” Instead of students writing a complete sentence, they would simply write “The Star-Spangled Banner.” • Say, “I am going to first read the question aloud while you follow along on your activity page.” • Tell students that as you read the chapter aloud, you will pause when necessary to allow them to fill in answers on their activity page. Note for students that you will model how to do this correctly. Note: Be sure students write only the important words and phrases necessary to answer the questions, emphasizing that writing in complete sentences is not necessary at this point in the process. Suggestions for Note-Taking 1. What do the words of our national anthem describe? » what Francis Scott Key saw during the attack on Fort McHenry 2. When singing our national anthem, how should people behave? » stand still, look at the flag until the anthem is over 3. How do people show respect for the flag? » salute it, never let it touch the ground 4. How did the poem Francis Scott Key wrote become our national anthem? » words were set to music, tune was popular at the time • Allow students to brainstorm any additional questions they may have about our flag and national anthem. Ensure that their questions are pertinent to the topic. Record any additional questions on chart paper. You may wish to encourage or require students needing more challenge to include additional questions. • Collect Activity Page 31.1 for use in future lessons. Activity Page 31.1: Take Notes on “Our National Anthem” Collect and review Activity Page 31.1. Students who did not accurately represent information from the text, or who did not take notes on the correct information, may benefit from you modeling note-taking while they take notes in a small group setting at a later time. WRITING Take Notes PRIMARY FOCUS OF LESSON Reading Students will read “Making Sense of the National Anthem” with understanding of vocabulary and key ideas and will use all text features, including graphics, to aid understanding. **TEKS 2.3.B; TEKS 2.6.G; TEKS 2.9.D.ii** Writing Students will take notes on “Making Sense of the National Anthem” by answering literal questions about key details in the text and will brainstorm additional questions about the topic. **TEKS 2.6.B; TEKS 2.7.B** FORMATIVE ASSESSMENT Activity Page 32.1 Take Notes on “Making Sense of the National Anthem” **TEKS 2.7.B** **TEKS 2.3.B** Use context within and beyond a sentence to determine the meaning of unfamiliar words; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.9.D.ii** Recognize characteristics and structures of informational text, including features and graphics to locate and gain information; **TEKS 2.6.B** Generate questions about text before, during, and after reading to deepen understanding and gain information; **TEKS 2.7.B** Write brief comments on literary or informational texts that demonstrate an understanding of the text. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Introduce the Chapter | Whole Group | 30 min. | The War of 1812 | | Read “Making Sense of the National Anthem” | | | | | **Writing** | | | | | Take Notes on “Making Sense of the National Anthem” | Whole Group | 30 min. | The War of 1812 | | | | | Activity Pages 27.2, 32.1 | | | | | chart paper | | | | | marker | | | | | Choose a Topic (Digital Components) | ADVANCE PREPARATION Note to Teacher After students read Chapter 12, “Making Sense of the National Anthem,” you will reread it to them during Writing to help them fill in information to answer the questions on Activity Page 32.1. Familiarize yourself with the questions on the activity page (which are also included in this lesson) so you can pause and model taking notes when a question has been answered in the text. Writing • Have students’ copies of Activity Page 27.2 ready to hand out to them. Digital Component 29.3 • Prepare to display the chart of questions (Digital Component 29.3) from Choose a Topic in Lesson 29, or use the digital version. Lesson 32: “Making Sense of the National Anthem” Reading Primary Focus: Students will read “Making Sense of the National Anthem” with understanding of vocabulary and key ideas and will use all text features, including graphics, to aid understanding. TEKS 2.3.B; TEKS 2.6.G; TEKS 2.9.D.ii INTRODUCE THE CHAPTER (5 MIN.) • Tell students that the title of today’s chapter is “Making Sense of the National Anthem.” • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Core Vocabulary • There is no vocabulary to preview. READ “MAKING SENSE OF THE NATIONAL ANTHEM” (25 MIN.) Guided Reading Supports and Purpose for Reading Note: It is important that you stop frequently to ask students questions and check for their understanding of the material, much in the same way you use the Guided Listening Supports in Knowledge. It is critical that you clear up any misunderstandings that students may have as you teach each chapter, so the misunderstandings do not compound over time. • Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. Pages 102 and 103 • Read the title of the chapter together as a class, “Making Sense of The National Anthem.” • Call students’ attention to the image of the words for “The Star-Spangled Banner” on page 103. • Have students read the caption on page 103, and point out that it describes the image. • Have students read page 102 to themselves to find the answer to the question: “How long ago did Francis Scott Key write the poem that became our national anthem?” TEKS 2.3.B Use context within and beyond a sentence to determine the meaning of unfamiliar words; TEKS 2.6.G Evaluate details read to determine key ideas; TEKS 2.9.D.ii Recognize characteristics and structures of informational text, including features and graphics to locate and gain information. • After students finish reading, restate the question and ask students to answer. (*about two hundred years ago*) • Have students share what they remember about Francis Scott Key and Fort McHenry. (*Answers may vary, but should include that Francis Scott Key wrote the poem that became “The Star-Spangled Banner” at the battle of Fort McHenry and that the words describe him watching the flag and hoping it was still flying after the battle ended.*) **Pages 104 and 105** • Call on one student to read the first paragraph on page 104, and have the class listen for the answer to the question: “What do the words *perilous fight* mean?” • When the student has finished reading, restate the question and ask students to answer. (*The words perilous fight mean a dangerous battle.*) • Call on another student to read the second paragraph on page 104, and have the class listen for the answer to the question: “What does the word *ramparts* mean?” • When the student has finished reading, restate the question and ask students to answer. (*The word ramparts means the walls of the fort.*) • Call on another student to read the third paragraph on page 104, and have the class listen for the answer to the question: “What does the word *spangled* mean?” • When the student has finished reading, restate the question and ask students to answer. (*The word spangled means dotted with stars.*) • Ask, “What does it mean that the broad stripes and bright stars were streaming?” (*When the wind blows, the flag ripples in the air causing the stripes to look like moving water, as in a stream.*) • Direct students’ attention to the image on page 105, and read the caption aloud as a class. **Pages 106 and 107** • Call on one student to read aloud the first paragraph on page 106, asking students to listen for the answer to the question: “What do the words *at the twilight’s last gleaming* mean?” • After the student finishes reading aloud, restate the question and ask students to answer. (*The words at the twilight’s last gleaming mean just as the sun sets.*) • Have another student read aloud the second paragraph on page 106. • Ask, “How could Key see the flag at night?” (The rockets red glare and the bombs bursting in air lit up the night sky.) • Call on another student to read the third paragraph on page 106, and have the class listen for the answer to the question: “Why couldn’t Key see the flag just before dawn?” • When the student has finished reading, restate the question and ask students to answer. (The attack had ended, so there were no flashes from rockets or bombs.) • Direct students’ attention to the image and caption on page 107, and call on one student to read the caption aloud. Pages 108 and 109 • Have students read page 108 to themselves to find the answer to the question: “Throughout the attack on Fort McHenry, what was Key looking to see?” • When students have finished reading, restate the question and ask students to answer. (Key wanted to see the U.S. flag.) • Have students look at the image on page 109 and read the words in the bubble aloud as a class. Pages 110 and 111 • Tell students to read page 110 to themselves to find the answer to the question: “What do the words land of the free and the home of the brave mean?” • When students have finished reading, restate the question and ask students to answer. (The words land of the free and the home of the brave mean the United States.) • Ask, “What do the last lines of the song mean?” (They ask: is our flag still waving?) • Discuss the image on page 111 with students, and read the words in the bubble aloud as a class. Pages 112 and 113 • Tell students to read page 112 to themselves to find the answer to the question: “Is there a part of our national anthem that answers the questions Key wrote?” • When students have finished reading, restate the question and ask students to answer. (Yes, but the answers are in a part of the anthem that we don’t sing very much.) Discuss the image on page 113 with students, and read the caption aloud as a class. Note for students the answers to the questions Key wrote in the first part of the anthem. Lesson 32: Take Notes Writing Primary Focus: Students will take notes on “Making Sense of the National Anthem” by answering literal questions about key details in the text and will brainstorm additional questions about the topic. TEKS 2.6.B; TEKS 2.7.B TAKE NOTES ON “MAKING SENSE OF THE NATIONAL ANTHEM” • Tell students that today they will take notes on another chapter in the Reader. Digital Component 29.3 • Direct students’ attention to Activity Page 27.2, and reread aloud Mr. Mowse’s remaining four questions. Note the you have displayed his questions as well. • Ask students to turn to Activity Page 32.1 and point out that Mr. Mowse’s remaining questions have been copied on this activity page, along with space for students to take notes. • Tell students that the title of today’s chapter is “Making Sense of the National Anthem.” • Ask students to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. • Tell students they will listen again to the chapter and, using their activity pages, take notes during the reading to answer the questions. • Remind students that when they take notes, they should write only the important words and phrases necessary to answer the questions, rather than complete sentences. • Tell students that as you read the chapter aloud, you will pause when necessary to allow them to fill in answers on their activity page. Note for students that you will model how to do this correctly. TEKS 2.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information; TEKS 2.7.B Write brief comments on literary or informational texts that demonstrate an understanding of the text. Note: Be sure students write only the important words and phrases necessary to answer the questions, emphasizing that writing in complete sentences is not necessary at this point in the process. Suggestions for Note-Taking 1. What are the three times during the attack on Fort McHenry that Key looked for the flag? » just as the sun set, at night, at dawn 2. How could Key see the flag in the middle of the night? » The rockets and bombs lit up the sky. 3. Why couldn’t Key see the flag just before the sun came up? » The attack had ended, so no bombs lit up the sky. 4. Why was it important to Key to see if the flag was still flying after the attack ended? » It meant the British had given up. Support Provide students with one or two key words to begin with when taking notes for each question. Alternatively, have students include the notes you write as their notes. • Allow students to brainstorm any additional questions they may have about our national anthem. Ensure that their questions are pertinent to the topic. Record any additional questions on chart paper. You may wish to encourage or require students needing more challenge to include additional questions. • Collect Activity Page 32.1 for use in future lessons. Activity Page 32.1: Take Notes on “Making Sense of the National Anthem” Collect and review Activity Page 32.1. Students who did not accurately represent information from the text, or who did not take notes on the correct information, may benefit from you modeling note-taking while they take notes in a small group setting at a later time. **PRIMARY FOCUS OF LESSON** **Reading** Students will read “The Young Mouse” with purpose and understanding and will answer multiple-choice questions about key details in the text. **TEKS 2.6.F; TEKS 2.6.G** **Writing** Students will use their notes on “Our National Anthem” and “Making Sense of the National Anthem” to compose the first draft of the first and second paragraphs of a report on the national anthem. **TEKS 2.11.A; TEKS 2.12.B** **FORMATIVE ASSESSMENT** | Activity Page | Report Draft | |---------------|--------------| | 33.4 | First Paragraph | | 33.5 | Second Paragraph | **TEKS 2.12.B** **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.11.A** Plan a first draft by generating ideas for writing such as drawing and brainstorming; **TEKS 2.12.B** Compose informational texts, including procedural texts and reports. | **LESSON AT A GLANCE** | **Grouping** | **Time** | **Materials** | |------------------------|-------------|----------|--------------| | **Reading** | | | | | Silent Reading | Independent | 20 min. | Activity Pages 33.1–33.3 | | Comprehension Assessment| | | | | **Writing** | | | | | Draft a Report | Whole Group/Independent | 40 min. | Activity Pages 29.1, 31.1, 32.1, 33.4, 33.5 | | | | | chart paper | | | | | marker | | | | | Choose a Topic (Digital Components) | | | | | Write a Research Paper (Digital Components) | Note to Teacher The Silent Reading Comprehension Assessment should be given to the whole class in one sitting. Ask students to tear out Activity Pages 33.1–33.3. Collect Activity Page 33.3 from them. Allow students 20 minutes to silently read the story on Activity Page 33.1 and to answer the multiple-choice comprehension questions on Activity Page 33.2. Students should be allowed (and encouraged) to look back at the story as they answer the questions. Collect the activity pages after 20 minutes. The ability to read the story and answer the questions in a fixed length of time is part of the assessment. Writing • Have students’ copies of Activity Pages 29.1, 31.1, and 32.1 ready to hand out to them. Digital Component 29.3 • Prepare to display the chart of questions (Digital Component 29.3) from Choose a Topic in Lesson 29, or use the digital version. Digital Component 29.1 • Prepare to display the steps in the writing process chart, or prepare to display the digital version (Digital Component 29.1). Lesson 33: End-of-Year Assessment Reading Primary Focus: Students will read “The Young Mouse” with purpose and understanding and will answer multiple-choice questions about key details in the text. **TEKS 2.6.F; TEKS 2.6.G** SILENT READING COMPREHENSION ASSESSMENT Administration - Have students work on Activity Pages 33.1–33.3. Collect Activity Page 33.3 from students before administering the assessment. - Tell students to silently read the story on Activity Page 33.1 and then answer the questions on Activity Page 33.2. Tell students they should look back to the story if they can’t remember an answer. - Tell students that if they feel tired, it’s a good idea to take a short, personal break. Explain that students need to respect the others in the classroom and stay seated, while quietly looking up to the ceiling, stretching their shoulders, and taking a deep breath or two. - Encourage students to do their best. - Once students finish the assessment, encourage them to review their papers, rereading and looking over their answers carefully. - Again, explain the necessity of respecting that not all classmates will finish at the same time, and, if they finish and have checked their papers, they should remain quiet for others to finish. - Collect Activity Pages 33.1 and 33.2. Activity Page 33.1 will be needed in future lessons for the Fluency Assessment. Scoring and Analysis - Use the following answer key for scoring the assessment. | | | |---|---| | 1. | C | | 2. | B | | 3. | B | | 4. | A | | 5. | B | | 6. | B | | 7. | C | | 8. | C | **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas. After scoring the assessment, record students’ scores on Activity Page 33.3 (Grade 2 End-of-Year Summary). Then, sort students into two groups. - Students who read the story in the allotted time and answered seven or eight of the questions correctly do not need further assessing. These students are probably well prepared for Grade 3. - Students who struggled to read the story in the allotted time and/or missed two or more of the eight questions should complete the Fluency Assessment and the Word Reading in Isolation Assessment in subsequent lessons. --- **Lesson 33: Draft a Report Writing** **Primary Focus:** Students will use their notes on “Our National Anthem” and “Making Sense of the National Anthem” to compose the first draft of the first and second paragraphs of a report on the national anthem. **TEKS.2.11.A; TEKS 2.12.B** **DRAFT A REPORT** **Introduction** **Digital Component 29.3** - Referring to the previously prepared chart of questions, remind students that in the previous two lessons they took notes while listening to two chapters in their Reader so they would be able to answer Mr. Mowse’s questions about the flag and our national anthem. **Digital Component 29.1** - Now ask students to turn to and look at Activity Page 29.1, while you refer to the displayed chart, pointing out that they have completed the “Plan” step with its three mini-steps. Ask students to identify the next step and mini-steps in report writing (*Draft: Organize notes* and *Write paragraphs*). - Have students turn to Activity Pages 31.1 and 32.1. It may be easier for students to take these activity pages out of the Activity Book so they can look at them side by side. **TEKS 2.11.A** Plan a first draft by generating ideas for writing such as drawing and brainstorming; **TEKS 2.12.B** Compose informational texts, including procedural texts and reports. • Tell students that when writers write a report, they often use several sources (books, Internet, magazine articles, etc.) to gather information on their topic. Ask students to identify how many different sources they have used thus far to gather information to answer Mr. Mowse’s questions. (*Answers may vary depending on whether you and your students have consulted the Internet and other books, in addition to the Reader chapters.*) • Tell students that when you use different sources to gather information, once you have finished all of your research, it is important to go back and look at all of your notes and organize them into groups that relate to different aspects or parts of the report topic. • Remind students that the overall topic of their report is the U.S. flag and our national anthem. Tell them this is the overall topic of their report, but it is likely that their report will have different parts (and paragraphs) once they look at and organize all of their notes. • Ask students to spend several minutes briefly scanning their notes on Activity Page 31.1 and to then identify what all of these notes refer to. (*our national anthem and the U.S. flag*) • Now ask students to spend several minutes briefly scanning their notes on Activity Page 32.1 and to now identify what all of these notes refer to. (*what the words in our national anthem mean*) • Tell students that they are fortunate because, thanks to the way the note-taking activity pages were set up, their notes have already been organized in two different groups that they will now use to create two parts/two paragraphs for their report. • Have students put Activity Page 32.1 aside, leaving Activity Page 31.1 on their desk. They should also take out Activity Page 33.4. • Tell students that they are going to now use their notes on Activity Page 31.1 to write a draft of their first paragraph on Activity Page 33.4. Point out that there is a space at the top of this activity page to write the title of their report. Explain that the title should provide an idea of what the topic is. • Explain that many times the title may actually be the same as the topic and that’s fine. Have them refer to the topic that they previously identified and that you recorded on the questions chart, and encourage them to brainstorm a title for their report. **Challenge** Ask students to come up with their own topic sentences individually or in small groups. Then compare and contrast them as a class. **Activity Pages** 33.4, 33.5 **Support** Model recording a title on the board/chart paper as students write their title on the activity page, emphasizing the need to capitalize the first and last words and other important words in the title. Note for students that titles do not have end punctuation. Draft the First Paragraph of Report **TEKS 2.12.B** - Remind students that they have learned that good paragraphs have a topic and concluding sentence, as well as several sentences that provide supporting details for the topic sentence. - Ask students to take a few minutes to read through all of their notes on Activity Page 31.1. When they have had sufficient time, brainstorm ideas for a topic sentence for this paragraph as a group. When all have agreed to the topic sentence, tell students to write this sentence on Activity Page 33.4, as you model writing it on the board/chart paper. Remind students to indent the topic sentence. - Tell students that next you are going to create and write sentences that provide supporting details for the topic sentence. You should also have the chart paper copy of these same notes displayed. - Ask students to take a few minutes to individually reread their notes, thinking about the order in which they might want to write about these things in their paragraph. Suggest that they number their notes on their activity page in the order in which they think they should write about them in the paragraph. - Once students have had time to number their notes on their individual activity pages, discuss as a class the order in which they think this information should be presented in their paragraph. Guide students in reaching consensus so you can number the notes on your chart paper. - Work as a group to first orally state in a complete sentence the information numbered as ‘1’ in your notes. Model writing this sentence after the topic sentence on chart paper as students write the sentence on their activity pages. - Ask students to continue writing sentences with supporting details using the information in the notes. - Remind students that they need to end their paragraph with a good concluding sentence. Discuss possibilities orally, and then write a concluding sentence to end this paragraph on the draft. - If time still remains, ask students to start writing the second paragraph of the report. If so, have them take out Activity Page 32.1; you may also want to have them use Activity Page 33.5 so they have a clean page with sufficient space to write the second paragraph. - Remind students that this page of notes is about the meaning of the words in our national anthem. Ask them to review their notes and then brainstorm a good topic sentence. **TEKS 2.12.B** Compose informational texts, including procedural texts and reports. • Depending on your students, you may want to continue as you did with the first paragraph and guide students step by step in creating the paragraph. If all or some students are capable, you may want to encourage them to try writing a draft of the second paragraph on their own. • Collect all activity pages from students. You may wish to paper clip them together for ease of passing out in the next lesson. Activity Page 33.4: Report Draft First Paragraph Collect and review Activity Page 33.4. Students who did not write their notes in the appropriate order or as complete sentences may benefit from additional support logically sequencing information and changing notes into complete sentences for a paragraph. Activity Page 33.5: Report Draft Second Paragraph Collect and review Activity Page 33.5. Students who did not write their notes in the appropriate order or as complete sentences may benefit from additional support logically sequencing information and changing notes into complete sentences for a paragraph. **Reading** Students will read “The Young Mouse” aloud with appropriate accuracy, rate, and expression and will answer literal and inferential questions about key details in the text. **Writing** Students will use their notes on “Making Sense of the National Anthem” to write the first draft of the second paragraph of a report on the national anthem and will use an editing checklist to review what they have written. **FORMATIVE ASSESSMENT** Activity Page 33.5 Report Draft Second Paragraph **TEKS 2.12.B** --- **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.11.C** Revise drafts by adding, deleting, or rearranging words, phrases or sentences; **TEKS 2.11.D** Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; **TEKS 2.12.B** Compose informational texts, including procedural texts and reports; **TEKS 2.13.F** Cite sources appropriately. | Activity | Grouping | Time | Materials | |--------------------------------|-------------------|-------|---------------------------------------------------------------------------| | Reading | | | | | Fluency Assessment | Individual | 20 min.| Activity Pages 33.1, 33.3, 34.1 | | | | | stopwatch or clock | | Writing | | | | | Draft a Report | Whole Group/ | 15 min.| Activity Pages 29.1, 33.5 | | | Independent | | chart paper | | | | | marker | | Edit a Report | Whole Group/ | 25 min.| Activity Pages 29.1, 29.2, 31.1, | | | Independent/ | | 32.1, 33.5 | | | Partner | | Choose a Topic (Digital Components) | | | | | Write a Research Paper (Digital Components) | | | | | Listing References (Digital Components) | Note to Teacher Identify students who need to complete the optional Fluency Assessment based on their scores on the Silent Reading Comprehension Assessment. The optional Fluency Assessment provides a more focused, one-on-one assessment for students who incorrectly answered two or more of the eight questions on the Silent Reading Comprehension Assessment. To administer this section of the assessment, you will pull students aside individually and ask each to read aloud to you the same story they read silently. You should keep a running record during this reading and calculate a Words Correct Per Minute (W.C.P.M.) score using the guidelines in this lesson. This will provide an indication of fluency. Students will read from a copy of the text found in Teacher Resources while you keep a running record on Activity Page 33.1. In addition, this writing lesson is a continuation of the writing lesson you started in the previous lesson. Have students start or continue writing the second paragraph of the report using their notes from Activity Page 32.1. Have them write their draft on Activity Page 33.5. Reading • Prepare a copy of “The Young Mouse” found in Teacher Resources for students to read aloud to you. • Plan for independent activities students can complete while you administer the Fluency Assessment to individual students. This may include rereading chapters in *The War of 1812* Reader, completing Pausing Point activity pages, or engaging in other independent activities you have identified as appropriate. Writing • Have students’ copies of Activity Pages 29.1, 29.2, 31.1, 32.1, and 33.5 ready to hand out to them. Digital Component 29.3 • Prepare to display the chart of questions (Digital Component 29.3) from Choose a Topic in Lesson 29, or use the digital version. Digital Component 29.1 • Prepare to display the steps in the Write a Research Paper chart, or use the digital version (Digital Component 29.1). Digital Component 34.1 • Copy the chart from the Writing section on listing references (Digital Component 34.1) on the board/chart paper to display, or use the digital version. Lesson 34: End-of-Year Assessment Reading Primary Focus: Students will read “The Young Mouse” aloud with appropriate accuracy, rate, and expression and will answer literal and inferential questions about key details in the text. **TEKS 2.4; TEKS 2.6.F; TEKS 2.6.G** FLUENCY ASSESSMENT - Have one student at a time come to a quiet assessment area to read “The Young Mouse” with you. - Place a copy of “The Young Mouse” from Teacher Resources in front of the student. Ask the student for Activity Page 33.1 (copy of “The Young Mouse”) and Activity Page 34.1 (W.C.P.M. Calculation Sheet). You will use Activity Page 33.1 to mark a running record as you listen to the student read orally. - Tell the student that you are going to ask him or her to read the story aloud. - Explain that you are going to use a watch to see how long it takes them to read the story. Tell the student that this is not a race; they should read at their regular pace and not rush. - Begin timing when the student reads the first word of the title. If you are using a watch, write the exact Start Time, in minutes and seconds, on your record page. - If you are using a stopwatch, you do not need to write down the start time since the stopwatch will calculate Elapsed Time. - As the student reads the story, make a running record on the copy with the student’s name using the following guidelines: | Words Read Correctly | No mark is required. | |----------------------|----------------------| | Omissions | Draw a long dash above the word omitted. | | Insertions | Write a caret (^) at the point where the insertion was made. If you have time, write down the word that was inserted. | | Words Read Incorrectly | Write an ‘X’ above the word. | **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas. | Substitutions | Write the substitution above the word. | |---------------|--------------------------------------| | Self-Corrected Errors | Replace original error mark with an ‘SC’. | | Teacher-Supplied Words | Write a ‘T’ above the word (counts as an error) | - When the student finishes reading the story, write the exact Finish Time in minutes and seconds on your record sheet. - Alternatively, if you are using a stopwatch, simply write down the Elapsed Time in minutes and seconds. - If the student reads very slowly, you may need to stop the reading before the student gets to the end of the story. (Five minutes should be enough time to get a measurement.) If the student does not read to the end, draw a vertical line on the record sheet to indicate how far the student read. Also write down either the Finish Time or the Elapsed Time. - After the student finishes reading, ask the following oral comprehension questions to see how much of the story the student understood on the second reading. **Comprehension Questions for “The Young Mouse”** 1. **Literal.** What two animals did the young mouse see on his walk? » cat, rooster 2. **Literal.** Which animal was he scared of? » rooster 3. **Inferential.** Which animal should he have been scared of? » cat 4. **Literal.** Why did the young mouse like the cat better than the rooster? » It looked like him. 5. **Literal.** What did the mother say at the end of the story? » The mouse was lucky the rooster scared him. 6. **Inferential.** What is the moral of the story? » Things are not always what they seem. - Repeat this process for additional students. Scoring and Analysis • If the reading was fairly accurate (<10 uncorrected errors), you can get a rough (and easy) estimate of a student’s W.C.P.M. score simply by noting the time and looking at the chart on Activity Page 34.1. • To calculate a student’s exact W.C.P.M. score, use the information you wrote on the record sheet and follow the described steps. The steps are also shown in graphic form on Activity Page 34.1 (W.C.P.M. Calculation Sheet). You will probably find it helpful to have a calculator available. ◦ First, complete the Words section of the W.C.P.M. Calculation Sheet. ◦ Count Words Read. This is the total number of words that the student read or attempted to read, up to the point where they stopped. It includes words that the student read correctly as well as words that the student read incorrectly or skipped over. If the student attempted to read the whole story, including the title, use 357 words as your total. If the student did not finish the story, you will need to count the number of words that the student actually attempted to read. Write the count for Words Read in the matching box on the W.C.P.M. Calculation Sheet. ◦ Count the Uncorrected Mistakes noted in your running record. This includes words read incorrectly, omissions, substitutions, and words that you had to supply. Write the total in the box labeled Uncorrected Mistakes. (A mistake that is corrected by the student is not counted as a mistake; the student is penalized for the time he or she lost making the correction, but not for the initial mistake.) ◦ Subtract Uncorrected Mistakes from Words Read to get Words Correct. ◦ Next, complete the Time section of the activity page. ◦ Calculate Elapsed Time in minutes and seconds. (If you used a stopwatch, this should already be done for you. Skip to the next step.) If you used a watch and recorded start and stop times, you will need to subtract the Start Time from the Finish Time to calculate the Elapsed Time. Subtract seconds from seconds then minutes from minutes. Calculate Time in Seconds. Multiply the number of minutes by 60 to convert minutes to seconds, and then add the number of seconds. ◦ Divide Words Correct by Time in Seconds. Then multiply by 60 to get Words Correct Per Minute (W.C.P.M.). • As you evaluate W.C.P.M. scores, here are some factors to consider: ◦ It is normal for students to show a wide range in fluency and in W.C.P.M. scores. However, a major goal for Grade 2 students is to read with sufficient fluency to ensure comprehension and independent reading of school assignments in subsequent grades. Exact fluency targets vary from state to state; the national mean calculated by Hasbrouck and Tindal in 2006 for Spring of Grade 2 is 91 W.C.P.M. A student’s W.C.P.M. score can be compared with the score of other students in the classroom (or grade level) and also with the national fluency norms for Spring of Grade 2 obtained by Hasbrouck and Tindal. Students whose scores are below the 25th percentile (62 W.C.P.M), are experiencing serious problems in reading fluently. • Compare the student’s W.C.P.M. score to national norms for Spring of Grade 2 (Hasbrouck and Tindal, 2006): | Reading Time for this story | W.C.P.M. | National Percentiles for Spring, Grade 2 | |-----------------------------|---------|------------------------------------------| | 2:35 | 141 | 90th | | 3:05 | 118 | 75th | | 4:05 | 91 | 50th | | 4:55 | 74 | | | 5:55 | 62 | 25th | | 8:00 | 46 | | | 11:35 | 31 | | • After you have entered each student’s scores on Activity Page 34.1 (W.C.P.M Calculation Sheet), record them on Activity Page 33.3 (Grade 2 End-of-Year Summary) for each student. Lesson 34: Draft and Edit a Report Writing Primary Focus: Students will use their notes on “Making Sense of the National Anthem” to write the first draft of the second paragraph of a report on the national anthem and will use an editing checklist to review what they have written. TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi; TEKS 2.12.B; TEKS 2.13.F DRAFT A REPORT (15 MIN.) • Direct students’ attention to Activity Page 32.1 • Remind students that this page of notes is about the meaning of the words in “The Star-Spangled Banner” by Francis Scott Key. Check for Understanding Ask students to tell you the features of a good paragraph. (topic sentence, supporting details, concluding sentence) • Have students draft the second paragraph of their report, using their notes. Activity Page 33.5: Report Draft Second Paragraph Collect and review Activity Page 33.5. Students who did not write their notes in the appropriate order or as complete sentences may benefit from additional support logically sequencing information and changing notes into complete sentences for a paragraph. TEKS 2.11.C Revise drafts by adding, deleting, or rearranging words, phrases or sentences; TEKS 2.11.D Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; TEKS 2.12.B Compose informational texts, including procedural texts and reports; TEKS 2.13.F Cite sources appropriately. Review Steps Digital Component 29.1 • When students have finished writing a draft of the second paragraph, reconvene as a group, asking students to turn once again to Activity Page 29.1 while you refer to the displayed chart. Point out that students have now completed all steps and mini-steps for planning and drafting a report, and ask them to identify the next step. *(Edit)* • Remind students that the first step in editing is to *Use editing checklist*. Have them take Activity Page 29.2 out of their Activity Book for use later in the lesson. • Returning to Activity Page 29.1, point out that there are still two blank spaces for two additional mini-steps under the “Edit” step. Tell students that the second mini-step in editing is to *List References* at the end of the report. Have students write this step on Activity Page 29.1 while you write it on the chart. References • Have students refer to Activity Pages 31.1 and 32.1 to identify these references. Tell students that it is customary at the end of a report for writers to list their references, by author and title. Digital Component 34.1 **For a Reader chapter:** Name of the Reader (in italics), name of the chapter (in quotation marks) *Example:* The War of 1812, “Our National Anthem” **For a book:** Name of author (last name, first name), title of book (underlined) *Example:* Key, Francis, Our National Anthem **For Internet articles:** Name of author (last name, first name), title of article (in quotation marks) *Example:* Key, Francis, “My Favorite Song” • Explain and model the correct bibliographic format using the chart you prepared in advance. • Point out that it is customary to put the author’s last name first. Also point out that the references are listed in alphabetical order. • Have students copy these references at the very end of their draft report on Activity Page 33.5. • Now tell students that the last mini-step in editing is to **Add Illustrations**. Have students write this mini-step on Activity Page 29.1 while you write it on the chart. Tell students that illustrations add interest to a report. Tell them that when they finish all other editing of their report, they can add an illustration or two. **Write a Research Paper** **Plan** 1. Choose a topic 2. Gather information 3. Read and take notes **Draft** 4. Organize notes 5. Write paragraphs **Edit** 6. Use editing checklist 7. List references 8. Add illustrations • During the remaining time, pair students to assist each other in using Activity Page 29.2 to edit their drafts. Make sure students understand that they should edit the paragraphs on Activity Pages 31.1 and 32.1 • Model using an example from Activity Page 29.2. Read aloud the second question “Have I organized information into paragraphs that relate to my topic?” Go through your draft paragraphs to determine if you have addressed this item on the editing checklist. Think aloud as you review your writing. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~End Lesson~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ **PRIMARY FOCUS OF LESSON** **Foundational Skills** Students will read one-, two-, and three-syllable words, in isolation, featuring short, long, and r-controlled vowels and tricky spellings. **TEKS 2.2.B.i; TEKS 2.2.B.iii** **Writing** Students will use an editing checklist to review what they have written and will complete their reports on the national anthem. **TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi** Students will use an appropriate mode of delivery to present results. **TEKS 2.11.E; TEKS 2.13.G** **FORMATIVE ASSESSMENT** Activity Page 35.3 Writing Rubric for the War of 1812 Report **TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi** **TEKS 2.2.B** Demonstrate and apply phonetic knowledge by (i) decoding words with short, long, or variant vowels, trigraphs and blends; (iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.D** Revise drafts by adding, deleting, or rearranging words, phrases or sentences; **TEKS 2.11.E** Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; **TEKS 2.11.E** Publish and share writing; **TEKS 2.13.G** Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | Foundational Skills | Grouping | Time | Materials | |---------------------|----------------|--------|------------------------------------------------| | Word Reading in | Individual | 30 min.| Activity Pages 33.3, 35.1, 35.2 | | Isolation Assessment| | | | | Writing | Grouping | Time | Materials | |---------------------|----------------|--------|------------------------------------------------| | Edit a Report and | Whole Group/ | 30 min.| Activity Pages 29.2, 33.4, 33.5, 35.3 | | Write a Final Copy | Independent | | Activity Page 29.2 (Digital Components) | | for Publication | | | Listing References (Digital Components) | | Take-Home Material | Grouping | Time | Materials | |---------------------|----------------|--------|------------------------------------------------| | Final Report; “Our | | | Activity Pages 35.4, 35.5 | | National Anthem”; | | | | | “Making Sense of | | | | | the National Anthem”| | | | Note to Teacher Students who completed the optional Fluency Assessment should also complete the Word Reading in Isolation Assessment. The Word Reading in Isolation Assessment is designed to assess a student’s ability to read words containing the spellings that were taught and reviewed in Grade 2. The emphasis in this assessment is solely on decoding accuracy. It would be ideal to assess all students using the Word Reading in Isolation Assessment, but if there is a time restriction, assess only students who scored less than 80 W.C.P.M. on the Fluency Assessment. Keep in mind that a single word will target multiple letter-sound correspondences. For example, the word phone assesses the ‘ph’ spelling for /f/, the ‘o_e’ spelling for /oe/, and the ‘n’ spelling for /n/. In addition, this writing lesson is a continuation of the writing lesson in the previous lesson. Have students continue editing their reports and then begin their final drafts for publication. Students should have a final report by the end of Lesson 36. Foundational Skills • Prepare a copy of the Word Reading in Isolation Analysis Record located in Teacher Resources. You will complete this to further analyze any errors made by the student, so you will need one copy for each student. • Plan for independent activities students can complete while you administer the Word Reading in Isolation Assessment to individual students. This may include rereading chapters in *The War of 1812* Reader, completing Pausing Point activity pages, or engaging in other independent activities you have identified as appropriate. Writing • Have students’ copies of Activity Pages 29.2, 33.4, and 33.5 ready to hand out to them. Digital Component 29.2 • Prepare to display the editing checklist that you created for Lesson 29 or use the digital version (Digital Component 29.2). Digital Component 34.1 • Prepare to display the references example chart you created for Lesson 35, or use the digital version (Digital Component 34.1). Lesson 35: End-of-Year Assessment Foundational Skills Primary Focus: Students will read one-, two-, and three-syllable words, in isolation, featuring short, long, and r-controlled vowels and tricky spellings. TEKS 2.2.B.i; TEKS 2.2.B.iii WORD READING IN ISOLATION ASSESSMENT Administration • Have one student at a time come to a quiet assessment area to read the Word Reading in Isolation Assessment with you. The student should bring Activity Pages 35.1 and 35.2 with him or her. Collect Activity Page 35.2 from the student before beginning the assessment. • Place the Word Reading in Isolation Assessment (Activity Page 35.1) in front of the student, and ask him or her to read aloud the words on the sheet. • If a student misreads a word, circle the part of the word that the student gets wrong or fails to read on Activity Page 35.2. Do not coach or correct the student. If the student is unable to read a word in five seconds, ask the student to move to the next word. If the student says a different word, write down the word they say. If the student self-corrects, do not mark the word wrong. Scoring and Analysis • Guidelines for analyzing student scores on the optional Word Reading in Isolation Assessment are found in Teacher Resources. • After you have entered all student scores onto Activity Page 35.2 (Word Reading in Isolation Assessment Scoring Sheet), record them on the Activity Page 33.3 (Grade 2 End-of-Year Summary) for each student. It is strongly recommended that you further analyze the errors of any student with a poor performance using the Word Reading in Isolation Analysis Record. This will be important information that should be passed on to the student’s teacher next year. TEKS 2.2.B Demonstrate and apply phonetic knowledge by (i) decoding words with short, long, or variant vowels, trigraphs and blends; (iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Lesson 35: Final Draft of Report Writing Primary Focus: Students will use an editing checklist to review what they have written and will complete their reports on the national anthem. **TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi** Students will use an appropriate mode of delivery to present results. **TEKS 2.11.E; TEKS 2.13.G** EDIT A REPORT AND WRITE A FINAL COPY FOR PUBLICATION Digital Component 29.2 - Have student partners continue using Activity Page 29.2 to complete the editing of Activity Pages 33.4 and 33.5. Those students who have completed the report may reread chapters in *The War of 1812* or complete assigned Pausing Point activity pages. - As you have time between assessments, briefly review students’ checklists and paragraphs to identify any glaring errors or omissions. When you have reviewed these materials, return the drafts to students so they can rewrite the report for final publication. Activity Page 35.3: Writing Rubric for the War of 1812 Report When students have completed their final report, collect Activity Page 35.3 and use the rubric to evaluate each student’s work. As time permits, set aside a few minutes to meet with each student individually and provide feedback on the report. - While students are waiting for the return of their drafts, have them draw one or two appropriate illustration(s) for their report. - If time permits, allow students to share their reports with the class. They may especially enjoy talking about their illustrations. Remind them that Mr. Mowse is probably listening to find out the answers to the questions. - Tell students that they can finalize their drafts by making any necessary changes, and by delivering them in the format of their choosing, either as written, oral, or multimodal reports. **TEKS 2.13.G** **TEKS 2.11.C** Revise drafts by adding, deleting, or rearranging words, phrases or sentences; **TEKS 2.11.D** Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; **TEKS 2.11.E** Publish and share writing; **TEKS 2.13.G** Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. Take-Home Material FINAL REPORT; “OUR NATIONAL ANTHEM”; “MAKING SENSE OF OUR NATIONAL ANTHEM” • When students have finished their final report, have them take it home to share with a family member. Have students take home Activity Pages 35.4 and 35.5 to read to a family member. END-OF-YEAR ASSESSMENT Fluency and Word Reading in Isolation PRIMARY FOCUS OF LESSON Reading Students will read “The Young Mouse” aloud with appropriate accuracy, rate, and expression and will answer literal and inferential questions about key details in the text. **TEKS 2.4; TEKS 2.6.F; TEKS 2.6.G** Foundational Skills Students will read one-, two-, and three-syllable words featuring short, long, and r-controlled vowels and tricky spellings in isolation. **TEKS 2.2.B.i; TEKS 2.2.B.iii** Writing Students will use an editing checklist to review what they have written and will complete their reports on the national anthem. **TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi** Students will use an appropriate mode of delivery to present results. **TEKS 2.11.E; TEKS 2.13.G** FORMATIVE ASSESSMENT Activity Page 35.3 Writing Rubric for the War of 1812 Report **TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi** --- **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.2.B** Demonstrate and apply phonetic knowledge by (i) decoding words with short, long, or variant vowels, trigraphs and blends; (iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; **TEKS 2.11.C** Revise drafts by adding, deleting, or rearranging words, phrases or sentences; **TEKS 2.11.D** Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; **TEKS 2.11.E** Publish and share writing; **TEKS 2.13.G** Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | **LESSON AT A GLANCE** | | |------------------------|-----------------|-----------------|-----------------| | **Reading** | | | | | Fluency Assessment | Individual | 15 min. | Activity Pages 33.1, 33.3, 34.1 stopwatch or clock | | **Foundational Skills**| | | | | Word Reading in Isolation Assessment | Individual | 15 min. | Activity Pages 33.3, 35.1, 35.2 | | **Writing** | | | | | Edit a Report and Write a Final Copy for Publication | Whole Group/Independent | 30 min. | Activity Pages 29.2, 33.4, 33.5, 35.3 Listing References (Digital Components) | | **Take-Home Material** | | | | | Final Report | | | | ADVANCE PREPARATION Note to Teacher This is the last day for the End-of-Year Assessment. Please be sure you have assessed all students on Silent Reading Comprehension, and students who you identified as needing to be assessed on the Fluency Assessment and Word Reading in Isolation Assessment. Reading • Prepare a copy of “The Young Mouse” found in Teacher Resources for students to read aloud to you. • Plan for independent activities students can complete while you administer the Fluency Assessment to individual students. This may include rereading chapters in *The War of 1812* Reader, completing Pausing Point activity pages, or engaging in other independent activities you have identified as appropriate. Foundational Skills • Prepare a copy of the Word Reading in Isolation Analysis Record located in Teacher Resources. You will complete this to further analyze any errors made by the student, so you will need one copy for each student. • Plan for independent activities students can complete while you administer the Word Reading in Isolation Assessment to individual students. This may include rereading chapters in *The War of 1812* Reader, completing Pausing Point activity pages, or engaging in other independent activities you have identified as appropriate. Writing • Have students’ copies of Activity Pages 29.2, 33.4, and 33.5 ready to hand out to them. Digital Component 34.1 • Prepare to display the references example chart you created for Lesson 33, or use the digital version (Digital Component 34.1). Lesson 36: End-of-Year Assessment Reading **Primary Focus:** Students will read “The Young Mouse” aloud with appropriate accuracy, rate, and expression and will answer literal and inferential questions about key details in the text. **TEKS 2.4; TEKS 2.6.F; TEKS 2.6.G** **FLUENCY ASSESSMENT** - Continue administering the optional Fluency Assessment to students who missed two or more questions on the Silent Reading Comprehension Assessment. Follow the guidelines for administration and scoring outlined in Lesson 34. Lesson 36: End-of-Year Assessment Foundational Skills **Primary Focus:** Students will read one-, two-, and three-syllable words featuring short, long, and r-controlled vowels and tricky spellings in isolation. **TEKS 2.2.B.i; TEKS 2.2.B.iii** **WORD READING IN ISOLATION ASSESSMENT** - Continue administering the optional Word Reading in Isolation Assessment to students who missed two or more questions on the Silent Reading Comprehension Assessment. Follow the guidelines for administration and scoring outlined in Lesson 35. **TEKS 2.4** The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text; **TEKS 2.6.F** Make inferences and use evidence to support understanding; **TEKS 2.6.G** Evaluate details read to determine key ideas; **TEKS 2.2.B** Demonstrate and apply phonetic knowledge by (i) decoding words with short, long, or variant vowels, trigraphs and blends; (iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Lesson 36: Final Draft of Report Writing Primary Focus: Students will use an editing checklist to review what they have written and will complete their reports on the national anthem. TEKS 2.11.C; TEKS 2.11.D.x; TEKS 2.11.D.xi Students will use an appropriate mode of delivery to present results. TEKS 2.11.E; TEKS 2.13.G Edit a Report and Write a Final Copy for Publication - Have student partners continue using Activity Page 29.2 to complete the editing of Activity Pages 33.4 and 33.5. Those students who have completed the report may reread chapters in *The War of 1812* or complete assigned Pausing Point activity pages. - As you have time between assessments, briefly review students’ checklists and paragraphs to identify any glaring errors or omissions. When you have reviewed these materials, return the drafts to students so they can rewrite the report for final publication. Activity Page 35.3: Writing Rubric for the War of 1812 Report When students have completed their final report, use the rubric on Activity Page 35.3 to evaluate each student’s work. As time permits, set aside a few minutes to meet with each student individually and provide feedback on the report. - While students are waiting for the return of their drafts, have them draw one or two appropriate illustration(s) for their report. - If time permits, allow students to share their reports with the class. They may especially enjoy talking about their illustrations. Remind students that Mr. Mowse is probably listening to find out the answers to the questions. - Tell students that they can finalize their drafts by making any necessary changes, and delivering them in the format of their choosing, either as written, oral, or multimodal reports. TEKS 3.13.G TEKS 2.11.C Revise drafts by adding, deleting, or rearranging words, phrases or sentences; TEKS 2.11.D Edit drafts using standard English conventions, including (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; TEKS 2.11.E Publish and share writing; TEKS 2.13.G Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. Take-Home Material FINAL REPORT • When students have finished their final report, have them take it home to share with a family member. This is the end of Unit 6. You should pause here and spend additional time reviewing the material taught in Unit 6 as needed. Students can do any combination of exercises listed below, in any order. The exercises are listed by unit objectives. Exercises that were part of the lessons are listed here only by name with references to their respective lessons. All other exercises have full descriptions. You may find that different students need extra practice with different objectives. It can be helpful to have students focus on specific exercises in small groups. In addition, an optional partner reading lesson for Chapter 13, “Dolley Madison,” is included here. **PAUSING POINT TOPIC GUIDE** **Spelling Alternative /f/ > ‘ph’** - Fill in the Blank .......................................................... Page 373 - Practice /f/ > ‘ph’ ......................................................... Page 373 - Word Sort .................................................................. Additional Support Lesson 1 - Moon Shot .................................................................. Additional Support Lesson 1 - Practice /f/ > ‘ph’ ......................................................... Additional Support Lesson 2 - Swim to Finish .......................................................... Additional Support Lesson 2 - Practice Sentences .................................................. Additional Support Lesson 5 - Crazy Eights ............................................................. Additional Support Lesson 5 **Tricky Spelling ‘ea’** ‘ea’ > /ee/ or /e/? .......................................................... Page 374 - Word Block .......................................................... Additional Support Lesson 3 - Practice Sentences .................................................. Additional Support Lesson 4 - Race to the Top ....................................................... Additional Support Lesson 4 - Circle the Spelling .................................................. Additional Support Lesson 6 **R-Controlled Vowels** - Fill in the Blank .......................................................... Page 374 - Over the Rainbow .................................................. Additional Support Lesson 6 - Find the Words ......................................................... Additional Support Lesson 8 - Checkers ................................................................. Additional Support Lesson 8 - Race Against the Clock ........................................... Additional Support Lessons 10, 17 Tricky Spelling ‘ch’ ‘ch’ > /ch/ or /k/? .................................................................................................................. Page 374 Word Sort ................................................................................................................................. Additional Support Lesson 11 Roll, Flip, Read ......................................................................................................................... Additional Support Lesson 11 Tricky Spelling ‘i’ ‘i’ Crossword Puzzle .............................................................................................................. Page 375 Sort by Sound of ‘i’ ................................................................................................................ Additional Support Lesson 13 Read the Sentences .................................................................................................................. Additional Support Lesson 14 Word Block ............................................................................................................................... Additional Support Lesson 14 Match Maker ............................................................................................................................. Additional Support Lesson 16 Circle the Spelling .................................................................................................................... Additional Support Lesson 22 Tricky Spelling ‘a’ Word Sort ................................................................................................................................. Additional Support Lesson 28 Spelling Alternatives /o/ > ‘a’ and ‘wa’ and /aw/ > ‘al’ Fill in the Blank ......................................................................................................................... Page 375 Word Sort ................................................................................................................................. Additional Support Lesson 25 Mixed Review ........................................................................................................................... Additional Support Lesson 26 More Help with /ə/ Spellings Practice /ə/ /l/ > ‘ul, ‘al’, and ‘il’ ......................................................................................... Additional Support Lesson 19 Practice /sh// /ə/ /n/ > ‘tion’ ................................................................................................. Additional Support Lesson 19 Weekly Spelling Words Spelling Crossword Puzzles .................................................................................................. Page 375 More Help with Grammar Verbs and Adverbs .................................................................................................................. Page 376 More Help with Adverbs ......................................................................................................... Additional Support Lesson 7 Adverb Chart ............................................................................................................................. Additional Support Lesson 9 Charades ................................................................................................................................. Additional Support Lesson 9 Make a Movie ........................................................................................................................... Additional Support Lesson 12 Word Cards ............................................................................................................................... Additional Support Lesson 12 Plural Nouns ............................................................................................................................. Additional Support Lesson 24 Sentences Complete or Incomplete Sentence? ....................................................................................... Page 376 Run-On Sentences ..................................................................................................................... Page 376 Use Images ............................................................................................................................... Additional Support Lesson 10 Write About It .......................................................... Additional Support Lesson 17 Create Sentences .................................................. Additional Support Lesson 18 Complete vs. Incomplete Sentences .................. Additional Support Lesson 24 Paragraphs Write Paragraphs .......................................................... Page 377 Write a Paragraph ......................................................... Page 377 Create Paragraphs .................................................. Additional Support Lesson 23 More Help with Reading Decodable Words .................................................. Additional Support Lessons 1, 3, 8, 11, 13 Sentences and Phrases ........................................... Additional Support Lessons 1, 3, 8, 11, 13 Wiggle Cards .......................................................... Additional Support Lessons 1, 3, 8, 11, 13 Decodable Homophones ..................................... Additional Support Lessons 3, 8 Chain ................................................................. Additional Support Lesson 3 More Help with Alphabetizing Race to the Top .................................................. Additional Support Lesson 15 Alphabetize Words ........................................... Additional Support Lessons 20, 21, 23 The War of 1812 Other Resources on the War of 1812 .................. Page 377 “Dolley Madison” .................................................. Page 377 **SPeLLING ALTERNATIVE /F/ > ‘PH’** **Fill in the Blank** - Have students turn to Activity Page PP.1. - Read aloud the words in the box as a group. - Then, have one student read aloud the first sentence and select which word best fits in the blank. Have students write the correct word in the blank. - You may wish to complete the activity page as a teacher-guided activity, or have students complete it with a partner. - When students have finished, review the correct answers. **Practice /f/ > ‘ph’** - Have students turn to Activity Page PP.2. • You may wish to identify where in the word the ‘ph’ spelling appears. You may also wish to provide either the beginning, medial, or sound of the word. • Have students circle the letters you identified or provided first. Then have students circle the remaining letters of the word. • Have students write the correct word in the blank. • Complete the rest of the activity page in the same manner. **TRICKY SPELLING ‘EA’** ‘ea’ > /ee/ or /e/? • Have students turn to Activity Page PP.3. • Read aloud the words in the box as a group. • Then have students identify which sound the letters ‘ea’ make in each word. Have them write the words in the appropriate column on the activity page. • After all words have been sorted, read aloud the words in each column. **R-CONTROLLED VOWELS** **Fill in the Blank** • Have students turn to Activity Page PP.4. • Read aloud the words in the box as a group. • Then have students read each sentence and fill in the blanks with the letters for the appropriate word in each sentence. • When students have filled in all the blanks, have them go back to determine what the secret message is by writing the letters from the corresponding number blanks in the secret message blanks. **TRICKY SPELLING ‘CH’** ‘ch’ > /ch/ or /k/? • Have students turn to Activity Page PP.5. • Read aloud the words in the box as a group. • Then have students identify which sound the letters ‘ch’ make in each word. Have them write the words in the appropriate column on the activity page. • After all words have been sorted, read aloud the words in each column. ‘I’ Crossword Puzzle • Have students turn to Activity Page PP.6. Read aloud the words in the box as a group. • Explain how to complete a crossword puzzle. ◦ Read the clues for items in the “Across” section. ◦ Write the word that answers each clue in the appropriate boxes going across. The first letter of the word goes in the box with the number for that clue. One letter goes in each box thereafter to finish writing the word. ◦ Follow the same procedure for the words in the “Down” section. Spelling Alternatives /O/ > ‘A’ and ‘WA’ and /AW/ > ‘AL’ Fill in the Blank • Use the following directions for each activity page. ◦ Have students turn to the activity page. ◦ Read aloud the words in the box as a group. ◦ Then, have one student read aloud the first sentence and select which word best fits in the blank. Have students write the correct word in the blank. ◦ Complete the rest of the activity page either as a teacher-guided activity, or have students complete it independently. • Activity Page PP.7: /o/ > ‘a’ and ‘wa’ • Activity Page PP.8: /o/ > ‘a’ and ‘wa’, /aw/ > ‘al’ Weekly Spelling Words Spelling Crossword Puzzles • Use the following directions for each activity page. ◦ Have students turn to the activity page. ◦ Read aloud the words in the box as a group. ◦ Read the clues for items in the “Across” section. ◦ Write the word that answers each clue in the appropriate boxes going across. The first letter of the word goes in the box with the number for that clue. One letter goes in each box thereafter to finish writing the word. ◦ Follow the same procedure for the words in the “Down” section. • Activity Page PP.9: Spelling Words Lessons 1–5 • Activity Page PP.10: Spelling Words Lessons 6–10 • Activity Page PP.11: Spelling Words Lesson 11–15 • Activity Page PP.12: Spelling Words Lessons 16–20 • Activity Page PP.13: Spelling Words Lessons 21–25 • Activity Page PP.14: Spelling Words Lessons 26–30 MORE HELP WITH GRAMMAR Verbs and Adverbs • Have students turn to Activity Page PP.15. • Read aloud the directions. • Complete the first item together. ◦ wiggly line under ran; triangle around quickly; write quickly on the line • Have students complete the rest of the activity page independently. SENTENCES Complete or Incomplete Sentence? • Have students turn to Activity Page PP16. Read aloud the directions. • Have one student read aloud the first sentence and determine whether it is a complete or incomplete sentence. Have students circle the correct answer. Ask students if punctuation needs to be added. • Have another student read aloud the second sentence and determine whether it is a complete or incomplete sentence. Have students circle the correct answer. Have students add appropriate punctuation. • Have students complete the rest of the activity page in pairs or independently. Run-On Sentences • Have students turn to Activity Page PP.17. Read aloud the directions. • Have one student read aloud the first sentence. • Ask students for suggestions for how to rewrite it as two separate sentences. Record their suggestions on the board/chart paper. • Then have students rewrite the sentence in an appropriate manner. • Continue in the same manner for the second sentence. Have students complete the remaining sentences in pairs or independently. **PARAGRAPHS** **Write Paragraphs** • Have students turn to Activity Page PP.18. Read aloud the directions. • Call on different students to read each sentence and determine if it relates to playing outside. Have students underline those sentences. • Then guide students in writing numbers by those sentences in an appropriate sequential order for a paragraph about playing outside. • Then have students write those sentences in the order identified in a paragraph on the back on the activity page. • Follow the same procedure for the remaining sentences, except have students draw squiggly lines under the sentences that relate to playing inside. **Write a Paragraph** • Have students turn to Activity Page PP.19. Read aloud the directions. • Have students work independently to write a paragraph about what he/she likes about summer and a paragraph about what he/she likes about winter. • If needed, have students work in pairs to write the paragraphs. • When students have finished writing, have them share their paragraphs and compare and contrast reasons they included for liking each season. **THE WAR OF 1812** **Other Resources on the War of 1812** “Dolley Madison” (30 min.) **Introduce the Chapter (10 min.)** • Tell students they will read the final chapter in the Reader with a partner. • Have students briefly discuss what they learned about Dolley Madison from reading *The War of 1812*. • Pair students, and ask them to turn to the table of contents, locate the chapter, and then turn to the first page of the chapter. Preview Core Vocabulary • Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the word first appears in “Dolley Madison” is listed after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter. Digital Component 15.1 • Have students use the digital dictionary and digital glossary to look up vocabulary words as you preview them. meeting hall—n., an indoor space where many people can gather (meeting halls) (114) upbringing—n., the way a child is raised (114) widow—n., a woman whose husband has passed away (116) charming—adj., pleasing or delightful (116) hostess—n., a woman who entertains guests at an event (118) diplomat—n., a person who represents his or her country (diplomats) (118) distant—adj., far away (118) Vocabulary Chart for “Dolley Madison” | Vocabulary Type | Tier 3 Domain-Specific Words | Tier 2 General Academic Words | Tier 1 Everyday Speech Words | |----------------------------------|------------------------------|-------------------------------|-----------------------------| | Core Vocabulary | meeting hall | upbringing | | | | diplomat | widow | | | | | charming | | | | | hostess | | | Multiple-Meaning Core Vocabulary Words | | distant | | | Sayings and Phrases | | | | • Assist students in decoding these words in the following way: ◦ Write the vocabulary word on the board/chart paper. Divide the word into syllables. Cover one syllable at a time with your hand, and segment the word. Then, point to each syllable and ask students to “read it fast” to signal them to read through the word. Explicitly point out any unusual or challenging letter-sound correspondences in any syllable, as well as one or two other words with the same sound/spelling. **Note:** Here are the vocabulary words divided into syllables for your convenience, with any usual letter-sound correspondences also noted: 1. meet | ing hall 2. up | bring | ing 3. wid | ow 4. charm | ing 5. host | ess 6. dip | lo | mat 7. dis | tant **Read “Dolley Madison” (20 min.)** - Be sure to call students’ attention to and discuss the images and captions accompanying the text, as they often reinforce understanding of the text. - Also, call students’ attention to the bolded vocabulary words in the chapter, noting that they are included in the glossary. - Have partners take turns reading aloud as you circulate throughout the room. - When students have finished reading, have them share comments about the chapter. **Wrap-Up** - Have students turn to Activity Page PP.20 and complete it with their partner. - When students have finished, go over the activity page as a class. Teacher Resources | Grade 2 | Skills 6 | |---------|----------| Teacher Resources Discussion Questions Observation Record—Unit 6 Anecdotal Reading Record—Unit 6 Glossary for *The War of 1812* Lesson 5: Spelling Analysis Directions Lesson 5: Analysis of Student Errors Lesson 10: Spelling Analysis Directions Lesson 10: Analysis of Student Errors Lesson 15: Spelling Analysis Directions Lesson 15: Analysis of Student Errors Lesson 20: Spelling Analysis Directions Lesson 20: Analysis of Student Errors Lesson 25: Spelling Analysis Directions Lesson 25: Analysis of Student Errors *The War of 1812* Unit Assessment Analysis Lesson 30: Spelling Analysis Directions Lesson 30: Analysis of Student Errors Fluency Assessment Text Word Reading in Isolation Assessment Scoring and Analysis Word Reading in Isolation Analysis Record Additional Support Activity Pages Activity Book Answer Key Appendix: Using Chunking to Decode Multisyllable Words Texas Essential Knowledge and Skills Correlation Chart English Language Proficiency Standards Correlation Chart | Name: | Lesson: | |-------|---------| | | | | | | | | | | | | | Lesson: | |---------| | | | | | | | | | Lesson: | |---------| | | | | | | | | | Lesson: | |---------| | | | | | | | | | Lesson: | |---------| | | | | | | | | Glossary for *The War of 1812* **A** *anthem*—an important song *army*—a group of soldiers trained to fight on land **B** *branch*—one of three major parts of the government *British*—people who are from Great Britain **C** *Capitol*—the building in Washington, D.C., where Congress meets *charge*—to rush into (*charged*) *charming*—pleasing or delightful *commander*—a high-ranking officer in the military **D** *declare war*—to officially say that one country will start a war with another country (*declaring war*) *defeat*—loss in a contest or battle *diplomat*—a person who represents his or her country (*diplomats*) *distant*—far away *document*—an official or important paper *drape*—curtain (*drapes*) flee—to run away from danger fort—a large building constructed to survive enemy attacks (forts) gallantly—impressively general—a high-ranking officer in the military hail—to greet or see (hailed) harbor—an area of calm, deep water near land, where ships can safely put down their anchors heavy blow—a difficult loss to deal with hickory—a tree with very hard wood hostess—a woman who entertains guests at an event impressment—the state of being forced to serve in the British Navy (impressed) inspired—wanting to do something knotty—having many dark marks on wood where branches once grew mast—the tall pole on a ship to which the sails are attached (masts) meeting hall—an indoor space where many people can gather (meeting halls) merchant—a person who sells things (merchants) monarchy—a government ruled by a king or queen (monarchies) mortar—a type of cannon (mortars) mouth—the place where a river enters the ocean N national—relating to a nation or country navy—a group of soldiers trained to fight battles at sea on board ships niece—the daughter of your brother or sister (nieces) O open fire—to shoot a weapon in order to start a fight or battle (opened fire) oppose—to be against something (opposed) orphan—a child whose parents are no longer alive P panic—to suddenly become very scared (panicked) patriotic—having or showing support and love for your country peace—a state of no war or fighting perilous—dangerous pile up—to collect (piled up) pitch in—to help with (pitched in) plank—a long, thick board (planks) port—a place on the water near land, where ships load and unload cargo proof—something showing that something else is true or correct ragtag—disorganized and made up of many different types rampart—the wall of a fort (ramparts) ransack—to search in order to steal and cause damage (ransacked) rocket—a type of missile (rockets) salute—to show respect (saluting) soot—the black powder left behind when something burns state dinner—a special dinner hosted by the president of the United States for important people (state dinners) stitching—sewing (stitched) streak—to move quickly (streaking) string—a series support the troops—to provide encouragement and sometimes food and supplies to soldiers Supreme Court—the highest court of law in the United States toast—to raise a glass and drink in honor of someone or something (toasted) torch—a piece of wood that burns at one end (torches) trader—someone who exchanges something to get something in return (traders, traded, trading, trade) treaty—a formal agreement between countries trunk—a large box or crate used to carry things upbringing—the way a child is raised U.S. Congress—the people elected to make laws for the United States widow—a woman whose husband has passed away Write students’ names in the column provided. The words on today’s spelling assessment include spelling alternatives for /n/, /r/, /w/, /j/, and /f/. Place an X in the column of any word that the student did not spell correctly. Examine errors for patterns using the information provided below. If a pattern is identified, speak with the student and ask him or her to explain his or her thinking to you. This may help you understand the student’s confusion and allow you to clear up the misunderstanding. **Numbers 1, 3, 5, 9, 12** **What an error in these words means:** These words include spelling alternatives for /f/: ‘f’, ‘ff’, and ‘ph’. These students did not use the correct spelling for /f/. **What you should do:** Practice identifying and writing words that use spelling alternatives for /f/ will increase students’ comfort levels with choosing the correct spelling for /f/ in words. **Numbers 2, 4, 6, 7** **What an error in these words means:** These words include spelling alternatives for /n/: ‘n’ and ‘kn’. These students did not use the correct spelling for /n/. **What you should do:** Practice with identifying and writing words that use spelling alternatives for /n/ will increase students’ comfort levels with choosing the correct spelling for /n/ in words. **Numbers 8, 10** **What an error in these words means:** These words include spelling alternatives for /r/: ‘r’, and ‘wr’. These students did not use the correct spelling for /r/. **What you should do:** Practice identifying and writing words that use spelling alternatives for /r/ will increase students’ comfort levels with choosing the correct spelling for /r/ in words. **Numbers 11, 13, 15, 17, 19** **What an error in these words means:** These words include spelling alternatives for /j/: ‘j’ and ‘g’. These students did not use the correct spelling for /j/. **What you should do:** Practice identifying and writing words that use spelling alternatives for /j/ will increase students’ comfort levels with choosing the correct spelling for /j/ in words. Numbers 14, 16, 18 **What an error in these words means:** These words include spelling alternatives for /w/: ‘w’ and ‘wh’. These students did not use the correct spelling for /w/. **What you should do:** Practice identifying and writing words that use spelling alternatives for /w/ will increase students’ comfort levels with choosing the correct spelling for /w/ in words. **Tricky Word** **What an error in this word means:** The word *Britain* is a Tricky Word. Tricky Words do not follow the rules for encoding that students have learned thus far. **What you should do:** For now, students should memorize how to spell these Tricky Words. Additional practice reading and writing Tricky Words can be found in the Pausing Point. **Alphabetizing** Students may have made errors in alphabetizing the words on the back of the activity page. Make a note of these students and any error patterns. Additional instruction will be given with this skill as the unit progresses. | Tricky Word: Britain | |---------------------| | 19. jungle | | 18. western | | 17. jolly | | 16. window | | 15. ginger | | 14. whistle | | 13. gentle | | 12. ferret | | 11. margin | | 10. ripple | | 9. photo | | 8. wrinkle | | 7. dolphin | | 6. kneel | | 5. graph | | 4. night | | 3. finish | | 2. noise | | 1. traffic | Student Name Write students’ names in the column provided. The words on today’s spelling assessment include r-controlled vowel spellings for /er/, /or/, and /ar/; some words include two different r-controlled vowels. Place an X in the column of any word that the student did not spell correctly. Examine errors for patterns using the information provided below. If a pattern is identified, speak with the student and ask him or her to explain his or her thinking to you. This may help you understand the student’s confusion and allow you to clear up the misunderstanding. Numbers 1, 2, 4, 5, 9, 12, 17, 19 **What an error in these words means:** These words include the r-controlled vowel /er/ > ‘er.’ These students did not use the correct spelling for /er/. **What you should do:** Practice identifying and writing words that use the ‘er’ spelling for /er/ will increase students’ comfort levels with choosing the correct spelling for /er/ in words. Numbers 1, 4, 10 **What an error in these words means:** These words include the r-controlled vowel /or/ > ‘or’. These students did not use the correct spelling for /er/. **What you should do:** Practice identifying and writing words that use the ‘or’ spelling for /or/ will increase students’ comfort levels with choosing the correct spelling for /or/ in words. Numbers 3, 15, 16, 18 **What an error in these words means:** These words include the r-controlled vowel /er/ > ‘ir’. These students did not use the correct spelling for /er/. **What you should do:** Practice identifying and writing words that use the ‘ir’ spelling for /er/ will increase students’ comfort levels with choosing the correct spelling for /er/ in words. Numbers 6, 13, 14, 17 **What an error in these words means:** These words include the r-controlled vowel /ar/ > ‘ar’. These students did not use the correct spelling for /ar/. **What you should do:** Practice identifying and writing words that use /ar/ will increase students’ comfort levels with choosing the correct spelling for /ar/ in words. Numbers 7, 8, 11, 19 What an error in these words means: These words include the r-controlled vowel /er/ > ‘ur’. These students did not use the correct spelling for /er/. What you should do: Practice identifying and writing words that use the ‘ur’ spelling for /er/ will increase students’ comfort levels with choosing the correct spelling for /er/ in words. Tricky Word What an error in this word means: The word war is a Tricky Word. Tricky Words do not follow the rules for encoding that students have learned thus far. What you should do: For now, students should memorize how to spell these Tricky Words. Alphabetizing Students may have made errors in alphabetizing the words on the back of the activity page. Make a note of these students and any error patterns. Additional instruction will be given with this skill as the unit progresses. | Tricky Word: war | |------------------| | 19. hamburger | | 18. swirling | | 17. marker | | 16. birthday | | 15. thirteen | | 14. safari | | 13. ramparts | | 12. difference | | 11. turtle | | 10. organize | | 9. camera | | 8. furnace | | 7. burden | | 6. parcel | | 5. barber | | 4. informer | | 3. chirping | | 2. after | | 1. perform | Student Name Write students’ names in the column provided. The words on today’s spelling assessment include the endings –ge, –dge, and –tion. Place an X in the column of any word that the student did not spell correctly. Examine errors for patterns using the information provided below. If a pattern is identified, speak with the student and ask him or her to explain his or her thinking to you. This may help you understand the student’s confusion and allow you to clear up the misunderstanding. Numbers 1, 3, 4, 6, 9, 10, 12, 14, 16, 19 **What an error in these words means:** These words include the ending –tion. These students did not use the correct spelling for /shən/. **What you should do:** Practice identifying and writing words that have /shən/ > ‘tion’ will increase students’ comfort levels with choosing the correct spelling for /sh/ + /ə/+ /n/ in words. Numbers 2, 5, 7, 8, 17, 18 **What an error in these words means:** These words include the ending –ge. These students did not use the correct spelling for /j/ at the end of words. **What you should do:** Practice identifying and writing words that use the ‘ge’ spelling for /j/ will increase students’ comfort levels with choosing the correct spelling for /j/ at the end of words. Numbers 11, 13, 15 **What an error in these words means:** These words include the ending –dge. These students did not use the correct spelling for /j/ at the end of words. **What you should do:** Practice identifying and writing words that use the ‘dge’ spelling for /j/ will increase students’ comfort levels with choosing the correct spelling for /j/ at the end of words. **Tricky Word** **What an error in these words means:** The word *Europe* is a Tricky Word. Tricky Words do not follow the rules for encoding that students have learned thus far. **What you should do:** For now, students should memorize how to spell these Tricky Words. Alphabetizing Students may have made errors in alphabetizing the words on the back of the activity page. Make a note of these students and any error patterns. Additional instruction will be given with this skill as the unit progresses. | Tricky Word: Europe | |---------------------| | 19. direction | | 18. change | | 17. large | | 16. action | | 15. judge | | 14. option | | 13. nudge | | 12. addition | | 11. fudge | | 10. fraction | | 9. stations | | 8. range | | 7. huge | | 6. attention | | 5. cottage | | 4. nation | | 3. locomotion | | 2. revenge | | 1. caption | Student Name The most likely error may be one of incorrectly alphabetizing the words on the back of the spelling activity page. Additional instruction will be given with this skill as the unit progresses. Students may also make the mistake of not capitalizing the proper nouns. Although any of the above student-error scenarios may occur, you should still be aware that misspellings may be due to many other factors. You may find it helpful to record the actual spelling errors that the student makes in the analysis chart. For example: - Is the student consistently making errors on specific vowels? Which ones? - Is the student consistently making errors on double consonants? - Is the student consistently making errors at the end of the words? - Is the student consistently making errors on particular beginning consonants? - Is the student consistently making errors on schwa spellings? | Tricky Word: Ironsides | |------------------------| | 19. British | | 18. cannon | | 17. death | | 16. Congress | | 15. battle | | 14. Dolley | | 13. merchants | | 12. march | | 11. president | | 10. monarchy | | 9. paved | | 8. support | | 7. Washington | | 6. impressment | | 5. hawks | | 4. troops | | 3. Madison | | 2. navy | | 1. painting | Student Name The most likely error may be one of incorrectly alphabetizing the words on the back of the spelling activity page. Additional instruction will be given with this skill as the unit progresses. Students may also make the mistake of not capitalizing the proper nouns. Although any of the above student-error scenarios may occur, you should still be aware that misspellings may be due to many other factors. You may find it helpful to record the actual spelling errors that the student makes in the analysis chart. For example: - Is the student consistently making errors on specific vowels? Which ones? - Is the student consistently making errors on double consonants? - Is the student consistently making errors at the end of the words? - Is the student consistently making errors on particular beginning consonants? - Is the student consistently making errors on schwa spellings? | Tricky Word: bomb | |-------------------| | 19. giant | | 18. ransacked | | 17. stitching | | 16. ship | | 15. stripes | | 14. burned | | 13. brave | | 12. McHenry | | 11. anthem | | 10. construct | | 9. harbor | | 8. commander | | 7. dawn | | 6. flag | | 5. port | | 4. poem | | 3. White House | | 2. fifteen | | 1. rockets | Student Name • Use the following answer key to score the assessment. 1. B 2. D 3. C 4. B 5. C 6. C 7. D 8. C 9. A 10. C 11. C 12. * • The assessment is worth 15 points. ◦ Correct answers for items 1–11 are worth 1 point each. ◦ Item 12 is worth 4 points: 1 point each for correctly selecting two adjectives to identify Francis Scott Key (2 points total) and 1 point each for providing at least one example justifying the adjective selected (2 points total). • The following guidelines are offered as an analysis of student mastery of the domain knowledge presented in this unit. | Score | Domain Knowledge | |----------------|------------------------| | 11–15 points | good, excellent | | 9 or 10 points | fair | | 8 points or less | poor | • If time permits, you may wish to re-administer the assessment orally to any students who perform poorly to ascertain whether the poor performance truly represents lack of knowledge, or whether it may be indicative of difficulty in reading the assessment questions and answers. • You may also find it interesting to analyze a student’s performance according to the type of questions answered incorrectly. | Literal Questions | 1, 2, 4, 5, 6, 7, 9, 10 | |--------------------|-------------------------| | Inferential Questions | 3, 8, 11, 12 | The most likely error may be one of incorrectly alphabetizing the words on the back of the spelling activity page. Additional instruction will be given with this skill as the unit progresses. Students may also make the mistake of not capitalizing the proper nouns. Although any of the above student-error scenarios may occur, you should still be aware that misspellings may be due to many other factors. You may find it helpful to record the actual spelling errors that the student makes in the analysis chart. For example: - Is the student consistently making errors on specific vowels? Which ones? - Is the student consistently making errors on double consonants? - Is the student consistently making errors at the end of the words? - Is the student consistently making errors on particular beginning consonants? - Is the student consistently making errors on schwa spellings? | Tricky Word: New Orleans | |-------------------------| | 19. peace | | 18. hickory | | 17. river | | 16. defend | | 15. goods | | 14. treaty | | 13. highways | | 12. streak | | 11. knotty | | 10. drains | | 9. proud | | 8. ragtag | | 7. orphan | | 6. fired | | 5. soldiers | | 4. traders | | 3. mortar | | 2. general | | 1. Mississippi | Student Name The Young Mouse Once upon a time there was a young mouse who had never left his mother’s side. One day the young mouse went outside for a walk to explore. But it was not long until he came running back to his mother. “Mother! Mother!” said the young mouse. “What a scare I have had! I was walking along when I saw two strange animals. One of them looked a lot like me. She had paws and a tail. She looked soft, and kind, and graceful. But the other one was a scary monster! You should have seen him! He had just two legs and scratched at the ground with his claws. He kept beating his arms. He was ugly, too. He had no fur, just feathers, and he had big red flaps hanging from his head and neck. But what scared me the most was the awful sound he made. It sounded like cock-a-doodle-doo!” The young mouse went on. “I wanted to say hello to the nice animal that looked like me. She was so lovely, and she looked so good and gentle. She had thick, glossy hair and a modest face. As she looked at me, she waved her fine, long tail and smiled. I think she was about to speak to me when the other animal let out his awful scream. I was so scared that I ran for my life. I didn’t even have time to smile back at the nice animal. It is such a shame. I would have liked to meet that lovely animal.” “My son,” said the mother, “the animal that scared you was a rooster. He may look and sound scary, but he would never harm you. The other animal that you saw was a cat. She may look good and gentle, but she is no pal of ours. She would gladly eat you and your mice pals. In fact, she would have eaten you if you had not run away. So be thankful, my son, that you escaped with your life. Stay close to me and remember that things are not always what they seem to be.” The more words a student is able to read and the farther the student is able to progress in the assessment, the stronger is his or her preparation for Grade 3. The number of words read correctly indicates the following: - Students who score **48 or fewer words out of 70** correctly have **minimal preparation** for Grade 3. - Students who score **49–59 out of 70 words** correctly have **adequate preparation** for Grade 3. - Students who score **60 out of 70 words** correctly have **outstanding preparation** for Grade 3. After scoring the assessment, you might find it helpful to determine which phonemes students missed that caused them to score below the benchmark for word recognition. Note that one-syllable words are not included in the syllabication analysis. ## Word Reading in Isolation Analysis Record ### Score required to meet benchmark of 80% | Phonemes | /b/ | /d/ | /f/ | /g/ | /j/ | |----------|-----|-----|-----|-----|-----| | Consonants | /k/ | /l/ | /m/ | /n/ | /p/ | | | /r/ | /s/ | /t/ | /v/ | /w/ | | | /x/ | /z/ | /ch/ | /sh/ | /th/ | | | /ng/ | | | | | 135/168 ### Vowels (totals) | Vowel | /a/ | /e/ | /i/ | /o/ | /u/ | |-------|-----|-----|-----|-----|-----| | | /ae/ | /ee/ | /ie/ | /oe/ | /ue/ | | | /ə/ | /go/ | /oo/ | /aw/ | /ou/ | | | /oi/ | /er/ | /or/ | | | 92/115 20/25 36/44 20/25 17/21 ### Syllabication | Syllable Type | Closed Syllable/short | Open Syllable/long | Magic E and Digraph Syllable | R-Controlled Syllable | ə Syllable | |---------------|-----------------------|--------------------|------------------------------|-----------------------|------------| | | 13/16 | 15/18 | 19/23 | 9/11 | 10/12 | - The following tables are provided for your use in directing remediation. - Write the names of students who missed questions under each header. This will help you determine what kind of remediation is needed. | Phonemes—Consonants | |---------------------| | /b/ (2b, 3d, 4b, 4d, 5d, 7a, 8b, 9d, 9d, 10c, 12d, 12e) | /d/ (3e, 6c, 8a, 10a, 11c, 12a, 14d) | /f/ (1d, 5e, 6e, 7c, 8d, 10a, 12b) | | /g/ (10e) | /j/ (6d, 7d) | /k/ (1b, 1e, 1e, 2a, 2b, 2c, 2c, 2d, 3d, 4d, 6a, 8bb, 9e, 10b, 10d, 13b, 13d, 14b) | | /l/ (1c, 2a, 3b, 5d, 6b, 7c, 9a, 10b, 10c, 11b, 11e, 12b, 12e, 13c, 13d, 14c) | /m/ (3b, 3c, 5e, 7d, 8a, 8a, 11b, 11d, 13a, 13b, 14a) | /n/ (1a, 1c, 1d, 3c, 4a, 5b, 5c, 5e, 7a, 9a, 9c, 9e, 10c, 11a, 12d, 12d, 13a, 13d) | | /p/ (7e, 7e, 9a, 11c, 12c, 13c, 13c, 13e, 13e) | /r/ (9c, 9e, 10a, 12a, 12b, 12c) | /s/ (2a, 4b, 5a, 5c, 6d, 6d, 6e, 7a, 7b, 8e, 9a, 9b, 9c, 11a, 11c, 14c) | | /t/ 2b, 3a, 3b, 3d, 4b, 4c, 5a, 5b, 5c, 6b, 6c, 6e, 8c, 8e, 9e, 11b, 11d, 12c, 13e, 13e, 14e) | /v/ (9b, 12e) | /w/ (4c, 5a) | | /x/ (12b, 14e) | /z/ (1e, 10e, 12d) | /ch/ (4a, 7b, 8c, 8d, 14d) | | /sh/ (1b, 2d, 3c, 4e, 5c) | /th/ (2e, 6b, 13a, 14a) | /ng/ (12a) | | Phonemes — Vowels | |-------------------| | /a/ (3d, 6b, 13c, 13e, 14e) | /e/ (3b, 5a, 6e, 8d, 9a, 10d, 12b) | /i/ (5e, 6d, 8e, 9c, 12a, 13d, 14a) | | /o/ (4c) | /u/ (3c, 5c, 12d, 13a, 13b) | /ae/ (1b, 5c, 7e, 8a, 9d, 9e, 10a, 10b) | | /ee/ (1a, 2c, 3c, 6b, 8c, 9d, 11b, 11d, 12b, 12c, 12d, 12e, 14b, 14e) | /ie/ (1c, 5b, 11c, 11d, 11e) | /oe/ (1d, 3a, 3c, 9e, 10c, 10d, 10e, 11a, 11b, 14c) | | /ue/ (1e, 5b, 5e, 6a) | /a/ (1e, 3b, 9a, 10a, 10c, 12e, 13c, 13d, 13e) | /oo/ (2a, 5d) | | /oo/ (2b, 2c, 2d) | /aw/ (2e, 3a, 6c, 6d, 6e, 7c, 14c) | /ou/ (4d, 4e, 7a) | | /oi/ (4d, 7b, 9b) | /er/ (2e, 3d, 3e, 4a, 4b, 4c, 4e, 5a, 6c, 7d, 7e, 8a, 11c, 14d) | /or/ (5e, 8b, 8c, 14d) | ## Syllabication (two- or three-syllable words only) | Closed Syllables (3b, 3d, 4c, 5e, 6b, 6e, 8e, 9a, 10d, 12a, 12b, 12d, 13c, 13d, 13e, 14e) | Open Syllables (2c, 3a, 3c, 5b, 5c, 5e, 7e, 8e, 9d, 10c, 10d, 11c, 11d, 12a, 12b, 12c, 14c, 14e) | Magic E and Digraph Syllables (1e, 2c, 2e, 3a, 4d, 4e, 5a, 5b, 6b, 6c, 6d, 6e, 7c, 8a, 9e, 10a, 11b, 11d, 12c, 12d, 12e, 13e, 14c) | | --- | --- | --- | | | | | | | | | | | | | | R-Controlled Syllables (2e, 3d, 4c, 4e, 5a, 5e, 6c, 7e, 8a, 11c, 14d) | Syllables (1e, 3b, 3c, 5c, 7c, 9a, 10a, 10c, 12e, 13c, 13d, 13e) | | | --- | --- | --- | | | | | | | | | | | | | Additional Support Activity Pages Grade 2 | Skills 6 Teacher Guide TR 1.1 Moon Shot Directions: Copy the template and cut out the cards. name knock next knot wren rest write read what went | when | wished | |------|--------| | gasket | jumped | | green | jogs | | fastest | stuffed | | phone | dolphin | Move forward two spaces! Move forward one space! Move forward three spaces! Move forward four spaces! Move forward one space! Move forward two spaces! Move forward two spaces! Move forward five spaces! Move forward one space! Move forward two spaces! Sorry! Lose a turn. Go back one space. Go back two spaces. Go back one space. Go back three spaces. Go back three spaces. Go back two spaces. Go back four spaces. Sorry! Lose a turn. Directions: Copy the template and cut out the cards. Directions: Read these words with the /f/ sound. Then circle the letters that make the /f/ sound in each word. | phone | phrase | graph | sphere | |-------|--------|-------|--------| | dolphin | triumph | orphan | phantom | | paragraph | alphabet | photograph | emphasize | | physical | atmosphere | pharmacy | elephant | | homophone | telephone | microphone | Joseph | | amphibian | apostrophe | geography | biography | TR2.2 Swim to the Finish TR 3.1 Word Block Game Board Player Two Cards place cards here Player One Cards place cards here Directions: Copy template and then cut cards apart. | health | head | lead | dead | bread | breakfast | |--------|------|------|------|-------|-----------| | sweat | spread | wealth | meant | deaf | dread | | leather | steady | tread | instead | thread | sweater | | read | heaven | breath | death | weather | feather | | lemon | elbow | pebble | mention | pencil | threat | 1. I need to purchase peaches, bread, and cream from the grocery store. 2. What would you like to eat for breakfast? 3. Please spread the peanut butter on the bread. 4. We saw many birds in the meadow, and I even found a feather. 5. There was a dam in the stream that the beavers had made. 6. If the weather turns cool, bring your sweater and leather jacket. 7. The bite of a black widow spider can be deadly. 8. I meant to do my homework, but I forgot. 9. Someone who is deaf cannot hear. 10. The tread on the tire is very bare. TR 4.2 Race to the Top Player 1 TR 4.3 Race to the Top Player 2 1. The physician told Philip to stop by the pharmacy to get his pills. 2. My nephew Joseph is a photographer. 3. Sophie was able to recite the entire alphabet when she was just three years old! 4. We saw elephants and dolphins at the zoo. 5. My teacher said we could take notes by writing just short phrases instead of complete paragraphs. 6. I asked to use the telephone at the pharmacy. 7. A baseball is an example of a sphere. 8. Jim Murphy won a trophy for coming in first place in the race. 9. Before CDs were invented, people played music on phonograph records. 10. We collected pamphlets from the travel agency about lots of different places that we wanted to visit. dolphin phone stuff graph phrase phase telegraph traffic finish fastest Directions: Copy template several times on different colors of paper. Cut out the cards. | knot | nose | |------|------| | knock | stand | | rides | wrecked | | rust | written | | gently | joking | | jelly | margin | |-------|--------| | winner | whisper | | waste | which | | SKIP | DRAW 1 | | DRAW 2 | REVERSE | Directions: Read each word. Then mark the sound the underlined letters stand for. Hint: Follow your ear, not your eye. | 1. reading | /e/ as in pet | /ee/ as in bee | |------------|---------------|---------------| | 2. health | /e/ as in pet | /ee/ as in bee | | 3. dream | /e/ as in pet | /ee/ as in bee | | 4. beaver | /e/ as in pet | /ee/ as in bee | | 5. feather | /e/ as in pet | /ee/ as in bee | | 6. threat | /e/ as in pet | /ee/ as in bee | | 7. peach | /e/ as in pet | /ee/ as in bee | | 8. breakfast | /e/ as in pet | /ee/ as in bee | | 9. leaf | /e/ as in pet | /ee/ as in bee | | 10. meadow | /e/ as in pet | /ee/ as in bee | TR 6.2 Over the Rainbow START Directions: Copy template. Cut out the cards. | collar | hurdle | |--------|--------| | twirling | torn | | diver | firm | | farmer | turned | | hangar | boring | | Turn around and around. | Draw a swirl. | |------------------------|--------------| | What comes between first and third? | Chirp like a bird. | | Find something scarlet. | Honk your horn. | | Name an animal that moves in a herd. | Sit by a girl. | | I finished lunch first. | Bee stings hurt. | 1. Tom chews loudly. 2. Cheetahs run fast. 3. The birds chirp constantly. 4. I happily helped Dad. 5. Kellan performed well in the play. 6. Turtles walk slowly. 7. The wind blew hard. 8. The leaves quietly fell. 1. Someday I would like to become a doctor or an author. 2. The unexpected blizzard froze all of the oranges in the orchard. 3. That actor looks familiar, but I don't remember his name. 4. My dad gave the farmer five dollars for our apples. 5. Alligators and lizards are both reptiles. 6. The color of the wizard's robe was black with sparkling silver stars. 7. My history report and grammar homework are both due on the same day, so I marked that date on the calendar. 8. The factory workers gave their best effort. 9. Would you do a favor for me and take my laundry to the dry cleaner on the corner? 10. Please ask the cleaner to put extra starch on the collars of my shirts. Checkers Game Board TR 8.3 Checkers Pieces standard solar color dollar lizard history memory mirror major calendar actor cellar mustard factory doctor wizard author grammar orchard blizzard Directions: Copy template. Cut out the cards. Directions: Copy template. Write a point value based on the difficulty of the word. Cut out the cards. farthest faster first burned mustard forest harmonica surge perforated swirling Directions: Copy template. Write a point value based on the difficulty of the word. Cut out the cards. minor polar alligator porridge furnish birthday color armrest formation manager | chipmunk | chimney | chisel | ache | |----------|---------|--------|------| | chapel | anchor | chemistry | approach | | chorus | launch | character | archery | | schedule | school | bachelor | scholar | | architect | poach | monarch | challenge | | chairman | stomach | Christmas | technical | Directions: Copy one template for each student. Cut out cards and write words on the back of each card. Roll, Flip, Read Word Cards 1 2 3 4 5 6 7 8 9 10 divide combine hibernate violin tidal sidewalk finest slime sunshine cried | happier | medium | |---------|--------| | piano | radio | | gymnasium | ski | | scariest | audience | | experience | alien | Directions: Sort the underlined words with tricky spellings. Some words may be sorted into more than one column. | | /i/ as in *it* | /ie/ as in *driver* | /ee/ as in *ski* | |---|----------------|---------------------|-----------------| | 1. | The sun started to melt the *igloo*. | igloo | | | 2. | I like pepperoni pizza the best. | | | | 3. | I need a size medium for my soccer jersey. | | | | 4. | She is a very good violin player. | | | | 5. | Grandma was furious about the grape jelly on the couch. | | | | 6. | Can we read the book about *dolphins*? | | | | 7. | He plans to add one more *item* to the pile. | | | | | /i/ as in *it* | /ie/ as in *driver* | /ee/ as in *ski* | |---|----------------|---------------------|-----------------| | 8. | It would be easier to see if we moved over. | | | | 9. | Would you like a lollipop? | | | | 10. | Last winter, there was a lot of snow. | | | | 11. | My brother put a multimedia part in his project. | | | | 12. | I do not know how to play the piano. | | | 1. We ate our dinner outside on the restaurant patio. 2. The cafeteria is serving chili or pizza today. 3. I am curious to learn more about India because I do not know about Indian customs. 4. We heard piano and violin music on the radio. 5. My teacher said we could use a slide presentation as part of our multimedia report about Italy. 6. The inside of a kiwi is green. 7. I take a medium size shirt. 8. Please pick up a liter of milk and some broccoli and zucchini when you go to the grocery store. 9. What flavor lollipop would you like? 10. If you are going to travel outside of the United States, you will need a passport and a visa. direction caption revenge change large locomotion nation action judge cottage | Europe | attention | |--------|----------| | option | nudge | | huge | range | | addition | fudge | | stations | fraction | | the flowers | two birds | |-------------|-----------| | Josh and Carlos | my sister | | the cat | chased bugs | | left | slept | | sat | walked | | played | Directions: Sort the words by spelling. ‘ul’ as in useful ‘al’ as in metal ‘il’ as in April harmful fossil hospital evil total pencil several awful peaceful hopeful normal civil It is almost time for summer vacation. Our tradition is to have a celebration for the start of summer. The decorations will be of our very own invention. We like to see people’s reactions to our decorations. Last year, our theme was “The Best Invention of All Time.” People still mention the decorations when they recall the celebration. Directions: Copy template. Cut out the cards. Alphabetizing Word Cards | British | Ironsides | |---------|-----------| | painting | navy | | cannon | death | | Madison | troops | | Congress| battle | | hawks | impressment | |-------|-------------| | Dolley | merchants | | Washington | support | | march | president | | paved | monarchy | Directions: Read each word. Then mark the sound the underlined letters stand for. Hint: Follow your ear, not your eye. | 1. patio | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | |----------|----------------|---------------------|-----------------| | 2. hiker | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 3. violin | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 4. spaghetti | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 5. media | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 6. fish | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 7. kind | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 8. easiest | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 9. tiger | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | | 10. curious | /i/ as in *it* | /ie/ as in *biting* | /ee/ as in *ski* | 1. Topic Sentence: I like winter. - I go to the beach to play in the hot sun. - I like to sled at the park. - I drink hot chocolate when I come inside. - I can swim at the pool outside. - I can build a snowman. 2. Topic Sentence: I like my dog. - He likes to chase balls. - He meows at me when I come home. - He sits with me on the couch. - He reads to me. - He barks to warn me that something is outside. 3. Topic Sentence: I like sports. - They help you get exercise. - You can have fun with your friends. - You have to sit on your bed to play. - They are fun to watch. - I like the different rules for each type. Directions: Copy template. Cut out the cards. /watch/ > ‘wa’, ‘o’ | watch | wander | |-------|--------| | Watkins | water | | washed | wanted | |--------|--------| | swamp | swat | | swab | waffle | | socks | flock | |-------|-------| | Tom | fond | | stop | got | | sobbed| moss | | locked| pocket| Directions: Circle the spelling that makes the /o/ sound in each word. | Watkins | Wanda | water | wash | |---------|--------|-------|------| | pajamas | waffles| watch | squash | | lava | father | swab | drama | | wander | llama | grandpa | grandma | Directions: Copy template. Cut out the cards. wash water llama grandpa father around media avoid Bermuda alone | fastest | cattle | |---------|-------| | fabulous | brass | | last | shade | | famous | cases | | laces | danger | 1.1 Circle the Spelling Read these words that have the /f/ sound spelled ‘ph’. Then, circle the letters that stand for the /f/ sound in each word. - phone - phrase - graph - sphere - dolphin - triumph - orphan - phantom - paragraph - alphabet - photograph - emphasize - physical - atmosphere - pharmacy - elephant - homophone - telephone - microphone - Joseph - amphibian - apostrophe - geography - biography 1.2 Parts of Speech and Apostrophes For each sentence, circle the common noun; draw a box around the proper noun; draw an arrow from the adjective to the noun that it describes. Draw a wiggly line under the verb. 1. Sisters Forever! is a good film. - [ ] [ ] [ ] [ ] [ ] [ ] 2. It will be a sunny day on Monday and Tuesday. - [ ] [ ] [ ] [ ] [ ] [ ] 3. The class sang the patriotic tune “Yankee Doodle.” - [ ] [ ] [ ] [ ] [ ] [ ] 4. King Henry wore a gold crown. - [ ] [ ] [ ] [ ] [ ] [ ] 5. We planned a family trip to New York City for June and July. - [ ] [ ] [ ] [ ] [ ] [ ] 6. Miss Andrews, our math teacher, lives on Duncan Street. - [ ] [ ] [ ] [ ] [ ] [ ] 7. The older boys are at Rock Creek Park. - [ ] [ ] [ ] [ ] [ ] [ ] 8. Jason ate a yummy hamburger at Smith’s Burger House. - [ ] [ ] [ ] [ ] [ ] [ ] Fill in the Blank Use the best word from the box to complete each sentence. - photograph - homophones - amphibian - trophy - alphabet - paragraph - telephone - dolphin 1. Philip answered the ____________. 2. ‘Z’ is the last letter in the ____________. 3. Ralph saw a ____________ swimming in the sea. 4. Sophie took this ____________ of her sister with her camera. 5. Stephanie wrote the first ____________ of the story. 6. Randolph won a ____________. 7. Road and rode are ____________. 8. A frog can live on land or in the water. It is an ____________. 1.4 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | noise | night | kneel | |--------|-------|-------| | wrinkle | ripple | ferret | | whistle | window | western | | jungle | 1. kneel 2. night 3. noise 4. ripple 5. wrinkle | jolly | ginger | gentle | |-------|--------|--------| | margin | photo | dolphin | | graph | finish | traffic | | Britain | 1. gentle 2. ginger 3. jolly 4. margin 5. photo 2.2 Sound Comparison Do the bolded letters stand for the same sound? Check yes or no. | Yes | No | |-----|----| | | | | | | | | | | | | | | | | | | | | | | | | | | | 2.3 Practice ‘ph’ Use the words in the word box and the clues to complete the crossword puzzle. | phone | dolphin | alphabet | sphere | orphan | |-------|---------|----------|--------|--------| | gopher | graph | photo | asphalt | hyphen | Across 3. A bar ________ 5. A cell ________ 7. A child whose parents are no longer alive 8. Your ABCs 9. Round ball 10. Little tiny line between words (e.g., Smith-Jones) Down 1. Small burrowing animal 2. Another word for a picture taken with a camera 4. Another word for pavement 6. Mammal that swims in the sea Fill in the Blank Use the best word from the box to complete each sentence. | gopher | trophy | graph | paragraph | write | |--------|--------|-------|-----------|-------| | wrap | wrist | wren | knee | knife | 1. Would you help me wrap the gift for Dad? 2. I won a trophy at the spelling bee. 3. A gopher is a small animal that lives in underground holes. 4. Could I use the knife to cut the cake? 5. Will you write a thank you note to Grandma? 6. He broke his wrist when he fell while skating. 7. Our teacher wants us to write a paragraph about the War of 1812. 8. In math, we are learning to read a bar graph. 9. A small wren flew by the window. 10. Did you scrape your knee when your leg got caught in the rosebush? ### 3.1 Fill in the Blank Use the best word from the box to complete each sentence. | thread | spread | meant | dead | bread | |--------|--------|-------|------|-------| | breakfast | feather | dread | head | lead | 1. Would you **spread** butter on the toast? 2. I **meant** to pick up the paper but I forgot it. 3. It has been a very dry summer with little rain, so some of the plants in the garden are **dead**. 4. My **head** is hurting from the loud noise. 5. I like **bread** and jam for a snack. 6. My mom fixed the rip in my pants with a needle and **thread**. 7. Most people **dread** going to the dentist. 8. Do you like eggs and bacon for **breakfast**? 9. I found the **feather** of a bird outside next to a nest. 10. The pipes were made of **lead**. ### 3.2 Fiction or Nonfiction? Based on what you have learned about fiction and nonfiction, decide whether the following titles are more likely to be fiction or nonfiction. Circle **Fiction** or **Nonfiction** for each title. 1. *The True Book of Bird Facts* Fiction / **Nonfiction** 2. *Fluffy the Bunny Rabbit Visits the City* **Fiction** / Nonfiction 3. *The Biography of James Madison* Fiction / **Nonfiction** 4. *The History of the United States* Fiction / **Nonfiction** 5. *The Cat Bandit* **Fiction** / Nonfiction 6. *Mary's Little Lamb Goes to School* **Fiction** / Nonfiction 7. *The Atlas of South American Countries* Fiction / **Nonfiction** 8. *Sir Gus* **Fiction** / Nonfiction 9. *The Three Little Pigs* **Fiction** / Nonfiction 10. *The Solar System* Fiction / **Nonfiction** ### 5.2 Trouble with the British 1. Who was the president of the United States in 1812? A. George Washington B. **James Madison** C. Napoleon Page 12 2. Why were many Americans angry with the British in 1812? A. The British forced some American men to serve in the British Navy. B. The British forced some French men to serve in the British Navy. C. The British forced some Native Americans to serve in the British Navy. Page 18 3. What is another reason many Americans were angry with the British in 1812? A. The British were trading with the French. B. The British were trading with the Spanish. C. **The British were trading with Native Americans.** Page 20 4. Which part of North America was still controlled by the British in 1812? A. the United States B. Mexico C. Canada Page 22 5. Which country was already fighting a war with Great Britain in 1812? A. France B. Spain C. Germany Page 14 --- 6.1 Trouble with the British 1. What did President Madison have to think long and hard about? A. President Madison had to think long and hard about whether he wanted to still be president. B. President Madison had to think long and hard about declaring war. C. President Madison had to think long and hard about impressing British sailors in the U.S. Navy. Page 22 2. The Americans had problems with ________________. A. sailors in the navy B. soldiers in the army C. both the French and the British Page 16 3. How did Americans feel when they read stories about men taken by the British? A. angry B. sad C. happy Page 18 4. In 1812, most Americans were what? A. Most Americans were sailors. B. Most Americans were soldiers. C. Most Americans were farmers. Page 20 --- 6.4 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then write the words in alphabetical order. | after barber camera | swirling thirteen chirping burden furnace | |---------------------|------------------------------------------| | difference birthday | | 1. after 2. barber 3. birthday 4. camera 5. difference --- 7.1 Verbs and Adverbs Read each sentence and put a wiggly line under the verb and a triangle around each adverb. Then, draw an arrow from the adverb to the verb it describes. 1. Jane swims fast. 2. Mom baked well. 3. They battled bravely. 4. Dogs barked loudly. 5. He prints his letter neatly. 6. The cat landed gently. 7. He ran quickly. 8. She sat still. 9. We ate dinner silently. 10. Dan tiptoed lightly down the stairs. In each box there are three adverbs. Pick one and write a sentence using it. 1. quickly slowly loudly Answers may vary. __________________________________________________________________________ __________________________________________________________________________ 2. well badly quietly Answers may vary. __________________________________________________________________________ __________________________________________________________________________ 3. rarely never always Answers may vary. __________________________________________________________________________ __________________________________________________________________________ 5. Pretend you are a War Hawk. Write a short speech to convince Congress to go to war. Include your reasons why. Answers may vary. --- 8. My teacher patted me lightly on the back and said I did a good job. 9. Everyone was talking loudly. 10. Mom carried the platter of turkey carefully to the table. 11. She slept soundly at night. 12. The brown puppy sleeps soundly. 13. Speedy Jamie easily won the race. 14. The dog greedily lapped the food. --- **Adverbs** Read each sentence and draw a wiggly line under each verb and a triangle around the adverb. Then, draw an arrow from the adverb pointing to the verb it modifies. Example: I quickly made my bed. 1. I rode my bike slowly up the hill. 2. Mark walked painfully down the hall on his crutches. 3. The class quickly lined up for recess. 4. Dad carefully drove around the accident. 5. The little girl held her mother’s hand tightly. 6. The nurse gently removed the bandage from my knee. 7. The liquid in the pan boiled rapidly on the stove. --- **Fill in the Blank** Use the best word from the box to complete each sentence. | factory | orchard | similar | grammar | mirror | |---------|---------|---------|---------|--------| | cellar | calendar| effort | blizzard| actor | 1. I looked in the ________ while I brushed my hair. 2. We went to an apple ________ to pick apples from trees. 3. A synonym for a basement in a house is a ________. 4. Someday, I would like to be an ________ on a TV show. 5. My class visited a car ________ to see how cars are made. 6. Don’t forget to mark the date on your ________. 7. I came in second place in the race, but I gave it my best ________. 8. A ________ is a synonym for a bad snowstorm. 9. We both like the color green, so we have ________ taste. 10. We are studying the parts of speech in our ________ lessons. 11.1 The War Starts If a statement is true, write **true** on the line. If a statement is false, write **false** on the line. Also write the page number. 1. On June 18, 1812, the United States declared war on Great Britain. **true** Page 30 2. In 1812, the British were already at war with France, so they could only send some of their troops to fight the United States. **true** Page 30 3. At the start of the war, most people thought the United States would defeat the British easily. **false** Page 32 4. A monarchy is a nation that is ruled by a king or queen. **true** Page 32 5. In 1812, the United States was a monarchy. **false** Page 32 6. In 1812, most of the nations of Europe were ruled by presidents who were elected and served for four years. **false** Page 32 7. In 1812, the United States had a large army and a very powerful navy. **false** Page 34 8. At the beginning of the war, the U.S. Army attacked the British in Canada and won all of its battles there. **false** Page 34 Number these events in the order that they happened. 5. Today, the United States is a strong nation. 4. The U.S. Navy beat the British in a number of naval battles. 1. George Washington set up the first U.S. Navy. 3. President Madison asked farmers to join the army. 2. On June 18, 1812, the United States declared war on Great Britain. 11.2 Fill in the Blank Use the best word from the box to complete each sentence. - School - stomach - monarchy - anchor - chemist - architect - orchestra - echo 1. Chris is in tenth grade at East Side High ____________. school 2. A person who mixes chemicals is called a ____________. chemist 3. Christina shouted into the cave and her voice came back as an ____________. echo 4. A person who draws plans for houses and buildings is called an ____________. architect 5. Zachary plays the violin in the symphony ____________. orchestra 6. This food is awful! I think I may be sick to my ____________. stomach 7. A country ruled by a king is called a ____________. monarchy 8. The man tossed the ____________ into the water. anchor 11.5 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | change action cottage addition caption | fudge fraction range revenge attention | |---------------------------------------|--------------------------------------| | 1. ___________action_________________ 1. __________attention_______________ | | 2. __________addition_________________ 2. __________fraction_______________ | | 3. __________caption__________________ 3. __________fudge________________ | | 4. __________change___________________ 4. __________range________________ | | 5. __________cottage__________________ 5. __________revenge_______________ | | large judge huge nation locomotion | nudge direction stations option Europe | |------------------------------------|--------------------------------------| | 1. __________huge__________________ 1. __________direction_______________ | | 2. __________judge_________________ 2. __________Europe_______________ | | 3. __________large_________________ 3. __________nudge________________ | | 4. __________locomotion_____________ 4. __________option_______________ | | 5. __________nation________________ 5. __________stations_______________ | 12.1 Run-On Sentences Change each run-on sentence into two sentences, adding correct capitalization and punctuation. 1. The flower is pink it has six petals. The flower is pink. It has six petals. 2. The boy is eating an oyster the oyster is big. The boy is eating an oyster. The oyster is big. 3. Joyce enjoys eating fish Roy enjoys eating steak. Joyce enjoys eating fish. Roy enjoys eating steak. 4. The town is far away it is forty miles from here. The town is far away. It is forty miles from here. 5. A cow is an animal an owl is an animal, too. A cow is an animal. An owl is an animal, too. 6. The crowd is loud the crowd is angry. The crowd is loud and angry. 7. The clown rode the bike it was red. The clown rode the red bike. 8. I think cookies taste good I think cupcakes taste good. I think cookies and cupcakes taste good. 12.2 Run-On Sentences Rewrite each run-on sentence as two separate sentences, adding the correct punctuation and capitalization. Example: Do not push it do not pull it. Do not push it. Do not pull it. 1. I ate a handful of candy it was good. I ate a handful of candy. It was good. 2. Andrew broke the computer the computer will not start. Andrew broke the computer. The computer will not start. 3. The suitcase is full there is no room for your gown. The suitcase is full. There is no room for your gown. 4. We went to lunch on Tuesday we’ll go again on Friday. We went to lunch on Tuesday. We’ll go again on Friday. 5. The group wanted pasta I wanted fish. The group wanted pasta. I wanted fish. Correct each run-on sentence by combining and rewriting it into one sentence. Example: The stew is hot the stew is spicy. The stew is hot and spicy. 1. Julia found a clue it was the last clue. Julia found the last clue. 2. There is a nest in the bush it is a cuckoo’s nest. There is a cuckoo’s nest in the bush. 3. The dog is brown he is big. The big dog is brown. 13.1 Tricky Spelling ‘i’ Write the word in each sentence that has the tricky spelling ‘i’ sounded /ɪ/ under *it*, the word that has the tricky spelling ‘i’ sounded /ɪə/ under *driver*, or the word that has the tricky spelling ‘i’ sounded /ɛɪ/ under *ski*. | → | /ɪ/ | it | fish | his | |---|-----|----|------|-----| | → | /ɪə/ | driver | find | writer | | → | /ɛɪ/ | ski | taxi | easier | | /ɪ/ as in it | /ɪə/ as in driver | /ɛɪ/ as in ski | |---------------|------------------|-----------------| | 1. My mom plays the piano. | | | | 2. I like pepperoni pizza. | | | | 3. Instead of being mean, be kind. | | | | 4. Curious means to want to know. | | | | 5. Rub some sunscreen on your skin. | | | 6. My dad was furious when the glass broke. | | | 7. I do not like beans in chili. | | 8. The huge waves tossed the ship. | ship | 9. At the zoo, we saw a tiger. | tiger | 10. Do you like spaghetti noodles? | spaghetti | 11. The lettuce is crisp. | crisp | 12. They play that song on the radio. | radio | 14.1 A Famous Ship 1. What is the USS Constitution? A. The USS Constitution is a ship used in the War of 1812. B. The USS Constitution is a document that lays out the laws of the United States. C. The USS Constitution is a famous building. Page 38 2. What is the Constitution? A. The Constitution is a ship used in the War of 1812. B. The Constitution is a document that lays out the laws of the United States. C. The Constitution is a famous building. Page 40 3. What nickname was the USS Constitution given? A. “Old Glory” B. “Old Ironsides” C. “Old Hickory” Page 44 4. Which sentence best describes the later history of the USS Constitution? A. The USS Constitution fought six more battles and won three of them. B. The USS Constitution fought ten more battles but was beaten in the tenth. C. The USS Constitution fought more than twenty battles and was never defeated. Page 44 5. If you wanted to see the USS Constitution today, where would you need to go? A. Boston B. New York C. Washington, D.C. Page 45 14.2 Fill in the Blank Use the best word from the box to complete each sentence. | igloo | media | item | impossible | chilly | chili | |-------|-------|------|------------|--------|-------| | medium | violin | piano | curious | spaghetti | India | 1. Mom made _______ chili _______ beans and rice for supper. 2. The strings on a _______ violin _______ are hard to hold down. 3. I need to practice before my _______ piano _______ lesson. 4. My teacher says that I am very _______ curious _______ because I ask lots of questions and like to learn about new things. 5. I like _______ spaghetti _______ and meatballs best of all. 6. An _______ igloo _______ is a home made of ice. 7. I needed my coat, as it was a _______ chilly _______ spring day. 8. It is _______ impossible _______ to travel in time. 9. We have one _______ item _______ too many for the quick checkout line at the grocery store. 10. I need a _______ medium _______ size shirt, not a small size. 11. _______ India _______ is the name of a country. 12. The news _______ media _______ reported on the recent election results. 14.4 Mixed Practice Dear Family Members, Please have your student: 1. Read aloud all of the words in the box. 2. Read aloud all of the sentences. 3. Then, ask your student to fill in the missing word in each sentence. Remind your student to read the sentences again to make sure the words they have written make sense. | pizza | taxi | phone | polar | dollar | color | |-------|------|-------|-------|--------|-------| | alphabet | head | bread | author | thread | school | 1. I go to _______ school _______ every day. 2. Can you sing the _______ alphabet _______ song? 3. We must take a _______ taxi _______ to the airport. 4. I need a needle and _______ thread _______ to fix your pants. 5. Mom lost her cell _______ phone _______. 6. I need a hat for my _______ head _______. 7. The _______ author _______ writes books. | pizza | taxi | phone | polar | dollar | color | |-------|------|-------|-------|--------|-------| | alphabet | head | bread | author | thread | school | 8. I like pepperoni _______ pizza _______ best of all. 9. Could I have a _______ dollar _______ to purchase some candy? 10. I like to eat _______ bread _______ and butter with spaghetti. 11. The _______ polar _______ bear lives at the North Pole. 12. What _______ color _______ are your eyes? The Attack on Washington, D.C. The sentences below are in the wrong order. Use the numbers 1–5 to put them in the right order. 5. Dolley Madison ran out the door of the President’s House to safety. 1. President Madison ordered some soldiers to stay at the President’s House to protect Mrs. Madison. 4. Dolley Madison ordered slaves and servants to take the painting of George Washington out of its frame. 3. The U.S. Army was defeated by the British outside of Washington, D.C. 2. President Madison jumped on his horse and rode off to support the troops. If you had been alive during the attack on Washington, D.C., how would you have helped Dolley Madison? Use information from the chapter in your answer. Answers may vary. Run-On Sentences and Apostrophes Correct the run-on sentences. You may either rewrite the run-on sentence as two separate sentences with correct punctuation, or you may combine the ideas of the run-on sentence to create one sentence. 1. Take the trash to the trash can bring the paper to the trash can. Take the trash and bring the paper to the trash can. OR Take the trash to the trash can. Bring the paper to the trash can. 2. The soup was hot the soup was tasty. The soup was hot and tasty. OR The soup was hot. The soup was tasty. 3. Matt likes sausage Matt likes eggs. Matt likes sausage and eggs. OR Matt likes sausage. Matt likes eggs. 4. We can go to the park we can go to the store. We can go to the park and the store. OR We can go to the park. We can go to the store. 5. I like to eat ice cream I like to eat cookies. I like to eat ice cream and cookies. OR I like to eat ice cream. I like to eat cookies. Draw a circle around the correct way to write the contraction. 6. wouldn’t’ would’n’t (wouldn’t) 7. aren’t’ are nt (aren’t) 8. wo’n’t (won’t) won’i Write the proper and common nouns showing what belongs to the person named in the proper noun. 9. Marissa has a bike Marissa’s bike 10. Jackson has a snake Jackson’s snake 16.3 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write all the words in alphabetical order. | support Congress cannon Madison battle | monarchy merchants hawks president march | |----------------------------------------|------------------------------------------| | 1. __battle___________________________| 1. __hawks______________________________| | 2. __cannon___________________________| 2. __march______________________________| | 3. __Congress_________________________| 3. __merchants__________________________| | 4. __Madison__________________________| 4. __monarchy___________________________| | 5. __support__________________________| 5. __president__________________________| troops Ironsides impressionment Washington navy | 1. __impressionment____________________| 1. __British____________________________| | 2. __Ironsides_________________________| 2. __death______________________________| | 3. __navy_____________________________| 3. __Dolley_____________________________| | 4. __troops____________________________| 4. __painting____________________________| | 5. __Washington________________________| 5. __paved______________________________| 17.2 Same or Different? Write _same_ if the underlined letters stand for the same sound. Write _different_ if the letters stand for different sounds. | 1. stampede | reveal | same | |-------------|-------|------| | 2. increase | instead | different | | 3. character | church | different | | 4. actor | burp | same | | 5. Joseph | Frank | same | | 6. collar | harbor | different | | 7. jealous | meadow | same | | 8. slippery | reason | same | | 9. squirrel | dollar | same | | 10. chimney | stomach | different | | 11. stuffy | triumph | same | | 12. steady | leather | same | | 13. kindergarten | polar | different | | 14. armor | popcorn | different | | 15. bread | health | same | | 16. hiccup | echo | same | | 17. aspirin | alphabet | different | | 18. repeat | heaven | different | 17.3 Verbs and Adverbs Read each sentence and put a wiggly line under the verb and a triangle around each adverb. Then, draw an arrow from the adverb, pointing to the verb it modifies. 1. Mark runs quickly. ![Mark runs quickly](image) 2. Trish sings sweetly. ![Trish sings sweetly](image) 3. The team played nicely in the last game. ![The team played nicely in the last game](image) 4. The rain fell gently. ![The rain fell gently](image) 5. The thunder cracked loudly. ![The thunder cracked loudly](image) 6. We ate our dinner hurriedly. ![We ate our dinner hurriedly](image) 7. She cooked neatly. ![She cooked neatly](image) 8. Kim smoothly skated around the rink. ![Kim smoothly skated around the rink](image) 9. The puppy snores loudly. ![The puppy snores loudly](image) 10. The car slowly turned at the corner. ![The car slowly turned at the corner](image) 17.5 Run-On Sentences Correct the run-on sentences. You may either rewrite the run-on sentence as two separate sentences with the correct punctuation and capitalization, or you may combine the ideas of the run-on sentence to create one sentence. 1. Madison scowled Dennis scowled ![Madison and Dennis scowled](image) OR Madison scowled. Dennis scowled. 2. The teacher smiled the students smiled ![The teacher and students smiled](image) OR The teacher smiled. The students smiled. 3. The crows flew away the doves flew away ![The crows and doves flew away](image) OR The crows flew away. The doves flew away. 4. Her attitude improved her performance improved ![Her attitude and performance improved](image) OR Her attitude improved. Her performance improved. 5. The kids enjoyed it the adults enjoyed it The kids and the adults enjoyed it. OR The kids enjoyed it. The adults enjoyed it. 18.1 The Burning of Washington, D.C. 1. What city did the U.S. Army burn? A. York, New York B. York, Canada C. Washington, D.C. Page 54 2. What city did the British Army burn? A. York, New York B. York, Canada C. Washington, D.C. Page 54 3. What did the British soldiers do while they were in the President’s House? A. The soldiers set the Capitol on fire. B. The soldiers ate the food. C. The soldiers took the painting of George Washington. Page 56 4. What are some things that the British soldiers stole from the President’s House? A. spoons and forks B. the picture of George Washington C. the Capitol door Page 56 20.2 The Attack on Baltimore 1. What was Fort McHenry? A. Fort McHenry was a large fort that protected York. B. Fort McHenry was a large fort that protected Baltimore. C. Fort McHenry was a large fort that protected Washington, D.C. Page 62 2. Why did the Americans sink their ships in Baltimore harbor? A. They sunk their ships to keep the British ships from getting too close. B. They sunk their ships to keep the British Navy from stealing them. C. They sunk their ships to make the British Navy think that they were giving up. Page 62 3. What did the soldiers in Fort McHenry ask Mary Pickersgill to make? A. They asked her to make a pie. B. They asked her to make a flag. C. They asked her to make a ship. Page 64 4. What happened when the British Army attacked Baltimore by land? A. The U.S. Army stopped them. B. The American commander was killed. C. The British defeated the U.S. Army and entered Baltimore. Page 68 5. Why are there fifty stars on the U.S. flag today? Each star stands for one of the fifty states. Page 64 6. What do the thirteen stripes on the U.S. flag stand for? Each stripe stands for one of the thirteen original colonies. Page 64 6. Francis Scott Key wrote a poem about the attack on Fort McHenry. true Page 70 7. Make a drawing of the attack on Fort McHenry. --- 21.1 Francis Scott Key and the National Anthem If a statement is true, write “true” on the line. If a statement is false, write “false” on the line. Write the page number where you found the answer. 1. British ships opened fire on Fort McHenry on June 13, 1913. false Page 70 2. The soldiers in Fort McHenry fired back at the British ships and sank ten of them. false Page 70 3. The guns in Fort McHenry were so old that they could not hit the British ships. true Page 70 4. In the end, the troops in Fort McHenry had to give up and take down the U.S. flag. false Page 74 5. Francis Scott Key was an American soldier. false Page 72 --- 21.2 Find the Secret Message Find the hidden message by completing each sentence with a word from the box. Then match the numbers to the letters to reveal a secret message just for you! | alphabet | phone | head | bread | polar | |----------|-------|------|-------|-------| | dollar | harbor | color | ski | piano | | anchor | school | animal | April | fossil | | pencil | about | camel | China | nation | 1. I dug up a very old F Q S S T L that had a leaf imprint on it. 2. Can you sing the A L P H A B E T song? 3. May I use your cell P H O N E to make a call? 4. The N A T I O N of the United States is located on the continent of North America. 5. A person might ride a C A M E L in the desert to get from one place to another. 6. Do you have a favorite A N I M A L that you would like as a pet? 21.2 NAME: ____________________________ DATE: ____________________________ | alphabet | phone | head | bread | polar | |----------|-------|------|-------|-------| | dollar | harbor| color| ski | piano | | anchor | school| animal| April | fossil| | pencil | about | camel| China | nation| 7. I need to take some medicine for my **H E A D** ache. 8. May I have a **DOLLAR** to buy a toy? 9. Are you learning to play the **PIANO** by taking lessons? 10. I would like to learn **ABOUT** animals that live at the North Pole. 11. I will write a report for my class at **SCHOOL** about the animals at the North Pole. 12. I will use my paper and **PENCIL** for notes. 13. Do you think there will be snow so we can **SKATE**? 14. Did you know that a **POLAR** bear is all white? 15. I think the **COOL** of the animals’ fur at the North Pole helps them survive. 16. A ship drops its **ANCHOR** when it wants to stay in one place. 17. Long ago on ships, sailors ate a kind of hard **BREAD** called hardtack. 18. Often ships would leave in the month of **APRIL** and not arrive until June. --- 21.5 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | poem | harbor | flag | stripe | ship | bomb | commander | giant | McHenry | brave | |------|--------|------|--------|------|------|-----------|-------|---------|-------| | 1. | **flag** | 1. | **bomb** | | 2. | **harbor** | 2. | **brave** | | 3. | **poem** | 3. | **commander** | | 4. | **ship** | 4. | **giant** | | 5. | **stripe** | 5. | **McHenry** | | ransacked | anthem | dawn | rockets | White House | construct | burned | fifteen | ports | stitching | |-----------|--------|------|---------|-------------|-----------|--------|---------|-------|----------| | 1. | **anthem** | 1. | **burned** | | 2. | **dawn** | 2. | **construct** | | 3. | **ransacked** | 3. | **fifteen** | | 4. | **rockets** | 4. | **ports** | | 5. | **White House** | 5. | **stitching** | --- 22.1 Topic Sentences Draw a box around the topic sentence of each paragraph. [Cookies are the best treat.] They are very sweet and very tasty. Also, there are lots of different yummy flavors of cookies. If you get tired of one kind of cookie, you can always try another kind. I can’t think of one thing that’s bad about cookies. [Joyce is not good at singing.] When she sings, she can never seem to hit the right notes. If she is supposed to sing high, Joyce sings low. If she is supposed to sing low, Joyce sings high. Even Joyce’s dog runs away when she sings! [Hugo is good at drawing.] In fact, he once won a drawing contest. Hugo drew a car for the contest, but he can draw all sorts of things. If you ask Hugo to draw an animal or a person or a plant, his drawing will look just like the real thing. He is the best artist I know. 23.3 Alphabetize Words Place the words from the box in alphabetical order on the lines below. | music | cat | matches | copper | meatball | |-------|-----|---------|--------|----------| | cute | city| motion | mighty | cell | 1. cat 2. cell 3. city 4. copper 5. cute 6. matches 7. meatball 8. mighty 9. motion 10. music 23.5 Review ‘tion’ and ‘le’ Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | lotion | puzzle | wiggle | eagle | travel | |--------|--------|--------|-------|--------| | single | station| pickle | vacation | apple | Across 1. Cream for your dry hands 6. Time off, often in summer 7. A bird 9. This is a crossword _________. Down 2. Fire ___________ 4. Dill ___________ 5. Only one 8. Move around 23.5 CONTRAST 24.1 Practice Grammar Part 1. Correct the capitalization and add punctuation for each sentence. Rewrite the sentence. 1. john and nancy went on a trip to the city of washington to see the cherry blossoms (4) _John and Nancy went on a trip to the city of Washington to see the cherry blossoms._ 2. our class has a pet hamster named homer (3) _Our class has a pet hamster named Homer._ 3. is the hummingbird the smallest bird in the world (2) _Is the hummingbird the smallest bird in the world?_ Part 2. Change the following singular nouns to plural nouns. fox foxes dog dogs cat cats bird birds horse horses Part 3. Circle the correct tense of the verb in each sentence. 1. Our class will go on a trip tomorrow. present past future 2. We are reading our books. present past future 3. We wrote a story about Mr. Mowse. present past future 4. We will eat lunch at noon. present past future 5. Our bus was late this morning. present past future Part 4. Circle “complete” if the item is a complete sentence or “incomplete” if it is not a sentence. Remember that a complete sentence has both a subject and a predicate. 1. Ice cream cone. complete incomplete 2. I like vanilla best. complete incomplete 3. It is cold. complete incomplete 4. My lips are frozen. complete incomplete 5. Vanilla ice cream cones. complete incomplete Part 5. Combine the ideas of the run-on sentences in each item to write a single sentence with correct capitalization and punctuation. 1. the cat is fuzzy the cat is soft the cat is gentle The cat is fuzzy, soft, and gentle. 2. broccoli is green zucchini are green kiwis are green Broccoli, zucchini, and kiwis are green. The End of the War 1. Who won the Battle of New Orleans? A. The British won. B. The French won. C. The Americans won. Page 88 2. A peace treaty was signed on December 24, 1814. Why did the British and the Americans keep fighting? A. They did not know about the treaty. B. They did not want the war to end. C. A new war had started. Page 88 3. Who won the War of 1812? A. The British won the War of 1812. B. The Americans won the War of 1812. C. There was not really a clear winner. Page 90 4. Which person that you read about appears on the twenty dollar bill? A. Henry Clay B. Andrew Jackson C. James Madison Page 91 5. Is there anything else about the War of 1812 that you would like to learn? Write any questions that you still have or things you are wondering about. Answers may vary. 25.4 Fill in the Blank Use the best word from the box to complete each sentence. | watercolors | Wanda | Watkins | waffle | |-------------|-------|---------|--------| | wands | wash | water | wander | 1. _______ Watkins _______ Llama likes green pajamas. 2. _______ Wanda _______ Swan floats on water. 3. I need some more shampoo to _______ wash _______ my hair. 4. I like jam on my _______ waffle _______ for breakfast. 5. Wanda and Watkins like to pretend to use their _______ wands _______ to make magic. 6. I need some _______ water _______ to add to the cake mix. 7. In art class, we get to paint with _______ watercolors _______. 8. Mom asked me to watch my baby brother while he played outside in the yard, so he did not _______ wander _______ off and get lost. 26.1 Matching Pictures and Sentences Write the number of the sentence that matches each picture in the box. 1. Watkins Llama has on pajamas. 2. Can you see the magic wand? 26.4 Alphabetize Words Read all of the words aloud. Then, write them in alphabetical order. Hint: You may want to number the words in the box first. | general | mortar | ragtag | knotty | peace | |---------|--------|--------|--------|-------| | treaty | soldiers | Mississippi | traders | river | | goods | highways | drains | orphan | New Orleans | | fired | proud | streak | defend | hickory | 1. _______ defend _______ 11. _______ New Orleans _______ 2. _______ drains _______ 12. _______ orphan _______ 3. _______ fired _______ 13. _______ peace _______ 4. _______ general _______ 14. _______ proud _______ 5. _______ goods _______ 15. _______ ragtag _______ 6. _______ hickory _______ 16. _______ river _______ 7. _______ highways _______ 17. _______ soldiers _______ 8. _______ knotty _______ 18. _______ streak _______ 9. _______ Mississippi _______ 19. _______ traders _______ 10. _______ mortar _______ 20. _______ treaty _______ 27.1 The War of 1812 Circle the correct answer. 1. During the War of 1812, the United States fought against ________________. A. the Americans B. the British C. the French D. the Spanish 2. During the War of 1812, the president of the United States was ________________. A. Thomas Jefferson B. Andrew Jackson C. Dolley Madison D. James Madison 3. Why were many Americans angry with the British in 1812? A. The British were unfairly taxing the Americans. B. The British had taken Dolley Madison prisoner. C. The British were forcing Americans to serve in the British Navy by impressment and were also trading with Native Americans. D. The British would not sell tea to the Americans. 4. What was the USS Constitution? A. The USS Constitution was a fort that the British attacked during the War of 1812. B. The USS Constitution was a ship that fought many battles during the War of 1812. C. The USS Constitution was a document that declared the United States independent of Great Britain. D. The USS Constitution was a building in Washington, D.C. 5. Why was the USS Constitution nicknamed “Old Ironsides”? A. It was the first American ship made of iron. B. It was a very old ship used during the Revolutionary War. C. Even though it was attacked and hit by many cannon balls in different battles, the sides of the ship did not crumble and the ship did not sink. D. It was nicknamed after Andrew Jackson, a general in the War of 1812. 6. Where is the White House? A. Baltimore B. New Orleans C. Washington, D.C. 7. What happened to the President’s House during the War of 1812? A. The U.S. Army attacked and burned it. B. The U.S. Army made a fort there. C. Andrew Jackson wrote a song about it. D. The British Army attacked and burned it. 8. Why did Mary Pickersgill make a flag for Fort McHenry? A. The British soldiers asked her to make a big flag. B. The old flag had been destroyed. C. The American soldiers wanted a very big American flag for the fort. D. She hoped that Dolley Madison would see the flag. 9. Who saw the attack on Fort McHenry and wrote a poem that begins, “O say can you see,” that became our national anthem? A. Francis Scott Key B. Dolley Madison C. Andrew Jackson D. James Madison 10. Who led the army that defended New Orleans during the Battle of New Orleans? A. Francis Scott Key B. Dolley Madison C. Andrew Jackson D. James Madison 11. Why did the British and American soldiers still fight the Battle of New Orleans after a treaty had been agreed to? A. The soldiers in New Orleans were still angry with one another. B. The soldiers in New Orleans did not agree with the treaty. C. The soldiers in New Orleans did not know that the treaty had been agreed to. D. The soldiers in New Orleans wanted to start a new war. 12. Name two adjectives to describe Francis Scott Key and tell why you chose them. Use examples of things that Key said or did. Answers may vary. --- **Complete or Incomplete Sentence?** Circle complete or incomplete for each of the following. If it is a complete sentence, place the correct punctuation in the sentence. 1. The girls have some good news (complete) incomplete 2. Got a puppy (complete) (incomplete) 3. The cutest kitten (complete) (incomplete) 4. Sam really likes pizza (complete) incomplete 5. His name is Freckles (complete) incomplete 6. Went to school (complete) (incomplete) 7. The beach is fun (complete) incomplete 8. Did you get the dress (complete) incomplete 9. What time is the show (complete) incomplete 10. Maybe Stacey (complete) (incomplete) 28.1 The War of 1812 A Report by Mr. Mowse Select and mark the topic sentence ‘TS’ and concluding sentence ‘CS’ in this paragraph. Then, number the remaining sentences that provide supporting details in the correct order. 1. The British were kidnapping men from American ships to make them serve in the British Navy. TS 2. There were many reasons that the Americans declared war on the British in 1812. 3. This was called impressment. 4. But he finally decided and the United States went to war with Great Britain. 5. President Madison was not sure if he should declare war or not. 6. Also, the British were trading with Native Americans, which made the settlers in the west very afraid. Select and mark the topic sentence ‘TS’ and concluding sentence ‘CS’ in this paragraph. Then, number the remaining sentences that provide supporting details in the correct order. 1. She rolled up the portrait and took it along with important American documents, so that the British would not get them. TS 2. One important event during the War of 1812 was the attack on Washington, D.C.. CS 3. Dolley Madison was alone at the President’s House with just a few servants. 4. There were other battles during the War of 1812, but the attack on Washington, D.C., was one of the most important. 5. When she heard that the British were coming, Dolley Madison told her servants to take the portrait of George Washington from its frame. 28.2 Staying on Topic For each paragraph, underline the topic sentence and cross out the sentence that does not stay on the topic. 1. Vegetables come in many different colors. Some vegetables are green like beans and lettuce. Some vegetables are yellow like squash. Sometimes meat is red. Other vegetables, like carrots, are even orange. 2. I visit the dentist for a checkup two times a year. The dentist checks my teeth for cavities. A vet helps sick animals. Then, the dentist cleans my teeth and flosses them. After that, the dentist lets me pick out a toothbrush. When I leave the dentist's office, my teeth are so clean! 3. Clara jumps out of bed excitedly. Today is the day that her class is going to the zoo. As she brushes her teeth, Clara wonders what animals she will see at the zoo. Last week, Clara went with her dad to get the car fixed. She hopes that she'll see the tigers and the bears at the zoo. But she knows that even if she doesn't see them, her day will still be amazing. 28.3 Alphabetize Words Write the words in the box in alphabetical order on the lines below. You may want to number the words in the box first. | cymbal | cell | crest | cost | candle | |--------|------|-------|------|--------| | circle | cat | cubby | change | clam | 1. candle 2. cat 3. cell 4. change 5. circle 6. clam 7. cost 8. crest 9. cubby 10. cymbal Find the Secret Message Find the hidden message by completing each sentence with a word from the box. Then match the numbers to the letters to reveal a secret message just for you! | water | apple | shampoo | mistake | appetite | salt | nap | |-------|-------|---------|---------|----------|------|-----| | walrus| radishes | cable | drama | squatted | washed | halo | 1. May I have an A P P L E and a glass of W A T E R for snack after my N A P? 2. I made a M I S T A K E and used the pepper instead of the S A L T! 3. The trainer S Q U A T T E D down to feed a fish to the W A L R U S swimming in the pool at the zoo. 4. I wore a H A L O as part of my costume in the D R A M A we performed at school. 5. My mom put R A D I S H E S in the salad. 6. The telephone C A B L E fell down from the telephone pole in the storm. 7. I W A S H E D my hair with S H A M P O O. 8. I did not have an A P P E T I T E and was not hungry because I was sick. Staying on Topic For each paragraph, underline the topic sentence and cross out the sentence that does not stay on the topic. 1. Summer is the best season. When it is summertime, I get to swim in the lake by my house. I also get to go to the beach with my family. When it is wintertime, I get to go sledding. That is why I like summer best of all. 2. Last Halloween, Linda dressed up in a pink silk princess costume. She even wore a silver crown on her head. Early wore a witch costume. She really looked like a princess. Linda’s princess costume was great! 3. Gertrude did not enjoy her walk in the forest. As she walked, branches from the trees scratched her arms and legs. It was very hot and there were lots of flies. Gertrude really likes to eat French fries. Then, there was a loud howling in the forest that really scared Gertrude. She decided that the next time she takes a walk, she will walk in the park! 30.2 Identify Topic and Irrelevant Sentences Read all of the sentences in each set. One of the sentences in each set is a topic sentence; underline that sentence. Most of the other sentences in the set are supporting details for the topic sentence. But, there is one sentence in each set that does not belong because it does not stay on the topic. Cross out this sentence. Set 1: If you are interested in art, there are many art museums that you can visit. If you like going to shows, you can choose from many different dramas and plays. New York City is a wonderful place to visit. There are also many different kinds of restaurants, so you can find just about anything you want to eat. Valentine’s Day is in February. Set 2: You must be sure to give a dog food and clean water each day. Taking care of a dog as a pet is a big responsibility. Birds make their nests in the spring. You also need to walk a dog or let him outside at least three times a day. It is important that a dog has a comfortable, dry place to sleep. Set 3: Francis Scott Key wrote a poem while watching the attack on Fort McHenry. Andrew Jackson led the army in the Battle of New Orleans. This poem later became a song known as “The Star-Spangled Banner,” which is now our national anthem. Key watched the American flag at Fort McHenry during the entire battle. He was inspired to write the poem when he saw that the flag was still waving at Fort McHenry the morning after the battle. 31.1 Take Notes on “Our National Anthem” 1. What do the words of our national anthem describe? what Francis Scott Key saw during the attack on Fort McHenry 2. When singing our national anthem, how should people behave? stand still, look at the flag until the anthem is over 3. How do people show respect for the flag? salute it, never let it touch the ground 4. How did the poem Francis Scott Key wrote become our national anthem? words were set to music, tune was popular at the time 32.1 Take Notes on “Making Sense of the National Anthem” 1. What are the three times during the attack on Fort McHenry that Key looked for the flag? just as the sun set, at night, at dawn 2. How could Key see the flag in the middle of the night? The rockets and bombs lit up the sky. 3. Why couldn’t Key see the flag just before the sun came up? The attack ended so no bombs lit up the sky. 4. Why was it important to Key to see if the flag was still flying after the attack ended? meant the British had given up 33.2 The Young Mouse 1. Which animal in the story had never left his mother’s side? A. The young cat had never left his mother’s side. B. The young rooster had never left his mother’s side. C. The young mouse had never left his mother’s side. D. The young fox had never left his mother’s side. 2. When it says the animal never left his mother’s side, it means . . . A. The animal was stuck to his mother’s side. B. The animal always stayed next to or close by his mother. C. The animal always agreed with his mother. D. The animal always stayed on the right side of his mother. 3. Which animal was the young mouse most afraid of? A. He was most afraid of the cat. B. He was most afraid of the rooster. C. He was most afraid of the fox. D. He was most afraid of the dog. 4. Why did the young mouse want to meet the cat? A. He liked the way she looked. B. The cat saved him from the rooster. C. The cat and his mother were best pals. D. His mother told him that cats are nice. 5. Why did the young mouse run for his life? A. He was scared of the cat. B. He was scared of the loud noise the rooster made. C. His mother told him to run. D. He thought someone was chasing him. 6. What did the mother mouse explain to her son? A. She explained that roosters are very bad animals. B. She explained that he was scared of the wrong animal. C. She explained that roosters like to eat cats. D. She explained that cats are nothing to be scared of. 7. If the rooster had not made the cock-a-doodle-doo noise, what probably would have happened? A. The rooster and the mouse would have become pals. B. The rooster would have chased the mouse. C. The cat would have eaten the mouse. D. The mouse would have chased the cat. 8. What is the moral of this story? A. Never trust a rooster. B. Do unto others as you would have them do unto you. C. Things are not always what they seem to be. D. Better late than never. /ʃ/ > ‘ph’: Fill in the Blank Use the best word from the box to complete each sentence. | dolphin | graph | elephant | pharmacy | phobia | |---------|-------|----------|----------|--------| | phone | trophy| phase | phonics | phony | 1. The bar **graph** shows that we like green apples best of all. 2. Dad will call on his cell **phone**. 3. My two-year-old sister is in a stubborn **phase**. 4. Mom needs to stop by the **pharmacy** to pick up the pills the doctor prescribed for my sore throat. 5. A **dolphin** lives in the sea, but it is a mammal that breathes air. 6. We study **phonics** every day in reading. 7. I have a fear, or **phobia**, of spiders. 8. He is such a fake, he is **phony**. 9. The first place winner in the spelling bee got a **trophy**. 10. We fed peanuts to the baby **elephant** at the zoo. --- Practice /ʃ/ > ‘ph’ Circle letter(s) in each column to make a word to fill in the blank. 1. She has a ____________ snake. \[ \begin{array}{c} \text{pb} & u & ff & y \\ f & o & n & ea \\ \end{array} \] 2. Please use my cell ____________ to call 911. \[ \begin{array}{c} \text{ph} & u & ff & y \\ p & o & n & e \\ \end{array} \] 3. I can see the ____________ swimming by the ship. \[ \begin{array}{c} d & u & l & f & e & n & s \\ b & o & t & ph & i & m & z \\ \end{array} \] 4. The acorn just sprouted, and the oak tree is in the seedling of growth. \[ \begin{array}{c} f & a & z & i \\ ph & u & s & e \\ \end{array} \] 5. We learn ____________ so we will be better readers. \[ \begin{array}{c} f & u & e & g & z \\ pb & o & n & i & cs \\ \end{array} \] 6. Please tell me if this is a sentence or a ____________. \[ \begin{array}{c} pb & rr & i & s & ee \\ ff & r & a & z & e \\ \end{array} \] 7. I have a fear, or ____________, of snakes. \[ \begin{array}{c} f & u & b & e & o \\ ph & o & d & i & a \\ \end{array} \] 8. I can sing the ____________ song. \[ \begin{array}{c} e & f & a & d & c & t \\ al & ph & u & b & k & k \\ \end{array} \] 9. The ringing ____________ woke me up. \[ \begin{array}{c} t & i & l & a & ph & o & n & e \\ k & e & ll & e & iff & u & m & e \\ \end{array} \] 10. We will make a bar ____________ of our favorite candy. \[ \begin{array}{c} gl & e & ph \\ gr & a & iff \\ \end{array} \] Practice ‘i’ > /ee/ (ski) Use the clues to find the words from the box and solve the puzzle. | Across | pizza | patio | kiwi | media | |--------|-------|-------|------|-------| | | piano | | | | | | alien | radio | India| taxi | | | | | | confetti | Across 2. It has 88 black and white keys. 5. Could be from another planet 6. TV is a type of ____________. 7. Outdoor deck or sitting place 8. Car for hire 9. Fuzzy food that is green inside Down 1. Little bits of paper thrown at a party or celebration 2. A slice is the shape of a triangle 3. An AM and FM car 4. A country in the Far East /oa/ > ‘wa’: Fill in the Blank Use the best word from the box to complete each sentence. | swamp | wander | want | swat | water | |-------|--------|------|------|-------| | swab | swallowing | wash | swap | watch | 1. The plant needs _______. 2. Can we _______ books after we each finish reading our own? 3. Your socks are dirty. You should _______ them. 4. Mom loves to _______ the birds. 5. Sometimes when I go shopping, I just like to _______ around the store, looking at everything. 6. Is that a gift that she would _______ _______? 7. The puppy loves chewing and _______ treats. 8. The nurse used a piece of cotton to _______ and clean my cut. 9. I would not want to swim in a muddy _______! 10. There were so many flies at the beach, I used my towel to _______ them. /oa/ > ‘a’ and ‘wa’ and /aw/ > ‘al’: Fill in the Blank Use the best word from the box to complete each sentence. | grandma | walnut | wallet | squat | tall | ball | |----------|--------|--------|-------|------|------| | small | lava | wall | salt | pajamas | father | 1. Please pass the pepper and the _______. 2. After molten _______ cools, it turns into hard rock. 3. Justin is short, but I am _______. 4. Dad stuck the cash in his _______. 5. Would you like a big slice of cake or a _______ slice? 6. I had to _______ down to look under the counter for the pencil I dropped. 7. Dad is a synonym for _______. 8. There is a painting hanging on the _______. 9. Jeff kicked the rubber _______ to the end of the playground. 10. Please pass the nutcracker so I can crack open the _______. 11. My _______ baked cookies with me. 12. On Saturday, I like to get up late and have breakfast in my _______. Spelling Words Lessons 1–5 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Across | Down | |--------|------| | 2. A mammal that swims in the sea | 1. Sounds | | 3. Soft and kind | 3. A spicy cake-like bread | | 4. Not day | 5. Lots of cars and trucks | | 6. You blow this to make a sound | 7. To stoop | | 8. Happy | 8. Monkeys live here | Spelling Words Lessons 6–10 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Across | Down | |--------|------| | 1. Use this to snap a photo | 2. Not before | | 4. Another word for package | 3. Someone who cuts men’s hair | | 6. You have one every year | 5. This is served on a bun | | 8. Birds are doing this | 6. Heavy load | | | 7. 11, 12, ___, 14 | Spelling Words Lessons 11–15 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | revenge | large | judge | fudge | nudge | |---------|-------|-------|-------|-------| | huge | nation| attention | direction | fraction | | locomotion | stations | option | action | change | | range | cottage | addition | caption | Europe | Across 1. You are driving in the wrong ______. 3. Listen and pay _____! 4. Another word for a country 6. Small house 7. A kind of candy Down 2. Words under a photo 3. Opposite of subtraction 5. Very big 6. To make different Spelling Words Lessons 16–20 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Madison | president | Congress | British | Washington | |---------|-----------|----------|---------|------------| | impressment | cannon | death | Dolley | merchants | | hawks | monarchy | navy | Ironsides | Across 3. Kidnapping men to serve in the navy 7. ______ Madison 8. When one dies Down 1. People who sell things 2. The Senate is part of this 4. The head of the U.S.A. 5. The group of soldiers who fight battles at sea 9. These are also birds. Spelling Words Lessons 21–25 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Word Box | Across | Down | |----------|--------|------| | ransacked | 1. A place on the water near land, where ships load and unload cargo | 2. Francis Scott Key wrote a ______ about the battle he saw. | | White House | 3. In charge of a ship | 4. Key saw their red glare | | harbor | 7. President’s home | 6. When the sun rises | | flag | 5. Old Ironsides is one | 8. Where ships anchor | | stripes | 9. Our flag has red and white ones | 10. Fort ______ | | ship | poem | anthem | | commander | rockets | McHenry | | brave | dawn | port | | poem | --- Spelling Words Lessons 26–30 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Word Box | Across | Down | |----------|--------|------| | general | 2. The Mississippi is one | 1. A big river that runs from north to south in the middle of the United States of America | | orphan | 5. You drive on these in cars | 3. Products for sale | | ragtag | 6. Another word for troops | 8. A little of this, a little of that | | knotty | 7. Water flows down these in sinks and bathtubs | 11. An antonym of war | | peace | 9. A child whose parents are no longer living | 13. An agreement to end a war | | treaty | 11. A high-ranking officer in the military | 14. Full of holes | | soldiers | 13. People who buy and sell for a living | | | river | 14. Full of holes | | | Mississippi | goods | highways | | traders | drains | | **Verbs and Adverbs** Draw a wiggly line under the verb. Then, draw a triangle around the adverb. Then answer the question. 1. Jesse **ran quickly**. How did Jesse run? **quickly** 2. The flower **bloomed early**. When did the flower bloom? **early** 3. I **dunked** the cookie **completely**. How did I dunk the cookie? **completely** 4. The ice cream **melted quickly**. How did the ice cream melt? **quickly** 5. The horse **noisily** **crunched** the carrot. How did the horse crunch the carrot? **noisily** 6. The stars **sparkled brightly**. How did the stars sparkle? **brightly** 7. The bat **flew blindly** into the night. How did the bat fly? **blindly** 8. Jane **gladly went** to the store. How did Jane go to the store? **gladly** 9. The water was **instantly hot**. When was the water hot? **instantly** 10. My birthday **arrives yearly**. When does my birthday arrive? **yearly** --- **Complete or Incomplete Sentence?** Circle the correct answer and add punctuation if it is a complete sentence. 1. Cute kitty cat Complete **Incomplete** 2. Polar bears swim Complete **Incomplete** 3. Crunch a bunch Complete **Incomplete** 4. Wilbur the cat Complete **Incomplete** 5. Spin spool swirl Complete **Incomplete** 6. It’s fun to swirl Complete **Incomplete** 7. I like to joke Complete **Incomplete** 8. The dog will run Complete **Incomplete** 9. Fast swift quick Complete **Incomplete** 10. Do you run Complete **Incomplete** --- **Run-On Sentences** Rewrite each run-on sentence as two separate sentences, adding the correct punctuation and capitalization. 1. The kite was blown away the kite got stuck in a tree. _The kite was blown away. The kite got stuck in a tree._ 2. Scrub your back wash your neck. _Scrub your back. Wash your neck._ 3. A long soak in the tub will be nice a warm robe is cozy. _A long soak in the tub will be nice. A warm robe is cozy._ 4. I woke up too early to leave for school I ate breakfast. _I woke up too early to leave for school. I ate breakfast._ 5. The bus is crowded we sit three to a seat. _The bus is crowded. We sit three to a seat._ Write Paragraphs Underline the three sentences about playing outside, and then number them in the order you think makes the most sense. Then, write the sentences as a paragraph under the heading “Playing Outside.” Draw squiggly lines under the three sentences about playing inside, and then number them in the order you think makes the most sense. Then, write the sentences as a paragraph under the heading “Playing Inside.” 2 When I am inside, I can play hide-and-seek with my pals. 2 When I am outside, I can play sports like kickball and baseball with my buddies. 1 I like playing outside. 3 I can also read books when I am inside. 1 Playing inside is fun, too. 3 I can also ride my bike or rollerblade when I am outside. Playing Outside I like playing outside. When I am outside, I can play sports like kickball and baseball with my buddies. I can also ride my bike or rollerblade when I am outside. Playing Inside Playing inside is fun, too. When I am inside, I can play hide-and-seek with my pals. I can also read books when I am inside. Dolley Madison 1. As the wife of the president of the United States, Dolley Madison was called ____________. A. Mrs. President B. Queen Dolley C. the First Lady 2. Which of the following best describes the Quakers? A. They believed in living a simple life. B. They believed in many gods. C. They believed that fancy churches are pleasing to God. 3. What was the name of the house in Washington, D.C., where the president and the First Lady lived? A. The Capitol B. The Washington House C. The President’s House 4. List ways Dolley Madison was helpful to her husband while he was president. charming hostess at state dinners welcomed all sorts of visitors stayed in the President’s House as long as she could before she left, grabbed many important papers helped save a painting of George Washington Appendix: Using Chunking to Decode Multisyllable Words Mastering the various letter-sound correspondences taught in this program will enable students to read one-syllable words with ease. However, knowing these individual letter-sound correspondences is no guarantee that students will be able to apply this knowledge in reading multisyllable words. To this end, most students will benefit from additional instruction in learning to recognize, chunk and read parts of words—syllables—as a way to decode longer words. When students first encounter two-syllable words in Grade 1 materials, a small dot is used as a visual prompt or cue between the syllables (e.g., sun-set). This is done in both the Activity Books and Readers. The dot is intended to visually break the word into two chunks, each of which can then be sounded out separately. As Grade 1 progresses, the dot is eliminated and students are expected to begin visually chunking parts of longer words on their own. Starting in Grade 1, this program introduces the decoding of two-syllable words by having students work first with two-syllable compound words (e.g., cat-fish, cup-cake, pea-nut, drive-way). For compound words, the dot is placed between the two component words. These are among the easiest two-syllable words to chunk and decode because each syllable of a compound word is already a familiar spelling pattern students have encountered in reading one-syllable words. In addition, each syllable or chunk is also frequently recognizable as a word part that has semantic familiarity. In addition to learning to decode two-syllable compound words, Grade 1 students also tackle two-syllable words that consist of a root word with a simple suffix (e.g., yawn-ing, hunt-er, bust-ed). The dot is typically placed immediately before the suffix. However, for words that contain double-letter spellings for consonants, in this program, the divider is typically placed after the double-letter spelling rather than between the two consonants (e.g. batt-ed, bigg-er, bunn-y). Teachers familiar with other ways to chunk or divide syllables may initially find this odd. This is done, however, because the double-letter spellings have been taught as single-spelling units since Kindergarten ('nn' > /n/, 'mm' > /m/, 'tt' > /t/, etc.). This program strives to be consistent in representing these spellings in the way that the students have been taught to process them (e.g., as whole entities for a sound). (Ultimately, as students become more proficient at decoding and chunking syllables through subsequent grade levels, it really does not matter whether they visually chunk and decode these words as batt-ed or bat-ted.) Most students find chunking and decoding these two-syllable words consisting of root words and suffixes relatively easy. A greater challenge is encountered when chunking and decoding other types of multisyllable words. To be successful in decoding these longer words, it is helpful if teachers and students recognize certain syllable types. Most reading specialists identify six different syllable types: Note: Syllables exemplifying each type are underlined. - Closed Syllables (CVC, VC, CCVCC, etc.)—always associated with a “short” vowel sound (e.g., /a/, /e/, /i/, /o/, /u/): let, pad, rod, tin, fun, picnic, until - Magic ‘E’ Syllables (V-C-E)—always associated with a “long” vowel sound (e.g., /ae/, /ee/, /ie/, /oe/, /ue/): cake, home, like, mule, Pete, mistake, stam-pede - Vowel Digraph Syllables: joint, speak, proud, play, dis-may, be-low, coun-sel - R-Controlled Syllables: art, curb, girl, fort, clerk, tur-nip, ar-tist, fe-ver - Open Syllables (V or CV)—always associated with a “long” vowel sound (e.g., /ae/, /ee/, /ie/, /oe/, /ue/): go, me, hi, a-pron, fi-nal, com-pre-hend - Consonant–LE Syllables (C–LE): sim-ple, puz-zle, raf-fle, ca-ble, ri-fle In addition, it is also helpful to designate one additional syllable type: - Schwa Syllables: ben-e-fit, ap-pe-tite, a-bout, hos-pit-al, e-mo-tion Note: The Consonant–LE Syllable is also a schwa syllable, but it is distinguished separately because of the way this spelling is chunked when dividing words into syllables. To be clear, in order to decode words, students do not need to identify syllables by these names. The names of the syllable types are provided here only to establish a common vocabulary for teachers as they use the materials. What is necessary, however, for students to become fluent readers of longer words in increasingly complex text is that they be able to visually parse certain spelling patterns as syllable chunks so they can quickly and easily decode each syllable. The first type of two-syllable word pattern to which students are introduced is the closed syllable pattern in two-syllable words. These two-syllable words are also relatively easy for students to chunk and recognize as an example of the familiar CVC, VC, CCVCC, etc., spelling pattern they encountered in one-syllable words in Kindergarten. Two closed syllables in a word are divided as follows: - When two different consonants stand between two vowels, the syllables are divided between the consonants, creating one or more closed syllables. ad·mit nap·kin trum·pet - For words that contain double-letter spellings for consonants, the divider is typically placed after the double-letter spelling rather than between the consonants. As noted earlier, this is done because the double-letter spellings have been taught as single spelling units since Kindergarten ('nn' > /n/, 'mm' > /m/, 'tt' > /t/, etc.). • When there are three consonants between two vowels, in general, the word is divided so the first consonant goes with the first vowel and the other two consonants with the second vowel. When students have difficulty reading a two-syllable word, you may find it useful to use your finger to cover the second syllable, revealing only the first syllable for them to read. Once students read the first syllable, the second syllable can be uncovered and read. If necessary, you can then model for students how to blend the two syllables aloud: In Grade 1, students will encounter other two-syllable words with various combinations of the magic ‘E’ syllable, the vowel digraph syllable, the r-controlled vowel syllable, and the closed syllable. • Chunking these syllable types follows the same patterns for division as noted above for closed syllables: In Grade 2, students are introduced to more challenging multisyllable words. Two-syllable words with only one consonant between the vowels are especially difficult to chunk because they may be divided either before or after the single consonant. Students are taught to use a flexible approach in chunking syllables with a single consonant between the vowels, trying each possibility when they encounter an unfamiliar word. • When only one consonant stands between two vowels, first divide the word in front of the consonant and sound it out as an open syllable: \[ \text{pu} \cdot \text{pil} \quad \text{vi} \cdot \text{rus} \quad \text{mo} \cdot \text{ment} \] However, sometimes the word may divide after the consonant, creating a closed syllable. There is no definitive rule for when to divide before or after the consonant. Students will need to be flexible and try dividing and sounding the word each way—before and/or after the consonant—to determine whether they recognize a familiar word as they sound out each possibility. In order to recognize whether a word is familiar when sounded either way, the word must be one that the student has heard before (i.e., the word must be in the student’s oral vocabulary). Obviously, this will represent an additional challenge for students who have a limited vocabulary and/or for whom English is a second language. • If the word divides after the consonant, a closed syllable is created: \[ \text{cam} \cdot \text{el} \quad \text{mel} \cdot \text{on} \quad \text{pun} \cdot \text{ish} \] In Grade 2, students are also introduced to Consonant–LE Syllables. Chunking these words into syllables is fairly straightforward. • When a word ends in Consonant–LE, the word is divided in front of the consonant, creating a first syllable that may be an open, closed or even r-controlled syllable, depending on the other spellings in the words ban·gle twin·kle sta·ble cra·dle tur·tle In the later part of Grade 2, students are introduced to syllables in which various spellings represent the schwa sound. English words with more than one syllable usually include a combination of stressed and unstressed syllables. When a syllable in a spoken word is unstressed or weakly stressed, its vowel sound is often reduced to a flat, rather nondescript vowel sound that linguists call a schwa. This happens in many English words. Spellings for the schwa sound include ‘a’, ‘e’, ‘al’, ‘il’, ‘el’ and ‘tion’. Chunking and decoding words that include the schwa sound can be quite challenging for many students. • Syllables with a schwa sound are divided in different ways, recognizing that the syllable with the schwa sound has a particular spelling: a·bout de·pos·it med·al e·vil nick·el lo·tion As noted earlier, the Consonant–LE Syllable is actually a schwa syllable, but it is identified separately because of the way this spelling is chunked when dividing words into syllables. • Finally, while students encountered some simple root words and affixes in Grade 1, they study prefixes, suffixes, and root words in much greater depth and are taught to chunk syllables accordingly throughout the entire year of Grade 3 instruction. pre·tend non·sense tri·cycle re·peat self·ish sad·ness help·less By combining the specific code knowledge of letter-sound spellings taught in Kindergarten–Grade 3, with the ability to chunk multisyllable words into smaller decodable parts, students will have the tools they need to independently decode just about any word they encounter. ## Skills 6 (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking—oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: | TEKS 2.1.A | Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses | |------------|---------------------------------------------------------------------------------------------------------------| | TEKS 2.1.B | follow, restate, and give oral instructions that involve a short, related sequence of actions | | TEKS 2.1.C | share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language. | | TEKS 2.1.D | work collaboratively with others to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; | | TEKS 2.1.E | develop social communication such as distinguishing between asking and telling | (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (A) demonstrate phonological awareness by: | TEKS 2.2.A.i | producing a series of rhyming words; | |--------------|-------------------------------------| | TEKS 2.2.A.ii | distinguishing between long and short vowel sounds in one-syllable and multi-syllable words | | TEKS 2.2.A.iii | recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and | | TEKS 2.2.A.iv | manipulating phonemes within base words | (B) demonstrate and apply phonetic knowledge by: | TEKS 2.2.B.i | decoding words with short, long, or variant vowels, trigraphs and blends | |--------------|--------------------------------------------------------------------------| | | U6: p. 9, U6: p. 13, U6: p. 120, U6: p. 128, U6: p. 147, U6: p. 156, U6: p. 160, U6: p. 168, U6: p. 291, U6: p. 295, U6: p. 298, U6: p. 303, U6: p. 359, U6: p. 362, U6: p. 365, U6: p. 368 | | TEKS 2.2.B.ii | decoding words with silent letters such as knife and gnat; | | | U6: p. 9, U6: p. 13, U6: p. 16, U6: p. 23, U6: p. 31 | | TEKS 2.2.B.iii | decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; | | | U6: p. 34, U6: p. 45, U6: p. 50, U6: p. 58, U6: p. 73, U6: p. 77, U6: p. 78, U6: p. 92, U6: p. 99, U6: p. 112, U6: p. 115, U6: p. 118, U6: p. 120, U6: p. 130, U6: p. 182, U6: p. 189, U6: p. 190, U6: p. 193, U6: p. 201, U6: p. 211, U6: p. 219, U6: p. 228, U6: p. 236, U6: p. 237, U6: p. 240, U6: p. 249, U6: p. 269, U6: p. 276, U6: p. 279, U6: p. 286, U6: p. 288, U6: p. 359, U6: p. 362, U6: p. 365, U6: p. 368 | | TEKS 2.2.B.iv | decoding compound words, contractions, and common abbreviations | | TEKS 2.2.B.v | decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV; | | TEKS 2.2.B.vi | decoding words with prefixes including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est | | TEKS 2.2.B.vii | identifying and reading high-frequency words from a research-based list | | | U6: p. 228, U6: p. 231 | ## Skills 6 (C) demonstrate and apply spelling knowledge by: | TEKS 2.2.C.i | spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; | |--------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | TEKS 2.2.C.ii | spelling words with silent letters such as *knife* and *gnat*; | | TEKS 2.2.C.iii | spelling compound words, contractions, and common abbreviations; | | TEKS 2.2.C.iv | spelling multisyllabic words with multiple sound-spelling patterns; | | TEKS 2.2.C.v | spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and | | TEKS 2.2.C.vi | spelling words with prefixes, including *un-*-, *re-*-, and *dis-*-, and inflectional endings, including -s-, -es-, -ed-, -ing-, -er-, and -est | | TEKS 2.2.D | alphabetize a series of words and use a dictionary or glossary to find words; | | TEKS 2.2.E | develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters | (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: | TEKS 2.3.A | use print or digital resources to determine meaning and pronunciation of unknown words; | |------------|-------------------------------------------------------------------------------------------------------------------------------------------------| | TEKS 2.3.B | use context within and beyond a sentence to determine the meaning of unfamiliar words | | TEKS 2.3.C | identify the meaning of and use words with affixes *un-*-, *re-*-, *ly-*-, *-er-*-, and *-est* (comparative and superlative), and *-ion/*tion/*sion* | | TEKS 2.3.D | identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context | (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency. The student reads grade-level text with fluency and comprehension. The student is expected to: | TEKS 2.4 | use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text | Skills 6 (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. | TEKS 2.5 | self-select text and read independently for a sustained period of time. | |----------|------------------------------------------------------------------------| | | U6: p. 291, U6: p. 294 | (6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: | TEKS 2.6.A | establish purpose for reading assigned and self-selected texts; | |------------|------------------------------------------------------------------| | | | | TEKS 2.6.B | generate questions about text before, during, and after reading to deepen understanding and gain information | |------------|-------------------------------------------------------------------------------------------------------------| | | U6: p. 322, U6: p. 329, U6: p. 332, U6: p. 338 | | TEKS 2.6.C | make [and] correct or confirm predictions using text features, characteristics of genre, and structures | |------------|----------------------------------------------------------------------------------------------------------| | | U6: p. 135, U6: p. 138 | | TEKS 2.6.D | create mental images to deepen understanding | |------------|----------------------------------------------| | | | | TEKS 2.6.E | make connections to personal experiences, ideas in other texts, and society | |------------|-------------------------------------------------------------------------------| | | U6: p. 147, U6: p. 151, U6: p. 211, U6: p. 214, U6: p. 322, U6: p. 325 | | TEKS 2.6.F | make inferences and use evidence to support understanding | |------------|-----------------------------------------------------------| | | U6: p. 50, U6: p. 53, U6: p. 82, U6: p. 85, U6: p. 340, U6: p. 343, U6: p. 348, U6: p. 352, U6: p. 365, U6: p. 368 | | TEKS 2.6.G | evaluate details read to determine key ideas | |------------|---------------------------------------------| | | U6: p. 60, U6: p. 65, U6: p. 73, U6: p. 76, U6: p. 105, U6: p. 108, U6: p. 120, U6: p. 124, U6: p. 135, U6: p. 138, U6: p. 147, U6: p. 151, U6: p. 160, U6: p. 163, U6: p. 182, U6: p. 185, U6: p. 193, U6: p. 196, U6: p. 204, U6: p. 207, U6: p. 211, U6: p. 214, U6: p. 221, U6: p. 226, U6: p. 228, U6: p. 231, U6: p. 240, U6: p. 243, U6: p. 251, U6: p. 254, U6: p. 261, U6: p. 263, U6: p. 269, U6: p. 274, U6: p. 279, U6: p. 282, U6: p. 291, U6: p. 294, U6: p. 314, U6: p. 319, U6: p. 322, U6: p. 325, U6: p. 332, U6: p. 335, U6: p. 340, U6: p. 343, U6: p. 348, U6: p. 352, U6: p. 365, U6: p. 368 | | TEKS 2.6.H | synthesize information to create new understanding | |------------|-----------------------------------------------------| | | | | TEKS 2.6.I | monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down | |------------|----------------------------------------------------------------------------------------------------------------------------------| | | | (7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: | TEKS 2.7.A | describe personal connections to a variety of sources | |------------|-------------------------------------------------------| | | | | TEKS 2.7.B | write brief comments on literary or informational texts that demonstrate an understanding of the text | |------------|------------------------------------------------------------------------------------------------------| | | U6: p. 92, U6: p. 95, U6: p. 105, U6: p. 108, U6: p. 160, U6: p. 163, U6: p. 251, U6: p. 254, U6: p. 291, U6: p. 294, U6: p. 297, U6: p. 322, U6: p. 329, U6: p. 332, U6: p. 338 | | TEKS 2.7.C | use text evidence to support an appropriate response | |------------|------------------------------------------------------| | | U6: p. 50, U6: p. 53, U6: p. 73, U6: p. 76, U6: p. 82, U6: p. 85, U6: p. 105, U6: p. 108, U6: p. 135, U6: p. 138, U6: p. 182, U6: p. 185, U6: p. 269, U6: p. 274, U6: p. 279, U6: p. 282, U6: p. 291, U6: p. 295 | | TEKS 2.7.D | retell and paraphrase texts in ways that maintain meaning and logical order | |------------|--------------------------------------------------------------------------------| | | U6: p. 124, U6: p. 120, U6: p. 171, U6: p. 175, U6: p. 193, U6: p. 196 | | TEKS 2.7.E | interact with sources in meaningful ways such as illustrating or writing | |------------|--------------------------------------------------------------------------| | | | | TEKS 2.7.F | respond using newly acquired vocabulary as appropriate | |------------|---------------------------------------------------------| | | | Skills 6 (8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: | TEKS 2.8.A | discuss topics and determine theme using text evidence with adult assistance | |------------|--------------------------------------------------------------------------------| | TEKS 2.8.B | describe the main character’s (characters’) internal and external traits | | TEKS 2.8.C | describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently | | TEKS 2.8.D | describe the importance of the setting | (9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: | TEKS 2.9.A | demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, and fairy tales | |------------|-------------------------------------------------------------------------------------------------------------------------------| | TEKS 2.9.B | explain visual patterns and structures in a variety of poems | | TEKS 2.9.C | discuss elements of drama such as characters, dialogue, and setting | (D) recognize characteristics and structures of informational text, including: | TEKS 2.9.D.i | the central idea and supporting evidence with adult assistance | U6: p. 60, U6: p. 65, U6: p. 67, U6: p. 92, U6: p. 95, U6: p. 96, U6: p. 240, U6: p. 247, U6: p. 298, U6: p. 301, U6: p. 305, U6: p. 308, U6: p. 314, U6: p. 320 | |--------------|-------------------------------------------------------------------------------------------------------------------------------| | TEKS 2.9.D.ii | features and graphics to locate and gain information | U6: p. 23, U6: p. 27, U6: p. 34, U6: p. 38, U6: p. 60, U6: p. 65, U6: p. 92, U6: p. 95, U6: p. 120, U6: p. 124, U6: p. 147, U6: p. 151, U6: p. 193, U6: p. 201, U6: p. 332, U6: p. 335 | | TEKS 2.9.D.iii | organizational patterns such as chronological order and cause and effect stated explicitly | U6: p. 23, U6: p. 27, U6: p. 34, U6: p. 38, U6: p. 298, U6: p. 301 | (E) recognize characteristics of persuasive text, including: | TEKS 2.9.E.i | the central idea and supporting evidence with adult assistance | |--------------|-------------------------------------------------------------------------------------------------------------------------------| | TEKS 2.9.E.ii | distinguishing facts from opinion | | TEKS 2.9.F | recognize characteristics of multimodal and digital texts | U6: p. 171, U6: p. 175, U6: p. 178 | (10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: | TEKS 2.10.A | discuss the author's purpose for writing text | U6: p. 314, U6: p. 319 | |-------------|---------------------------------------------|------------------------| | TEKS 2.10.B | discuss how the use of text structure contributes to the author's purpose | | TEKS 2.10.C | discuss the author's use of print and graphic features to achieve specific purposes | | TEKS 2.10.D | discuss the use of descriptive, literal, and figurative language | | TEKS 2.10.E | identify the use of first or third person in a text | | TEKS 2.10.F | identify and explain the use of repetition | (11) Composition: listening, speaking, reading, writing, and thinking using multiple texts—writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: | TEKS 2.11.A | plan a first draft by generating ideas for writing such as drawing and brainstorming | U6: p. 340, U6: p. 344 | |-------------|----------------------------------------------------------------------------------|-----------------------| | (B) develop drafts into a focused piece of writing by: | | | | TEKS 2.11.B.i | organizing with structure; and | | | TEKS 2.11.B.ii | developing an idea with specific and relevant details | | | TEKS 2.11.C | revise drafts by adding, deleting, or rearranging words, phrases or sentences | U6: p. 204, U6: p. 208, U6: p. 240, U6: p. 249, U6: p. 348, U6: p. 356, U6: p. 359, U6: p. 363, U6: p. 365, U6: p. 369 | | (D) edit drafts using standard English conventions, including: | | | | TEKS 2.11.D | edit drafts using standard English conventions | | | TEKS 2.11.D.i | complete sentences with subject-verb agreement. | U6: p. 112, U6: p. 115, U6: p. 135, U6: p. 143, U6: p. 171, U6: p. 180, U6: p. 193, U6: p. 200, U6: p. 261, U6: p. 267, U6: p. 291, U6: p. 297 | | TEKS 2.11.D.ii | past, present, and future verb tense | U6: p. 9, U6: p. 16, U6: p. 193 U6: p. 201, U6: p. 261, U6: p. 267, U6: p. 291, U6: p. 297 | | TEKS 2.11.D.iii | singular, plural, common, and proper nouns | U6: p. 9, U6: p. 16, U6: p. 112, U6: p. 118, U6: p. 193, U6: p. 201, U6: p. 291, U6: p. 297 | | TEKS 2.11.D.iv | adjectives, including articles | U6: p. 9, U6: p. 16, U6: p. 112, U6: p. 118, U6: p. 135, U6: p. 143, U6: p. 204, U6: p. 208 | | TEKS 2.11.D.v | adverbs that convey time and adverbs that convey place; | U6: p. 82, U6: p. 89, U6: p. 92, U6: p. 101, U6: p. 105, U6: p. 109, U6: p. 112, U6: p. 118, U6: p. 135, U6: p. 143, U6: p. 193, U6: p. 201, U6: p. 204, U6: p. 208 | | TEKS 2.11.D.vi | prepositions and prepositional phrases | | | TEKS 2.11.D.vii | pronouns, including subjective, objective, and possessive cases | | | TEKS 2.11.D.viii | coordinating conjunctions to form compound subjects and predicates | | | TEKS 2.11.D.ix | capitalization of months, days of the week, and the salutation and conclusion of a letter; | | | TEKS 2.11.D.x | end punctuation, apostrophes in contractions, and commas with items in a series and in dates; | U6: p. 9, U6: p. 16, U6: p. 171, U6: p. 180, U6: p. 261, U6: p. 267, U6: p. 348, U6: p. 356, U6: p. 359, U6: p. 363, U6: p. 365, U6: p. 369 | | TEKS 2.11.D.xi | correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; | U6: p. 348, U6: p. 356, U6: p. 359, U6: p. 363, U6: p. 365, U6: p. 369 | | TEKS 2.11.E | publish and share writing | U6: p. 359, U6: p. 363, U6: p. 365, U6: p. 369 | (12) Composition: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: | TEKS 2.12.A | compose literary texts, including personal narratives and poetry | U6: p. 251, U6: p. 258 | | TEKS 2.12.B | compose informational texts, including procedural texts and reports; and | U6: p. 340, U6: p. 344, U6: p. 346, U6: p. 348, U6: p. 356 | | TEKS 2.12.C | compose correspondence such as thank you notes or letters | | (13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: | TEKS 2.13.A | generate questions for formal and informal inquiry with adult assistance | |-------------|------------------------------------------------------------------------| | U6: p. 305, U6: p. 308, U6: p. 310 | | TEKS 2.13.B | develop and follow a research plan with adult assistance | |-------------|----------------------------------------------------------| | U6: p. 305, U6: p. 308, U6: p. 322, U6: p. 329 | | TEKS 2.13.C | identify and gather relevant sources and information to answer the questions | |-------------|--------------------------------------------------------------------------------| | U6: p. 305, U6: p. 308 | | TEKS 2.13.D | identify primary and secondary sources | |-------------|----------------------------------------| | | | | TEKS 2.13.E | demonstrate understanding of information gathered | |-------------|--------------------------------------------------| | U6: p. 305, U6: p. 308 | | TEKS 2.13.F | cite sources appropriately | |-------------|---------------------------| | U6: p. 348, U6: p. 356 | | TEKS 2.13.G | use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | |-------------|-------------------------------------------------------------------------------------------------| | U6: p. 359, U6: p. 363, U6: p. 365, U6: p. 369 | Skills 6 (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 1.A | use prior knowledge and experiences to understand meanings in English | |----------|------------------------------------------------------------------------| | ELPS 1.B | monitor oral and written language production and employ self-corrective techniques or other resources | | ELPS 1.C | use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary | | ELPS 1.D | speak using learning strategies such as requesting assistance, employing nonverbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) | | ELPS 1.E | internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment | | ELPS 1.F | use accessible language and learn new and essential language in the process | | ELPS 1.G | demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations | | ELPS 1.H | develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations | (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 2.A | distinguish sounds and intonation patterns of English with increasing ease | |----------|------------------------------------------------------------------------| | ELPS 2.B | recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters | | ELPS 2.C | learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions | | ELPS 2.D | monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed | | Skills 6 | Correlation—Teacher’s Guide | |------------------------------------------------------------------------|-----------------------------| | ELPS 2.E | use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language | U6: p. 54 | | ELPS 2.F | listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD-ROM to build and reinforce concept and language attainment | | | ELPS 2.G | understand the general meaning, main point, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar | | | ELPS 2.H | understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations | U6: p. 143 | | ELPS 2.I | demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking note | | (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to: | ELPS 3.A | practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible | | | ELPS 3.B | expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication | | | ELPS 3.C | speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired | | | ELPS 3.D | speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency | | | ELPS 3.E | share information in cooperative learning interactions | U6: p. 143 | | ELPS 3.F | ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments | | | Skills 6 | Correlation—Teacher’s Guide | |---------|-----------------------------| | ELPS 3.G | express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics | U6: p. 99 | | ELPS 3.H | narrate, describe, and explain with increasing specificity and detail as more English is acquired | U6: p. 117 | | ELPS 3.I | adapt spoken language appropriately for formal and informal purposes | | | ELPS 3.J | respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment | U6: p. 197 | (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: | ELPS 4.A | learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words | U6: p. 128 | | ELPS 4.B | recognize directionality of English reading such as left to right and top to bottom | | | ELPS 4.C | develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials | U6: p. 197 | | ELPS 4.D | use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text | U6: p. 14, U6: p. 69 | | ELPS 4.E | read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned | | | ELPS 4.F | use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language | U6: p. 169 | | ELPS 4.G | demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs | U6: p. 30, U6: p. 54, U6: p. 76, U6: p. 86, U6: p. 155, U6: p. 179, U6: p. 189, U6: p. 199, U6: p. 218, U6: p. 235, U6: p. 258, U6: p. 275, U6: p. 320, U6: p. 328 | | ELPS 4.H | read silently with increasing ease and comprehension for longer periods | | ## ENGLISH LANGUAGE PROFICIENCY STANDARDS - GRADE 2 ### Skills 6 | ELPS 4.I | demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs | | --- | --- | | ELPS 4.J | demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs | | ELPS 4.K | demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs | (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: | ELPS 5.A | learn relationships between sounds and letters of the English language to represent sounds when writing in English | | --- | --- | | ELPS 5.B | write using newly acquired basic vocabulary and content-based grade-level vocabulary | | U6: p. 108 | | ELPS 5.C | spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired | | ELPS 5.D | edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired | | U6: p. 267 | | ELPS 5.E | employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe –s) correctly; and, (iii) using negatives and contractions correctly | | ELPS 5.F | write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired | | U6: p. 90, U6: p. 313, U6: p. 346 | | ELPS 5.G | narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired | | U6: p. 117, U6: p. 200, U6: p. 209, U6: p. 247, U6: p. 259 | General Manager K-8 Humanities and SVP, Product Alexandra Clarke Chief Academic Officer, Elementary Humanities Susan Lambert Content and Editorial Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Maria Martinez, Associate Director, Spanish Language Arts Baria Jennings, EdD, Senior Content Developer Christina Cox, Managing Editor Product and Project Management Ayala Falk, Director, Business and Product Strategy, K-8 Language Arts Amber McWilliams, Senior Product Manager Elisabeth Hartman, Associate Product Manager Catherine Alexander, Senior Project Manager, Spanish Language Arts LaShon Ormond, SVP, Strategic Initiatives Leslie Johnson, Associate Director, K-8 Language Arts Thea Aguiar, Director of Strategic Projects, K-5 Language Arts Zara Chaudhury, Project Manager, K-8 Language Arts Design and Production Tory Novikova, Product Design Director Erin O’Donnell, Product Design Manager Texas Contributors Content and Editorial Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodríguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofía Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Galuszka Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khirwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Pajouhesh Jackie Pierson Dominique Ramsey Darby Raymond-Overstreet Max Reinhardsen Mia Saine Nicole Stahl Flore Thevoux Jeanne Thornton Amy Xu Jules Zuckerberg Other Contributors Patricia Beam, Bill Cheng, Ken Harney, Molly Hensley, David Herubin, Sara Hunt, Kristen Kirchner, James Mendez-Hodes, Christopher Miller, Diana Projansky, Todd Rawson, Jennifer Skelley, Julia Sverchuk, Elizabeth Thiers, Amanda Tolentino, Paige Womack Series Editor-in-Chief E. D. Hirsch Jr. President Linda Bevilacqua Editorial Staff Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Lucinda Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Wafler James Walsh Sarah Zelinke Design and Graphics Staff Kelsie Harman Liz Loewenstein Bridget Moriarty Lauren Pack Consulting Project Management Services ScribeConcepts.com Additional Consulting Services Erin Kist Carolyn Pinkerton Scott Ritchie Kelina Summers Acknowledgments These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful. Contributors to Earlier Versions of These Materials Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental in the early development of this program. Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, PS 26R (the Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. 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Grade 2 | Skills 6 | Teacher Guide Grade 2 Skills 6 | Activity Book Grade 2 Skills 6 Activity Book Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at firstname.lastname@example.org. ISBN 978-1-64383-706-2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—if you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in Mexico 01 XXX 2021 This Activity Book contains activity pages that accompany many of the lessons from the Teacher Guide for Unit 6. The activity pages are organized and numbered according to the lesson number and the order in which they are used within the lesson. For example, if there are two activity pages for Lesson 4, the first will be numbered 4.1 and the second 4.2. The activity pages in this book do not include written instructions for students because the instructions would have words that are not decodable. Teachers will explain these activity pages to the students orally, using the instructions in the Teacher Guide. The Activity Book is a student component, which means each student should have an Activity Book. Circle the Spelling Read these words that have the /f/ sound spelled ‘ph’. Then, circle the letters that stand for the /f/ sound in each word. phone phrase graph sphere dolphin triumph orphan phantom paragraph alphabet photograph emphasize physical atmosphere pharmacy elephant homophone telephone microphone Joseph amphibian apostrophe geography biography Fill in the Blank Use the best word from the box to complete each sentence. photograph homophones amphibian trophy alphabet paragraph telephone dolphin 1. Philip answered the ________________. 2. ‘Z’ is the last letter in the ________________. 3. Ralph saw a ________________ swimming in the sea. 4. Sophie took this ________________ of her sister with her camera. 5. Stephanie wrote the first ________________ of the story. 6. Randolph won a ________________. 7. Road and rode are ________________. 8. A frog lives on land and in the water. It is an ________________. Parts of Speech and Apostrophes For each sentence, circle the common noun; draw a box around the proper noun; draw an arrow from the adjective to the noun that it describes. Draw a wiggly line under the verb. 1. Sisters Forever is a good film. \[ 1 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 2. It will be a sunny day on Monday and Tuesday. \[ 2 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 3. The class sang the patriotic tune “Yankee Doodle.” \[ 1 \square | 1 \sim | 1 \rightarrow | 2 \bigcirc \] 4. King Henry wore a gold crown. \[ 1 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 5. We planned a family trip to New York City for June and July. \[ 3 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 6. Miss Andrews, our math teacher, lives on Duncan Street. \[ 2 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 7. The older boys are at Rock Creek Park. \[ 1 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] 8. Jason ate a yummy hamburger at Smith’s Burger House. \[ 2 \square | 1 \sim | 1 \rightarrow | 1 \bigcirc \] Draw a circle around the correct tense. 1. The little cub will grow into a fierce lion. past present future 2. Rachel looks at the menu. past present future 3. Robert will remove the blue sheets from the bed. past present future 4. I told the truth. past present future 5. The boys formed three teams. past present future Draw a circle around the correct way to write the contraction. 6. cant’ ca’n’t can’t 7. shouldn’t shou’ldnt shouldnt’ 8. have’n’t haven’t havent’ Write the proper and common nouns showing what belongs to the person the proper noun names. 9. Jayden has a cat _______________________ 10. Shonda has a notebook ______________________ Dear Family Member, Below you will find the spelling words for this unit. You will notice that there are twenty words. Additionally, we are teaching your student to take the next step in alphabetizing by alphabetizing words to the second letter. We will be working on this skill throughout this unit. Your student will see the practical application of this skill as we learn to use a glossary in this unit. Additionally, in this unit we will introduce nonfiction reading through a series of American history chapters about the War of 1812. Much later in the unit we will be learning how to write a research report. noise night kneel wrinkle ripple ferret whistle window western jungle jolly ginger gentle margin photo dolphin graph finish traffic Tricky Word: Britain Skills 6 Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | noise | night | kneel | |--------|-------|-------| | wrinkle| ripple| | 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ | ferret | whistle | window | |--------|---------|--------| | western| jungle | | 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ | jolly | ginger | gentle | |--------|--------|--------| | margin | photo | | 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ | dolphin | graph | finish | |---------|-------|--------| | traffic | Britain| | 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ Skills 6 Scavenger Hunt Write a number beside each statement. You will use some numbers more than once. 1. You would find facts about the life of a person in this kind of book. ___________ 2. This kind of book would tell you many facts about things that happened in the past. ___________ 3. If you wanted to find out about animal habitats, you would look in this kind of book. ___________ 4. You would find mostly maps in this book. ___________ 5. This is generally printed every day and has articles about the news and sports. ___________ 6. You would find a book about Martin Luther King Jr. here. ___________ 7. This might be printed weekly or monthly and has articles about different topics. ___________ 8. If you were looking for the location of a country or city, you would look here. ___________ 9. If you wanted to know about the life cycle of a honeybee, you would look here. ___________ 10. If you wanted to know which team won yesterday’s baseball game, you would look here. ___________ Skills 6 Sound Comparison Do the bolded letters stand for the same sound? Check yes or no. | | Yes | No | |---|-----|----| | 1. trophy | funny | | | 2. knock | kettle | | | 3. sphere | spear | | | 4. when | witch | | | 5. traffic | orphan | | | 6. nickel | knot | | | 7. phone | pane | | | 8. graph | group | | | 9. write | when | | | 10. wrong | right | | Fill in the Blank Use the best word from the box to complete each sentence. gopher trophy graph paragraph write wrap wrist wren knee knife 1. Would you help me ________________ the gift for Dad? 2. I won a ________________ at the spelling bee. 3. A ________________ is a small animal that lives in underground holes. 4. Could I use the ________________ to cut the cake? 5. Will you ________________ a thank you note to Grandma? 6. He broke his ________________ when he fell while skating. 7. Our teacher wants us to write a ________________ about the War of 1812. 8. In math, we are learning to read a bar ________________. 9. A small ________________ flew by the window. 10. Did you scrape your ________________ when your leg got caught in the rosebush? Skills 6 Practice ‘ph’ Use the words in the word box and the clues to complete the crossword puzzle. | phone | dolphin | alphabet | sphere | orphan | |-------|---------|----------|--------|--------| | gopher| graph | photo | asphalt| hyphen | Across 3. A bar ________ 5. A cell ________ 7. A child whose parents are no longer alive 8. Your ABCs 9. Round ball 10. Little tiny line between words (e.g., Smith-Jones) Down 1. Small burrowing animal 2. Another word for a picture taken with a camera 4. Another word for pavement 6. Mammal that swims in the sea Skills 6 Fill in the Blank Use the best word from the box to complete each sentence. thread spread meant dead bread breakfast feather dread head lead 1. Would you ________________ butter on the toast? 2. I ________________ to pick up the paper but I forgot it. 3. It has been a very dry summer with little rain, so some of the plants in the garden are ________________. 4. My ________________ is hurting from the loud noise. 5. I like ________________ and jam for a snack. 6. My mom fixed the rip in my pants with a needle and ________________. 7. Most people ________________ going to the dentist. 8. Do you like eggs and bacon for ________________? 9. I found the ________________ of a bird outside next to a nest. 10. The pipes were made of ________________. Skills 6 Fiction or Nonfiction? Based on what you have learned about fiction and nonfiction, decide whether the following titles are more likely to be fiction or nonfiction. Circle *Fiction* or *Nonfiction* for each title. 1. *The True Book of Bird Facts* Fiction / Nonfiction 2. *Fluffy the Bunny Rabbit Visits the City* Fiction / Nonfiction 3. *The Biography of James Madison* Fiction / Nonfiction 4. *The History of the United States* Fiction / Nonfiction 5. *The Cat Bandit* Fiction / Nonfiction 6. *Mary’s Little Lamb Goes to School* Fiction / Nonfiction 7. *The Atlas of South American Countries* Fiction / Nonfiction 8. *Sir Gus* Fiction / Nonfiction 9. *The Three Little Pigs* Fiction / Nonfiction 10. *The Solar System* Fiction / Nonfiction | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Teamwork** | Working effectively with others is crucial in many professional settings. This skill involves being able to collaborate with team members, resolve conflicts, and contribute positively to group projects. | | **Problem Solving** | The ability to identify problems, analyze them, and develop effective solutions is a valuable skill. It requires critical thinking, creativity, and the willingness to learn from mistakes. | | **Adaptability** | In today's fast-paced world, adaptability is key. It involves being open to change, learning new skills quickly, and adjusting strategies when necessary. | | **Time Management** | Efficiently managing time is important for productivity and stress reduction. It includes setting priorities, creating schedules, and using tools like calendars and planners. | | **Leadership** | Leadership skills are essential for guiding teams towards common goals. It involves inspiring others, making decisions, and fostering a positive work environment. | These skills are not only beneficial in the workplace but also enhance personal development and well-being. Spelling Assessment 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ 6. _______________________ 7. _______________________ 8. _______________________ 9. _______________________ 10. _______________________ 11. _______________________ 12. _______________________ 13. _______________________ 14. _______________________ 15. _______________________ 16. _______________________ 17. _______________________ 18. _______________________ 19. _______________________ Tricky Word: ________________________ 1. 2. 3. 1. Who was the president of the United States in 1812? A. George Washington B. James Madison C. Napoleon 2. Why were many Americans angry with the British in 1812? A. The British forced some American men to serve in the British Navy. B. The British forced some French men to serve in the British Navy. C. The British forced some Native Americans to serve in the British Navy. 3. What is another reason many Americans were angry with the British in 1812? A. The British were trading with the French. B. The British were trading with the Spanish. C. The British were trading with Native Americans. 4. Which part of North America was still controlled by the British in 1812? A. the United States B. Mexico C. Canada Page _______ 5. Which country was already fighting a war with Great Britain in 1812? A. France B. Spain C. Germany Page _______ 1. What did President Madison have to think long and hard about? A. President Madison had to think long and hard about whether he wanted to still be president. B. President Madison had to think long and hard about declaring war. C. President Madison had to think long and hard about impressing British sailors in the U.S. Navy. 2. The Americans had problems with ________________. A. sailors in the navy B. soldiers in the army C. both the French and the British 3. How did Americans feel when they read stories about men taken by the British? A. angry B. sad C. happy 4. In 1812, most Americans were what? A. Most Americans were sailors. B. Most Americans were soldiers. C. Most Americans were farmers. Skills 6 Dear Family Member, We are continuing our work with alphabetizing to the second letter of the word. Please have your student read the words aloud to you. As always, continue to ask your student to read for at least 20 minutes every night. after barber camera difference birthday swirling thirteen chirping burden furnace hamburger turtle marker parcel ramparts safari informer organize perform Tricky Word: war | Skill | Description | |-------|-------------| | | | Trouble with the British In 1812, James Madison had a hard choice to make. Many Americans were angry with the **British**. Some of them were saying the United States should **declare war** on Great Britain. But others disagreed. They said the United States should not go to war. Madison was president of the United States. He had to decide what to do. Should he ask the **U.S. Congress** to declare war? Or should he try to keep the **peace**? At the time, Great Britain was already at war with France. The two countries had been fighting for years. Most of the countries in Europe were involved in the war. Some sided with the British. Others sided with the French. The French were led by a man named Napoleon. He was a brave leader. He had beaten the British in a number of battles. Still, the British kept fighting. The United States tried to stay out of this big war. At first, most Americans did not care to get involved. American **traders** wished to trade with both Great Britain and France. But this led to problems. When U.S. ships traded with the British, the French got upset. They did not want Americans trading with their enemies. When U.S. ships traded with the French, the British got upset for the same reason. Sometimes British ships would stop American ships to keep them from trading with the French. Sometimes French ships would stop American ships to keep them from trading with the British. The Americans had problems with both the French and the British. As time went on, the problems with the British increased. The British had a strong **army** and an even stronger **navy**. But serving in the British Navy was a hard job. Some people quit. Others ran away. This was a problem for the British. They needed all the men they could get. How else could they **defeat** the French? The British spent a lot of time looking for men who had run off. From time to time they would stop American ships. British officers would come on deck to look for British men. They would grab men and force them to serve in the British Navy. This was called **impressment**. The British said they only took British men who had run away. But they were not always careful. Sometimes they grabbed Americans. Stories about men taken by the British were printed in the papers. How do you think Americans felt when they read them? They felt angry. Some of them felt the United States needed to fight back. They said the United States needed to declare war on Great Britain. Impressment was one problem. But there were others. Many in the United States were also upset with the British for trading with Native Americans. In 1812, most Americans were farmers. At first, most farmers had homes near the East Coast. But then the country began to grow. People went west. They settled in places far from the coast. They set up farms. They planted crops. There was just one problem: there were already people living there! The settlers were moving onto land where Native Americans hunted and made their homes. Native Americans did not like this. There were many fights between settlers and Native Americans. The British controlled Canada. They sent traders south from Canada to trade with Native Americans. These traders sold all sorts of things to Native Americans. The British said they had a right to trade with Native Americans. But lots of people in the United States did not see it that way. They said the British were helping Native Americans attack American settlers. They felt they needed to fight back. You can see there were many reasons for Americans to be angry with the British. But there were also good reasons for not declaring war. A war causes death, wrecks towns, and costs a lot of money. Plus, Americans felt that the British would not be easy to defeat. President Madison and the men in Congress would have to think long and hard about declaring war. Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then write the words in alphabetical order. | after barber camera difference birthday | swirling thirteen chirping burden furnace | |----------------------------------------|------------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | hamburger turtle marker parcel ramparts | safari after informer organize perform | |-----------------------------------------|----------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | Verbs and Adverbs Read each sentence and put a wiggly line under the verb and a triangle around each adverb. Then, draw an arrow from the adverb to the verb it describes. 1. Jane swims fast. 2. Mom bakes well. 3. They battled bravely. 4. Dogs barked loudly. 5. He prints his letters neatly. 6. The cat landed gently. 7. He ran quickly. 8. She sat still. 9. We ate dinner silently. 10. Dan tiptoed lightly down the stairs. In each box there are three adverbs. Pick one and write a sentence using it. 1. quickly slowly loudly ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________. 2. well badly quietly ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________. 3. rarely never always ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________.. Bubble the Sound Read each word. Then, fill in the bubble for the sound the underlined letters stand for. Hint: Follow your ear, not your eye. 1. farmer ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 2. snorting ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 3. beggar ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 4. favor ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 5. corner ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 6. effort ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 7. custard ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 8. army ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 9. blizzard ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her 10. alligator ○ /ar/ as in car ○ /or/ as in for ○ /er/ as in her Skills 6 The War Hawks At first, President Madison tried to keep America out of the war. He tried to make a deal with the British. He asked them to stop taking American sailors. He asked them to stop trading with Native Americans. But he did not ask Congress to declare war. This made some people happy. There were many people in the United States who did not care to go to war. Most merchants and traders felt this way. They traded with Great Britain, as well as other countries. A war would mean less trade between countries. It would mean sunken ships and lost goods. A war would cost them money. For this reason, as well as some others, most merchants opposed the war. But others felt a war was needed. The states out west, like Ohio, Kentucky, and Tennessee, were closer to Native American land. The settlers in these states were scared of Native Americans. They were also angry with the British. These people were called “War Hawks.” They made loud, angry speeches. They complained about impressment. They complained that the British were selling guns to Native Americans. They felt the United States needed to declare war. When some War Hawks found out that the British were selling guns to Native Americans, it made them angry. These War Hawks gave President Madison an earful. They got up in Congress and made angry speeches. They said that the United States should stand up to Great Britain. They said that Madison should ask Congress to declare war. Fill in the Blank Use the best word from the box to complete each sentence. dollar actor color history doctor polar calendar lizard wizard mustard 1. I would like _________________, not ketchup, on my hot dog. 2. May I have a _________________ to buy candy? 3. Do I have to get a shot when I go to the _________________? 4. I like the _________________ red. 5. Are all _________________ bears white? 6. My teacher puts up a new _________________ each month. 7. John is an _________________ in the school play. 8. The War of 1812 is a _________________ book. 9. The _________________ sat in the sun on a rock. 10. A _________________ can cast a spell. The War Hawks If a statement is correct, write true on the line. If a statement is not correct, write false on the line. Also write the page number. 1. Most American merchants and traders wanted to declare war on Great Britain. ___________ Many Americans who lived in western states wanted to declare war on Great Britain. ___________ Page ___________ 2. Americans who were angry at the British and wanted a war were called War Hawks. ___________ Page ___________ 3. President Madison tried to keep America out of the war by making a deal with the British. ___________ Page ___________ 4. In 1812, the size of the United States was the same as it is today. ___________ Page ___________ Adverbs Read each sentence and draw a wiggly line under each verb and a triangle around the adverb. Then, draw an arrow from the adverb pointing to the verb it modifies. Example: I quickly made my bed. 1. I rode my bike slowly up the hill. 2. Mark walked painfully down the hall on his crutches. 3. The class quickly lined up for recess. 4. Dad carefully drove around the accident. 5. The little girl held her mother’s hand tightly. 6. The nurse gently removed the bandage from my knee. 7. The liquid in the pan boiled rapidly on the stove. 8. My teacher patted me lightly on the back and said I did a good job. 9. Everyone was talking loudly. 10. Mom carried the platter of turkey carefully to the table. 11. She slept soundly at night. 12. The brown puppy sleeps soundly. 13. Speedy Jamie easily won the race. 14. The dog greedily lapped the food. Fill in the Blank Use the best word from the box to complete each sentence. factory orchard similar grammar mirror cellar calendar effort blizzard actor 1. I looked in the _______________ while I brushed my hair. 2. We went to an apple _______________ to pick apples from trees. 3. A synonym for a basement in a house is a _______________. 4. Someday, I would like to be an _______________ on a TV show. 5. My class visited a car _______________ to see how cars are made. 6. Don’t forget to mark the date on your _______________. 7. I came in second place in the race, but I gave it my best _______________. 8. A _______________ is a synonym for a bad snowstorm. 9. We both like the color green, so we have _______________ taste. 10. We are studying the parts of speech in our _______________ lessons. Spelling Assessment 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ 6. ____________________________ 7. ____________________________ 8. ____________________________ 9. ____________________________ 10. ____________________________ 11. ____________________________ 12. ____________________________ 13. ____________________________ 14. ____________________________ 15. ____________________________ 16. ____________________________ 17. ____________________________ 18. ____________________________ 19. ____________________________ Tricky Word: ______________________ 1. 2. 3. Subject and Predicate Make the following incomplete sentences complete by adding a predicate to each subject. Then, draw one line under the subject and two lines under the predicate. 1. The dog ________________________________. ________________________________. 2. The jealous boy ________________________________. ________________________________. 3. The powerful queen ________________________________. ________________________________. 4. The angry crowd ________________________________. ________________________________. 5. My mother ________________________________. ________________________________. 6. You ________________________________. ________________________________. 7. I ________________________________. ________________________________. Make the following incomplete sentences complete by adding a subject to each predicate. Then, draw one line under each subject and two lines under each predicate. 1. __________________________ took a long, hot shower. 2. __________________________ annoyed me. 3. __________________________ is a loyal pal. 4. __________________________ plowed the field. 5. __________________________ won the race. 6. __________________________ reminded me to get my jacket. 7. __________________________ drank the iced tea. 8. __________________________ will be in the play. Find examples of the following parts of speech in “Trouble with the British” and write them on the lines. 1. common noun: ____________________________ 2. proper noun naming a person: ____________________________ 3. proper noun naming a person: ____________________________ 4. common noun: ____________________________ 5. common noun naming a place: ____________________________ 6. common noun naming a thing: ____________________________ 7. adjective: ____________________________ 8. adjective and a noun: ____________________________ 9. verb: ____________________________ 10. verb to be: ____________________________ 11. adverb and a verb: ____________________________ | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Teamwork** | Collaboration with others towards a common goal. | | **Problem Solving** | Identifying and resolving issues or challenges. | | **Adaptability** | Ability to adjust to changing circumstances. | | **Time Management** | Efficiently managing time and prioritizing tasks. | | **Leadership** | Guiding and motivating others towards success. | | **Creativity** | Generating innovative ideas and solutions. | | **Critical Thinking** | Analyzing information to make informed decisions. | | **Emotional Intelligence** | Understanding and managing emotions in oneself and others. | | **Digital Literacy** | Proficiency in using technology for communication and information retrieval. | *Skills 6* The War Starts If a statement is true, write **true** on the line. If a statement is false, write **false** on the line. Also write the page number. 1. On June 18, 1812, the United States declared war on Great Britain. __________ Page ________ 2. In 1812, the British were already at war with France, so they could only send some of their troops to fight the United States. __________ Page ________ 3. At the start of the war, most people thought the United States would defeat the British easily. __________ Page ________ 4. A monarchy is a nation that is ruled by a king or queen. ________ Page ________ 5. In 1812, the United States was a monarchy. __________ Page ________ 6. In 1812, most of the nations of Europe were ruled by presidents who were elected and served for four years. __________ Page ________ 7. In 1812, the United States had a large army and a very powerful navy. 8. At the beginning of the war, the U.S. Army attacked the British in Canada and won all of its battles there. Number these events in the order that they happened. ___ Today, the United States is a strong nation. ___ The U.S. Navy beat the British in a number of naval battles. ___ George Washington set up the first U.S. Navy. ___ President Madison asked farmers to join the army. ___ On June 18, 1812, the United States declared war on Great Britain. Tricky Spelling ‘ch’ Read the words aloud with your class. In most words, the letters ‘ch’ stand for the /ch/ sound: | chin | chop | cheap | chore | |------|------|-------|-------| | chest | lunch | branch | change | However, in some words, the letters ‘ch’ stand for the /k/ sound: | school | Chris | chorus | stomach | |--------|-------|--------|---------| | anchor | echo | monarch | orchid | | chemical | chemistry | chemist | character | | mechanic | orchestra | architect | technical | Fill in the Blank Use the best word from the box to complete each sentence. School stomach monarchy anchor chemist architect orchestra echo 1. Chris is in tenth grade at East Side High ________________. 2. A person who mixes chemicals is called a ________________. 3. Christina shouted into the cave and her voice came back as an ________________. 4. A person who draws plans for houses and buildings is called an ________________. 5. Zachary plays the violin in the symphony ________________. 6. This food is awful! I think I may be sick to my ________________. 7. A country ruled by a king is called a ________________. 8. The man tossed the ________________ into the water. Dear Family Member, We are continuing to work on alphabetizing to the second letter this week. Please ask your student to read all of the words aloud to you. As always, continue to ask your student to read for at least 20 minutes every night. revenge large judge fudge nudge huge nation attention direction fraction locomotion stations option action change range cottage addition caption Tricky Word: Europe | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Problem Solving** | Problem-solving skills involve identifying issues, analyzing information, and developing effective solutions. This skill is crucial in various professional settings. | | **Teamwork** | Working effectively in teams requires collaboration, conflict resolution, and the ability to contribute positively to group goals. | | **Leadership** | Leadership skills include guiding and motivating others, making decisions, and inspiring confidence. These skills are vital for leading teams and organizations. | | **Time Management** | Efficient time management allows individuals to prioritize tasks, meet deadlines, and balance work and personal life effectively. | | **Adaptability** | The ability to adapt to changing circumstances and new challenges is essential in today's dynamic work environment. | | **Creativity** | Creativity involves generating innovative ideas and solutions, which can be applied in various fields to drive progress and improvement. | | **Critical Thinking** | Critical thinking involves analyzing information, evaluating arguments, and making informed decisions based on evidence. | These skills are fundamental for career success and personal development. The War Starts Presidents have to make hard choices. James Madison had to decide whether to side with the War Hawks or with the merchants who hoped for peace. In the end, he sided with the War Hawks. Madison asked Congress to declare war. On June 18, 1812, the United States declared war on Great Britain. The Americans were in for a hard fight. The British had a huge army. They also had the world’s biggest navy. But the British were already at war with France. They could only send some of their troops to fight the United States. That was a good thing for the Americans. It meant that the United States would have a better chance of winning. Even so, not a lot of people at the time could imagine that the United States could win. Today the United States is a strong nation. It has been around for many years. It has a strong army and navy. But that was not the case in 1812. In 1812, the United States was not very old as a country. It had broken away from Great Britain only about 30 years before. The United States had a different kind of government, too. At the time, most of the nations of Europe were monarchies. That means they were ruled by kings or queens. A king or queen would rule until he or she died. Then, in most cases, the oldest son would take over. The United States was not a monarchy. It did not have a king or queen. Instead, it had a president. The president was chosen by voters. He did not get to serve until he died. He served for four years. Then the voters got a chance to pick their president. If they voted for a different president, the old one had to step down. In 1812, most people in the world felt that the American government had a very strange way of doing things. They were not sure that the system would last and that the United States would be able to survive. In 1812, the United States did not have a strong army. In fact, the U.S. Army was tiny. It had about 4,000 soldiers. The navy was tiny, too. George Washington, the first president, had set it up. He didn’t think the United States needed a big navy, but just a small number of ships to protect merchants from pirates. President Madison found a way to make the army bigger. He got farmers to join. Many Americans were farmers. They used guns to hunt and to defend their homes. Madison called on these farmers. He asked them to grab their guns and join the army. Farmers were paid money and given land for joining. The U.S. soldiers were not well trained. Still, Madison was sure they could win if they attacked the British in Canada. He sent the army north to Canada. The attack on Canada did not go well. The army lost a string of battles. The United States lost forts along the border. The army was simply not ready for war. No one expected much from the tiny U.S. Navy. But things went better on the seas than they did on land. The United States battled bravely. They beat the British in a number of naval battles. Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | change action cottage addition caption | fudge fraction range revenge attention | |---------------------------------------|--------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | large judge huge nation locomotion | nudge direction stations option Europe | |---------------------------------------|----------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | Run-On Sentences Change each run-on sentence into two sentences, adding correct capitalization and punctuation. 1. The flower is pink; it has six petals. 2. The boy is eating an oyster; the oyster is big. 3. Joyce enjoys eating fish; Roy enjoys eating steak. 4. The town is far away; it is forty miles from here. 5. A cow is an animal; an owl is an animal, too. Correct each run-on sentence by combining and rewriting it into one sentence. 6. The crowd is loud the crowd is angry. 7. The clown rode the bike it was red. 8. I think cookies taste good I think cupcakes taste good. Run-On Sentences Rewrite each run-on sentence as two separate sentences, adding the correct punctuation and capitalization. Example: Do not push it do not pull it. Do not push it. Do not pull it. 1. I ate a handful of candy it was good. 2. Andrew broke the computer the computer will not start. 3. The suitcase is full there is no room for your gown. 4. We went to lunch on Tuesday we’ll go again on Friday. 5. The group wanted pasta I wanted fish. Correct each run-on sentence by combining and rewriting it into one sentence. Example: The stew is hot the stew is spicy. The stew is hot and spicy. 1. Julia found a clue it was the last clue. 2. There is a nest in the bush it is a cuckoo’s nest. 3. The dog is brown he is big. Write the word in each sentence that has the tricky spelling ‘i’ sounded /i/ under *it*, the word that has the tricky spelling ‘i’ sounded /ie/ under *driver*, or the word that has the tricky spelling ‘i’ sounded /ee/ under *ski*. | ‘i’ → | /i/ | /ie/ | /ee/ | |-------|-----|------|------| | | it | fish | his | | | driver | find | writer | | | ski | taxi | easier | | | /i/ as in *it* | /ie/ as in *driver* | /ee/ as in *ski* | |---|----------------|---------------------|------------------| | 1. | My mom plays the piano. | | piano | | 2. | I like pepperoni pizza. | | | | 3. | Instead of being mean, be kind. | | | | 4. | Curious means to want to know. | | | | 5. | Rub some sunblock on your skin. | | | | 6. | My dad was furious when the glass broke. | | | | 7. | I do not like beans in chili. | | | | | /i/ as in *it* | /ie/ as in *driver* | /ee/ as in *ski* | |---|----------------|---------------------|-----------------| | 8. | The huge waves tossed the *ship*. | | | | 9. | At the zoo, we saw a *tiger*. | | | | 10. | Do you like spaghetti*noodles*? | | | | 11. | The lettuce is *crisp*. | | | | 12. | They play that song on the *radio*. | | | A Famous Ship 1. What is the USS Constitution? A. The USS Constitution is a ship used in the War of 1812. B. The USS Constitution is a document that lays out the laws of the United States. C. The USS Constitution is a famous building. 2. What is the Constitution? A. The Constitution is a ship used in the War of 1812. B. The Constitution is a document that lays out the laws of the United States. C. The Constitution is a famous building. 3. What nickname was the USS Constitution given? A. “Old Glory” B. “Old Ironsides” C. “Old Hickory” 4. Which sentence best describes the later history of the USS Constitution? A. The USS Constitution fought six more battles and won three of them. B. The USS Constitution fought ten more battles but was beaten in the tenth. C. The USS Constitution fought more than twenty battles and was never defeated. 5. If you wanted to see the USS Constitution today, where would you need to go? A. Boston B. New York C. Washington, D.C. Fill in the Blank Use the best word from the box to complete each sentence. igloo media item impossible chilly chili medium violin piano curious spaghetti India 1. Mom made ____________ beans and rice for supper. 2. The strings on a ____________ are hard to hold down. 3. I need to practice before my ____________ lesson. 4. My teacher says that I am very ____________ because I ask lots of questions and like to learn about new things. 5. I like ____________ and meatballs best of all. 6. An ____________ is a kind of home made of ice. 7. I needed my coat, as it was a ____________ spring day. 8. It is ____________ to travel in time. 9. We have one ____________ too many for the quick checkout line at the grocery store. 10. I need a ________________ size shirt, not a small size. 11. ________________ is the name of a country. 12. The news ________________ reported on the recent election results. A Famous Ship The ship on the right is the USS Constitution. It was one of the ships that battled in the War of 1812. The letters ‘USS’ stand for United States Ship. The USS Constitution was named for a very important document, the Constitution of the United States. The Constitution lays out the laws of the land. It states what people serving in each branch of the U.S. government can do. It says what the president, the Congress, and the Supreme Court can do—and also what they cannot do. James Madison had helped write the Constitution. He had also played a key role in getting states to accept it. The people of the United States were proud of the Constitution, so they named one of their fighting ships the USS Constitution. During the War of 1812, the USS Constitution had a string of battles on the high seas. In one battle, the USS Constitution attacked a British ship. It was a hard fight. The sailors on both sides fired cannons. The guns blazed and smoked. The two ships drifted closer. Once they even bumped into each other. Cannonballs from the USS Constitution smashed into the side of the British ship. They made big holes in it. They ripped off a sail. They knocked down the ship’s masts. The British ship fired back. But its cannonballs did less damage to the U.S. ship. In fact, some of them bounced off the thick walls of the American ship! When the American sailors saw this, they cheered. “Hooray!” one of them shouted. “Her sides are made of iron!” In fact, however, the sides of the ship were not made of iron but of very thick planks of wood. The wooden sides of the USS Constitution were much thicker than most ships. The USS Constitution won the battle. The British ship was so smashed up that it could not be fixed. The British had to sink it. When people were told about the battle, they became excited. They yelled and shouted. They waved flags and had parties. They treated the sailors on the USS Constitution as heroes. They also gave the ship a nickname. They called it “Old Ironsides” because its wooden sides seemed as strong as iron. Old Ironsides kept on fighting. It battled more than twenty times and never lost a battle! Dear Family Member, Please have your student: 1. Read aloud all of the words in the box. 2. Read aloud all of the sentences. 3. Then, ask your student to fill in the missing word in each sentence. Remind your student to read the sentences again to make sure the words they have written make sense. pizza taxi phone polar dollar color alphabet head bread author thread school 1. I go to ______________________ every day. 2. Can you sing the ______________________ song? 3. We must take a ______________________ to the airport. 4. I need a needle and ______________________ to fix your pants. 5. Mom lost her cell ______________________. 6. I need a hat for my ______________________. 7. The ______________________ writes books. 8. I like pepperoni ________________ best of all. 9. Could I have a ________________ to purchase some candy? 10. I like to eat ________________ and butter with spaghetti. 11. The ________________ bear lives at the North Pole. 12. What ________________ are your eyes? Spelling Assessment 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ 6. _______________________ 7. _______________________ 8. _______________________ 9. _______________________ 10. _______________________ 11. _______________________ 12. _______________________ 13. _______________________ 14. _______________________ 15. _______________________ 16. _______________________ 17. _______________________ 18. _______________________ 19. _______________________ Tricky Word: ________________________ 1. 2. 3. The Attack on Washington, D.C. The sentences below are in the wrong order. Use the numbers 1–5 to put them in the right order. ___ Dolley Madison ran out the door of the President’s House to safety. ___ President Madison ordered some soldiers to stay at the President’s House to protect Mrs. Madison. ___ Dolley Madison ordered slaves and servants to take the painting of George Washington out of its frame. ___ The U.S. Army was defeated by the British outside of Washington, D.C. ___ President Madison jumped on his horse and rode off to support the troops. Correct the run-on sentences. You may either rewrite the run-on sentence as two separate sentences with correct punctuation, or you may combine the ideas of the run-on sentence to create one sentence. 1. Take the trash to the trash can bring the paper to the trash can. 2. The soup was hot the soup was tasty. 3. Matt likes sausage Matt likes eggs. 4. We can go to the park we can go to the store. 5. I like to eat ice cream I like to eat cookies. Draw a circle around the correct way to write the contraction. 6. wouldn’t would’n’t wouldn’t 7. aren’t aren’t’ are’nt 8. wo’nt won’t wont’ Write the proper and common nouns showing what belongs to the person named in the proper noun. 9. Marissa has a bike _______________________ 10. Jackson has a snake _____________________ Dear Family Member, This week all of the spelling words have something to do with *The War of 1812* Reader that we are reading in this unit. As you ask your student to read these words, please also ask them what they can tell you about each word. Madison president Congress British Washington impressment cannon death Dolley merchants paved hawks monarchy navy battle march support troops painting Tricky Word: Ironsides | Skill | Description | |-------|-------------| | | | The Attack on Washington, D.C. In August of 1814, President Madison was upset. Two years had passed. The war was still going on. The U.S. Army had won some battles, and it had lost some battles. The British had landed an army near Washington, D.C. British soldiers were marching. Madison hoped the U.S. Army would be able to stop them. At the time, Washington, D.C., was a young town. Some buildings had just been finished, such as the Capitol. Others were not finished yet. Still, it was an important place. It was where the U.S. Congress met to make laws. It was where the Supreme Court met. The President’s House was a special house that had been constructed for the president. (Today it is called the White House.) It was only about ten years old at the time. It was home to President Madison and his wife, Dolley. President Madison was aware that there was going to be a big battle outside the city. He planned to go support the troops. He ordered some soldiers to protect Mrs. Madison and the President’s House. Then he jumped on his horse and rode off. The battle outside the city did not go well. The U.S. Army was beaten. People quickly found out about the defeat. The army had lost! The British were coming! People in the city panicked. They grabbed their things and ran away. The roads were jammed with people and carts. President Madison could not get back to the President’s House. His wife, Dolley, was left there with servants and soldiers. The soldiers ran away. Mrs. Madison could not stay in the President’s House. The British would be there soon. She had to flee. Mrs. Madison hoped to take as much with her as she could. But which things should she take? There were many fine things in the President’s House. She loved a lamp that hung in one room. But there was no way she could take that. It was too heavy. She had a big closet of fancy dresses. She loved them, too. But there were more important things for her to carry away. In the end, Mrs. Madison left most of her own things behind. Instead, she carried away things that were important to the American people. She grabbed papers and letters. She stuffed as many of them as she could into a trunk. Mrs. Madison was ready to leave. Then she remembered one last thing. It was a painting of George Washington. She did not want the painting to fall into the hands of the British. She called one of President Madison’s trusted servants, Paul Jennings, for help. There was no time to take the painting gently from its frame. Jennings and the other servants broke the frame so they could quickly remove the canvas painting. They carefully rolled the canvas like a tube and carried it away. “It is done!” said Dolley Madison. Then she ran out the door to safety. Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write all the words in alphabetical order. | support Congress cannon Madison battle | monarchy merchants hawks president march | |---------------------------------------|----------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | troops Ironsides impression Washington navy | British Dolley death paved painting | |--------------------------------------------|-------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Problem Solving** | Problem-solving skills involve identifying issues, analyzing information, and developing effective solutions. This skill is crucial in various professional settings. | | **Teamwork** | Working effectively in teams requires collaboration, conflict resolution, and the ability to contribute positively to group goals. | | **Leadership** | Leadership skills include guiding and motivating others, making decisions, and setting examples. These skills are vital for leading teams and organizations. | | **Time Management** | Efficient time management allows individuals to prioritize tasks, meet deadlines, and balance work and personal life effectively. | | **Adaptability** | The ability to adapt to changing situations and environments is crucial in today's dynamic workplace. | | **Creativity** | Creativity involves generating new ideas and approaches to problems. It is valuable in fields requiring innovation and originality. | | **Critical Thinking** | Critical thinking involves analyzing information, evaluating arguments, and making informed decisions. This skill enhances problem-solving abilities. | | **Emotional Intelligence** | Emotional intelligence includes self-awareness, empathy, and the ability to manage emotions effectively. It contributes to better interpersonal relationships and decision-making. | These skills are fundamental for career success and personal development. Find examples of the following parts of speech in “The Burning of Washington, D.C.” and write them on the lines. 1. common noun: ________________________________ 2. proper noun naming a person: ________________________________ 3. proper noun naming a person: ________________________________ 4. common noun: ________________________________ 5. common noun naming a place: ________________________________ 6. common noun naming a thing: ________________________________ 7. adjective: ________________________________ 8. adjective and a noun: ________________________________ 9. verb: ________________________________ 10. verb to be: ________________________________ 11. adverb and a verb: ________________________________ 12. adverb: ________________________________ Write *same* if the underlined letters stand for the same sound. Write *different* if the letters stand for different sounds. 1. stampede reveal 2. increase instead 3. character church 4. actor burp 5. Joseph Frank 6. collar harbor 7. jealous meadow 8. slippery reason 9. squirrel dollar 10. chimney stomach 11. stuffy triumph 12. steady leather 13. kindergarten polar 14. armor popcorn 15. bread health 16. hiccup echo 17. aspirin alphabet 18. repeat heaven | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Problem Solving** | Problem-solving skills involve identifying issues, analyzing information, and developing effective solutions. This skill is crucial in various professional settings. | | **Teamwork** | Working effectively in teams requires collaboration, conflict resolution, and the ability to contribute positively to group goals. | | **Leadership** | Leadership skills include guiding and motivating others, making decisions, and inspiring confidence. These skills are vital for leading teams and organizations. | | **Time Management** | Efficient time management allows individuals to prioritize tasks, meet deadlines, and balance work and personal life effectively. | | **Adaptability** | The ability to adapt to changing circumstances and new challenges is essential in today's dynamic work environment. | | **Creativity** | Creativity involves generating innovative ideas and solutions, which can be applied in various fields to drive progress and improvement. | | **Critical Thinking** | Critical thinking involves analyzing information, evaluating arguments, and making informed decisions based on evidence. | | **Emotional Intelligence** | Emotional intelligence includes self-awareness, empathy, and the ability to manage emotions effectively, which enhances interpersonal relationships and leadership skills. | These skills are fundamental for career success and personal development. Verbs and Adverbs Read each sentence and put a wiggly line under the verb and a triangle around each adverb. Then, draw an arrow from the adverb, pointing to the verb it modifies. 1. Mark runs quickly. 2. Trish sang sweetly. 3. The team played nicely in the last game. 4. The rain fell gently. 5. The thunder cracked loudly. 6. We ate our dinner hurriedly. 7. She colors neatly. 8. Kim smoothly skated around the rink. 9. The puppy snores loudly. 10. The car slowly turned at the corner. | Skill | Description | |-------|-------------| | **Skill 1** | This is the first skill. It is important for success in the field. | | **Skill 2** | This is the second skill. It is also important for success in the field. | | **Skill 3** | This is the third skill. It is essential for success in the field. | | **Skill 4** | This is the fourth skill. It is crucial for success in the field. | | **Skill 5** | This is the fifth skill. It is necessary for success in the field. | | **Skill 6** | This is the sixth skill. It is vital for success in the field. | *Note: The skills listed above are examples and may not be applicable to all fields.* The Burning of Washington, D.C. The British Army marched into Washington, D.C. The British soldiers were angry because the U.S. Army had burned York, the capital city of Canada. They planned to get back at the Americans by burning the U.S. Capitol Building. The British soldiers went to the Capitol Building. This was where the U.S. Congress met. They set it on fire. Then they marched down the hill to the President’s House. The British arrived just after Dolley Madison left. They broke down the doors and charged inside. The President’s House was empty. In the dining room, the table had been set for dinner. The British general sat down with some of his men. They ate dinner. They drank some wine, too. As a joke, they toasted President Madison. They lifted up their wine glasses and thanked him for the wine. After dinner, the British soldiers started smashing things. They smashed the dishes. They smashed the table. They smashed the chairs. The soldiers ran up and down in the President’s House looking for things to steal. They took the spoons and forks. They took the buckles from Mrs. Madison’s shoes. They even took the love letters her husband had sent her! The house was ransacked. Then the British general ordered his men to set the house on fire. The soldiers lit their **torches**. Then they went from room to room. They lit the **drapes** on fire. They burned the beds. They burned the desks and chairs. They even burned Mrs. Madison’s dresses. Then the British marched away. They did not care to take over the city. They just planned to burn it. Burning the city would be a **heavy blow**. The British hoped the Americans might feel like there was no longer hope and stop fighting. Later that day a storm rolled in. The rain stopped most of the fires. But it was too late. Many of the buildings were already lost. Later in the week, the Madisons came home. The President’s House was still standing. But it was a mess. The walls were black with **soot**. The windows were broken. All of their things had been stolen or burned. They felt they would never call the President’s House home again. Correct the run-on sentences. You may either rewrite the run-on sentence as two separate sentences with the correct punctuation and capitalization, or you may combine the ideas of the run-on sentence to create one sentence. 1. Madison scowled Dennis scowled 2. The teacher smiled the students smiled 3. The crows flew away the doves flew away 4. Her attitude improved her performance improved 5. The kids enjoyed it the adults enjoyed it 1. What city did the U.S. Army burn? A. York, New York B. York, Canada C. Washington, D.C. 2. What city did the British Army burn? A. York, New York B. York, Canada C. Washington, D.C. 3. What did the British soldiers do while they were in the President’s House? A. The soldiers set the Capitol on fire. B. The soldiers ate the food. C. The soldiers took the painting of George Washington. 4. What are some things that the British soldiers stole from the President’s House? A. spoons and forks B. the picture of George Washington C. the Capitol door Build Sentences Rewrite the following sentence four times, adding a bit more information each time: The dog ran. 1. What did the dog look like? 2. Where was the dog going? 3. How did the dog run? 4. Why did the dog start running? The Attack on Baltimore Washington, D.C., took ten years to construct. It took less than one day to destroy it. Next the British planned to attack Baltimore. Baltimore was a big city north of Washington, D.C. At the time, it was the third largest city in the United States. It was also a key port. Baltimore was protected from naval attack by a large fort. It was called Fort McHenry. The British focused on Fort McHenry. They hoped that if they could take the fort, they could take the city. They planned to attack the fort by land and also by sea. The people of the city were aware an attack was coming. They got ready. They piled up supplies. They set up walls. They even sank ships in the harbor to keep the British ships from getting too close to the city. All of the people in the city pitched in. Even the children helped. A year earlier, the soldiers in Fort McHenry felt like they needed a flag they could fly over the fort. They asked a local woman named Mary Pickersgill to make a flag. “Make it big,” they told her. “Make it so big that the British will be able to see it from miles away!” The U.S. flag is covered with stars and stripes. Today, the United States flag has fifty stars and thirteen stripes. Each star stands for one of the fifty states of the United States. Each stripe stands for one of the thirteen original colonies. Sometimes America’s flag is referred to as “the stars and stripes.” The flag that Mary Pickersgill made for Fort McHenry was different. It had fifteen stars and fifteen stripes. The Fort McHenry flag was different in another way, too. It was huge! Each star was two feet across. Each stripe was two feet tall and forty-two feet long. Mrs. Pickersgill could not do all the stitching herself. The flag was too big. She needed help. She got her daughter to help her. But she still needed more help. She had her servants help with the stitching. Still she needed more help. She sent for two of her nieces. That did the trick. She and her five helpers stitched day and night until the flag was finished. When it was done, the flag was as large as a house. It was hung on a giant pole over the fort. You could see it from miles away. The British arrived later in the week. They sent troops to attack the city. But this time the U.S. soldiers were ready. They stopped the British Army. The British commander was killed during the attack. The British went back to their ships. They decided to attack Fort McHenry with their navy instead. Spelling Assessment 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ 6. ____________________________ 7. ____________________________ 8. ____________________________ 9. ____________________________ 10. ____________________________ 11. ____________________________ 12. ____________________________ 13. ____________________________ 14. ____________________________ 15. ____________________________ 16. ____________________________ 17. ____________________________ 18. ____________________________ 19. ____________________________ Tricky Word: ______________________ 1. 2. 3. 1. What was Fort McHenry? A. Fort McHenry was a large fort that protected York. B. Fort McHenry was a large fort that protected Baltimore. C. Fort McHenry was a large fort that protected Washington, D.C. 2. Why did the Americans sink their ships in Baltimore harbor? A. They sunk their ships to keep the British ships from getting too close. B. They sunk their ships to keep the British Navy from stealing them. C. They sunk their ships to make the British Navy think that they were giving up. 3. What did the soldiers in Fort McHenry ask Mary Pickersgill to make? A. They asked her to make a pie. B. They asked her to make a flag. C. They asked her to make a ship. 4. What happened when the British Army attacked Baltimore by land? A. The U.S. Army stopped them. B. The American commander was killed. C. The British defeated the U.S. Army and entered Baltimore. 5. Why are there fifty stars on the U.S. flag today? 6. What do the thirteen stripes on the U.S. flag stand for? Francis Scott Key and the National Anthem If a statement is true, write “true” on the line. If a statement is false, write “false” on the line. Write the page number where you found the answer. 1. British ships opened fire on Fort McHenry on June 13, 1913. ___________ Page _______ 2. The soldiers in Fort McHenry fired back at the British ships and sank ten of them. ___________ Page _______ 3. The guns in Fort McHenry were so old that they could not hit the British ships. ___________ Page _______ 4. In the end, the troops in Fort McHenry had to give up and take down the U.S. flag. ___________ Page _______ 5. Francis Scott Key was an American soldier. ___________ Page _______ 6. Francis Scott Key wrote a poem about the attack on Fort McHenry. ___________ Page ______ 7. Make a drawing of the attack on Fort McHenry. Find the Secret Message Find the hidden message by completing each sentence with a word from the box. Then match the numbers to the letters to reveal a secret message just for you! | alphabet | phone | head | bread | polar | |----------|-------|------|-------|-------| | dollar | harbor| color| ski | piano | | anchor | school| animal| April | fossil| | pencil | about | camel | China | nation| 1. I dug up a very old _______ _______ _______ _______ _______ that had a leaf imprint on it. 2. Can you sing the _______ _______ _______ _______ _______ _______ _______ song? 3. May I use your cell _______ _______ _______ _______ _______ to make a call? 4. The _______ _______ _______ _______ _______ _______ of the United States is located on the continent of North America. 5. A person might ride a _______ _______ _______ _______ _______ in the desert to get from one place to another. 6. Do you have a favorite _______ _______ _______ _______ _______ _______ that you would like as a pet? 7. I need to take some medicine for my \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ ache. 8. May I have a \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ to buy a toy? 9. Are you learning to play the \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ by taking lessons? 10. I would like to learn \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ animals that live at the North Pole. 11. I will write a report for my class at \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ about the animals at the North Pole. 12. I will use my paper and \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ for notes. 13. Do you think there will be snow so we can \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_? 14. Did you know that a \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ bear is all white? | Skill | Description | |-------|-------------| | | | Dear Family Member, This week all of the spelling words relate to the War of 1812, the topic of this unit’s Reader. As you ask your student to read these words, please also ask what they can tell you about each word in the context of the War of 1812. ransacked White House harbor flag stripes ship commander rockets McHenry brave poem anthem dawn giant port construct burned stitching fifteen Tricky Word: bomb | Skill | Description | |-------|-------------| | | | Francis Scott Key and the National Anthem On September 13, 1814, British ships opened fire on Fort McHenry. They fired rockets and mortars. The soldiers in the fort would have fired back, but there was not much point. The guns in the fort were old. They could not hit the British ships. The British ships kept firing for a long time. They fired all day. They fired on into the night. An American named Francis Scott Key watched the British attack. He was on a boat in the harbor. Key was not a soldier. He did not fight in the battle. But he was able to see it. He could see the British ships blasting away. He could see Fort McHenry. He could also see the huge flag Mrs. Pickersgill had made. Key kept his eye on the American flag. As long as the flag was still flying at the fort, America was still in the battle. It meant that the troops in Fort McHenry had not given up. If the flag went down, that would mean America was no longer fighting. That would mean that the troops in the fort had given up. Key watched all day. He was still watching when the sun set. He was proud that the flag was still flying. At night it was harder for Key to see. But there were flashes of light. Sometimes a rocket would go streaking through the darkness. Sometimes a bomb would explode and light up the sky. The flashes of light allowed Key to see the flag. The firing went on until just before dawn. Then it stopped. The sun had not come up yet. It was still dark. There were no rockets blasting. There were no bombs bursting in the air. Key could not see much. The silence was puzzling. What did it mean? Was the battle over? Had the soldiers in the fort given up? Key could not tell. Key waited nervously. At last the sun rose. Key looked at the fort. And what did he see? The soldiers had raised the huge flag that Mrs. Pickersgill had made. It was not the U.S. soldiers who had given up. It was the British sailors! They had stopped firing on the fort. Key felt a surge of joy. He felt pride, too. The brave men in the fort had not given up! Key felt inspired. He hoped to share with others what he had seen. He needed to tell what it was like to wait and wait—and then see the flag still flying in the morning. Key reached into his pocket. He found an old letter. On the back, he wrote a poem. Here is the first part of his poem: *O say can you see by the dawn’s early light* *What so proudly we hailed at the twilight’s last gleaming?* *Whose broad stripes and bright stars through the perilous fight,* *O’er the ramparts we watched were so gallantly streaming?* *And the rocket’s red glare, the bombs bursting in air,* *Gave proof through the night that our flag was still there.* *O say does that Star-Spangled Banner yet wave* *O’er the land of the free and the home of the brave?* Key did not know then that, one day, his poem would become our national anthem. Alphabetize Words Read the words in the box aloud to a family member. When there are two words that start with the same letter, underline the second letter in each word. Then, write the words in alphabetical order. | poem harbor flag stripe ship | bomb commander giant McHenry brave | |-----------------------------|-----------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | ransacked anthem dawn rockets White House | construct burned fifteen ports stitching | |------------------------------------------|----------------------------------------| | 1. | 1. | | 2. | 2. | | 3. | 3. | | 4. | 4. | | 5. | 5. | | Skill | Description | |-------|-------------| | | | Topic Sentences Draw a box around the topic sentence of each paragraph. Cookies are the best treat. They are very sweet and very tasty. Also, there are lots of different yummy flavors of cookies. If you get tired of one kind of cookie, you can always try another kind. I can’t think of one thing that’s bad about cookies. Joyce is not good at singing. When she sings, she can never seem to hit the right notes. If she is supposed to sing high, Joyce sings low. If she is supposed to sing low, Joyce sings high. Even Joyce’s dog runs away when she sings! Hugo is good at drawing. In fact, he once won a drawing contest. Hugo drew a car for the contest, but he can draw all sorts of things. If you ask Hugo to draw an animal or a person or a plant, his drawing will look just like the real thing. He is the best artist I know. | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Leadership** | Ability to guide and inspire others towards a common goal. | | **Problem Solving** | Ability to identify and resolve complex issues. | | **Teamwork** | Ability to work collaboratively with others towards a common objective. | | **Adaptability** | Ability to adjust to changing circumstances and new situations. | | **Time Management** | Ability to prioritize tasks and manage time effectively. | | **Creativity** | Ability to generate innovative ideas and solutions. | | **Critical Thinking** | Ability to analyze information and make informed decisions. | | **Emotional Intelligence** | Ability to understand and manage one's own emotions, as well as those of others. | | **Digital Literacy** | Ability to use technology effectively in various contexts. | *Note: This list is not exhaustive and may vary depending on the specific job requirements.* Build Sentences Rewrite the following sentence six times, adding a little more detail each time: Jack picked it up. 1. What did Jack pick up? 2. Why did Jack pick it up? 3. What did Jack do with the thing that he picked up? 4. When did Jack pick it up? 5. How did Jack pick it up? 6. What did Jack do after he picked it up? 6. It was all too much to choose. So I just had a bowl of ____ ____ ____ ____ ____ and crackers. 7. Then I had a grape ____ ____ ____ ____ ____ ____ ____ ____ ____ for dessert. Andrew Jackson Answer each question with a complete sentence. 1. Why was New Orleans an important city in 1814? 2. Who led the U.S. Army that was sent to defend New Orleans? 3. Why did Andrew Jackson dislike the British? 4. Why was Andrew Jackson nicknamed “Old Hickory”? 5. Who did Andrew Jackson ask to join his army? | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Leadership** | Ability to guide and inspire others towards a common goal. | | **Problem Solving** | Ability to identify and resolve complex issues. | | **Teamwork** | Ability to work collaboratively with others towards a common objective. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Adaptability** | Ability to adjust to changing circumstances and new situations. | | **Creativity** | Ability to generate innovative ideas and solutions. | | **Critical Thinking** | Ability to analyze information and make informed decisions. | | **Emotional Intelligence** | Ability to understand and manage one's own emotions, as well as those of others. | | **Digital Literacy** | Ability to use technology effectively in various contexts. | *Note: This list is not exhaustive and may vary depending on the specific job requirements.* Alphabetize Words Place the words from the box in alphabetical order on the lines below. music cat matches copper meatball cute city motion mighty cell 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ 4. ________________________________________ 5. ________________________________________ 6. ________________________________________ 7. ________________________________________ 8. ________________________________________ 9. ________________________________________ 10. _______________________________________ | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Problem Solving** | Ability to identify problems, analyze them, and develop effective solutions. | | **Teamwork** | Ability to work collaboratively with others towards common goals. | | **Leadership** | Ability to inspire and guide others towards achieving objectives. | | **Adaptability** | Ability to adjust to changing circumstances and new situations. | | **Time Management** | Ability to organize and prioritize tasks efficiently. | | **Creativity** | Ability to generate innovative ideas and solutions. | | **Critical Thinking** | Ability to evaluate information objectively and make informed decisions. | | **Emotional Intelligence** | Ability to understand and manage one's own emotions and those of others. | | **Digital Literacy** | Ability to use technology effectively in various contexts. | *Note: This list is not exhaustive and may vary based on specific job requirements.* Andrew Jackson After the Battle of Baltimore, both sides began to get tired of the war. They called a meeting. Men from both sides sat down to try to form a peace treaty. But in the meantime, the war went on. The British sent troops to attack the city of New Orleans, on the Gulf of Mexico. You can see why New Orleans is an important place if you look at a map. The city is located at the mouth of the Mississippi River, right where the river drains into the Gulf of Mexico. From New Orleans you can travel north along the Mississippi River. You can also turn off onto other rivers that feed into the Mississippi, like the Ohio River. These rivers are like highways that lead right into the middle of North America. In 1814, New Orleans was already an important, big port. Lots of ships landed there. Farmers could ship their goods down the river and sell them in New Orleans. Traders could unload goods in New Orleans and ship them up the river. New Orleans was an important city, not only for the people who had homes there, but also for the farmers up the river in places like Ohio and Kentucky. If the British took New Orleans, they could control trade along the Mississippi. Farmers in Ohio and Kentucky would be cut off. The Americans could not let this happen. They sent an army to defend the city. The army was led by a man named Andrew Jackson. Andrew Jackson was from Tennessee. He had joined the U.S. Army during the American Revolution. At the time he was just a boy. He was too young to fight. He carried notes from place to place. During the Revolution, Jackson and his brother were taken prisoner by the British. It was a difficult time for them. They were treated badly. They almost starved to death. Jackson’s brother got sick and died. While he was a prisoner, Jackson had a run-in with a British officer. The man ordered Jackson to clean his boots. Jackson was proud and stubborn. He refused. The man shouted at Jackson. Still Jackson refused. The man struck Jackson with his weapon. Jackson was left with a scar on his face. As a result of this, Andrew Jackson had no love for the British. He was happy to fight them again as an army general when the War of 1812 broke out. Jackson had not been trained as a soldier. But he was bold and strong. His mother had died when he was young. He had gotten by on his own as an orphan. He had made his own way in life. During the first part of the War of 1812, Jackson battled against Native Americans in the west. Many Native Americans had sided with the British. Jackson’s men called him “Old Hickory” because he was as strong as a knotty old piece of hickory wood. In 1814, “Old Hickory” was given an important job. He was told to raise an army to protect New Orleans. Jackson rushed to the city. He picked up new troops along the way. Many of the men who joined him were farmers. But there were also free African Americans, Native Americans, and even pirates. When Jackson arrived, he ordered his ragtag army to set up walls and get ready for an attack. Then they waited. Skills 6 Review ‘tion’ and ‘le’ Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | lotion | puzzle | wiggle | eagle | travel | |---------|--------|--------|-------|--------| | single | station| pickle | vacation | apple | Across 1. Cream for your dry hands 6. Time off, often in summer 7. A bird 9. This is a crossword ____________. Down 2. Fire ____________ 4. Dill ____________ 5. Only one 8. Move around | | | | | | |---|---|---|---|---| | 1.| | | | | | 2.| | | | | | 3.| | | | | | 4.| | | | | | 5.| | | | | | 6.| | | | | | 7.| | | | | | 8.| | | | | | 9.| | | | | | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Leadership** | Ability to guide and inspire others towards a common goal. | | **Problem Solving** | Ability to identify and resolve complex issues. | | **Teamwork** | Ability to work collaboratively with others towards a common objective. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Adaptability** | Ability to adjust to changing circumstances and new situations. | | **Creativity** | Ability to generate innovative ideas and solutions. | | **Critical Thinking** | Ability to analyze information and make informed decisions. | | **Emotional Intelligence** | Ability to understand and manage one's own emotions, as well as those of others. | | **Digital Literacy** | Ability to use technology effectively in various contexts. | *Note: This list is not exhaustive and may vary depending on the specific job requirements.* Practice Grammar Part 1. Correct the capitalization and add punctuation for each sentence. Rewrite the sentence. 1. John and Nancy went on a trip to the city of Washington to see the cherry blossoms (4) 2. Our class has a pet hamster named Homer (3) 3. Is the hummingbird the smallest bird in the world (2) Part 2. Change the following singular nouns to plural nouns. fox ________________________________ dog ________________________________ cat ________________________________ bird ________________________________ horse ________________________________ Part 3. Circle the correct tense of the verb in each sentence. 1. Our class will go on a trip tomorrow. present past future 2. We are reading our books. present past future 3. We wrote a story about Mr. Mowse. present past future 4. We will eat lunch at noon. present past future 5. Our bus was late this morning. present past future Part 4. Circle *complete* if the item is a complete sentence or *incomplete* if it is not a sentence. Remember that a complete sentence has both a subject and a predicate. 1. Ice cream cone. complete incomplete 2. I like vanilla best. complete incomplete 3. It is cold. complete incomplete 4. My lips are frozen. complete incomplete 5. Vanilla ice cream cones. complete incomplete Part 5. Combine the ideas of the run-on sentences in each item to write a single sentence with correct capitalization and punctuation. 1. the cat is fuzzy the cat is soft the cat is gentle 2. broccoli is green zucchini are green kiwis are green Spelling Assessment 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ 6. ____________________________ 7. ____________________________ 8. ____________________________ 9. ____________________________ 10. ____________________________ 11. ____________________________ 12. ____________________________ 13. ____________________________ 14. ____________________________ 15. ____________________________ 16. ____________________________ 17. ____________________________ 18. ____________________________ 19. ____________________________ Tricky Word: ______________________ 1. 2. 3. 1. Who won the Battle of New Orleans? A. The British won. B. The French won. C. The Americans won. 2. A peace treaty was signed on December 24, 1814. Why did the British and the Americans keep fighting? A. They did not know about the treaty. B. They did not want the war to end. C. A new war had started. 3. Who won the War of 1812? A. The British won the War of 1812. B. The Americans won the War of 1812. C. There was not really a clear winner. Watkins Llama & Wanda Swan | Skill | Description | |-------|-------------| | | | Fill in the Blank Use the best word from the box to complete each sentence. watercolors Wanda Watkins waffle wands wash water wander 1. _______________ Llama likes green pajamas. 2. _______________ Swan floats on water. 3. I need some more shampoo to _______________ my hair. 4. I like jam on my _______________ for breakfast. 5. Wanda and Watkins like to pretend to use their _______________ to make magic. 6. I need some _______________ to add to the cake mix. 7. In art class, we get to paint with _______________. 8. Mom asked me to watch my baby brother while he played outside in the yard, so he did not _______________ off and get lost. | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Leadership** | Capacity to guide, inspire, and motivate a group towards a common goal. | | **Problem Solving** | Skills in identifying issues, analyzing options, and making informed decisions. | | **Teamwork** | Ability to collaborate effectively with others towards shared objectives. | | **Adaptability** | Flexibility in responding to changing circumstances or new challenges. | | **Time Management** | Efficiently organizing and prioritizing tasks to meet deadlines. | | **Creativity** | Innovative thinking and generating novel solutions. | | **Critical Thinking** | Analyzing information objectively to make sound judgments. | | **Emotional Intelligence** | Understanding and managing one's own emotions and those of others. | | **Digital Literacy** | Proficiency in using technology for communication and information retrieval. | *Note: This list is not exhaustive and may vary based on specific job requirements.* Skills 6 Matching Pictures and Sentences Write the number of the sentence that matches each picture in the box. 1. Watkins Llama has on pajamas. 2. Can you see the magic wand? 3. There was a trail of lava flowing down the volcano. 4. I love waffles with lots of butter for breakfast. 5. Please turn off the water when you are brushing your teeth. 6. Mom said not to wander away from her while we are in the store. 7. I am going to visit my grandma this weekend. 8. Wash your hands before you eat. 9. Do you like acorn or butternut squash? 10. My father has a wristwatch that my grandpa gave him. 11. Wanda Swan swims slowly across the big blue lake. 12. I took a big gulp and swallowed. | Skill | Description | |-------|-------------| | | | Dear Family Member, This is the last set of spelling words for your student for this school year. All of these words have importance at the end of our Reader, *The War of 1812*. As you work with your student on these words, ask them to use each word in a sentence in a way that will convey the meaning of the word in the context of what your student is learning about the war. | general | mortar | ragtag | knotty | |---------|--------|--------|--------| | peace | treaty | soldiers | Mississippi | | traders | river | goods | highways | | drains | orphan | fired | proud | | streak | defend | hickory | **Tricky Word: New Orleans** | Skill | Description | |-------|-------------| | **Communication** | Ability to effectively convey information and ideas to others. | | **Leadership** | Ability to guide and inspire others towards a common goal. | | **Problem Solving** | Ability to identify, analyze, and solve complex problems. | | **Teamwork** | Ability to work collaboratively with others towards a common objective. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Adaptability** | Ability to adjust to changing circumstances and new situations. | | **Creativity** | Ability to generate innovative ideas and solutions. | | **Critical Thinking** | Ability to evaluate information and make informed decisions. | | **Emotional Intelligence** | Ability to understand and manage one's own emotions and those of others. | | **Digital Literacy** | Ability to use technology effectively in various contexts. | *Note: This list is not exhaustive and may vary based on specific job requirements.* The End of the War On January 8, 1815, the British attacked New Orleans. They planned on winning without much trouble. But they did not know how brave Andrew Jackson and his men were—or how good they were with their weapons. The British soldiers had on bright red coats. A wave of them charged. Jackson’s men crouched behind their walls. They took careful aim. Then they fired. Their bullets hit the first wave of British soldiers. The British kept coming. Jackson and his men kept firing. The wall helped to keep them safe. When it was all over, the U.S. flag was still flying. The British gave up their attack. The British took heavy losses. Two thousand of their men were killed or hurt. The U.S. Army lost no more than one hundred men. New Orleans was safe! Americans cheered for Andrew Jackson and the Battle of New Orleans. After time passed, a letter arrived. It said that the war was already over. On December 24, 1814, the United States and Great Britain had signed a treaty to end the war. This was two weeks before the Battle of New Orleans! But Jackson and his men did not know that. In those days news traveled slowly. There were no radios or television sets. There were no phones. There were no computers to send emails. A letter could only travel as fast as the man who carried it. It took a couple of weeks for news of the treaty to get from Europe to the United States. That is why Jackson and his men did not find out about the treaty until after the battle. America’s greatest victory in the War of 1812 came after the war was already over! The War of 1812 lasted three years. It’s hard to say who won. Both sides won battles. The British burned Washington, D.C. But the Americans won the Battle of New Orleans. “Old Ironsides” won a number of battles on the sea. But other U.S. ships were sunk. All in all, there was no clear winner. It might seem as if the war was for nothing. But some things had changed. The Americans had battled together as a nation, and they had done it well. They had taken on the mighty British and had held their own. The world saw they were strong. The end of the war marked the start of a new age in U.S. history. It was an age of national pride. The War of 1812 showed that the United States of America was here to stay. Alphabetize Words Read all of the words aloud. Then, write them in alphabetical order. Hint: You may want to number the words in the box first. | general | mortar | ragtag | knotty | peace | |---------|--------|--------|--------|-------| | treaty | soldiers | Mississippi | traders | river | | goods | highways | drains | orphan | New Orleans | | fired | proud | streak | defend | hickory | 1. _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________ 6. _______________________ 7. _______________________ 8. _______________________ 9. _______________________ 10. _______________________ 11. _______________________ 12. _______________________ 13. _______________________ 14. _______________________ 15. _______________________ 16. _______________________ 17. _______________________ 18. _______________________ 19. _______________________ 20. _______________________ | Skill | Description | |-------|-------------| | | | The War of 1812 Circle the correct answer. 1. During the War of 1812, the United States fought against ________________________. A. the Americans B. the British C. the French D. the Spanish 2. During the War of 1812, the president of the United States was ________________________. A. Thomas Jefferson B. Andrew Jackson C. Dolley Madison D. James Madison 3. Why were many Americans angry with the British in 1812? A. The British were unfairly taxing the Americans. B. The British had taken Dolley Madison prisoner. C. The British were forcing Americans to serve in the British Navy by impressment and were also trading with Native Americans. D. The British would not sell tea to the Americans. 4. What was the USS Constitution? A. The USS Constitution was a fort that the British attacked during the War of 1812. B. The USS Constitution was a ship that fought many battles during the War of 1812. C. The USS Constitution was a document that declared the United States independent of Great Britain. D. The USS Constitution was a building in Washington, D.C. 5. Why was the USS Constitution nicknamed “Old Ironsides”? A. It was the first American ship made of iron. B. It was a very old ship used during the Revolutionary War. C. Even though it was attacked and hit by many cannon balls in different battles, the sides of the ship did not crumble and the ship did not sink. D. It was nicknamed after Andrew Jackson, a general in the War of 1812. 6. Where is the White House? A. Baltimore B. New Orleans C. Washington, D.C. 7. What happened to the President’s House during the War of 1812? A. The U.S. Army attacked and burned it. B. The U.S. Army made a fort there. C. Andrew Jackson wrote a song about it. D. The British Army attacked and burned it. 8. Why did Mary Pickersgill make a flag for Fort McHenry? A. The British soldiers asked her to make a big flag. B. The old flag had been destroyed. C. The American soldiers wanted a very big American flag for the fort. D. She hoped that Dolley Madison would see the flag. 9. Who saw the attack on Fort McHenry and wrote a poem that begins, “O say can you see,” that became our national anthem? A. Francis Scott Key B. Dolley Madison C. Andrew Jackson D. James Madison 10. Who led the army that defended New Orleans during the Battle of New Orleans? A. Francis Scott Key B. Dolley Madison C. Andrew Jackson D. James Madison 11. Why did the British and American soldiers still fight the Battle of New Orleans after a treaty had been agreed to? A. The soldiers in New Orleans were still angry with one another. B. The soldiers in New Orleans did not agree with the treaty. C. The soldiers in New Orleans did not know that the treaty had been agreed to. D. The soldiers in New Orleans wanted to start a new war. 12. Name two adjectives to describe Francis Scott Key and tell why you chose them. Use examples of things that Key said or did. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Dear Boyz and Gurlz, Greetings from yur old frend, Mr. Mowse! I hav really been injoying lisning to you and yur teecher reading and talking ubout the War of 1812. I am really lerning a lot. I even lerned that the Star Spangld Baner is our nashunil anthim! But I still hav some kwestjins a ubout our flag and the werdz to our anthim. Maybe you can help me find the ansers! Yur pal, Mr. Mowse Dear Boys and Girls, Greetings from your old friend, Mr. Mowse! I have really been enjoying listening to you and your teacher reading and talking about the War of 1812. I am really learning a lot. I even learned that “The Star-Spangled Banner” is our national anthem! But I still have some questions about our flag and the words to our anthem. Maybe you can help me find the answers! Your pal, Mr. Mowse Here are some of Mr. Mowse’s questions: 1. What do the words of our national anthem describe? 2. When singing our national anthem, how should people behave? 3. How do people show respect for the flag? 4. How did the poem Francis Scott Key wrote become our national anthem? 1. What are the three times during the attack on Fort McHenry that Key looked for the flag? 2. How could Key see the flag in the middle of the night? 3. Why couldn’t Key see the flag just before the sun came up? 4. Why was it important to Key to see if the flag was still flying after the attack ended? Parts of Speech Find examples of the following parts of speech in “The End of the War” and write them on the lines. 1. common noun: ____________________________ 2. proper noun naming a person: ____________________________ 3. proper noun naming a person: ____________________________ 4. common noun: ____________________________ 5. proper noun naming a place: ____________________________ 6. common noun naming a thing: ____________________________ 7. adjective: ____________________________ 8. adjective and a noun: ____________________________ 9. verb: ____________________________ 10. verb to be: ____________________________ 11. adverb and a verb: ____________________________ 12. adverb: ____________________________ Complete or Incomplete Sentence? Circle *complete* or *incomplete* for each of the following. If it is a complete sentence, place the correct punctuation in the sentence. 1. The girls have some good news - complete - incomplete 2. Got a puppy - complete - incomplete 3. The cutest kitten - complete - incomplete 4. Sam really likes pizza - complete - incomplete 5. His name is Freckles - complete - incomplete 6. Went to school - complete - incomplete 7. The beach is fun - complete - incomplete 8. Did you get the dress - complete - incomplete 9. What time is the show - complete - incomplete 10. Maybe Stacey - complete - incomplete | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Problem Solving** | Problem-solving skills involve identifying issues, analyzing information, and developing effective solutions. This skill is crucial in various professional settings. | | **Teamwork** | Working effectively in teams requires collaboration, conflict resolution, and the ability to contribute positively to group goals. | | **Leadership** | Leadership skills include guiding and motivating others, making decisions, and inspiring confidence. These skills are vital in leadership roles. | | **Time Management** | Efficient time management allows individuals to prioritize tasks, meet deadlines, and balance work and personal life effectively. | | **Adaptability** | The ability to adapt to changing circumstances and new challenges is crucial in today's dynamic work environment. | | **Creativity** | Creativity involves generating innovative ideas and solutions, which can be valuable in problem-solving and decision-making processes. | | **Critical Thinking** | Critical thinking involves analyzing information, evaluating arguments, and making informed decisions. This skill is essential in various professional contexts. | | **Emotional Intelligence** | Emotional intelligence includes self-awareness, empathy, and the ability to manage emotions effectively. These skills enhance interpersonal relationships and overall well-being. | These skills are fundamental for career success and personal development. The War of 1812 A Report by Mr. Mowse Select and mark the topic sentence ‘TS’ and concluding sentence ‘CS’ in this paragraph. Then, number the remaining sentences that provide supporting details in the correct order. _____ The British were kidnapping men from American ships to make them serve in the British Navy. _____ There were many reasons that the Americans declared war on the British in 1812. _____ This was called impressment. _____ But he finally decided and the United States went to war with Great Britain. _____ President Madison was not sure if he should declare war or not. _____ Also, the British were trading with Native Americans, which made the settlers in the west very afraid. Select and mark the topic sentence ‘TS’ and concluding sentence ‘CS’ in this paragraph. Then, number the remaining sentences that provide supporting details in the correct order. _____ She rolled up the portrait and took it along with important American documents, so that the British would not get them. _____ The British burned Washington, D.C. _____ One important event during the War of 1812 was the attack on Washington, D.C. _____ Dolley Madison was alone at the President’s House with just a few servants. _____ There were other battles during the War of 1812, but the attack on Washington, D.C., was one of the most important. _____ When she heard that the British were coming, Dolley Madison told her servants to take the portrait of George Washington from its frame. Staying on Topic For each paragraph, underline the topic sentence and cross out the sentence that does not stay on the topic. 1. Vegetables come in many different colors. Some vegetables are green like beans and lettuce. Some vegetables are yellow like squash. Sometimes meat is red. Other vegetables, like carrots, are even orange. 2. I visit the dentist for a checkup two times a year. The dentist checks my teeth for cavities. A vet helps sick animals. Then, the dentist cleans my teeth and flosses them. After that, the dentist lets me pick out a toothbrush. When I leave the dentist’s office, my teeth are so clean! 3. Clara jumps out of bed excitedly. Today is the day that her class is going to the zoo. As she brushes her teeth, Clara wonders what animals she will see at the zoo. Last week, Clara went with her dad to get the car fixed. She hopes that she’ll see the tigers and the bears at the zoo. But she knows that even if she doesn’t see them, her day will still be amazing. | Skill | Description | |-------|-------------| | **Communication** | Ability to express ideas clearly and effectively, both verbally and in writing. | | **Problem Solving** | Ability to identify problems, analyze them, and develop effective solutions. | | **Teamwork** | Ability to work collaboratively with others towards common goals. | | **Leadership** | Ability to inspire and guide others, setting direction and motivating teams. | | **Adaptability** | Ability to adjust to changing circumstances and new challenges. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Creativity** | Ability to think outside the box and generate innovative ideas. | | **Critical Thinking** | Ability to evaluate information objectively and make sound judgments. | | **Emotional Intelligence** | Ability to understand and manage emotions, both in oneself and others. | *Note: This list is not exhaustive and may vary based on specific job requirements.* Alphabetize Words Write the words in the box in alphabetical order on the lines below. You may want to number the words in the box first. cymbal cell crest cost candle circle cat cubby change clam 1. ________________________________ 2. ________________________________ 3. ________________________________ 4. ________________________________ 5. ________________________________ 6. ________________________________ 7. ________________________________ 8. ________________________________ 9. ________________________________ 10. ________________________________ | Skill | Description | |-------|-------------| | **Communication** | Effective communication is essential for success in any field. It involves the ability to express ideas clearly and concisely, listen actively, and adapt to different communication styles. | | **Problem Solving** | Problem-solving skills involve identifying issues, analyzing information, and developing effective solutions. This skill is crucial in various professional settings. | | **Teamwork** | Working effectively in teams requires collaboration, conflict resolution, and the ability to contribute positively to group goals. | | **Leadership** | Leadership skills include guiding and motivating others, making decisions, and inspiring confidence. These skills are vital for leading teams and organizations. | | **Time Management** | Efficient time management allows individuals to prioritize tasks, meet deadlines, and balance work and personal life effectively. | | **Adaptability** | The ability to adapt to changing circumstances and new challenges is essential in today's dynamic work environment. | | **Creativity** | Creativity involves generating innovative ideas and solutions, which can be applied in various fields such as design, marketing, and technology. | | **Critical Thinking** | Critical thinking involves analyzing information, evaluating arguments, and making informed decisions. This skill is fundamental in decision-making processes. | | **Emotional Intelligence** | Emotional intelligence includes self-awareness, empathy, and the ability to manage emotions effectively. This skill enhances interpersonal relationships and leadership abilities. | These skills are not only important for career advancement but also for personal growth and well-being. Find the Secret Message Find the hidden message by completing each sentence with a word from the box. Then match the numbers to the letters to reveal a secret message just for you! water apple shampoo mistake appetite salt nap walrus radishes cable drama squatted washed halo 1. May I have an _______ _______ _______ _______ _______ and a glass of _______ _______ _______ _______ _______ for snack after my _______ _______ _______? 2. I made a _______ _______ _______ _______ _______ _______ _______ and used the pepper instead of the _______ _______ _______ _______! 3. The trainer _______ _______ _______ _______ _______ _______ _______ _______ down to feed a fish to the _______ _______ _______ _______ _______ _______ swimming in the pool at the zoo. 4. I wore a _______ _______ _______ _______ as part of my costume in the _______ _______ _______ _______ _______ _______ we performed at school. 5. My mom put _______ _______ _______ _______ _______ _______ _______ _______ in the salad. Staying on Topic For each paragraph, underline the topic sentence and cross out the sentence that does not stay on the topic. 1. Summer is the best season. When it is summertime, I get to swim in the lake by my house. I also get to go to the beach with my family. When it is wintertime, I get to go sledding. That is why I like summer best of all. 2. Last Halloween, Linda dressed up in a pink, silk princess costume. She even wore a silver crown on her head. Carly wore a witch costume. She really looked like a princess. Linda’s princess costume was great! 3. Gertrude did not enjoy her walk in the forest. As she walked, branches from the trees scratched her arms and legs. It was very hot and there were lots of flies. Gertrude really likes to eat French fries. Then, there was a loud howling in the forest that really scared Gertrude. She decided that the next time she takes a walk, she will walk in the park! | Skill | Description | |-------|-------------| | | | The Writing Process for Reports Plan 1. 2. 3. Draft 4. 5. Edit 6. 7. 8. | Skill | Description | |-------|-------------| | **Communication** | Ability to express ideas clearly and effectively, both verbally and in writing. | | **Problem Solving** | Ability to identify problems, analyze them, and develop effective solutions. | | **Teamwork** | Ability to work collaboratively with others towards common goals. | | **Leadership** | Ability to inspire and guide others, setting direction and motivating teams. | | **Adaptability** | Ability to adjust to changing circumstances and new challenges. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Creativity** | Ability to think outside the box and generate innovative ideas. | | **Critical Thinking** | Ability to evaluate information objectively and make sound judgments. | | **Emotional Intelligence** | Ability to understand and manage emotions, both in oneself and others. | *Note: This list is not exhaustive and may vary based on specific job requirements.* Report Editing Checklist Ask yourself these questions as you edit your draft. 1. Do I have a title? 2. Have I organized information into paragraphs that relate to my topic? 3. Does every paragraph have a topic sentence? 4. Is every topic sentence indented? 5. Does every paragraph have other sentences in a logical order that provide details supporting the topic sentence? 6. Does every paragraph have a concluding sentence? 7. Do all of my sentences start with uppercase letters? 8. Do all of my sentences end with a final mark? (. ? or !) 9. Have I checked my spelling? 10. Have I added other things such as illustrations to make my report interesting? | Skill | Description | |-------|-------------| | **Skill 1** | This is the first skill. It is important for success in various fields. | | **Skill 2** | The second skill is equally important. It helps in achieving goals efficiently. | | **Skill 3** | The third skill is crucial for problem-solving and decision-making. | | **Skill 4** | The fourth skill enhances communication and teamwork abilities. | | **Skill 5** | The fifth skill is essential for innovation and creativity. | | **Skill 6** | The sixth skill is vital for leadership and management roles. | *Note: The table above provides a sample of skills that can be used in various contexts.* Topic Sentences and Concluding Sentences Read the sentences that go with each topic. Then, write a topic sentence and a concluding sentence for each topic. Remember to indent the topic sentence. 1. **Topic: Summer** One of the best things about summer is that we don’t have school! I have the whole day to do lots of fun things. Another good thing about summer is that it is hot and sunny so I can go swimming almost every day. And since it stays light out later at night, my mom lets me go to the park after dinner to play ball with my friends. 2. **Topic: Class Trip** First, we all got on a bus that took us from school to the harbor at Battery Park. Then we took a boat to the Statue of Liberty. Then we got to climb up inside the statue. When it was time for lunch, we had a picnic outside on the grass near the statue. Then it was time to go back to school. Topic Sentences and Concluding Sentences Read the sentences that go with each topic. Then write a topic sentence and a concluding sentence for each topic. Remember to indent the topic sentence. 1. **Topic: A Best Friend** Someone who is a best friend likes doing many of the same things you do. A best friend is also someone you can trust. You can tell a best friend things that you might not tell anyone else and he will keep it a secret. A best friend is also someone who will stick up for you and will help you out. 2. **Topic: USS Constitution** The USS *Constitution* was nicknamed “Old Ironsides” during the War of 1812 because no matter how many cannon balls were fired by the British and how fierce the battle, the ship was not destroyed and managed to keep fighting. It was never defeated in any battle during the war. You can still visit the USS *Constitution* today in Boston where it is in the harbor. Spelling Assessment 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ 6. ____________________________ 7. ____________________________ 8. ____________________________ 9. ____________________________ 10. ____________________________ 11. ____________________________ 12. ____________________________ 13. ____________________________ 14. ____________________________ 15. ____________________________ 16. ____________________________ 17. ____________________________ 18. ____________________________ 19. ____________________________ Tricky Word: ______________________ 1. 2. 3. 4. Identify Topic and Irrelevant Sentences Read all of the sentences in each set. One of the sentences in each set is a topic sentence; underline that sentence. Most of the other sentences in the set are supporting details for the topic sentence. But there is one sentence in each set that does not belong because it does not stay on the topic. Cross out this sentence. Set 1: If you are interested in art, there are many art museums that you can visit. If you like going to shows, you can choose from many different dramas and plays. New York City is a wonderful place to visit. There are also many different kinds of restaurants, so you can find just about anything you want to eat. Valentine’s Day is in February. Set 2: You must be sure to give a dog food and clean water each day. Taking care of a dog as a pet is a big responsibility. Birds make their nests in the spring. You also need to walk a dog or let him outside at least three times a day. It is important that a dog has a comfortable, dry place to sleep. Set 3: Francis Scott Key wrote a poem while watching the attack on Fort McHenry. Andrew Jackson led the army in the Battle of New Orleans. This poem later became a song known as “The Star-Spangled Banner,” which is now our national anthem. Key watched the American flag at Fort McHenry during the entire battle. He was inspired to write the poem when he saw that the flag was still waving at Fort McHenry the morning after the battle. Take Notes on “Our National Anthem” 1. What do the words of our national anthem describe? 2. When singing our national anthem, how should people behave? 3. How do people show respect for the flag? 4. How did the poem Francis Scott Key wrote become our national anthem? Take Notes on “Making Sense of the National Anthem” 1. What are the three times during the attack on Fort McHenry that Key looked for the flag? 2. How could Key see the flag in the middle of the night? 3. Why couldn’t Key see the flag just before the sun came up? 4. Why was it important to Key to see if the flag was still flying after the attack ended? The Young Mouse Once upon a time there was a young mouse who had never left his mother’s side. One day the young mouse went outside for a walk to explore. But it was not long until he came running back to his mother. “Mother! Mother!” said the young mouse. “What a scare I have had! I was walking along when I saw two strange animals. One of them looked a lot like me. She had paws and a tail. She looked soft, and kind, and graceful. “But the other one was a scary monster! You should have seen him! He had just two legs and scratched at the ground with his claws. He kept beating his arms. He was ugly, too. He had no fur, just feathers, and he had big red flaps hanging from his head and neck. But what scared me the most was the awful sound he made. It sounded like cock-a-doodle-doo!” The young mouse went on. “I wanted to say hello to the nice animal that looked like me. She was so lovely, and she looked so good and gentle. She had thick, glossy hair and a modest face. As she looked at me, she waved her fine, long tail and smiled. I think she was about to speak to me when the other animal let out his awful scream. I was so scared that I ran for my life. I didn’t even have time to smile back at the nice animal. It is such a shame. I would have liked to meet that lovely animal.” “My son,” said the mother, “the animal that scared you was a rooster. He may look and sound scary, but he would never harm you. The other animal that you saw was a cat. She may look good and gentle, but she is no pal of ours. She would gladly eat you and your mice pals. In fact, she would have eaten you if you had not run away. So be thankful, my son, that you escaped with your life. Stay close to me and remember that things are not always what they seem to be.” 1. Which animal in the story had never left his mother’s side? A. The young cat had never left his mother’s side. B. The young rooster had never left his mother’s side. C. The young mouse had never left his mother’s side. D. The young fox had never left his mother’s side. 2. When it says the animal never left his mother’s side, it means . . . A. The animal was stuck to his mother’s side. B. The animal always stayed next to or close by his mother. C. The animal always agreed with his mother. D. The animal always stayed on the right side of his mother. 3. Which animal was the young mouse most afraid of? A. He was most afraid of the cat. B. He was most afraid of the rooster. C. He was most afraid of the fox. D. He was most afraid of the dog. 4. Why did the young mouse want to meet the cat? A. He liked the way she looked. B. The cat saved him from the rooster. C. The cat and his mother were best pals. D. His mother told him that cats are nice. 5. Why did the young mouse run for his life? A. He was scared of the cat. B. He was scared of the loud noise the rooster made. C. His mother told him to run. D. He thought someone was chasing him. 6. What did the mother mouse explain to her son? A. She explained that roosters are very bad animals. B. She explained that he was scared of the wrong animal. C. She explained that roosters like to eat cats. D. She explained that cats are nothing to be scared of. 7. If the rooster had not made the cock-a-doodle-doo noise, what probably would have happened? A. The rooster and the mouse would have become pals. B. The rooster would have chased the mouse. C. The cat would have eaten the mouse. D. The mouse would have chased the cat. 8. What is the moral of this story? A. Never trust a rooster. B. Do unto others as you would have them do unto you. C. Things are not always what they seem to be. D. Better late than never. Grade 2 End-of-Year Summary Teacher Name ___________________________ Student Name ___________________________ Benchmarks Reading Comprehension: Students who answer **5 or fewer out of 8** correctly appear to have **poor preparation** for Grade 3. Students who answer **6 out of 8** questions correctly appear to have **adequate preparation** for Grade 3. Students who answer **7 or more of 8** questions correctly have **outstanding preparation** for Grade 3. Fluency: Students who score in the **25th or lower percentile** are **below grade level**. Students who score in the **50th percentile** are **on grade level**. Students who score in the **75th–90th or above percentile** are **above grade level**. Word Reading in Isolation: Students who score **48 or fewer words out of 70** correctly have **poor preparation** for Grade 3. Students who score **49–59 out of 70** correctly have **adequate preparation** for Grade 3. Students who score **60 or more out of 70** correctly have **outstanding preparation** for Grade 3. Assessment Scores | Assessment | Score and Accuracy | |-------------------------------------|--------------------| | Silent Reading Comprehension Score | ______ /8 and ______ % accuracy | | W.C.P.M. | ______ and ______ percentile | | Oral Comprehension Score | ______ /6 and ______ % accuracy | | Word Reading in Isolation | ______ /70 and ______ % accuracy | Recommended Placement for Next Year ____ Needs intensive remediation ____ On level ____ Below level ____ Above level Notes List missed letter-sound correspondences (from Activity Page 35.2): Other notes (missing literal or inferential questions, confidence level, etc.): W.C.P.M. Calculation Sheet Student: ____________________________ Date: _______________________________ Story: “The Young Mouse” Total words in story: 357 Words - Words Read - Uncorrected Mistakes - Words Correct Time - Minutes - Seconds - Finish Time - Start Time - Elapsed Time \[ \text{Minutes} \times 60 + \text{Seconds} = \text{Time in Seconds} \] WCPM \[ \frac{\text{Words Correct}}{\text{Time in Seconds}} \times 60 = \text{WCPM} \] Compare the student’s W.C.P.M. score to national norms for Spring of Grade 2 (Hasbrouck and Tindal, 2006): | Reading Time for this story | W.C.P.M. | National Percentiles for Spring, Grade 2 | |-----------------------------|---------|------------------------------------------| | 2:35 | 141 | 90th | | 3:05 | 118 | 75th | | 4:05 | 91 | 50th | | 4:55 | 74 | | | 5:55 | 62 | 25th | | 8:00 | 46 | | | 11:35 | 31 | 10th | | | knee | shake | line | phone | accuse | |---|-------|-------|-------|-------|--------| | 1.| | | | | | | 2.| school| booked| cookie| shook | author | | 3.| auto | metal | emotion| actor | bird | | 4.| churn | burst | water | cowboy| shower | | 5.| sweater| unite | station| blue | uniform| | 6.| cue | athlete| daughter| sausage| faucet| | 7.| bounce| choice| awful | germ | paper | | 8.| mermaid| bark | torch | fetch | city | | 9.| pencil| voice | rinse | baby | raincoat| |10.| afraid| clay | noble | echo | goes | |11.| snow | oatmeal| spider| mighty| lie | |12.| drying| reflex| repeat| bunnies| believe| |13.| month | come | apple | nickel| appetite| |14.| myth | key | also | orchard| taxi | | Skill | Description | |-------|-------------| | | | | | a | b | c | d | e | |---|----------------------------------------|----------------------------------------|----------------------------------------|----------------------------------------|----------------------------------------| | 1 | knee | shake | line | phone | accuse | | | /n/ /ee/ | /sh/ /ae/ /k/ | /l/ /ie/ /n/ | /f/ /oe/ /n/ | /a/ • /k/ /ue/ /z/ | | | | | | | e • digraph | | 2 | school | booked | cookie | shook | author | | | /s/ /k/ /oo/ /l/ | /b/ /oo/ /k/ /t/ | /k/ /oo/ /k/ /ee/ | /sh/ /oo/ /k/ | /aw/ • /th/ /er/ | | | | | | | digraph • r-controlled | | 3 | auto | metal | emotion | actor | bird | | | /aw/ • /u/ /oe/ | /m/ /e/ /t/ • /a/ /i/ | /ee/ • /m/ /oe/ • /sh/ /a/ | /a/ /k/ • /t/ /er/ | /br/ /er/ /d/ | | | digraph • open | closed • e | open • open • e | closed • r-controlled | | | 4 | churn | burst | water | cowboy | shower | | | /ch/ /er/ /n/ | /b/ /er/ /s/ /t/ | /w/ /o/ /t/ • /er/ | /k/ /ou/ • /b/ /oi/ | /sh/ /ou/ • /er/ | | | | | | | digraph • digraph | | | | | | | digraph • r-controlled | | 5 | sweater | unite | station | blue | uniform | | | /s/ /w/ /e/ /t/ /l/ • /er/ | /u/ • /n/ /ie/ /t/ | /s/ /t/ /ae/ • /sh/ /a/ /n/ | /b/ • /I/ /oo/ | /ue/ • /n/ /i/ /f/ • /or/ /m/ | | | digraph • r-controlled | open • digraph | open • e | | open • closed • r-cont. | | 6 | cue | athlete | daughter | sausage | faucet | | | /k/ /ue/ | /a/ /th/ • /I/ /ee/ /t/ | /d/ /aw/ • /N/ /er/ | /s/ /aw/ • /s/ /I/ /f/ | /f/ /aw/ • /s/ /el /t/ | | | digraph • r-controlled | closed • digraph | digraph • r-controlled | digraph • digraph | digraph • closed | | 7 | bounce | choice | awful | germ | paper | | | /b/ /ou/ /h/ /s/ | /ch/ /oi/ /s/ | /aw/ • /f/ /e/ /N/ | /y/ /er/ /m/ | /p/ /ae/ • /p/ /er/ | | | | | | | open • r-controlled | | 8 | mermaid | bark | torch | fetch | city | | | /m/ /er/ • /m/ /ae/ /d/ | /b/ /ar/ /k/ | /t/ /el/ /ch/ | /l/ /or/ /ch/ | /s/ /I/ /t/ • /ee/ | | | r-controlled • digraph | | | | closed • open | | | a | b | c | d | e | |---|----------------------------------------|----------------------------------------|----------------------------------------|----------------------------------------|----------------------------------------| | 9 | pencil | voice | rinse | baby | raincoat | | | /p/ /e/ /n/ • /s/ /o/ /l/ /N/ | /N/ /o/ /l/ /s/ | /r/ /i/ /n/ /s/ | /b/ /æ/ • /b/ /ee/ | /r/ /æ/ /n/ • /k/ /o/ /e/ /t/ | | | closed • a | | | open • open | digraph • digraph | | 10| afraid | clay | noble | echo | goes | | | /æ/ • /f/ /h/ /æe/ /d/ | /k/ /l/ /æe/ | /n/ /o/e/ • /b/ /æ/ /l/ | /e/ /k/ • /o/e/ | /g/ /o/e/ /t/ | | | a • digraph | | | open • a | closed • open | | 11| snow | oatmeal | spider | mighty | lie | | | /s/ /n/ /o/e/ | /o/e/ /t/ • /m/ /lee/ /l/ | /s/ /p/ /i/e/ • /d/ /er/ | /m/ /i/e/ • /t/ /ee/ | /l/ /i/e/ | | | | | | open • r-controlled | digraph • open | | | | | | repeat | bunnies | | | | | | | believe | | 12| drying | reflex | repeat | /b/ /l/ /n/ • /ee/ /z/ | /b/ /a/ • /l/ /ee/ /l/ | | | /d/ /r/ /i/e/ • /l/ /ng/ | /r/ /lee/ • /f/ /l/ /e/ /t/ | /r/ /lee/ • /p/ /lee/ /t/ | closed • digraph | a • digraph | | | open • closed | open • closed | open • digraph | nickel | appetite | | 13| month | come | apple | /n/ /i/ /k/ • /a/ /l/ | /a/ /p/ • /a/ • /t/ /i/e/ /t/ | | | /m/ /u/ /n/ /th/ | /k/ /u/ /m/ | /a/ /p/ • /e/ /l/ | closed • a | closed • a • digraph | | 14| myth | key | also | orchard | taxi | | | /m/ /i/ /th/ | /k/ /ee/ | /aw/ /l/ • /s/ /o/e/ | /o/r/ • /ch/ /e/r/ /d/ | /t/ /a/ /x/ • /e/ | | | | | | digraph • open | r-controlled • -cont. | | | | | | | closed • open | Writing Rubric for the War of 1812 Report 4 Information is appropriately organized by paragraphs Each paragraph includes a strong topic sentence that is indented Each paragraph has multiple sentences with details supporting the topic sentence Supporting sentences in each paragraph are organized in a coherent order Each paragraph has a strong concluding sentence No errors in grammar, capitalization, or punctuation References are properly listed and formatted An appropriate illustration is included 3 Information is appropriately organized by paragraphs Each paragraph includes a topic sentence that is indented Each paragraph has multiple sentences with details supporting the topic sentence Supporting sentences in each paragraph are organized in a coherent order Each paragraph has a good concluding sentence Few errors in grammar, capitalization, or punctuation References are listed, though may not be correctly formatted An appropriate illustration is included 2 Information is appropriately organized by paragraphs Paragraphs include topic sentences, but may not have been indented Paragraphs have sentences with some details supporting the topic sentence Some supporting sentences in paragraphs are not properly sequenced Paragraphs have weak concluding sentences Some errors in grammar, capitalization, or punctuation References are listed, though may not be correctly formatted An appropriate illustration is included 1 Information is not organized by paragraphs One or more topic sentences are missing or unclear Few sentences with details supporting the topic sentence Supporting sentences in paragraphs are not properly sequenced One or more concluding sentences are missing or unclear Many errors in grammar, capitalization, or punctuation References are not listed No illustration Teacher Comments: Our National Anthem A national anthem is a special patriotic song. Many countries have a national anthem. People sing a national anthem to show that they are proud of their country. In the United States, our national anthem is “The Star-Spangled Banner.” The words to this song were written by Francis Scott Key during the War of 1812. The song describes what Key saw during the attack on Fort McHenry. After the attack, he saw the U.S. flag, or in his words, the “star-spangled banner.” We sing “The Star-Spangled Banner” before baseball games and other sporting events. We sing it on holidays like the Fourth of July. We sing it on special days when we gather together. Sometimes we sing it at school. We sing it to show that we care about our country. In the United States, we always stand when we sing or hear the national anthem. If you are playing or talking and you hear this song, you should stop what you are doing and turn to face a flag. You may wish to place your right hand over your heart. You should stand still and look at the flag until the song is over. You should never talk or giggle or fool around during the national anthem. During the national anthem, you will see men taking off their hats. You may also see soldiers saluting the flag. They salute by bringing their right hand up to their head or the tip of their hat. Also, the flag should never touch the ground. These are all ways of showing respect for the U.S. flag and pride in our country. You know that “The Star-Spangled Banner” was written by Francis Scott Key. But did you know that it was not always our national anthem? In fact, it took more than one hundred years for it to become our national anthem. When it was first written, “The Star-Spangled Banner” was not a song. It was a poem. A little later, people took the words and set them to music. They sang the words to a tune that was popular at the time. Do you ever change the words to songs you know? That’s what people did with “The Star-Spangled Banner.” They took an old tune and gave it different words. Soon, lots of people were singing “The Star-Spangled Banner.” It was a big hit! “The Star-Spangled Banner” became a popular national song. People all over the nation liked to sing it. But they also liked to sing lots of other songs, and we still sing some of them today. Do you know “Yankee Doodle?” What about “My Country, ’Tis of Thee?” Have you ever sung “America, the Beautiful?” These are all patriotic songs that we sing to show how we feel about our country. If you went to a big state dinner at the White House one hundred years ago, the band might have played “The Star-Spangled Banner.” Or it might have played “Yankee Doodle,” or “My Country, ’Tis of Thee.” At that time, the United States did not have a national anthem. It had a set of national songs. Then, in 1931, Congress made “The Star-Spangled Banner” the national anthem. “The Star-Spangled Banner” is sung to show that we love our country. It is one of the things that unite us as a people. So when you sing it, sing it with pride! Making Sense of the National Anthem Francis Scott Key wrote “The Star-Spangled Banner” almost two hundred years ago. There are some old words in the poem. Some parts can be hard to understand. Let’s look at the words and try to make sense of them. On the next page is the first verse of the song, the part that we sing before a sporting event. Can you read it two or three times? “O’er” is a short form of the word over. To make sense of the “The Star-Spangled Banner,” it helps to think of what Francis Scott Key was doing the night he wrote it. Key was watching the attack on Fort McHenry. In the poem he describes the attack as a “perilous fight.” That means it was a dangerous battle. During the battle, Key kept his eye on Fort McHenry. In the poem he mentions the ramparts, or walls, of the fort. But what Key talks about the most is the U.S. flag that he could see flying over the fort. Key says the flag is “spangled,” or dotted, with stars. He also talks about its “broad stripes.” When the wind blows, Key says these stripes blow back and forth. They look like they are “streaming” or rippling in the air. Have you ever seen a flag look that way? In the poem, Key describes three different times when he looked for the flag. First, he tells us he looked for the flag at “the twilight’s last gleaming,” or just as the sun set. Since it was not dark yet, Key could see. He saw that the flag was still flying over the fort. That was good. It means that the troops had not given up. Key tells us he also looked for the flag at night. You might think he would not be able to see much at night. But Key explains that the “rocket’s red glare” and the “bombs bursting in air” lit up the night sky. These flashes of light helped him see. They gave him “proof” that the flag was still flying. Key looked for the flag again just before dawn. This time he could not see it. Remember, the attack on the fort had stopped just before dawn. There were no more “bombs bursting in air.” There was no more “rocket’s red glare.” It was dark. Was the flag still flying? Had the troops in the fort given up? Or had the British? In the time before the sun rose, Key did not know. At that time, he had a lot of questions, but not a lot of answers. Look back at the words Key wrote. Do you see the question marks? There are three of them. An important thing to understand about our national anthem is that it starts with a set of questions. In the first lines, Key asks a question: “O say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming?” Wow! That’s a long sentence. Suppose we broke it up into shorter sentences and used simpler words. Then it might sound like this: “The sun is coming up. Tell me, my friend, can you see the flag? Remember? We saw it last night at sunset. Now the night has passed. Is it still there?” In the last lines of the song, Key asks another question. He says, “O say does that star-spangled banner yet wave O’er the land of the free and the home of the brave?” The “star-spangled banner” is the American flag. “The land of the free and the home of the brave” is what Key calls his country. It’s another name for the United States. So Key is really asking the same thing he asked before. He is asking, “Is our flag still waving?” Key asks these questions, but it might seem like he never answers them. In fact, he does. If you ever get a chance to read the rest of the poem, you will see that Key answers his own questions a little later. There is a part later in the poem where he says, “Yes! The flag is still flying! Hooray!” But that is in a part of the poem that we don’t sing very much. Most of the time we only sing the part with the questions. We don’t sing the part with the answers. So the next time you sing or hear the national anthem, think of Francis Scott Key. Think of him watching the bombs bursting over Fort McHenry. Think of him checking on the flag and wondering if it’s still flying. If you keep your eyes on the flag during the song, you will be doing just what Francis Scott Key was doing that night long ago. /f/ > ‘ph’: Fill in the Blank Use the best word from the box to complete each sentence. dolphin graph elephant pharmacy phobia phone trophy phase phonics phony 1. The bar ________________ shows that we like green apples best of all. 2. Dad will call on his cell ________________. 3. My two-year-old sister is in a stubborn ________________. 4. Mom needs to stop by the ________________ to pick up the pills the doctor prescribed for my sore throat. 5. A ________________ lives in the sea, but it is a mammal that breathes air. 6. We study ________________ every day in reading. 7. I have a fear, or ________________, of spiders. 8. He is such a fake, he is ________________. 9. The first place winner in the spelling bee got a ________________. 10. We fed peanuts to the baby ________________ at the zoo. Practice /f/ > ‘ph’ Circle letter(s) in each column to make a word to fill in the blank. 1. She has a ________________ snake. | ph | u | ff | y | |----|---|----|---| | f | o | n | ea | 2. Please use my cell ________________ to call 911. | ph | u | ff | y | |----|---|----|---| | p | o | n | e | 3. I can see the ________________ swimming by the ship. | d | u | l | f | e | n | s | |----|---|----|---|---|---|---| | b | o | t | ph | i | m | z | 4. The acorn just sprouted, and the oak tree is in the seedling ________________ of growth. | f | a | z | i | |----|---|---|---| | ph | u | s | e | 5. We learn ________________ so that we will be better readers. | f | u | e | g | z | |---|---|---|---|---| | ph | o | n | i | cs | 6. Please tell me if this is a sentence or a ________________. | ph | rr | i | s | ee | |---|---|---|---|---| | ff | r | a | z | e | 7. I have a fear, or ________________, of snakes. | f | u | b | e | o | |---|---|---|---|---| | ph | o | d | i | a | 8. I can sing the ________________ song. | e | f | a | d | e | t | |---|---|---|---|---|---| | al | ph | u | b | k | k | 9. The ringing ________________ woke me up. | t | i | l | a | ph | o | n | e | |---|---|---|---|---|---|---|---| | k | e | ll | e | eff | u | m | e | 10. We will make a bar ________________ of our favorite candy. | gl | e | ph | |---|---|---| | gr | a | ff | 8. My sister writes in her __________ every night before she goes to bed. 9. The water __________ turned into fog. 10. It is a new month; please turn the __________ page. Now solve the secret message by writing the letters that match the numbers. 4 2 3 1 5 9 1 7 3 8 9 5 7 6 3 10 9 11 6! Skills 6 Practice ‘i’ > /ee/ (ski) Use the clues to find the words from the box and solve the puzzle. | piano | pizza | patio | kiwi | media | |-------|-------|-------|------|-------| | alien | radio | India | taxi | confetti | Across 2. It has 88 black and white keys. 5. Could be from another planet 6. TV is a type of __________. 7. Outdoor deck or sitting place 8. Car for hire 9. Fuzzy food that is green inside Down 1. Little bits of paper thrown at a party or celebration 2. A slice is the shape of a triangle 3. An AM and FM car __________ 4. A country in the Far East | 1. | | | | | |----|---|---|---|---| | 2. | | | | | | | | | | | | | | | | | | | | | | | | 3. | | | | | | 5. | | | | | | 4. | | | | | | 6. | | | | | | 7. | | | | | | 8. | | | | | | 9. | | | | | | Skill | Description | |-------|-------------| | | | /o/ > ‘wa’: Fill in the Blank Use the best word from the box to complete each sentence. swamp wander want swat water swab swallowing wash swap watch 1. The plant needs ________________. 2. Can we ________________ books after we each finish reading our own? 3. Your socks are dirty. You should ________________ them. 4. Mom loves to ________________ the birds. 5. Sometimes when I go shopping, I just like to ________________ around the store, looking at everything. 6. Is that a gift that she would ________________? 7. The puppy loves chewing and ________________ treats. 8. The nurse used a piece of cotton to ________________ and clean my cut. 9. I would not want to swim in a muddy ________________! 10. There were so many flies at the beach, I used my towel to ________________ them. | Skill | Description | |-------|-------------| | | | Use the best word from the box to complete each sentence. grandma walnut wallet squat tall ball small lava wall salt pajamas father 1. Please pass the pepper and the ____________. 2. After molten ____________ cools, it turns into hard rock. 3. Justin is short, but I am ____________. 4. Dad stuck the cash in his ____________. 5. Would you like a big slice of cake or a ____________ slice? 6. I had to ____________ down to look under the counter for the pencil I dropped. 7. Dad is a synonym for ____________. 8. There is a painting hanging on the ____________. 9. Jeff kicked the rubber ____________ to the end of the playground. 10. Please pass the nutcracker so I can crack open the ____________. 11. My ____________ baked cookies with me. 12. On Saturday, I like to get up late and have breakfast in my ____________. | Skill | Description | |-------|-------------| | | | Skills 6 Spelling Words Lessons 1–5 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | noise | night | kneel | wrinkle | ripple | |-------|-------|-------|---------|--------| | ferret | whistle | window | western | jungle | | jolly | ginger | gentle | margin | photo | | dolphin | graph | finish | traffic | Britain | Across 2. A mammal that swims in the sea 3. Soft and kind 4. Not day 6. You blow this to make a sound 8. Happy Down 1. Sounds 3. A spicy cake-like bread 5. Lots of cars and trucks 7. To stoop 8. Monkeys live here | | | | | | | |---|---|---|---|---|---| | 1.| | | | | | | 2.| | | | | | | | | | | | | | 3.| | | | | | | | | | | | | | 4.| | | | | | | | | | | | | | | | | | | | | 5.| | | | | | | | | | | | | | | | | | | | | 6.| | | | | | | | | | | | | | | | | | | | | 7.| | | | | | | | | | | | | | | | | | | | | 8.| | | | | | | | | | | | | | | | | | | | | Skill | Description | |-------|-------------| | | | Skills 6 Spelling Words Lessons 6–10 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | after | barber | camera | difference | birthday | |-------|--------|--------|------------|----------| | swirling | perform | thirteen | chirping | burden | | furnace | hamburger | turtle | organize | marker | | parcel | ramparts | safari | informer | war | Across 1. Use this to snap a photo 4. Another word for package 6. You have one every year 8. Birds are doing this Down 2. Not before 3. Someone who cuts men’s hair 5. This is served on a bun 6. Heavy load 7. 11, 12, ___, 14 | Skill | Description | |-------|-------------| | | | Skills 6 Spelling Words Lessons 11–15 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | revenge | large | judge | fudge | nudge | |---------|-------|-------|-------|-------| | huge | nation| attention | direction | fraction | | locomotion | stations | option | action | change | | range | cottage | addition | caption | Europe | Across 1. You are driving in the wrong ______. 3. Listen and pay ______! 4. Another word for a country 6. Small house 7. A kind of candy Down 2. Words under a photo 3. Opposite of subtraction 5. Very big 6. To make different | Skill | Description | |-------|-------------| | **Skill 1** | This is the first skill. It is important for success in various fields. | | **Skill 2** | The second skill is equally important. It helps in achieving goals efficiently. | | **Skill 3** | The third skill is crucial for problem-solving and decision-making. | | **Skill 4** | The fourth skill enhances communication and teamwork abilities. | | **Skill 5** | The fifth skill is essential for innovation and creativity. | | **Skill 6** | The sixth skill focuses on adaptability and resilience. | Skills 6 Skills 6 Spelling Words Lessons 16–20 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | Madison | president | Congress | British | Washington | |---------|-----------|----------|---------|------------| | impressment | cannon | death | Dolley | merchants | | hawks | monarchy | navy | Ironsides | Across 3. Kidnapping men to serve in the navy 7. _______ Madison 8. When one dies Down 1. People who sell things 2. The Senate is part of this 4. The head of the U.S.A. 5. The group of soldiers who fight battles at sea 9. These are also birds. | Skill | Description | |-------|-------------| | | | Skills 6 Spelling Words Lessons 21–25 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. ransacked White House harbor flag stripes ship commander rockets McHenry brave poem anthem dawn port poem Across 1. A place on the water near land, where ships load and unload cargo 3. In charge of a ship 7. President’s home 5. Old Ironsides is one 9. Our flag has red and white ones Down 2. Francis Scott Key wrote a ______ about the battle he saw. 4. Key saw their red glare 6. When the sun rises 8. Where ships anchor 10. Fort ______ | | | | |---|---|---| | 1.| | | | 2.| | | | 3.| | | | 4.| | | | 5.| | | | 6.| | | | 7.| | | | 8.| | | | 9.| | | | 10.| | | Skills 6 | Skill | Description | |-------|-------------| | | | Skills 6 Spelling Words Lessons 26–30 Use the clues to find the words from the box and solve the puzzle. Hint: You will not use all of the words in the word box. | general | orphan | ragtag | knotty | peace | |---------|--------|--------|--------|-------| | treaty | soldiers | river | Mississippi | traders | | goods | highways | drains | Across 2. The Mississippi is one 5. You drive on these in cars 6. Another word for troops 7. Water flows down these in sinks and bathtubs 9. A child whose parents are no longer living 11. A high-ranking officer in the military 13. People who buy and sell for a living 14. Full of holes Down 1. A big river that runs from north to south in the middle of the United States of America 3. Products for sale 8. A little of this, a little of that 11. An antonym of war 13. An agreement to end a war | Skill | Description | |-------|-------------| | **Skill 1** | This is the first skill. It is important for success in various fields. | | **Skill 2** | The second skill is equally important. It helps in achieving goals efficiently. | | **Skill 3** | The third skill is crucial for problem-solving and decision-making. | | **Skill 4** | The fourth skill enhances communication and teamwork abilities. | | **Skill 5** | The fifth skill is essential for innovation and creativity. | | **Skill 6** | The sixth skill is vital for leadership and management roles. | *Note: These skills are not exhaustive and can be adapted to specific contexts.* Verbs and Adverbs Draw a wiggly line under the verb. Then, draw a triangle around the adverb. Then answer the question. 1. Jesse ran quickly. How did Jesse run? ________________ 2. The flower bloomed early. When did the flower bloom? ________________ 3. I dunked the cookie completely. How did I dunk the cookie? ________________ 4. The ice cream melted quickly. How did the ice cream melt? ________________ 5. The horse noisily crunched the carrot. How did the horse crunch the carrot? ________________ 6. The stars sparkled brightly. How did the stars sparkle? ________________ 7. The bat flew blindly into the night. How did the bat fly? ________________ 8. Jane gladly went to the store. How did Jane go to the store? ________________ 9. The water was instantly hot. When was the water hot? ________________ 10. My birthday arrives yearly. When does my birthday arrive? ________________ Complete or Incomplete Sentence? Circle the correct answer and add punctuation if it is a complete sentence. 1. Cute kitty cat Complete Incomplete 2. Polar bears swim Complete Incomplete 3. Crunch a bunch Complete Incomplete 4. Wilbur the cat Complete Incomplete 5. Spin spool swirl Complete Incomplete 6. It’s fun to swirl Complete Incomplete 7. I like to joke Complete Incomplete 8. The dog will run Complete Incomplete 9. Fast swift quick Complete Incomplete 10. Do you run Complete Incomplete | Skill | Description | |-------|-------------| | | | Run-On Sentences Rewrite each run-on sentence as two separate sentences, adding the correct punctuation and capitalization. 1. The kite was blown away the kite got stuck in a tree. 2. Scrub your back wash your neck. 3. A long soak in the tub will be nice a warm robe is cozy. 4. I woke up too early to leave for school I ate breakfast. 5. The bus is crowded we sit three to a seat. | Skill | Description | |-------|-------------| | **Communication** | Ability to express ideas clearly and effectively, both verbally and in writing. | | **Problem Solving** | Ability to identify problems, analyze them, and develop effective solutions. | | **Teamwork** | Ability to work collaboratively with others towards common goals. | | **Leadership** | Ability to inspire and guide others, setting direction and motivating teams. | | **Adaptability** | Ability to adjust to changing circumstances and new challenges. | | **Time Management** | Ability to prioritize tasks and manage time efficiently. | | **Creativity** | Ability to think outside the box and generate innovative ideas. | | **Critical Thinking** | Ability to evaluate information objectively and make sound decisions. | | **Emotional Intelligence** | Ability to understand and manage emotions, both in oneself and others. | *Note: This list is not exhaustive and may vary based on specific job requirements.* Write Paragraphs Underline the three sentences about playing outside, and then number them in the order you think makes the most sense. Then, write the sentences as a paragraph under the heading “Playing Outside.” Draw squiggly lines under the three sentences about playing inside, and then number them in the order you think makes the most sense. Then, write the sentences as a paragraph under the heading “Playing Inside.” When I am inside, I can play hide-and-seek with my pals. When I am outside, I can play sports like kickball and baseball with my buddies. I like playing outside. I can also read books when I am inside. Playing inside is fun, too. I can also ride my bike or rollerblade when I am outside. Playing Outside Playing Inside Write a Paragraph Write one paragraph about what you like about summer. Summer __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Write one paragraph about what is good about winter. Winter __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Dolley Madison 1. As the wife of the president of the United States, Dolley Madison was called ____________. A. Mrs. President B. Queen Dolley C. the First Lady 2. Which of the following best describes the Quakers? A. They believed in living a simple life. B. They believed in many gods. C. They believed that fancy churches are pleasing to God. 3. What was the name of the house in Washington, D.C., where the president and the First Lady lived? A. The Capitol B. The Washington House C. The President’s House Glossary for *The War of 1812* **A** *anthem*—an important song *army*—a group of soldiers trained to fight on land **B** *branch*—one of three major parts of the government *British*—people who are from Great Britain **C** *Capitol*—the building in Washington, D.C., where Congress meets *charge*—to rush into (charged) *charming*—pleasing or delightful *commander*—a high-ranking officer in the military **D** *declare war*—to officially say that one country will start a war with another country (declaring war) *defeat*—loss in a contest or battle diplomat—a person who represents his or her country (diplomats) distant—far away document—an official or important paper drape—curtain (drapes) F flee—to run away from danger fort—a large building constructed to survive enemy attacks (forts) G gallantly—impressively general—a high-ranking officer in the military H hail—to greet or see (hailed) harbor—an area of calm, deep water near land, where ships can safely put down their anchors heavy blow—a difficult loss to deal with hickory—a tree with very hard wood hostess—a woman who entertains guests at an event I impressment—the state of being forced to serve in the British Navy (impressed) inspired—wanting to do something K knotty—having many dark marks on wood where branches once grew M mast—the tall pole on a ship to which the sails are attached (masts) meeting hall—an indoor space where many people can gather (meeting halls) merchant—a person who sells things (merchants) monarchy—a government ruled by a king or queen (monarchies) mortar—a type of cannon (mortars) mouth—the place where a river enters the ocean national—relating to a nation or country navy—a group of soldiers trained to fight battles at sea on board ships niece—the daughter of your brother or sister (nieces) open fire—to shoot a weapon in order to start a fight or battle (opened fire) oppose—to be against something (opposed) orphan—a child whose parents are no longer alive panic—to suddenly become very scared (panicked) patriotic—having or showing support and love for your country peace—a state of no war or fighting perilous—dangerous pile up—to collect (piled up) pitch in—to help with (pitched in) plank—a long, thick board (planks) port—a place on the water near land, where ships load and unload cargo proof—something showing that something else is true or correct ragtag—disorganized and made up of many different types rampart—the wall of a fort (ramparts) ransack—to search in order to steal and cause damage (ransacked) rocket—a type of missile (rockets) salute—to show respect (saluting) soot—the black powder left behind when something burns state dinner—a special dinner hosted by the president of the United States for important people (state dinners) stitching—sewing (stitched) streak—to move quickly (streaking) string—a series support the troops—to provide encouragement and sometimes food and supplies to soldiers Supreme Court—the highest court of law in the United States toast—to raise a glass and drink in honor of someone or something (toasted) torch—a piece of wood that burns at one end (torches) trader—someone who exchanges something to get something in return (traders, traded, trading, trade) treaty—a formal agreement between countries trunk—a large box or crate used to carry things upbringing—the way a child is raised U.S. Congress—the people elected to make laws for the United States widow—a woman whose husband has passed away General Manager K-8 Humanities and SVP, Product Alexandra Clarke Chief Academic Officer, Elementary Humanities Susan Lambert Content and Editorial Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Maria Martinez, Associate Director, Spanish Language Arts Baria Jennings, EdD, Senior Content Developer Christina Cox, Managing Editor Product and Project Management Ayala Falk, Director, Business and Product Strategy, K-8 Language Arts Amber McWilliams, Senior Product Manager Elisabeth Hartman, Associate Product Manager Catherine Alexander, Senior Project Manager, Spanish Language Arts LaShon Ormond, SVP, Strategic Initiatives Leslie Johnson, Associate Director, K-8 Language Arts Thea Aguiar, Director of Strategic Projects, K-5 Language Arts Zara Chaudhury, Project Manager, K-8 Language Arts Design and Production Tory Novikova, Product Design Director Erin O'Donnell, Product Design Manager Texas Contributors Content and Editorial Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodríguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofía Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel 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Printed in Mexico 01 XXX 2021 # The War of 1812 ## Skills 6 Reader | Chapter | Page | |------------------------------------------------------------------------|------| | Introduction to *The War of 1812* | 2 | | Chapter 1: Trouble with the British | 12 | | Chapter 2: The War Hawks | 24 | | Chapter 3: The War Starts | 30 | | Chapter 4: A Famous Ship | 38 | | Chapter 5: The Attack on Washington, D.C. | 46 | | Chapter 6: The Burning of Washington, D.C. | 54 | | Chapter 7: The Attack on Baltimore | 60 | | Chapter 8: Francis Scott Key and the National Anthem | 70 | | Chapter 9: Andrew Jackson | 78 | | Chapter 10: The End of the War | 86 | | Pausing Point (Stories for Assessment and Extra Practice) | | | Chapter 11: Our National Anthem | 92 | | Chapter 12: Making Sense of the National Anthem | 102 | | Chapter 13: Dolley Madison | 114 | | Glossary | 120 | Introduction to The War of 1812 A New Nation: American Independence The United States, Great Britain, and France Christopher Columbus The Pilgrims The Revolutionary War The American Government The Declaration of Independence We the People The Constitution The Founding Fathers George Washington John Adams Thomas Jefferson James Madison The British Government King George III Where Parliament meets Early Colonial Life The thirteen original colonies Colonial farmers American port Westward expansion The War of 1812 USS Constitution Modern navy ship Cannon from the 1800s American soldiers Washington, D.C. The President’s House and Capitol in the 1800s The White House and Capitol today Chapter 1 Trouble with the British In 1812, James Madison had a hard choice to make. Many Americans were angry with the British. Some of them were saying the United States should declare war on Great Britain. But others disagreed. They said the United States should not go to war. Madison was president of the United States. He had to decide what to do. Should he ask the U.S. Congress to declare war? Or should he try to keep the peace? James Madison was the fourth president of the United States. At the time, Great Britain was already at war with France. The two countries had been fighting for years. Most of the countries in Europe were involved in the war. Some sided with the British. Others sided with the French. The French were led by a man named Napoleon. He was a brave leader. He had beaten the British in a number of battles. Still, the British kept fighting. The French were led by a man named Napoleon. The United States tried to stay out of this big war. At first, most Americans did not care to get involved. American traders wished to trade with both Great Britain and France. But this led to problems. When U.S. ships traded with the British, the French got upset. They did not want Americans trading with their enemies. When U.S. ships traded with the French, the British got upset for the same reason. Sometimes British ships would stop American ships to keep them from trading with the French. Sometimes French ships would stop American ships to keep them from trading with the British. The Americans had problems with both the French and the British. As time went on, the problems with the British increased. The British and the French were at war. The British had a strong army and an even stronger navy. But serving in the British Navy was a hard job. Some people quit. Others ran away. This was a problem for the British. They needed all the men they could get. How else could they defeat the French? The British spent a lot of time looking for men who had run off. From time to time they would stop American ships. British officers would come on deck to look for British men. They would grab men and force them to serve in the British Navy. This was called impressment. The British said they only took British men who had run away. But they were not always careful. Sometimes they grabbed Americans. Stories about men taken by the British were printed in the papers. How do you think Americans felt when they read them? They felt angry. Some of them felt the United States needed to fight back. They said the United States needed to declare war on Great Britain. The captain and his men were furious. They had been sailing for days without any food or water, and now they had to deal with a mutiny on their hands. "Get him down below!" shouted the captain, pointing at Tom. Tom was terrified. He knew that if he didn't do what the captain said, he would be punished. But he also knew that he couldn't let the captain take over the ship. He had to find a way to stop them. As the captain and his men walked away, Tom took a deep breath and stepped forward. "I'm sorry," he said, "but I can't let you take over the ship." The captain looked at him with a mixture of anger and surprise. "What do you mean?" he asked. "I know that we're all hungry and thirsty," Tom continued, "but we can't just give up and let you take over. We need to find a way to get off this ship and find some help." The captain thought about it for a moment. He knew that Tom was right. They couldn't just give up and let the captain take over. They needed to find a way to get off the ship and find some help. "Alright," he said finally, "we'll listen to you. But you have to come with us and help us find a way to get off this ship." Tom nodded. He knew that he had to do whatever it took to stop the captain and his men from taking over the ship. He had to find a way to get off the ship and find some help. Impressment was one problem. But there were others. Many in the United States were also upset with the British for trading with Native Americans. In 1812, most Americans were farmers. At first, most farmers had homes near the East Coast. But then the country began to grow. People went west. They settled in places far from the coast. They set up farms. They planted crops. There was just one problem: there were already people living there! The settlers were moving onto land where Native Americans hunted and made their homes. Native Americans did not like this. There were many fights between settlers and Native Americans. The family was happy to be in their new home. They worked hard to make it a comfortable place to live. The British controlled Canada. They sent traders south from Canada to trade with Native Americans. These traders sold all sorts of things to Native Americans. The British said they had a right to trade with Native Americans. But lots of people in the United States did not see it that way. They said the British were helping Native Americans attack American settlers. They felt they needed to fight back. You can see there were many reasons for Americans to be angry with the British. But there were also good reasons for not declaring war. A war causes death, wrecks towns, and costs a lot of money. Plus, Americans felt that the British would not be easy to defeat. President Madison and the men in Congress would have to think long and hard about declaring war. The British government was not happy with the colonists' actions. They believed that the colonists should pay for the protection they received from the British army and navy. The British also wanted to control trade in the colonies, which led to conflicts between the colonists and the British government. Chapter 2 The War Hawks At first, President Madison tried to keep America out of the war. He tried to make a deal with the British. He asked them to stop taking American sailors. He asked them to stop trading with Native Americans. But he did not ask Congress to declare war. This made some people happy. There were many people in the United States who did not care to go to war. Most merchants and traders felt this way. Most of them had homes in the cities along the East Coast. They traded with Great Britain, as well as other countries. A war would mean less trade between countries. It would mean sunken ships and lost goods. A war would cost them money. For this reason, as well as some others, most merchants opposed the war. Merchants in Boston (shown here) and other eastern cities wanted to avoid a war. But others felt a war was needed. The states out west, like Ohio, Kentucky, and Tennessee, were closer to Native American land. The settlers in these states were scared of Native Americans. They were also angry with the British. These people were called “War Hawks.” They made loud, angry speeches. They complained about impressment. They complained that the British were selling guns to Native Americans. They felt the United States needed to declare war. 27 When some War Hawks found out that the British were selling guns to Native Americans, it made them angry. These War Hawks gave President Madison an earful. They got up in Congress and made angry speeches. They said that the United States should stand up to Great Britain. They said that Madison should ask Congress to declare war. War Hawks, like Henry Clay, made angry speeches in Congress. Chapter 3 The War Starts Presidents have to make hard choices. James Madison had to decide whether to side with the War Hawks or with the merchants who hoped for peace. In the end, he sided with the War Hawks. Madison asked Congress to declare war. On June 18, 1812, the United States declared war on Great Britain. The Americans were in for a hard fight. The British had a huge army. They also had the world’s biggest navy. But the British were already at war with France. They could only send some of their troops to fight the United States. That was a good thing for the Americans. It meant that the United States would have a better chance of winning. 31 Even so, not a lot of people at the time could imagine that the United States could win. Today the United States is a strong nation. It has been around for many years. It has a strong army and navy. But that was not the case in 1812. In 1812, the United States was not very old as a country. It had broken away from Great Britain only about 30 years before. The United States had a different kind of government, too. At the time, most of the nations of Europe were monarchies. That means they were ruled by kings or queens. A king or queen would rule until he or she died. Then, in most cases, the oldest son would take over. The United States was not a monarchy. It did not have a king or queen. Instead, it had a president. The president was chosen by voters. He did not get to serve until he died. He served for four years. Then the voters got a chance to pick their president. If they voted for a different president, the old one had to step down. In 1812, most people in the world felt that the American government had a very strange way of doing things. They were not sure that the system would last and that the United States would be able to survive. James Madison was an elected president at a time when most countries were ruled by kings and queens. In 1812, the United States did not have a strong army. In fact, the U.S. Army was tiny. It had about 4,000 soldiers. The navy was tiny, too. George Washington, the first president, had set it up. He didn’t think the United States needed a big navy, but just a small number of ships to protect merchants from pirates. President Madison found a way to make the army bigger. He got farmers to join. Many Americans were farmers. They used guns to hunt and to defend their homes. Madison called on these farmers. He asked them to grab their guns and join the army. Farmers were paid money and given land for joining. The U.S. soldiers were not well trained. Still, Madison was sure they could win if they attacked the British in Canada. He sent the army north to Canada. The attack on Canada did not go well. The army lost a string of battles. The United States lost forts along the border. The army was simply not ready for war. Soldiers in the U.S. Army No one expected much from the tiny U.S. Navy. But things went better on the seas than they did on land. The United States battled bravely. They beat the British in a number of naval battles. The ship was filled with people from all over Europe. They had come to America in search of a better life. Chapter 4 A Famous Ship The ship on the right is the USS Constitution. It was one of the ships that battled in the War of 1812. The letters ‘USS’ stand for United States Ship. The USS Constitution The USS Constitution was named for a very important document, the Constitution of the United States. The Constitution lays out the laws of the land. It states what people serving in each branch of the U.S. government can do. It says what the president, the Congress, and the Supreme Court can do—and also what they cannot do. James Madison had helped write the Constitution. He had also played a key role in getting states to accept it. The people of the United States were proud of the Constitution, so they named one of their fighting ships the USS Constitution. George Washington was elected president in 1789. He was the first president of the United States. During the War of 1812, the USS Constitution had a string of battles on the high seas. In one battle, the USS Constitution attacked a British ship. It was a hard fight. The sailors on both sides fired cannons. The guns blazed and smoked. The two ships drifted closer. Once they even bumped into each other. Cannonballs from the USS Constitution smashed into the side of the British ship. They made big holes in it. They ripped off a sail. They knocked down the ship’s masts. The British ship fired back. But its cannonballs did less damage to the U.S. ship. In fact, some of them bounced off the thick walls of the American ship! When the American sailors saw this, they cheered. “Hooray!” one of them shouted. “Her sides are made of iron!” In fact, however, the sides of the ship were not made of iron but of very thick planks of wood. The wooden sides of the USS Constitution were much thicker than most ships. The cannonball flew through the air and landed on the deck with a loud thud. The USS Constitution won the battle. The British ship was so smashed up that it could not be fixed. The British had to sink it. When people were told about the battle, they became excited. They yelled and shouted. They waved flags and had parties. They treated the sailors on the USS Constitution as heroes. They also gave the ship a nickname. They called it “Old Ironsides” because its wooden sides seemed as strong as iron. Old Ironsides kept on fighting. It battled more than twenty times and never lost a battle! The USS Constitution is still floating today. You can visit “Old Ironsides” in Boston Harbor. The Pilgrims and the Wampanoag people had a big feast together. They ate lots of yummy food like turkey, cornbread, and cranberry sauce. The Pilgrims and the Wampanoag people also played games and told stories. It was a very happy day! Chapter 5 The Attack on Washington, D.C. In August of 1814, President Madison was upset. Two years had passed. The war was still going on. The U.S. Army had won some battles, and it had lost some battles. The British had landed an army near Washington, D.C. British soldiers were marching. Madison hoped the U.S. Army would be able to stop them. At the time, Washington, D.C., was a young town. Some buildings had just been finished, such as the Capitol. Others were not finished yet. Still, it was an important place. It was where the U.S. Congress met to make laws. It was where the Supreme Court met. The Capitol Building in Washington, D.C., as it looked in 1810 The President’s House was a special house that had been constructed for the president. (Today it is called the White House.) It was only about ten years old at the time. It was home to President Madison and his wife, Dolley. President Madison was aware that there was going to be a big battle outside the city. He planned to go support the troops. He ordered some soldiers to protect Mrs. Madison and the President’s House. Then he jumped on his horse and rode off. The battle outside the city did not go well. The U.S. Army was beaten. People quickly found out about the defeat. The army had lost! The British were coming! People in the city panicked. They grabbed their things and ran away. The roads were jammed with people and carts. Washington was a great leader and a great horseman. He rode his horse to help the American people during the Revolutionary War. President Madison could not get back to the President’s House. His wife, Dolley, was left there with servants and soldiers. The soldiers ran away. Mrs. Madison could not stay in the President’s House. The British would be there soon. She had to flee. Mrs. Madison hoped to take as much with her as she could. But which things should she take? There were many fine things in the President’s House. She loved a lamp that hung in one room. But there was no way she could take that. It was too heavy. She had a big closet of fancy dresses. She loved them, too. But there were more important things for her to carry away. Dolley Madison In the end, Mrs. Madison left most of her own things behind. Instead, she carried away things that were important to the American people. She grabbed papers and letters. She stuffed as many of them as she could into a trunk. Mrs. Madison was ready to leave. Then she remembered one last thing. It was a painting of George Washington. She did not want the painting to fall into the hands of the British. She called one of President Madison’s trusted servants, Paul Jennings, for help. There was no time to take the painting gently from its frame. Jennings and the other servants broke the frame so they could quickly remove the canvas painting. They carefully rolled the canvas like a tube and carried it away. “It is done!” said Dolley Madison. Then she ran out the door to safety. 53 The British Army marched into Washington, D.C. The British soldiers were angry because the U.S. Army had burned York, the capital city of Canada. They planned to get back at the Americans by burning the U.S. Capitol Building. The British soldiers went to the Capitol Building. This was where the U.S. Congress met. They set it on fire. Then they marched down the hill to the President’s House. The British arrived just after Dolley Madison left. They broke down the doors and charged inside. This painting shows the Capitol Building after it was set on fire by the British. The President’s House was empty. In the dining room, the table had been set for dinner. The British general sat down with some of his men. They ate dinner. They drank some wine, too. As a joke, they toasted President Madison. They lifted up their wine glasses and thanked him for the wine. After dinner, the British soldiers started smashing things. They smashed the dishes. They smashed the table. They smashed the chairs. The soldiers ran up and down in the President’s House looking for things to steal. They took the spoons and forks. They took the buckles from Mrs. Madison’s shoes. They even took the love letters her husband had sent her! The house was ransacked. Then the British general ordered his men to set the house on fire. The soldiers lit their torches. Then they went from room to room. They lit the drapes on fire. They burned the beds. They burned the desks and chairs. They even burned Mrs. Madison’s dresses. Then the British marched away. They did not care to take over the city. They just planned to burn it. Burning the city would be a heavy blow. The British hoped the Americans might feel like there was no longer hope and stop fighting. Later that day a storm rolled in. The rain stopped most of the fires. But it was too late. Many of the buildings were already lost. Later in the week, the Madisons came home. The President’s House was still standing. But it was a mess. The walls were black with soot. The windows were broken. All of their things had been stolen or burned. They felt they would never call the President’s House home again. The White House was burned by the British during the War of 1812. Chapter 7 The Attack on Baltimore Washington, D.C., took ten years to construct. It took less than one day to destroy it. Next the British planned to attack Baltimore. Baltimore was a big city north of Washington, D.C. At the time, it was the third largest city in the United States. It was also a key port. Baltimore was a big city and a key port north of Washington, D.C. Baltimore was protected from naval attack by a large fort. It was called Fort McHenry. The British focused on Fort McHenry. They hoped that if they could take the fort, they could take the city. They planned to attack the fort by land and also by sea. The people of the city were aware an attack was coming. They got ready. They piled up supplies. They set up walls. They even sank ships in the harbor to keep the British ships from getting too close to the city. All of the people in the city pitched in. Even the children helped. Fort McHenry as it looks today A year earlier, the soldiers in Fort McHenry felt like they needed a flag they could fly over the fort. They asked a local woman named Mary Pickersgill to make a flag. “Make it big,” they told her. “Make it so big that the British will be able to see it from miles away!” The U.S. flag is covered with stars and stripes. Today, the U.S. flag has fifty stars and thirteen stripes. Each star stands for one of the fifty states of the United States. Each stripe stands for one of the thirteen original colonies. Sometimes America’s flag is referred to as “the stars and stripes.” The flag that Mary Pickersgill made for Fort McHenry was different. It had fifteen stars and fifteen stripes. The Fort McHenry flag was different in another way, too. It was huge! Each star was two feet across. Each stripe was two feet tall and forty-two feet long. Mrs. Pickersgill could not do all the stitching herself. The flag was too big. She needed help. She got her daughter to help her. But she still needed more help. She had her servants help with the stitching. Still she needed more help. She sent for two of her nieces. That did the trick. She and her five helpers stitched day and night until the flag was finished. When it was done, the flag was as large as a house. It was hung on a giant pole over the fort. You could see it from miles away. The flag was raised over Fort Moultrie on June 14, 1777. The British arrived later in the week. They sent troops to attack the city. But this time the U.S. soldiers were ready. They stopped the British Army. The British commander was killed during the attack. The British went back to their ships. They decided to attack Fort McHenry with their navy instead. On September 13, 1814, British ships opened fire on Fort McHenry. They fired rockets and mortars. The soldiers in the fort would have fired back, but there was not much point. The guns in the fort were old. They could not hit the British ships. The British ships kept firing for a long time. They fired all day. They fired on into the night. An American named Francis Scott Key watched the British attack. He was on a boat in the harbor. Key was not a soldier. He did not fight in the battle. But he was able to see it. He could see the British ships blasting away. He could see Fort McHenry. He could also see the huge flag Mrs. Pickersgill had made. Key kept his eye on the American flag. As long as the flag was still flying at the fort, America was still in the battle. It meant that the troops in Fort McHenry had not given up. If the flag went down, that would mean America was no longer fighting. That would mean that the troops in the fort had given up. Key watched all day. He was still watching when the sun set. He was proud that the flag was still flying. At night it was harder for Key to see. But there were flashes of light. Sometimes a rocket would go streaking through the darkness. Sometimes a bomb would explode and light up the sky. The flashes of light allowed Key to see the flag. The firing went on until just before dawn. Then it stopped. The sun had not come up yet. It was still dark. There were no rockets blasting. There were no bombs bursting in the air. Key could not see much. The silence was puzzling. What did it mean? Was the battle over? Had the soldiers in the fort given up? Key could not tell. Key waited nervously. At last the sun rose. Key looked at the fort. And what did he see? The soldiers had raised the huge flag that Mrs. Pickersgill had made. It was not the U.S. soldiers who had given up. It was the British sailors! They had stopped firing on the fort. Key felt a surge of joy. He felt pride, too. The brave men in the fort had not given up! When the sun rose on Fort McHenry, Francis Scott Key saw that the American flag was still flying. Key felt inspired. He hoped to share with others what he had seen. He needed to tell what it was like to wait and wait—and then see the flag still flying in the morning. Key reached into his pocket. He found an old letter. On the back, he wrote a poem. Here is the first part of his poem: O say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars through the perilous fight, O’er the ramparts we watched were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. O say does that Star-Spangled Banner yet wave O’er the land of the free and the home of the brave? Key did not know then that, one day, his poem would become our national anthem. 77 After the Battle of Baltimore, both sides began to get tired of the war. They called a meeting. Men from both sides sat down to try to form a peace treaty. But in the meantime, the war went on. The British sent troops to attack the city of New Orleans, on the Gulf of Mexico. Napoleon Bonaparte and Alexander I of Russia met in Tilsit, Prussia, to discuss peace terms. Napoleon offered to withdraw from Poland and return it to Russia, but Alexander refused. Napoleon then proposed a treaty that would divide Europe between France and Russia, but Alexander still refused. The meeting ended without any agreement being reached. You can see why New Orleans is an important place if you look at the map on the next page. The city is located at the mouth of the Mississippi River, right where the river drains into the Gulf of Mexico. From New Orleans you can travel north along the Mississippi River. You can also turn off onto other rivers that feed into the Mississippi, like the Ohio River. These rivers are like highways that lead right into the middle of North America. In 1814, New Orleans was already an important, big port. Lots of ships landed there. Farmers could ship their goods down the river and sell them in New Orleans. Traders could unload goods in New Orleans and ship them up the river. New Orleans was an important city, not only for the people who had homes there, but also for the farmers up the river in places like Ohio and Kentucky. If the British took New Orleans, they could control trade along the Mississippi. Farmers in Ohio and Kentucky would be cut off. The Americans could not let this happen. They sent an army to defend the city. The army was led by a man named Andrew Jackson. New Orleans is located at the mouth of the Mississippi River. Andrew Jackson was from Tennessee. He had joined the U.S. Army during the American Revolution. At the time he was just a boy. He was too young to fight. He carried notes from place to place. During the Revolution, Jackson and his brother were taken prisoner by the British. It was a difficult time for them. They were treated badly. They almost starved to death. Jackson’s brother got sick and died. While he was a prisoner, Jackson had a run-in with a British officer. The man ordered Jackson to clean his boots. Jackson was proud and stubborn. He refused. The man shouted at Jackson. Still Jackson refused. The man struck Jackson with his weapon. Jackson was left with a scar on his face. As a result of this, Andrew Jackson had no love for the British. He was happy to fight them again as an army general when the War of 1812 broke out. Andrew Jackson Jackson had not been trained as a soldier. But he was bold and strong. His mother had died when he was young. He had gotten by on his own as an orphan. He had made his own way in life. During the first part of the War of 1812, Jackson battled against Native Americans in the west. Many Native Americans had sided with the British. Jackson’s men called him “Old Hickory” because he was as strong as a knotty old piece of hickory wood. In 1814, “Old Hickory” was given an important job. He was told to raise an army to protect New Orleans. Jackson rushed to the city. He picked up new troops along the way. Many of the men who joined him were farmers. But there were also free African Americans, Native Americans, and even pirates. When Jackson arrived, he ordered his ragtag army to set up walls and get ready for an attack. Then they waited. Andrew Jackson on horseback Chapter 10 The End of the War On January 8, 1815, the British attacked New Orleans. They planned on winning without much trouble. But they did not know how brave Andrew Jackson and his men were—or how good they were with their weapons. The British soldiers had on bright red coats. A wave of them charged. Jackson’s men crouched behind their walls. They took careful aim. Then they fired. Their bullets hit the first wave of British soldiers. The British kept coming. Jackson and his men kept firing. The wall helped to keep them safe. When it was all over, the U.S. flag was still flying. The British gave up their attack. The British soldiers were surprised to see so many French soldiers on the beach. They quickly realized that they were outnumbered and decided to retreat. The French soldiers cheered as they watched the British ships sail away. The British took heavy losses. Two thousand of their men were killed or hurt. The U.S. Army lost no more than one hundred men. New Orleans was safe! Americans cheered for Andrew Jackson and the Battle of New Orleans. After time passed, a letter arrived. It said that the war was already over. On December 24, 1814, the United States and Great Britain had signed a treaty to end the war. This was two weeks before the Battle of New Orleans! But Jackson and his men did not know that. In those days news traveled slowly. There were no radios or television sets. There were no phones. There were no computers to send emails. A letter could only travel as fast as the man who carried it. It took a couple of weeks for news of the treaty to get from Europe to the United States. That is why Jackson and his men did not find out about the treaty until after the battle. America’s greatest victory in the War of 1812 came after the war was already over! The British had been defeated at Yorktown, Virginia in 1781. The American Revolution was over. The War of 1812 lasted three years. It’s hard to say who won. Both sides won battles. The British burned Washington, D.C. But the Americans won the Battle of New Orleans. “Old Ironsides” won a number of battles on the sea. But other U.S. ships were sunk. All in all, there was no clear winner. It might seem as if the war was for nothing. But some things had changed. The Americans had battled together as a nation, and they had done it well. They had taken on the mighty British and had held their own. The world saw they were strong. The end of the war marked the start of a new age in U.S. history. It was an age of national pride. The War of 1812 showed that the United States of America was here to stay. Andrew Jackson went on to become the seventh president of the United States. His face appears on the twenty-dollar bill. Chapter 11 Our National Anthem A national anthem is a special patriotic song. Many countries have a national anthem. People sing a national anthem to show that they are proud of their country. In the United States, our national anthem is “The Star-Spangled Banner.” The words to this song were written by Francis Scott Key during the War of 1812. The song describes what Key saw during the attack on Fort McHenry. After the attack, he saw the U.S. flag, or in his words, the “star-spangled banner.” An old poster about “The Star-Spangled Banner” We sing “The Star-Spangled Banner” before baseball games and other sporting events. We sing it on holidays like the Fourth of July. We sing it on special days when we gather together. Sometimes we sing it at school. We sing it to show that we care about our country. In the United States, we always stand when we sing or hear the national anthem. If you are playing or talking and you hear this song, you should stop what you are doing and turn to face a flag. You may wish to place your right hand over your heart. You should stand still and look at the flag until the song is over. You should never talk or giggle or fool around during the national anthem. 95 During the national anthem, you will see men taking off their hats. You may also see soldiers saluting the flag. They salute by bringing their right hand up to their head or the tip of their hat. Also, the flag should never touch the ground. These are all ways of showing respect for the U.S. flag and pride in our country. This soldier is saluting the American flag. You know that “The Star-Spangled Banner” was written by Francis Scott Key. But did you know that it was not always our national anthem? In fact, it took more than one hundred years for it to become our national anthem. When it was first written, “The Star-Spangled Banner” was not a song. It was a poem. A little later, people took the words and set them to music. They sang the words to a tune that was popular at the time. Do you ever change the words to songs you know? That’s what people did with “The Star-Spangled Banner.” They took an old tune and gave it different words. Soon, lots of people were singing “The Star-Spangled Banner.” It was a big hit! The music of America is rich and varied, reflecting the diverse cultures that have contributed to its development. From the lively rhythms of jazz to the powerful melodies of classical compositions, American music has captured the spirit of the nation and inspired generations of musicians. One of the most iconic pieces of American music is "The Star-Spangled Banner," which was written by Francis Scott Key in 1814 during the War of 1812. The poem, which was later set to the tune of an old English drinking song, became the national anthem of the United States in 1931. The words of the anthem speak of the enduring strength and resilience of the American people, and its melody has become an integral part of American culture. In addition to its patriotic significance, "The Star-Spangled Banner" is also a symbol of the country's musical heritage. The poem's rhythm and rhyme scheme, along with the melody's soaring notes, have inspired countless composers and musicians throughout history. From the jazz greats who have reimagined the anthem's melody to the rock bands who have incorporated its lyrics into their own songs, "The Star-Spangled Banner" continues to be a source of inspiration for artists across the globe. As we celebrate the 200th anniversary of the anthem's composition, let us take a moment to reflect on its enduring legacy and the role that music plays in shaping our national identity. Whether we are singing along to the familiar旋律 or listening to a new interpretation of the anthem, we can all appreciate the power of music to bring people together and inspire us to be our best selves. “The Star-Spangled Banner” became a popular national song. People all over the nation liked to sing it. But they also liked to sing lots of other songs, and we still sing some of them today. Do you know “Yankee Doodle”? What about “My Country, ’Tis of Thee”? Have you ever sung “America, the Beautiful”? These are all patriotic songs that we sing to show how we feel about our country. If you went to a big state dinner at the White House one hundred years ago, the band might have played “The Star-Spangled Banner.” Or it might have played “Yankee Doodle,” or “My Country, ’Tis of Thee.” At that time, the United States did not have a national anthem. It had a set of national songs. Then, in 1931, Congress made “The Star-Spangled Banner” the national anthem. “The Star-Spangled Banner” is sung to show that we love our country. It is one of the things that unite us as a people. So when you sing it, sing it with pride! 101 Francis Scott Key wrote “The Star-Spangled Banner” almost two hundred years ago. There are some old words in the poem. Some parts can be hard to understand. Let’s look at the words and try to make sense of them. On the next page is the first verse of the song, the part that we sing before a sporting event. Can you read it two or three times? “O’er” is a short form of the word over. O say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars through the perilous fight, O’er the ramparts we watched were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. O say does that star-spangled banner yet wave O’er the land of the free and the home of the brave? The first verse of “The Star-Spangled Banner” To make sense of the “The Star-Spangled Banner,” it helps to think of what Francis Scott Key was doing the night he wrote it. Key was watching the attack on Fort McHenry. In the poem he describes the attack as a “perilous fight.” That means it was a dangerous battle. During the battle, Key kept his eye on Fort McHenry. In the poem he mentions the ramparts, or walls, of the fort. But what Key talks about the most is the U.S. flag that he could see flying over the fort. Key says the flag is “spangled,” or dotted, with stars. He also talks about its “broad stripes.” When the wind blows, Key says these stripes blow back and forth. They look like they are “streaming” or rippling in the air. Have you ever seen a flag look that way? When the U.S. flag blows in the wind, its stripes appear to stream and ripple like waves. In the poem, Key describes three different times when he looked for the flag. First, he tells us he looked for the flag at “the twilight’s last gleaming,” or just as the sun set. Since it was not dark yet, Key could see. He saw that the flag was still flying over the fort. That was good. It means that the troops had not given up. Key tells us he also looked for the flag at night. You might think he would not be able to see much at night. But Key explains that the “rocket’s red glare” and the “bombs bursting in air” lit up the night sky. These flashes of light helped him see. They gave him “proof” that the flag was still flying. Key looked for the flag again just before dawn. This time he could not see it. Remember, the attack on the fort had stopped just before dawn. There were no more “bombs bursting in air.” There was no more “rocket’s red glare.” It was dark. Was the flag still flying? Had the troops in the fort given up? Or had the British? In the time before the sun rose, Key did not know. At that time, he had a lot of questions, but not a lot of answers. Key looked for the flag three times — “at the twilight’s last gleaming,” at night, and then “by the dawn’s early light.” Look back at the words Key wrote. Do you see the question marks? There are three of them. An important thing to understand about our national anthem is that it starts with a set of questions. In the first lines, Key asks a question: “O say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming?” Wow! That’s a long sentence. Suppose we broke it up into shorter sentences and used simpler words. Then it might sound like this: “The sun is coming up. Tell me, my friend, can you see the flag? Remember? We saw it last night at sunset. Now the night has passed. Is it still there?” In the last lines of the song, Key asks another question. He says, “O say does that star-spangled banner yet wave O’er the land of the free and the home of the brave?” The “star-spangled banner” is the American flag. “The land of the free and the home of the brave” is what Key calls his country. It’s another name for the United States. So Key is really asking the same thing he asked before. He is asking, “Is our flag still waving?” HOME OF THE BRAVE Key asks these questions, but it might seem like he never answers them. In fact, he does. If you ever get a chance to read the rest of the poem, you will see that Key answers his own questions a little later. There is a part later in the poem where he says, “Yes! The flag is still flying! Hooray!” But that is in a part of the poem that we don’t sing very much. Most of the time we only sing the part with the questions. We don’t sing the part with the answers. So the next time you sing or hear the national anthem, think of Francis Scott Key. Think of him watching the bombs bursting over Fort McHenry. Think of him checking on the flag and wondering if it’s still flying. If you keep your eyes on the flag during the song, you will be doing just what Francis Scott Key was doing that night long ago. On the shore dimly seen through the mists of the deep Where the foe’s haughty host in dread silence reposes, What is that which the breeze, o’er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning’s first beam, In full glory reflected now shines in the stream, ’Tis the star-spangled banner — O long may it wave O’er the land of the free and the home of the brave! And where is that band who so vauntingly swore, That the havoc of war and the battle’s confusion A home and a Country should leave us no more? Their blood has wash’d out their foul footsteps’ pollution. No refuge could save the hireling and slave From the terror of flight or the gloom of the grave, And the star-spangled banner in triumph doth wave O’er the land of the free and the home of the brave. O thus be it ever when freemen shall stand Between their lov’d home and the war’s desolation! Blest with vict’ry and peace may the heav’n rescued land Praise the power that hath made and preserv’d us a nation! Then conquer we must, when our cause it is just, And this be our motto — “In God is our trust,” And the star-spangled banner in triumph shall wave O’er the land of the free and the home of the brave. The rest of Francis Scott Key’s poem Dolley Payne Madison was the wife of the fourth president of the United States, James Madison. The president’s wife is called the First Lady. Dolley Madison was one of the most famous First Ladies in history. Dolley Madison was born Dolley Payne in 1768. She had four brothers and three sisters. When she was a little girl, she and her family had a very simple life. They belonged to the Quaker church. Quakers believed in living simply. They went to plain meeting halls instead of fancy churches. They ate plain food. Dolley had a strict upbringing. She was not allowed to sit with the boys in church or in school. She was not allowed to dance or play cards. Mary was very happy to be able to read and write. She spent many hours studying and writing letters to her family. When she was young, Dolley Payne loved books. She liked going to school. She had lots of friends. She loved the color yellow. She hoped to get a nice yellow dress, but her parents said no. They were Quakers, and they did not believe in fancy dresses. When Dolley Payne was an adult, she married a man named Mr. Todd. They had a little boy. They were married only for a little while. Then Mr. Todd got yellow fever and died. Mrs. Todd was a widow. People told James Madison about Dolley. They said she was smart and charming. He was eager to meet her. Madison was not president at the time. But he was already an important person. He was very smart and serious. James Madison was much older than Dolley Todd. He was also shorter than her. But she liked him anyway. She even had a funny nickname for him. She called him the “Great Little Madison.” Soon James Madison asked Dolley Todd to marry him. She had to think about this because he was not a Quaker. But, in the end, she said yes. George and Martha Washington The Madisons were happy together. Dolley was a great help to her husband. When he was president he had to host fancy state dinners for visitors. Dolley helped him. She was a charming hostess. She welcomed all sorts of visitors to the President’s House. There were diplomats and visitors from distant lands. There were Native American chiefs. Dolley Madison always served her ice cream. At that time, ice cream was something new. Lots of people had never tasted it before. When the British marched into Washington, D.C., during the War of 1812, Dolley Madison was very brave. She stayed in the President’s House as long as she could. Before she left, she grabbed many important papers. She even helped to save a painting of George Washington. 119 Glossary A anthem—an important song army—a group of soldiers trained to fight on land B branch—one of three major parts of the government British—people who are from Great Britain C Capitol—the building in Washington, D.C., where Congress meets charge—to rush into (charged) charming—pleasing or delightful commander—a high-ranking officer in the military D declare war—to officially say that one country will start a war with another country (declaring war) defeat—loss in a contest or battle diplomat—a person who represents his or her country (diplomats) distant—far away document—an official or important paper drape—curtain (drapes) F flee—to run away from danger fort—a large building constructed to survive enemy attacks (forts) G gallantly—impressively general—a high-ranking officer in the military H hail—to greet or see (hailed) harbor—an area of calm, deep water near land, where ships can safely put down their anchors heavy blow—a difficult loss to deal with hickory—a tree with very hard wood hostess—a woman who entertains guests at an event I impressment—the state of being forced to serve in the British Navy (impressed) inspired—wanting to do something K knotty—having many dark marks on wood where branches once grew M mast—the tall pole on a ship to which the sails are attached (masts) meeting hall—an indoor space where many people can gather (meeting halls) merchant—a person who sells things (merchants) monarchy—a government ruled by a king or queen (monarchies) mortar—a type of cannon (mortars) mouth—the place where a river enters the ocean national—relating to a nation or country navy—a group of soldiers trained to fight battles at sea on board ships niece—the daughter of your brother or sister (nieces) open fire—to shoot a weapon in order to start a fight or battle (opened fire) oppose—to be against something (opposed) orphan—a child whose parents are no longer alive panic—to suddenly become very scared (panicked) patriotic—having or showing support and love for your country peace—a state of no war or fighting perilous—dangerous pile up—to collect (piled up) pitch in—to help with (pitched in) plank—a long, thick board (planks) port—a place on the water near land, where ships load and unload cargo proof—something showing that something else is true or correct ragtag—disorganized and made up of many different types rampart—the wall of a fort (ramparts) ransack—to search in order to steal and cause damage (ransacked) rocket—a type of missile (rockets) salute—to show respect (saluting) soot—the black powder left behind when something burns state dinner—a special dinner hosted by the president of the United States for important people (state dinners) stitching—sewing (stitched) streak—to move quickly (streaking) string—a series support the troops—to provide encouragement and sometimes food and supplies to soldiers Supreme Court—the highest court of law in the United States toast—to raise a glass and drink in honor of someone or something (toasted) torch—a piece of wood that burns at one end (torches) trader—someone who exchanges something to get something in return (traders, traded, trading, trade) treaty—a formal agreement between countries trunk—a large box or crate used to carry things upbringing—the way a child is raised U.S. Congress—the people elected to make laws for the United States widow—a woman whose husband has passed away About this Book This book has been created for use by students learning to read with this program. Readability levels are suitable for early readers. The book has also been carefully leveled in terms of its “code load,” or the number of spellings used in the stories. The English writing system is complex. It uses more than 200 spellings to stand for 40-odd sounds. Many sounds can be spelled several different ways, and many spellings can be pronounced several different ways. This book has been designed to make early reading experiences simpler and more productive by using a subset of the available spellings. It uses only spellings students have been taught to sound out as part of their phonics lessons, plus a handful of Tricky Words, which have also been deliberately introduced in the lessons. This means the stories will be 100% decodable if they are assigned at the proper time. As the students move through the program, they learn new spellings and the “code load” in the decodable Readers increases gradually. The code load graphic on this page indicates the number of spellings students are expected to know in order to read the first story of the book and the number of spellings students are expected to know in order to read the final stories in the book. The columns on the opposite page list the specific spellings and Tricky Words students are expected to recognize at the beginning of this Reader. The bullets at the bottom of the opposite page identify spellings, Tricky Words, and other topics that are introduced gradually in the unit this Reader accompanies. Code Knowledge assumed at the beginning of this Reader: **VOWEL SOUNDS AND SPELLINGS:** /i/ as in *it, myth* /e/ as in *bed* /a/ as in *hat* /u/ as in *but, son, come, touch* /o/ as in *hot* /ae/ as in *cake, paper, wait, day, hey* /ee/ as in *bee, funny, beach, cookie, key, Pete* /ie/ as in *bite, biting, try, tie, night* /oe/ as in *home, open, snow, boat, toe* /ue/ as in *cute, unit, cue* /aw/ as in *law, Paul, caught, wall* /oo/ as in *soon* /oo/ as in *look* /ou/ as in *shout, now* /oi/ as in *oil, toy* /er/ as in *her, hurt, bird* /ar/ as in *car* /or/ as in *for* /ə/ as in *about, benefit* **CONSONANT SOUNDS AND SPELLINGS:** /p/ as in *pot, pepper* /b/ as in *bat, rubbing* /t/ as in *top, mitt, marked* /d/ as in *dog, sledding, hogged* /k/ as in *cat, kid, soccer, back* /g/ as in *get, bigger* /ch/ as in *chop, itch* /j/ as in *jet, gem, large* /f/ as in *fat, sniff* /v/ as in *yet, twelve* /s/ as in *sit, miss, cent, rinse, prince* /z/ as in *zip, buzz, dogs* /th/ as in *thin* /ð/ as in *them* /m/ as in *man, swimming* /n/ as in *not, banner, knock* /ng/ as in *song, pink* /h/ as in *hot* /w/ as in *wet, when* /l/ as in *lip, fill* **TRICKY WORDS:** a, again, against, all, always, are, be, before, break, bridge, building, by, castle, could, death, do, down, eyes, father, friend, from, ghost, go, grownup, have, he, how, I, me, my, no, of, one, once, people, said, says, she, should, so, some, street, sure, sword, the, there, their, they, to, two, you, your, walk, was, water, we, were, what, where, who, why, wizard, word, would **ABBREVIATIONS AND SYMBOLS:** Mrs., Mr. Code Knowledge added gradually in the unit for this Reader: - Beginning with “Introduction to The War of 1812”: /f/ as in *phone* - Beginning with “Trouble with the British”: Tricky Words *Great Britain, Europe, native, Americans, signature* - Beginning with “The War Hawks”: /er/ as in *actor* - Beginning with “The War Starts”: /e/ as in *head*, Tricky Words *imagine, soldier, Washington* - Beginning with “A Famous Ship”: Tricky Word *Ironsides* - Beginning with “The Attack on Washington, D.C.”: Tricky Word *special* - Beginning with “The Burning of Washington, D.C.”: Tricky Word *shoe* - Beginning with “The Attack on Baltimore”: Tricky Word *Fort McHenry* - Beginning with “Francis Scott Key and the National Anthem”: /er/ as in *dollar, /ee/ as in *ski*, Tricky Words *early, whose, broad, bomb* - Beginning with “Andrew Jackson”: Tricky Words *Andrew, new* - Beginning with “Dolley Madison”: /k/ as in *school* General Manager K-8 Humanities and SVP, Product Alexandra Clarke Chief Academic Officer, Elementary Humanities Susan Lambert Content and Editorial Elizabeth Wade, PhD, Director, Elementary Language Arts Content Patricia Erno, Associate Director, Elementary ELA Instruction Baria Jennings, EdD, Senior Content Developer Maria Martinez, Associate Director, Spanish Language Arts Christina Cox, Managing Editor Product and Project Management Ayala Falk, Director, Business and Product Strategy, K-8 Language Arts Amber McWilliams, Senior Product Manager Elisabeth Hartman, Associate Product Manager Catherine Alexander, Senior Project Manager, Spanish Language Arts LaShon Ormond, SVP, Strategic Initiatives Leslie Johnson, Associate Director, K-8 Language Arts Thea Aguiar, Director of Strategic Projects, K-5 Language Arts Zara Chaudhury, Project Manager, K-8 Language Arts Design and Production Tory Novikova, Product Design Director Erin O’Donnell, Product Design Manager Texas Contributors Content and Editorial Sarah Cloos Laia Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick García Sandra de Gennaro Patricia Infanzón-Rodriguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofia Pereson Lilia Perez Sheri Pineault Megan Reasor Marisol Rodriguez Jessica Roodvoets Lyna Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Nanyamka Anderson Raghav Arumugan Dani Aviles Olioli Buika Sherry Choi Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Galuszka Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khirwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Pajouhesh Jackie Pierson Dominique Ramsey Darby Raymond-Overstreet Max Reinhardsen Mia Saine Nicole Stahl Flore Thevoux Jeanne Thornton Amy Xu Jules Zuckerberg Other Contributors Bill Cheng, Ken Harney, Molly Hensley, David Herubin, Sara Hunt, Kristen Kirchner, James Mendez-Hodes, Christopher Miller, Diana Projansky, Todd Rawson, Jennifer Skelley, Julia Sverchuk, Elizabeth Thiers, Amanda Tolentino, Paige Womack Series Editor-in-Chief E. D. Hirsch Jr. President Linda Bevilacqua Editorial Staff Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Lucinda Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Wafler James Walsh Sarah Zelinke Design and Graphics Staff Kelsie Harman Liz Loewenstein Bridget Moriarty Lauren Pack Consulting Project Management Services ScribeConcepts.com Additional Consulting Services Erin Kist Carolyn Pinkerton Scott Ritchie Kelina Summers Acknowledgments These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful. Contributors to Earlier Versions of These Materials Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental in the early development of this program. Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, PS 26R (the Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms were critical. Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. Writers Mike Sanford, Staff Illustrators and Image Sources All illustrations by Nicole Stahl 2 (bottom): Library of Congress, Prints & Photographs Division, LC-DIG-ppga-02388; 3 (top): Shar Griffiths; 3 (bottom): Library of Congress, Prints & Photographs Division, LC-DIG-ppga-00995; 4 (top left): Shutterstock; 4 (top right): Shutterstock; 4 (bottom left): original by Gilbert Stuart; 4 (bottom center left): original by John Trumbull; 4 (bottom center right): original by Rembrandt Peale; 4 (bottom right): original by John Vanderlyn; 5: Library of Congress, Prints and Photographs Division, LC-USZ62-97721; 5 (inset): Shutterstock; 6 (top): Staff; 6 (bottom): Sharae Peterson; 7 (top): Simini Blocker; 7 (bottom): Simini Blocker; 8 (top): USS Constitution vs Guerriere by Michel Felice Corne (1752-1845), Image courtesy of the Beverley R. Robinson Collection, U.S. Naval Academy Museum; 8 (bottom): Shutterstock; 9 (top): Shutterstock; 9 (bottom): Library of Congress, Prints & Photographs Division, LC-DIG-ppga-01891; 10 (top): Library of Congress, Prints and Photographs Division, LC-DIG-ppmsca-09502; 10 (bottom): Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-07708; 11: Shutterstock; 13: original by John Vanderlyn; 29: original by Matthew Harris Jouett; 39: James Lavers/James Lavers/SuperStock; 40: Signing of the Constitution, by Howard Chandler Christy. Courtesy of Architect of the Capitol; 43: USS Constitution vs Guerriere by Michel Felice Corne (1752-1845), Image courtesy of the Beverley R. Robinson Collection, U.S. Naval Academy Museum; 44: Shutterstock; 47: Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-07708; 49: Library of Congress, Prints and Photographs Division, LC-DIG-ppmsca-09502; 51: original by Gilbert Stuart. Courtesy of the National Portrait Gallery, Prints Division, LC-DIG-ppmsca-23076; 59: Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-23757; 63: Shutterstock; 64: Shutterstock; 83: Library of Congress, Prints and Photographs Division, LC-USZC4-6466; 87, 89: Library of Congress, Prints & Photographs Division, LC-DIG-ppga-01838; 91: Shutterstock; 93: Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-31279; 97: Shutterstock; 99: Library of Congress, Prints & Photographs Division, NYWT&S Collection, LC-DIG-ds-00032a Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.” Amplify Texas ELEMENTARY LITERACY PROGRAM Grade 2 | Skills 6 | Reader The War of 1812 580L Grade 2 Skills 6 | Digital Components Skills 6 Digital Components | Digital Component | Page | |-------------------|------| | 1.1 | 1 | | 2.1 | 2 | | 3.1 | 3 | | 6.1 | 4 | | 7.1 | 5 | | 9.1 | 6 | | 11.1 | 7 | | 12.1 | 8 | | 13.1 | 9 | | 14.1 | 10 | | 15.1 | 11 | | 16.1 | 14 | | 22.1 | 15 | | 27.1 | 16 | | 28.1 | 17 | | 29.1 | 18 | | 29.2 | 19 | | 29.3 | 20 | | 29.4 | 21 | | 34.1 | 22 | Circle the Spelling Read these words that have the /f/ sound spelled ‘ph’. Then, circle the letters that stand for the /f/ sound in each word. phone phrase graph sphere dolphin triumph orphan phantom paragraph alphabet photograph emphasize physical atmosphere pharmacy elephant homophone telephone microphone Joseph amphibian apostrophe geography biography Fill in the Blank Use the best word from the box to complete each sentence. | thread | spread | meant | dead | bread | |--------|--------|-------|------|-------| | breakfast | feather | dread | head | lead | 1. Would you ________________ butter on the toast? 2. I ________________ to pick up the paper but I forgot it. 3. It has been a very dry summer with little rain, so some of the plants in the garden are ________________. 4. My ________________ is hurting from the loud noise. 5. I like ________________ and jam for a snack. 6. My mom fixed the rip in my pants with a needle and ________________. 7. Most people ________________ going to the dentist. 8. Do you like eggs and bacon for ________________? 9. I found the ________________ of a bird outside next to a nest. 10. The pipes were made of ________________. Lesson 6: Tricky Spelling 'ea' 1. /ee/ 2. /e/ Adverbs Read each sentence and draw a wiggly line under each verb and a triangle around the adverb. Then, draw an arrow from the adverb pointing to the verb it modifies. Example: I quickly made my bed. 1. I rode my bike slowly up the hill. 2. Mark walked painfully down the hall on his crutches. 3. The class quickly lined up for recess. 4. Dad carefully drove around the accident. 5. The little girl held her mother’s hand tightly. 6. The nurse gently removed the bandage from my knee. 7. The liquid in the pan boiled rapidly on the stove. 8. My teacher patted me lightly on the back and said I did a good job. 9. Everyone was talking loudly. 10. Mom carried the platter of turkey carefully to the table. 11. She slept soundly at night. 12. The brown puppy sleeps soundly. 13. Speedy Jamie easily won the race. 14. The dog greedily lapped the food. The War Starts If a statement is true, write **true** on the line. If a statement is false, write **false** on the line. Also write the page number. 1. On June 18, 1812, the United States declared war on Great Britain. __________ Page __________ 2. In 1812, the British were already at war with France, so they could only send some of their troops to fight the United States. __________ Page __________ 3. At the start of the war, most people thought the United States would defeat the British easily. __________ Page __________ 4. A monarchy is a nation that is ruled by a king or queen. __________ Page __________ 5. In 1812, the United States was a monarchy. __________ Page __________ 6. In 1812, most of the nations of Europe were ruled by presidents who were elected and served for four years. __________ Page __________ 1. In 1812, the United States had a large army and a very powerful navy. __________ Page __________ 2. At the beginning of the war, the U.S. Army attacked the British in Canada and won all of its battles there. __________ Page __________ Number these events in the order that they happened. ___ Today, the United States is a strong nation. ___ The U.S. Navy beat the British in a number of naval battles. ___ George Washington set up the first U.S. Navy. ___ President Madison asked farmers to join the army. ___ On June 18, 1812, the United States declared war on Great Britain. Run-On Sentences Change each run-on sentence into two sentences, adding correct capitalization and punctuation. 1. The flower is pink it has six petals. 2. The boy is eating an oyster the oyster is big. 3. Joyce enjoys eating fish Roy enjoys eating steak. 4. The town is far away it is forty miles from here. 5. A cow is an animal an owl is an animal, too. Correct each run-on sentence by combining and rewriting it into one sentence. 6. The crowd is loud the crowd is angry. 7. The clown rode the bike it was red. 8. I think cookies taste good I think cupcakes taste good. Tricky Spelling ‘i’ Write the word in each sentence that has the tricky spelling ‘i’ sounded /i/ under *it*, the word that has the tricky spelling ‘i’ sounded /ie/ under *driver*, or the word that has the tricky spelling ‘i’ sounded /ee/ under *ski*. | ‘i’ → | /i/ | /ie/ | /ee/ | |-------|-----|------|------| | | it | fish | his | | | driver | find | writer | | | ski | taxi | easier | | | /i/ as in *it* | /ie/ as in *driver* | /ee/ as in *ski* | |---|----------------|---------------------|------------------| | 1. | My mom plays the piano. | | piano | | 2. | I like pepperoni pizza. | | | | 3. | Instead of being mean, be kind. | | | | 4. | *Curious* means to want to know. | | | | 5. | Rub some sunblock on your skin. | | | | 6. | My dad was furious when the glass broke. | | | | 7. | I do not like beans in chili. | | | | 8. | The huge waves tossed the ship. | | | | 9. | At the zoo, we saw a tiger. | | | | 10. | Do you like spaghetti noodles? | | | | 11. | The lettuce is crisp. | | | | 12. | They play that song on the radio. | | | | | /ee/ | pizza | piano | media | |---|-------|-------|-------|-------| | i' | /ie/ | biking | hiking | kind | | | /i/ | fit | sit | bit | Glossary for *The War of 1812* **A** - **anthem**—an important song - **army**—a group of soldiers trained to fight on land **B** - **branch**—one of three major parts of the government - **British**—people who are from Great Britain **C** - **Capitol**—the building in Washington, D.C., where Congress meets - **charge**—to rush into (charged) - **charming**—pleasing or delightful - **commander**—a high-ranking officer in the military **D** - **declare war**—to officially say that one country will start a war with another country (declaring war) - **defeat**—loss in a contest or battle - **diplomat**—a person who represents his or her country (diplomats) - **distant**—far away - **document**—an official or important paper - **drape**—curtain (drapes) **F** - **flee**—to run away from danger - **fort**—a large building constructed to survive enemy attacks (forts) **G** - **gallantly**—impressively - **general**—a high-ranking officer in the military **H** - **hail**—to greet or see (hailed) - **harbor**—an area of calm, deep water near land, where ships can safely put down their anchors - **heavy blow**—a difficult loss to deal with - **hickory**—a tree with very hard wood - **hostess**—a woman who entertains guests at an event **I** - **impressment**—the state of being forced to serve in the British Navy (impressed) - **inspired**—wanting to do something **K** - **knotty**—having many dark marks on wood where branches once grew **M** - **mast**—the tall pole on a ship to which the sails are attached (masts) - **meeting hall**—an indoor space where many people can gather (meeting halls) merchant—a person who sells things (merchants) monarchy—a government ruled by a king or queen (monarchies) mortar—a type of cannon (mortars) mouth—the place where a river enters the ocean national—relating to a nation or country navy—a group of soldiers trained to fight battles at sea on board ships niece—the daughter of your brother or sister (nieces) open fire—to shoot a weapon in order to start a fight or battle (opened fire) oppose—to be against something (opposed) orphan—a child whose parents are no longer alive panic—to suddenly become very scared (panicked) patriotic—having or showing support and love for your country peace—a state of no war or fighting perilous—dangerous pile up—to collect (piled up) pitch in—to help with (pitched in) plank—a long, thick board (planks) port—a place on the water near land, where ships load and unload cargo proof—something showing that something else is true or correct ragtag—disorganized and made up of many different types rampart—the wall of a fort (ramparts) ransack—to search in order to steal and cause damage (ransacked) rocket—a type of missile (rockets) salute—to show respect (saluting) soot—the black powder left behind when something burns state dinner—a special dinner hosted by the president of the United States for important people (state dinners) stitching—sewing (stitched) streak—to move quickly (streaking) string—a series support the troops—to provide encouragement and sometimes food and supplies to soldiers Supreme Court—the highest court of law in the United States toast—to raise a glass and drink in honor of someone or something (toasted) torch—a piece of wood that burns at one end (torches) **trader**—someone who exchanges something to get something in return (*traders, traded, trading, trade*) **treaty**—a formal agreement between countries **trunk**—a large box or crate used to carry things **upbringing**—the way a child is raised **U.S. Congress**—the people elected to make laws for the United States **widow**—a woman whose husband has passed away Lesson 16: Tricky Spelling 'i' 1. /i/ 2. /ie/ 3. /ee/ A paragraph is a group of sentences on the same topic. A topic sentence is one sentence, usually the first, that tells what the paragraph is mostly about. A Letter from Mr. Mowse Dear Boyz and Gurlz, Greetings from yur old frend, Mr. Mowse! I hav really been injoying lisning to you and yur teecher reading and talking ubout the War of 1812. I am really lerning a lot. I even lerned that the Star Spangld Baner is our nashunil anthim! But I still hav some kwestjins a ubout our flag and the werdz to our anthim. Maybe you can help me find the ansers! Yur pal, Mr. Mowse Dear Boys and Girls, Greetings from your old friend, Mr. Mowse! I have really been enjoying listening to you and your teacher reading and talking about the War of 1812. I am really learning a lot. I even learned that “The Star-Spangled Banner” is our national anthem! But I still have some questions about our flag and the words to our anthem. Maybe you can help me find the answers! Your pal, Mr. Mowse Here are some of Mr. Mowse’s questions: 1. What do the words of our national anthem describe? 2. When singing our national anthem, how should people behave? 3. How do people show respect for the flag? 4. How did the poem Francis Scott Key wrote become our national anthem? __________________________________________________________________________ 1. What are the three times during the attack on Fort McHenry that Key looked for the flag? 2. How could Key see the flag in the middle of the night? 3. Why couldn’t Key see the flag just before the sun came up? 4. Why was it important to Key to see if the flag was still flying after the attack ended? A paragraph is a group of sentences on the same topic. A topic sentence is one sentence, usually the first, that tells what the paragraph is mostly about. A concluding sentence is one sentence, usually the last, that restates the topic sentence to end the paragraph. Write a Research Paper Plan 1. 2. 3. Draft 4. 5. Edit 6. 7. 8. Report Editing Checklist Ask yourself these questions as you edit your draft. 1. Do I have a title? 2. Have I organized information into paragraphs that relate to my topic? 3. Does every paragraph have a topic sentence? 4. Is every topic sentence indented? 5. Does every paragraph have other sentences in a logical order that provide details supporting the topic sentence? 6. Does every paragraph have a concluding sentence? 7. Do all of my sentences start with uppercase letters? 8. Do all of my sentences end with a final mark? ( . ? or !) 9. Have I checked my spelling? 10. Have I added other things such as illustrations to make my report interesting? Topic: __________________________ • What do the words of our national anthem describe? • When singing our national anthem, how should people behave? • How do people show respect for the flag? • How did the poem Francis Scott Key wrote become our national anthem? • What are the three times during the attack on Fort McHenry that Key looked for the flag? • How could Key see the flag in the middle of the night? • Why couldn’t Key see the flag just before the sun came up? • Why was it important to Key to see if the flag was still flying after the attack ended? One reason Americans were angry with the British in 1812 was that the British forced some American sailors to serve in the British Navy. The British were also stopping American ships from trading freely with the French. Another reason Americans were angry was that the British were trading with Native Americans. This created problems for American pioneers who were trying to move west. For a Reader chapter: Name of the Reader (in italics), name of the chapter (in quotation marks) Example: *The War of 1812*, “Our National Anthem” For a book: Name of author (last name, first name), title of book (underlined) Example: Key, Francis, *Our National Anthem* For Internet articles: Name of author (last name, first name), title of article (in quotation marks) Example: Key, Francis, “My Favorite Song” Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. School districts and charter schools retain the responsibility to educate their students and should consult with their legal counsel regarding compliance with applicable legal and constitutional requirements and prohibitions. Given the timeline for development, errors are to be expected. If you find an error, please email us at firstname.lastname@example.org. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute any adaptations of the work in the following manner: This work is based on original works of Amplify Education, Inc. (amplify.com) and the Core Knowledge Foundation (coreknowledge.org) made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply endorsement by those authors of this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ © 2020 Amplify Education, Inc. amplify.com Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Credits Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted. Texas Contributors Content and Editorial Sarah Ciosio Laila Cortes Jayana Desai Angela Donnelly Claire Dorfman Ana Mercedes Falcón Rebecca Figueroa Nick Garcia Sandra de Gennaro Patricia Hernandez-Rodriguez Seamus Kirst Michelle Koral Sean McBride Jacqueline Ovalle Sofia Pereson Lila Pineda Sheryl Pineault Megan Reesor Marisol Rodriguez Jessica Roodvoets Lynn Ward Product and Project Management Stephanie Koleda Tamara Morris Art, Design, and Production Narynka Anderson Raghav Arumugam Dani Aviles Olihi Buika Sherry Chao Stuart Dalgo Edel Ferri Pedro Ferreira Nicole Fierczak Parker-Nia Gordon Isabel Hetrick Ian Horst Ashna Kapadia Jagriti Khatriwar Julie Kim Lisa McGarry Emily Mendoza Marguerite Oerlemans Lucas De Oliveira Tara Papajesh Jackie Peterson Dominic Ramsey Darby Raymond-Owensheet Max Rasmussen Mia Saine Nicole Stahl Flore Théroux Jeanne Thornton Amy Xu Jules Zuckerberg Series Editor-in-Chief E. D. Hirsch Jr. President Linda Bevilacqua Editorial Staff Mick Anderson Robin Blackshire Laura Drummond Emma Earnst Luisana Ewing Sara Hunt Rosie McCormick Cynthia Peng Liz Pettit Tonya Ronayne Deborah Samley Kate Stephenson Elizabeth Walker James Walsh Sarah Zellner Design and Graphics Staff Kelsie Harman Lu LeBlanc Bridget Moriarty Lauren Pack Consulting Project Management Services ScribeConcepts.com Additional Consulting Services Erin Kist Carson Pinkerton Scott Ritchie Kelina Summers Contributors to Earlier Versions of These Materials Susan B. Albaugh, Kazuko Ashizawa, Kim Berralt, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Lisa Greene, Ted Hirsch, Danielle Knight, James K. Lee, Matt Leech, Diane Hennessey Lebozig, Robin Lucke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael E. Shaw, Shari D. Sherman, Dokie Adger Simkin, Laura Torrens, Khara Turpin, Miriam E. Vosage, Michelle L. Warner, Catherine J. Whittington, Jeanette A. Williams. We would like to extend special recognition to Program Directors Matthew Davis and Suzanne Wright, who were instrumental in the early development of this program. Schools We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials and for their invaluable advice: Capitol View Elementary, Chappell Hill Foundation School (IN), Community Academy, Eastside School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Classical Academy, Pleasantview School, Porterville, The Challenge Foundation Academy, PS 56R (the Carver School), PS 30X (Wilton School), PS 30XX (Clara Barton School), PS 96Q, PS 103X (Joseph O. Lovetant), PS 104Q (The Bays Water), PS 105Q (Michael Friedsam), PS 123XQ (Lyndon B. Johnson School), PS 308X (Clara Cardwell), PS 333X (Gordie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartansburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms were critical. Grade 2 Skills 6 | Timeline Cards Notice and Disclaimer: The agency has developed these learning resources as a contingency option for school districts. These are optional resources intended to assist in the delivery of instructional materials in this time of public health crisis. Feedback will be gathered from educators and organizations across the state and will inform the continuous improvement of subsequent units and editions. 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Article VII Done in Convention by the Unanimous Consent of the States present, the Seventeenth Day of September in the Year of our Lord one thousand seven hundred and Eighty Seven, and of the Independence of the United States of America the Twelfth. In Witness whereof We have hereunto subscribed our Names, Done in Convention by the Unanimous Consent of the States present, the Seventeenth Day of September in the Year of our Lord one thousand seven hundred and Eighty Seven, and of the Independence of the United States of America the Twelfth. In Witness whereof We have hereunto subscribed our Names. The Constitution is the framework of our government. James Madison was the fourth president. Pioneers continued the westward expansion and exploration. James Madison declared war against the British in 1812. The USS Constitution earned the nickname “Old Ironsides.” Dolley Madison helped save a picture of George Washington. Washington, D.C., was burned in 1814 by the British. 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Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings, Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli, Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program. **Schools** We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.
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A Family’s Guide to Interveners for Children with Combined Vision and Hearing Loss A Family’s Guide to Interveners for Children with Combined Vision and Hearing Loss Linda Alsop Clara Berg Vivecca Hartman Melanie Knapp Kimberly Lauger Cheryl Levasseur Mike Prouty Sally Prouty Utah State University SKI-HI INSTITUTE Acknowledgement We wholeheartedly thank the Gibney Family Foundation for their generous contribution to this publication. We also thank Carolyn Anderson, Senior Advocate, and the PACER Center for reviewing the information related to the special education process. Finally, appreciation goes to Lori Rowan and Fran Payne for their help with the production of this booklet. Copyright 2012 SKI-HI Institute Utah State University Logan, Utah # Table of Contents Welcome ................................................................. 5 What Is Deafblindness and How Does It Impact Your Child? .............. 7 Typical Learning vs. Deafblind Learning .................. 13 - Typical Learning .................................................. 14 - Deafblind Learning ............................................. 15 Intervention ............................................................ 17 - Intervener ......................................................... 18 Role of the Intervener ........................................... 19 - Access to Information ....................................... 19 - Access to Communication ................................. 20 - Access to Social and Emotional Development .......... 21 Interveners Play a Key Role in Educational Programming .................. 22 Common Misconceptions About Interveners ................................. 23 Navigating the IEP Process to Determine the Need for an Intervener ........................................ 25 IEP Fundamentals Regarding Interveners ............... 29 Evaluation .................................................................................. 31 Consideration of Special Factors .......................... 33 Present Level of Performance ................................. 35 Annual Goals and Short Term Objectives ...................... 41 Accommodations, Modifications, and Supplementary Aids and Services ...... 43 Related Services ................................................................. 45 Prior Written Notice ............................................................. 47 Parent Thoughts and Perspectives ............................ 49 Tips From Parents ................................................................. 57 Terms to Know ................................................................. 59 Welcome “Ever since she took my hand on the doorstep of my home, she has been not only my eyes and ears, but also a light in all dark places, a bond between me and the life of the world.” Helen Keller These were the words of Helen Keller in describing the impact of Annie Sullivan on her life. Although Annie was referred to as Helen’s teacher, her role was similar to that of an intervener. This booklet has been developed by parents of children who have combined vision and hearing losses (or deafblindness) and professionals who are experienced in the use of interveners as individualized supports for these children. A critical component of effective intervention for children who are deafblind is having the support of a trained intervener who provides access to the information needed for learning, communication, and interaction in educational settings. You’ve received these materials because you have a child with a combined vision and hearing loss who may benefit from the services of an intervener. This booklet and the enclosed DVD contain information about interveners and their role in supporting children with deafblindness and about the process of determining the need for an intervener in educational settings. This booklet addresses the following: - What is deafblindness? - What is an intervener? - What is effective intervention for children who are deafblind, and what role does the intervener play in providing that intervention? - How can the need for an intervener be determined through the Individualized Education Program (IEP) process? Contained in the cover flaps of this booklet are two resources: - A DVD entitled *Deafblindness and the Role of the Intervener* - A card entitled *Key Questions to Ask During the IEP Process* These materials can help you as you advocate for your child’s needs. The more you educate yourself on your child’s needs, the better you can advocate knowledgeably and confidently, and the more successful your child will be. Please study these materials and share them in whatever way works best for you and your child. People must have sensory information about the world around them to learn, function, and interact with others. The majority of this vital information comes through the major senses of vision and hearing. This automatic flow of information through the eyes and ears begins at birth and continues throughout life without much effort on our part. Either a hearing loss or a vision loss alone has a significant impact on learning and development. A child with a vision loss .... must rely more upon **hearing** to compensate for the lack of available visual information. A child with a hearing loss ... must rely more upon **vision** to compensate for the lack of available auditory information. The important thing is that for these children, one of their distance senses will compensate for the lack of the other one. For children with both vision and hearing loss, neither sense can adequately compensate for the lack of the other. The natural flow of visual and auditory information does not happen. Bits and pieces of information may be available, but will be: - incomplete, - distorted, and - unreliable. Enough complete sensory information needed for learning and interaction cannot be accessed in a clear and consistent way without support. The term deafblindness does not necessarily refer to total deafness and total blindness. Children who are deafblind are a diverse group, and the amount of vision and hearing loss they have varies greatly from child to child. One child may have a moderate vision loss and a severe hearing loss, while another may have only light perception and a moderate hearing loss. Some children have some vision and/or hearing, but the effects of both the vision and the hearing losses occurring together are significant. Many children who are deafblind also have other challenges such as: - physical challenges, - medical challenges, and - cognitive challenges. However, in spite of the diverse learning and communication challenges that children who are deafblind experience, with appropriate intervention, they all can learn and interact with the world. Deafblindness can be defined as a disability of access - access to visual and auditory information about people and things in the environment. Typical children with normal vision and hearing learn naturally in three ways: direct learning, secondary learning, and incidental learning. Learning for a Typical Child - Direct Learning - Secondary Learning - Incidental Learning Typical Learning Direct learning involves hands-on experiences and makes up a relatively small portion of overall lifetime learning. Secondary learning happens by listening to another person teach or present information. It makes up a slightly greater portion of overall lifetime learning. Incidental learning is that which occurs naturally and automatically from the flow of sensory information that is constantly available. It makes up the largest portion of lifetime learning and is the way most information is learned. Deafblind Learning For children who are deafblind, the typical way of learning does not occur naturally. The triangle of learning is inverted for them. Direct learning is by far the most effective way for children with deafblindness to learn about the world. Hands-on experiences are essential. Secondary learning is difficult because of combined vision and hearing loss. Incidental learning usually does not occur and is not effective because of the lack of consistent access to visual and auditory information. The learning needs of children who are deafblind are different from those of typical sighted and hearing children. This poses unique challenges to most educational settings, because they are not generally designed to provide intensive amounts of direct, hands-on learning. Direct Hands-on experiences are essential The best way to learn Secondary Is difficult Incidental Usually does not occur and is not effective Effective intervention for children who are deafblind must: - Connect them to the world. - Provide them with access to clear and consistent sensory information. - Provide support for the development and use of communication. - Provide support for social and emotional well-being. Just as Helen Keller received this intervention from Annie Sullivan, so can children who are deafblind today receive this intervention from a person called an intervener. Intervener An intervener is defined as a person who: - Works consistently one-to-one with a child who is deafblind - Has training and specialized skills in deafblindness Role of the Intervener The role of the intervener is to provide effective, deafblind-specific intervention for a child with deafblindness in the three following areas: **Access to Information** The intervener provides access to the environmental information that is usually gained through vision and hearing, but which is unavailable or incomplete to the child who is deafblind. - The intervener presents information in ways that the child who is deafblind can understand it. - The intervener helps the child be aware of people and things in the environment and encourages the child to reach out and connect with the broader world. - The intervener helps the child learn concepts that sighted and hearing children learn incidentally. - The intervener increases opportunities for direct learning to occur and provides access to the huge amount of incidental information that is unavailable with combined vision and hearing loss. Access to Communication The intervener facilitates the development and/or use of receptive and expressive communication skills for the child who is deafblind. *Receptive communication* is the ability to receive communicative information. *Expressive communication* is the ability to express communicative information. - The intervener is a motivating and trusted partner who consistently responds to the child’s communication. - The intervener understands the child’s unique mode of communication and facilitates his/her ongoing development of communication skills. - The intervener provides opportunities for conversations and interactions with others. Access to Social and Emotional Development The intervener develops and maintains a trusting, interactive relationship that promotes social and emotional well-being for the child who is deafblind. - An intervener connects the child with deafblindness to the world, reducing the sense of isolation and disconnection from the world. - The intervener develops a bond of trust with the child who is deafblind. This decreases his/her anxiety about exploring the environment and trying new things. - The intervener helps the child know where he/she is in the environment, and who is around him/her, and encourages interactions with others. - The intervener supports self-determination by helping the child make choices, solve problems, and develop self-esteem. Interveners Play a Key Role in Educational Programming By assisting with access to information, communication, and social and emotional well-being, the intervener plays a critical role in the implementation of your child’s Individualized Education Program (IEP). The intervener works under the direction of the classroom teacher and is a member of your child’s IEP team. The intervener works closely with and supports other IEP team members in academic work, self-care routines, specialized therapies, and social activities. Common Misconceptions About Interveners **Myth:** An intervener hinders the child’s ability to interact with others and connect with the world. **Fact:** Interveners are not a barrier between children who are deafblind and the world. They are a **bridge** to the world – a vital link to people and things in the environment. **Myth:** An intervener creates dependency on the part of the child who is deafblind. **Fact:** Interveners are **trained** to promote independence rather than dependence for children who are deafblind. They do **with** the child – not **for** the child. **Myth:** Any classroom aide can be an intervener. **Fact:** Interveners are different from general classroom aides because they must have **training and specialized skills in deafblindness** in order to be able to provide one-to-one effective intervention for children who are deafblind in educational settings. A Family’s Guide to Interveners Intervention The following section is intended to help you navigate the IEP process to determine whether or not an intervener is appropriate for your child and, if so, to ensure that intervener services are part of his/her educational programming. **IDEA** The Individuals with Disabilities Education Act or IDEA is a complex and lengthy law which ensures specific rights for children in special education. It is critical that you understand and use this law to make sure your child receives appropriate services. IDEA offers six key principles to guide the special education process which are as follows: Children with disabilities have the right to: - A Free Appropriate Public Education (FAPE), which requires that an eligible child receive special education and related services provided at public expense. These services include appropriate education in the general education curriculum and activities, as well as specialized educational services and appropriate instruction based on a child’s needs. A child has the right to make meaningful educational progress on his/her IEP goals and in the general education curriculum as much as is appropriate for him/her. Note that a child cannot make progress without access to the information and instruction needed for learning and interaction in educational environments. An intervener provides the access which facilitates the provision of FAPE to that child. - **Appropriate evaluation**, which is used as the basis for developing the IEP. - **An Individualized Education Program (IEP) for children ages 3-21**, which is a written statement for a child with disabilities that is developed, reviewed, and revised, and which states the special education and related services that the educational program provides to the child. - Receive services in the least restrictive environment (LRE) possible. According to this principle, each public agency must ensure that: - To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. - Participate in and have their parents participate in decision-making. Under IDEA, parents remain the most important advocates for children with disabilities. - Procedural safeguards, which refers to the specific rights and responsibilities of parents in the special education process. IDEA ensures a Free Appropriate Public Education or FAPE to all children with disabilities; and FAPE requires that a child have access to general education, the general education curriculum and activities, and specialized educational services. Access is a key term in the requirements of IDEA; and for children who are deafblind, access is an especially relevant term. Their combined vision and hearing losses prevent them from having clear and consistent access to the auditory and visual information they need for learning and interactions. Without this access, educational environments become restrictive and FAPE cannot be ensured. Interveners can play a critical role in the provision of a Free Appropriate Public Education (FAPE) for your child because their role is to provide access to information, learning, and communication. Under the IEP process, interveners can be designated as “related services” or as “supplementary aids and services.” In whichever way intervener services are designated in your child’s IEP, these services must help your child: - advance appropriately to accomplish special education goals, - be involved in and make progress in the general education curriculum as appropriate for your child, and - be educated and participate with other children with and without disabilities. IEP Fundamentals Regarding Interveners Special education has to be designed to meet the unique needs of your child and to provide meaningful educational benefits to him/her. The purpose of special education is to prepare children to lead productive and independent adult lives to the maximum extent possible. As each year’s IEP is developed, you should consider what special education services will be necessary for your child to become independent and/or productive. The Individualized Education Program (IEP) document is the cornerstone of the special education process and the key to the services your child receives. By understanding your child’s IEP and taking an active role in developing it, you can help ensure that your child receives the education and services to which he or she is entitled. You, as a parent, are an important member of the IEP team that develops your child’s IEP. You are the one who knows your child best. It’s critical that you learn the educational system in order to be able to navigate it for your child’s success. When you attend your child’s IEP meetings, you can invite a professional who is knowledgeable about your child’s needs to provide input during the evaluation and planning process. You can also invite a support person (spouse, friend, family member) or advocate to attend the IEP meeting with you to provide emotional support. It’s important that you are prepared to discuss your child’s needs for an intervener in the development and implementation of your child’s educational plan. Whether or not your child needs an intervener is determined through the IEP process. Instead of asking for an intervener for your child first thing, you should use the IEP process to make this determination based on the needs of your child to have access to information, learning, and interaction in educational settings. There are critical components of the IEP process which are especially important in determining your child’s need for an intervener. These include: - **Evaluation** - **Consideration of Special Factors** - **Present Levels of Performance** - **Annual Goals and Short Term Objectives** - **Accommodations, Modifications, and Aids and Services** - **Related Services** Evaluation Your child’s evaluation is very important. It’s used as the basis for developing the IEP. The 3-year evaluation and IEP are critical for you to understand because they are the BEST tools to help get what your child needs in school. Avoid using the word “want” when talking to the IEP team. Instead, use the terminology, “my child needs,” and base these needs on what has already been identified by the IEP team. Get out your child’s most recent Evaluation Report (done every 3 years) in which the school district has identified your child’s strengths and needs. Use a highlighter to highlight in the document every place you see a statement about what your child needs. If you don’t already have it, you may need to ask for a copy of your child’s evaluation information before the IEP meeting so that you’ll be better prepared. These “needs” will/should be the basis upon which the IEP team develops the IEP and defines what’s “appropriate” for your child in order to ensure him/her a Free Appropriate Public Education (FAPE). It’s important for you to emphasize that deafblindness is a disability of ACCESS TO VISUAL AND AUDITORY INFORMATION ABOUT PEOPLE AND THINGS IN THE ENVIRONMENT, AS WELL AS ACCESS TO COMMUNICATION. Focus on your child’s NEED TO HAVE ACCESS. Keep in mind: - IDEA requires that parental input must be considered in the evaluation of every child with a disability. • IDEA requires that the evaluation be conducted in the language most likely to collect the needed information about your child’s strengths and needs. How your child communicates is the heart of the evaluation. If your child uses sign language, the evaluation must be done by a person at or above your child’s level of communication. • IDEA requires that the evaluation is administered by trained and knowledgeable personnel. Make sure evaluators understand the impact of combined vision and hearing losses and are able to communicate using your child’s forms of communication. Notes: Consideration of Special Factors The Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP. The discussion below will highlight the importance of these special factors in the education of children with disabilities and the need for individualized consideration of these factors in IEP development and revision. The discussion of these special factors needs to be documented. The IEP Team must consider the following special factors. Do any of these special factors apply to your child? - In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. - In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP. - In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child. • Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode. • Consider whether the child needs assistive technology devices and services. The fourth factor above is particularly important for your team to consider. If the communication needs of your child are not being adequately addressed, this part of the IEP process can reinforce your child’s needs to be able to communicate in his/her mode of communication and to have opportunities for direct instruction from professionals and direct communication with peers and others. Notes: Present Level of Performance One of the first critical discussions at the IEP meeting focuses on establishing your child’s Present Level of Academic Achievement and Functional Performance. This lays the groundwork for the rest of your child’s Individualized Education Program (IEP). The following must be considered during this discussion: - The strengths of your child - Your concerns as parents - The results of your child’s most recent evaluation - Your child’s functional and classroom performance including the academic, developmental, and functional needs of your child The “Present Level of Academic Achievement and Functional Performance” must include an impact statement. In other words, how does your child’s disability-related needs impact his/her performance and participation? The IEP goals and objectives (which will be developed next) must address each of the needs established during this initial discussion, so it’s important to clearly articulate your child’s needs right from the beginning. Since your child has both vision and hearing losses, the access to information in educational environments is a major need. It’s important that your child’s team understand that deafblindness is a disability of access to the visual and auditory information that is necessary for learning, communication, and overall development. So, the discussion can begin with the needs related to access for your child. Access to Information Needed for Learning. Issues that should be addressed related to Access to Information include: - How does your child’s vision loss affect his/her ability to access visual information? - How does your child’s hearing loss affect his/her ability to access auditory information? - How is your child going to have consistent access to the visual and auditory information and instruction needed for learning and interaction in the educational environment? - How is your child going to have access throughout the day to incidental information vital to learning and interaction? • How is conceptual learning going to be provided consistently to your child? • How is your child going to be connected to the educational environment and engaged in learning on a consistent basis? Keep in mind that IDEA ensures a Free Appropriate Public Education (FAPE) for your child. FAPE requires, to the extent appropriate for your individual child, access to general education, the general curriculum and activities, and access to specialized educational services. So how will clear, continuous, and consistent access to information be provided to your child? Access to Communication Needed for Learning and Interaction. Since communication is impacted greatly by combined vision and hearing loss, your child’s needs for communication and interaction must be addressed. Your child’s communication system should be individually designed and used with a high degree of consistency throughout the day. Issues that should be addressed related to Access to Communication include: - How does your child communicate? - Who will be able to communicate with your child in his/her mode of communication? - How will information be communicated to your child? - How will others understand what your child is communicating? - How will your child be able to get someone’s attention, request something, and make his/her needs known? - How will your child’s communication attempts be responded to? - How will your child be able to communicate with peers? - What instructional strategies will facilitate your child’s development and use of both receptive and expressive communication? - How is your child going to be exposed to a language level that is beyond where he/she is functioning so as to facilitate his/her language development? - What support will be provided to your child for communication and interaction? Access to Social and Emotional Well-Being. Since deafblindness creates isolation, anxiety, frustration, etc., it’s important to address your child’s needs for social and emotional well-being in the educational environment. Issues that should be addressed include: • How will your child know what is happening around him/her and who is present? • How will your child know when he/she is safe and can feel safe? • How will your child be motivated to try new things and to learn? • How will your child’s behavior be seen as communication? • How is your child going to have trusting relationships with others? • How is your child going to be able to make choices, solve problems, and develop self-determination? • What needs to be done to make the educational environment emotionally manageable for your child? • How will social and emotional well-being be ensured for your child? Overall • How will the Least Restrictive Environment be provided? • How will a Free Appropriate Public Education (FAPE) be ensured? Notes: Annual Goals and Short Term Objectives The next step in the IEP process is the determination of Annual Goals and Short Term Objectives for your child. These goals and objectives must be matched to the needs identified in the previous discussion of your child’s Present Level of Performance. Sometimes team members bring goals for your child to the IEP meeting. If this occurs, take the time to review these goals and determine if they reflect your child’s needs as established in the discussion of your child’s Present Level of Performance. Don’t hesitate to ask questions if you think the goals and objectives don’t correlate with your child’s needs. Be sure that your child has access to the information, instruction, and learning needed to achieve his/her goals and objectives. Your child has the right to make meaningful educational progress on goals and the general curriculum. Notes: Accommodations, Modifications, and Supplementary Aids and Services Next is the discussion of the Accommodations, Modifications, and Supplementary Aids and Services that are needed for your child to achieve the goals and objectives. Supplementary aids and services refers to aids, services, and other supports provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. It also refers to accommodations and modifications to the curriculum and to participation in nonacademic services and extracurricular activities. Supplementary aids and services can also include direct services and supports to the child. So the need for an intervener can be determined at this time as an accommodation or as a supplementary service. It’s important to note here that any staff providing a service to a child must be able to meet the needs of that child. If the IEP states that a child who is deafblind will have an intervener, then the duties of that intervener must be included in the adaptations section of the IEP (adaptations can be included with the supplementary aids and services that will be provided to the child). The needs of your child drive the services. Your child needs access to learning, and that access can be provided by the services of an intervener. If a one-to-one paraprofessional/aide is assigned to your child but doesn’t have the skills to be an intervener, then the services cannot be provided to meet your child’s needs. Therefore, training will be needed for that paraprofessional/aide so that intervener services can be provided to your child. This need for intervener training can be included with the intervener duties listed under “adaptations” in this section of the IEP. Notes: Related Services The need for related services must also be addressed during the IEP process. Related services are specifically connected to special education instruction and are those needed for the child to benefit from special education programs. Related services provide extra help and support in needed areas. As listed in IDEA, related services can include but are not limited to: - Speech language therapy and audiology services - Physical and occupational therapy - Orientation and mobility services - Psychological services - Medical services for diagnostic or evaluation purposes - Interpreters As previously stated, under the IEP process, interveners can be designated as “related services” or as “supplementary aids and services.” In whichever way intervener services are designated in your child’s IEP, these services must help your child: - advance appropriately to obtain goals, - be involved in and make progress in the general education curriculum, and - be educated and participate with other children with and without disabilities. Notes: Prior Written Notice Prior written notice is an important procedural safeguard that can help you in the discussion of your child’s needs for an intervener and will give you more information about what is in or not in the IEP. The IEP team must document team decisions on the prior written notice, including an explanation of why the proposal or refusal was made, a description of the data used to make the decision, a description of other options considered, and a description of other factors affecting the proposal or refusal. Parents shouldn’t have to request a copy of the prior written notice, but if they find that they must, they can do so at any time they find it appropriate. For example, if during the IEP discussion it appears that the district will be saying “no” to the request for an intervener, the parent could say, “It looks like the district is denying my request. I will look forward to seeing in writing all your reasons including the data used for making your decision, on the prior written notice form that you will be giving me with the IEP proposal.” After an IEP meeting parents should always receive the proposed IEP, the prior written notice, and a form for them to give or deny consent to the IEP. WHEN YOU DON’T AGREE: The vast majority of people working in special education are passionate about their work and want to do the best for each child. Unfortunately, many professionals do not understand the unique communication and learning needs of children who are deafblind. If there continues to be disagreement with the IEP team, you have rights as a parent under IDEA. Most disagreements can be settled early. The following options are available and are listed here from informal to more formal. - Call an IEP team meeting and try to work it out with team members to come to a compromise. - Ask your school district if they support a “facilitated IEP” run by an impartial facilitator. - Ask for mediation which is a more formal approach to resolving disputes between parents and schools. These voluntary meetings are facilitated by a skilled and impartial mediator to resolve a dispute. The state selects impartial mediators and bears the cost of the mediation process. - File a state complaint which is the next step to resolving disputes and is an important procedural safeguard in IDEA. Contact your state director of Special Education and request information about how to file a complaint. - Request a Due Process Hearing which is used as a way to resolve a dispute between a school and parent by a hearing officer. Each state has their own specific way for parents and schools to resolve their differences. For more information, contact your state Parent Training and Information Center (www.parentcenternetwork.org/parentcenters.html). Another parent resource is the Council of Parent Attorneys and Advocates (COPAA) (www.copaa.org). The following are thoughts and perspectives from parents about the importance of interveners for children with deafblindness. Melanie Knapp, Mother to Christian When I first learned about interveners, my son, Christian, was 18 years old. It took us three years to get our intervener, Ann. I knew how smart Christian was, and I knew that he needed that person that could bridge the gap between his deafblindness and the seeing and hearing world. It was a difficult time for us because, not only did we have to educate our school and district about the intervener model, but we needed to find someone who had training and experience with the deafblind. We were lucky. We found Ann. Christian started out using calendar symbols and gestures. Then he began to learn tactile sign. He made friends in school and friends in our community. He owned and operated his own... vending machine business. Most importantly, he was happy. He had a full life that would not have been possible if he didn’t have an intervener. Christian’s success came when he was 21 years old. I am so proud of Christian. He taught so many others what a deafblind individual can do with the right support…..an intervener. Sally Prouty, Mother to Andrew Thirty years ago, we never imagined Andy would be living, working, and traveling independently and being a contributing member of society as he is now. When he was born, we were overwhelmed with the uncertainty of how he would be educated — he couldn’t access information and communication as effortlessly as his siblings. Fortunately, we learned about the concept of intervention when Andy was just a couple months old, so we educated ourselves and those around us. He eventually had interveners at home and in school to provide access to information and communication. We believe interveners have been a key to his success. Your child can have an exceptional educational team; but if your child doesn’t have access to them, their expertise is minimized. Interveners provided that access for our son and supported and reinforced the teaching done by teachers and his related services providers. It’s been quite a journey, and in the process we learned to be “respectfully demanding” to get the services Andy needed. We learned that when you give respect, you are more likely to get respect in return. Most likely, you will be working for many years with the same educational team members so it’s very important to develop and maintain good relationships. Remember, YOU are part of the education team – you have expertise on your child that no one else has so don’t be afraid to speak up. Because deafblindness is so unique, this booklet will help guide you. Kimberly Lauger, Mom to Dylan We were lucky in that our deafblind project started an intervener training program when Dylan was 2½ years old. He’s always had an intervener. But it has been important to understand the IEP process in making sure that he has access to his intervener for his full school day, that she be available to facilitate interactions with other members of the team, and to make sure the intervener is included as part of his IEP team. All of this is important for Dylan having continued access. By understanding the IEP process, we can stay focused on what Dylan needs rather than what I want. The people that I work with have not been so lucky. They are in districts who believe that the intervener leads to dependence, or they don’t believe interveners are necessary, because all team members understand deafblindness. What I encourage you to pay attention to is does your child have access? No matter what school it is, when your child is in that setting, continue to ask does my child have continual access to the educational curriculum and to what his/her peers are doing? If not, then continue to follow the IEP process outlined in this book to make sure that access is provided. A skilled intervener has the potential to be such a powerful and positive model of support for children with combined vision and hearing loss. I have seen firsthand the impact that gracefully refined intervention can have on a deafblind child who, as a result of having an intervener, is able to access so much of the world via the intervener. The intervener is often a misunderstood option. The intervener is not always someone “out there” that the team has to go and locate outside of the district. This mindset can result in the “unattainable” because so frequently no one knows where to find a trained intervener. Finding a good match for your child is sometimes about training the right person, such as someone who is already working with your child or someone with whom your child has already formed a relationship. This person can be trained as your child’s intervener and can provide rich, meaningful, and interactive learning opportunities for your child. Resources, online information, and training opportunities are becoming ever so abundant. Keep in mind, deafblind intervention is a process. The intervener facilitates that process, and the process is never static. An open mind and a willingness to keep learning are crucial to providing effective and productive intervention. And remember, it is NEVER too late to get, pursue, or train an intervener for your child, no matter what the age! Clara Berg, Mother to Kenny I wish I knew then what I know now! How many times do we hear ourselves saying that phrase? When Kenny was 4 years old, I heard for the first time the word “intervener.” After doing a little research talking to parents who knew about the benefits of having one person specially trained to work with a deafblind child, I embraced the concept of interveners and started requesting that type of specific support for Kenny. He was denied the services of an intervener. Some of the reasons we got for the denial were: “We don’t have interveners in our state.” “There is not a budget category for them.” “Your son does not need an intervener.” Unfortunately, I did not have then the advocacy tools that I have today to fight the system, and I had to accept situations that made Kenny and us very unhappy. Kenny went through his full educational cycle with sporadic one-on-one classroom support. The majority of his classes were taught by instructors who were not specifically trained on dealing with a child who is deafblind and would either choose to follow (or not follow) instructions from us. We had to overcome and learn how to deal with challenging behaviors that continued to escalate because of their lack of expertise with children like Kenny. As soon as Kenny turned 21, he started working on a farm with the support of a job coach named Arnie. Arnie worked with Kenny 40 hours a week, and he was motivated and eager to continuously learn more details about deafblindness. He wanted to set higher standards for their daily routine, and we offered him the financial support to take an intervener course. Arnie, with his new acquired intervener skills, made a world of difference in Kenny’s life. He ultimately became the link or connection Kenny needed to access information about his new environments and the people and the community at large. This holistic approach has transformed Kenny’s life, and today we are proud to say that Kenny lives a productive and happy life thanks to the interveners he has had over the last many years. We, as parents, know our children best. We need to educate ourselves and stay informed to become strong advocates to provide them with all of the opportunities available. If I knew then what I know now, I would not have taken “NO” for an answer! Had I been aware of Kenny’s potential as he was growing up, I would have followed my instincts and advocated harder to get an intervener to be with him in school at all times. Vivecca Hartman Mother to Christopher If only we had known in the beginning how to educate and raise a deafblind child when Christopher was born to us, it would have been so wonderful. We know how to raise a child based on our own childhood experiences, and there are systems in place that meet the needs of the majority of children when they hit school age. If only we could have started out knowing what the emotional, communication, and educational needs were when Christopher was a healthy baby. Instead, we had to learn from trial and error and all the while my son was at a loss because of our (both the parents’ and the school system’s) lack of knowledge. By the time we all got on board and figured it out, we had all the past experiences to overcome. Christopher was so frustrated and had developed defense mechanisms that we then had to work around and try to “unteach,” if possible. The goal of this project is for families to learn from our experiences. Using interveners is real, is valid, and works. With interveners, deafblind children can prosper and do wonderful things and grow and be happy. You should strongly advocate for a trained intervener for your child. When you see an intervener interact with a child, it is just heartwarming to see that child come alive, where they were not before. Tips from Parents • Ask the IEP team to start each team meeting with “celebrations” of your child. This will set the tone of the meeting to be positive to help your child succeed. • Put time into learning the IEP process and be familiar with your child’s assessment and the terminology of your child’s identified needs. • If your child functions differently at home, feel confident in sharing that with your team. • Make sure you provide the school with your child’s current ophthalmology and audiology reports and get confirmation that team members have the ability to interpret the results. • Work together with other team members to set meaningful educational priorities and determine the best strategies for learning based on evaluation results. • Remember every child can learn. • Honor the efforts of your child. • Work with the school district as a partner in your child’s educational experience. • Know your school district’s hierarchy (chain of command). • Share information about deafblindness and interveners with district representatives, school administrators, and team members well in advance of the IEP meeting. • Honor the efforts of your educational team, and try to work with the team rather than against the team to be more productive. • Remember the educational team is in the business of helping children. Ask for their support in helping your child. Being knowledgeable, humble, and respectful will help build a productive team. • Choose your battles (keep these to a minimum), know your negotiables (have a lot of these) – what is a must, and what is not. • Keep the long term goal and bigger picture in sight. • It’s important for you to know what you are advocating for and be clear about it. • Don’t give up even if you experience some resistance! • You can do it! Terms to Know Accommodation A change that helps a student overcome or work around his/her disability. It doesn’t lower the standard. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. Due Process Hearing A process available to parents and school districts to resolve special education disputes. FAPE An acronym for Free Appropriate Public Education; the guaranteed right of children with disabilities to receive an education that meets their unique needs at no cost to parents. IDEA An acronym for Individuals with Disabilities Education Act; a federal law that was established to ensure that children with disabilities receive educational instruction that meets their needs; reauthorized in 2004 and referred to Individuals with Disabilities Improvement Act. **IEP** An acronym for Individualized Education Program; a written statement for a child with a disability that is developed, reviewed, and revised in accordance with federal and state laws, regulations, and rules and outlines the special education and related services that the educational program provides to the child. **LEA** An acronym for Local Education Agency; term used for a school district. **LRE** An acronym for Least Restrictive Environment; the placement and services a child with disabilities receives are appropriate to the child’s individual needs. By law, children with disabilities have the opportunity to be educated with peers without disabilities to the greatest extent appropriate, have access to programs that peers without disabilities access, and receive supplementary aids and services necessary for appropriate educational placement. **Mediation** Refers to a formal process of resolving disagreements between parents and schools regarding a special education program of a student. This process is facilitated by a trained and neutral mediator. **Modification** A change in what is being taught to or expected from a student with a disability. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. Procedural Safeguards Refers to the specific rights and responsibilities of parents in the special education process; IDEA 2004 requires school districts to give parents a copy of the procedural safeguards. Prior Written Notice (one of the procedural safeguards): The IEP team must document team decisions on the Prior Written Notice, including an explanation of why the proposal or refusal was made, a description of the data used to make the decision, a description of other options considered, and a description of other factors affecting the proposal or refusal. The Prior Written Notice will give you more information about what is in or not in the IEP. Related Services Refers to additional help that a child with disabilities may need in order to benefit from special education. Related services can include: audiology, routine checking of cochlear implants, counseling services, hearing aids, interpreting services, medical services, occupational therapy, orientation and mobility, parent counseling and training, physical therapy, psychological services, recreation, rehabilitation counseling, related services, school health services, school nurse services, social work services in schools, speech-language pathology, and transportation. Special Education Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. Supplementary Aids and Services Aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. Notes: Notes: The QR code on the right side of the page will take you to the online version of this book.
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Start with a white screen. In cell biology, everything we study is too small to be seen with the naked eye. We use diagrams to learn about cells, but it can be hard to judge the sizes of things we’ve only seen in images. Human figure steps into view and blinks on “naked eye”. Let’s compare cells and their substructures with some structures we are already pretty familiar with. Ourselves! The human figure looks at their finger. Camera zooms and blurs to reveal a closer view of the fingerprint. A large fibroblast can be 16.5 microns long, -- small enough for 30 of them to fit in one ridge on a fingerprint. Camera continues zooming towards the fingerprint. Camera stops at a close up shot, and the skin turns transparent to reveal 30 fibroblasts lined up. Now imagine that we could enlarge the fibroblast by 100,000 times. A single fibroblast in the line rapidly expands. The 16.5 micron fibroblast cell -- The fibroblast expands from the finger with a comical balloon noise. -- would become 165 cm tall, -- The still-expanding fibroblast drops onto the floor. -- roughly the height of an average human. The fibroblast grows and finally stops when it reaches the same height as the person. After narration ends, camera dollies and zooms into the cell to focus at the plasma membrane. Camera zooming and dollying into the plasma membrane as a crack opens, exposing the lipid tails. The plasma membrane is 4 nanometres thick. To a person-sized cell, this would be 0.004 centimetres, -- Camera stops and lipids stop moving apart. The ‘4 nm’ measurement moves from the right margin, and tracks with the movement of the bilayer, which jiggles in place. A slowed-down paper ruffling sound is heard as the corner of a huge piece of newspaper comes into view. The scale bar returns to the right margin. Camera dollies and zooms out to view the nucleus and the human figure. Camera continues zooming out, revealing the human figure reading the newspaper. They notice, and put the newspaper down to one side as the camera continues zooming out. The nucleus itself is 10 microns in diameter. To a person-sized cell, it would be 1 metre across -- about the width of a beanbag chair. A beanbag chair pops into existence behind the figure. The figure sits down in the beanbag chair, making a fabric-rustling sound and a newspaper ruffling sound. The endoplasmic reticulum is difficult to measure because it is a continuous membrane that spans most of the cell. The ER glows for a moment when mentioned. To a person-sized cell, it would be like wrapping the nucleus in a hundred sheets of newspaper. Newspapers pop into existence, covering the figure and beanbag chair as ruffling sounds are made. Mitochondria vary in size from 1-2 microns. To a person-sized cell, this would be 10-20 centimetres, -- Zoom to a closer view of mitochondria, with the nucleus mostly in frame for comparison. -- between the sizes of a hamburger and a submarine sandwich. 5-10 mitochondria would span the diameter of the nucleus, just like 5-10 sandwiches -- A sub sandwich pops into the figure’s hand first, then the mitochondria move into position, then the other sandwiches appear, making popping-in sounds from off-screen. The camera zooms out to reveal the sandwiches spread over the figure’s lap as they are mentioned in narration. The mitochondria relax back to their original positions. Camera extreme zooms to focus on ribosomes and mRNA. The nucleus and ER are extremely defocused in the background. Ribosomes are very small, only 30 nanometres across. To a person-sized cell, they would be 3 millimetres -- Ribosomes float around or move along their mRNA strands. 7c -- or the size of a barley seed. MRNA, on the other hand, are much larger. A right hand brings in a barley seed. 7d An average mRNA strand is about 300 nanometres long, and would be 30 millimetres to a person-sized cell. This is about the length of a paperclip. A left hand brings in a paperclip next to the barley seed. 8a It’s easier to get an idea of the sizes of such tiny structures now that we have seen them in a more familiar scale. Camera zooms out to reveal the figure holding the barley and paperclip in frame. The sandwiches and newspapers are strewn across the floor. The figure notices and returns to original position for the summary. If a fibroblast were the size of a person, the plasma membrane would be half as thick as newspaper, The figure takes a piece of newspaper from the floor as a ruffling sound is made. They look anxiously at the camera. -- the nucleus would be the width of a beanbag chair, The figure sits in the beanbag chair as a fabric ruffling sound is made. -- endoplasmic reticulum would be like layers of newspaper, The figure frantically gathers more sheets of newspaper from the ground. The figure reaches for a sub sandwich from the ground. -- of sub sandwiches, -- The figure holds the sandwich while it is mentioned, then places it in their lap. -- mRNA would be as long as paperclips and ribosomes would be as small as barley seeds. The figure takes the barley and paperclip up from their lap and holds them at eye level. The figure can finally relax in their seat. The scene fades to white. Credits roll over a white background.
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Bridgeport High School Academic Planning Guide 2023-24 # Table of Contents | Section | Page | |------------------------------------------------------------------------|------| | Table of Contents | 2 | | Planning Your High School Program | 4 | | Four Year College & Career Readiness Plan | 5 | | 9th Grade Checklist | 5 | | 10th Grade Checklist | 6 | | 11th Grade Checklist | 7 | | 12th Grade Checklist | 9 | | General Information | 14 | | Classification of Students | 14 | | Ranking of Students | 14 | | Course Credit, Attendance, and Prerequisites | 14 | | Release Period(s) | 14 | | Exclusions for Class Rank | 14 | | Student Athletes | 14 | | Distance Learning and Correspondence Courses | 14 | | Bridgeport ISD Online Courses | 15 | | Credit by Exam - Acceleration | 15 | | Credit by Exam - Prior Instruction | 15 | | Early Graduation | 16 | | Honors Courses (Formerly Named Pre-Advanced Placement or Pre-AP) | 16 | | Advanced Placement (AP) Program | 16 | | Dual Credit Opportunities (Weatherford College or Angelo State University) | 16 | | Dual Enrollment (OnRamps) via The University of Texas at Austin (UT) | 17 | | National Merit Scholarship Program | 17 | | Semifinalists | 17 | | Commended Students | 17 | | Finalists | 18 | | Dyslexia Program | 18 | | Reading Lab | 18 | | Special Education Programs | 18 | | Section 504 | 18 | | ENGLISH/LANGUAGE ARTS | 20 | | MATHEMATICS | 24 | | SCIENCE | 27 | | SOCIAL STUDIES | 30 | | PHYSICAL EDUCATION | 33 | | FINE ARTS | 34 | | FOREIGN LANGUAGES | 37 | | CAREER AND TECHNICAL EDUCATION | 39 | | Section | Page | |------------------------------------------------------------------------|------| | BUSINESS & INDUSTRY ENDORSEMENT | 39 | | AGRICULTURAL SCIENCES CAREER PATHWAY | 39 | | AG MECHANICS PROGRAM OF STUDY | 39 | | ANIMAL SCIENCE PROGRAM OF STUDY | 40 | | BUSINESS & INDUSTRY ENDORSEMENT | 42 | | BUSINESS MANAGEMENT & ADMINISTRATION CAREER PATHWAY | 42 | | BUSINESS & INDUSTRY ENDORSEMENT | 43 | | AUDIO/VIDEO CAREER PATHWAY | 43 | | BUSINESS & INDUSTRY ENDORSEMENT | 44 | | TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER PATHWAY | 44 | | EDUCATION AND TRAINING CAREER PATHWAY | 45 | | PUBLIC SERVICES ENDORSEMENT | 46 | | Family and Community Service PATHWAY | 46 | | HEALTH SCIENCE CAREER PATHWAY | 47 | | OTHER ELECTIVE COURSE OFFERINGS | 49 | Planning Your High School Program The purpose of this guide is to assist students as they plan their academic future. A variety of counseling services are offered at all schools. Counselors work with students, parents, and teachers to select appropriate courses for graduation and provide student services throughout the year. Catalogs, handbooks, and internet resources are available to students seeking postsecondary educational opportunities. These opportunities include two- and four-year colleges and universities, technical schools, and the U.S. Armed Forces. Financial aid resources and workshops are also available. High school has a College and Career Resource Center with computer access available. For more information, please contact the school counseling office: Bridgeport High School 940-683-4064 Alternative Learning Center 940-683-1830 In case of conflict between the Academic Planning Guide and Bridgeport ISD Board Policy Manual, and/or any other administrative regulations, the Bridgeport ISD Board Policy Manual shall prevail. Bridgeport ISD provides public access to the Board Policy Manual on its website. 9th Grade Checklist Freshman year, you will want to find out all of the things your school has to offer, become involved in activities, create your goals, and get off to the right start. We are here to help. **Fall** - **Get involved** Extracurricular activities (both school and non-school sponsored) are an important part of high school. Make the effort to get involved with groups, clubs, or teams that interest you. These activities are fun, make you a well-rounded student, and help create your resume of experiences for postsecondary applications. A complete list of clubs and organizations can be found on the school websites. - **Make the grade** Get off to a good start with your grades because they will impact your grade point average (GPA) and class rank. Although college seems like a long way off right now, grades really do count toward college admissions and scholarships. At this stage in the game, you are laying the foundation for your high school career. Freshman year is a time to establish your academic and extracurricular credentials. You should also begin to explore options for your career or further education. **Winter** - **Meet your counselor** Your counselor is ready and willing to help you make sense of your college and career options. As soon as you can, set up a meeting to talk about your plans for high school and the future. - **Explore your interests and possible careers** Discuss your skills and interests with your school counselor and take advantage of numerous Career and Technical Education (CTE) opportunities at your school. **Spring/Summer** - **Build your credentials** Keep track of academic and extracurricular awards, community service achievements, and anything else you participate in so it will be easier to remember later. It will come in handy when you want to highlight your accomplishments—such as when you are filling out college applications or creating a resume. - **Start learning about colleges and careers** Look at the college and career information available in your counselor’s office, school, and public libraries. Use the internet to check out college and career websites. You may even want to start a list of colleges that might interest you. - **Make summer count** There are plenty of ways to have fun and build your credentials during the summer such as volunteering, getting a job, or signing up for an enrichment program. 10th Grade Checklist Sophomore year, you will want to stay on track with your high school classes and activities and begin to narrow down the plan for your future. | Fall | Take a practice PSAT | | Taking the PSAT as a sophomore will help prepare you for the real thing next year. Bridgeport ISD administers the PSAT to all 10th and 11th graders. | | Stay on track with your courses | | Work with your school counselor to make sure you are enrolled in the courses you need to prepare you for college or a career. | | Begin learning about the college admissions process | | Get familiar with general college entrance requirements. The school counselor’s office, the library, college websites, and advice articles are all good sources of information. | | Continue exploring potential careers | | Explore your [college options](#) in more detail—research possible careers to learn about the tasks, education, and training necessary for each occupation. | | Winter | Take on new roles | | Stay involved with your extracurricular activities and work toward leadership positions in the activities you like best. Become involved in community service and other volunteer activities. Build your postsecondary resume. | | Practice your writing | | You will need good writing skills no matter what path you pursue, so work on those skills now to be prepared. Find a teacher or another adult who can advise and encourage you to write well. | | Get advice from your counselor | | Meet with your school counselor to make sure you are staying on track. You can also discuss your PSAT scores and ask about postsecondary enrollment options and Advanced Academics courses. | | Spring/Summer | Keep your grades up | | It is so important to remain focused on doing well in your classes. Remember that your grades affect your GPA and class rank—two factors that colleges consider in the admissions process. | | Start your college search | | Use our college search tools to decide which factors are important to you and see a list of colleges that match your criteria. Attend college fairs and read the material you get from all types of schools—you may see something you like. | | Contact colleges that interest you | | Write to schools and ask for more information about their academic requirements and any programs or activities that you are interested in. It is especially important to start this process now if you think you want to attend a military academy. | | Get a summer job | | Finding steady summer work will look good to prospective colleges and employers. Saving the money you earn for college will also help you get a head start on financial planning for postsecondary goals. | | Read! Read! Read! | | Developing your reading skills will help prepare you for tests and make you a well-rounded individual. Read as many books as you can, including articles on current events. | # 11th Grade Checklist Junior year is a key year in the college planning process because you will be taking standardized tests, narrowing down your college list, and learning more about financial aid. In addition, you should stay involved in your high school courses and activities. ## Fall | Task | Description | |----------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | **Stay on track with your classes and grades** | Meet with your counselor to see what you still need to take. Check on your class rank and your GPA. Even if your grades have not been as strong as you hoped, it is never too late to improve. Colleges like to see an upward trend on your course grades. | | **Take the PSAT** | Taking the PSAT qualifies you for the [National Merit Scholarship Program](#), which means you could earn money for college. In addition, it is a good way to practice for the ACT and/or SAT. Bridgeport ISD offers the PSAT to all 10th and 11th graders and provides the SAT to all 11th graders in the spring of their junior year. | | **Evaluate your postsecondary options** | Now is the time to follow a more specific path. Decide whether you want to pursue full-time employment, further education or training (such as a vocational-technical school, career college, or two-year or four-year college), or a military career. If you are interested in attending a military academy, talk to your school counselor about starting the application process now. | | **Make a college list** | Your list of colleges should include schools that meet your most important criteria (for example, size, location, cost, academic majors, or special programs). Consider each of these factors according to their importance to you and develop a preliminary ranking of the schools on your list. | | **Continue gathering college information** | Attend the Bridgeport ISD College Night and speak with college and career representatives. Use the [online college finder](#) to search top college lists. You may be able to narrow your choices or add a school to your list. | | **Make sure you are meeting any special NCAA requirements** | If you want to play Division I or II sports in college, start the certification process and check with your counselor to make sure you are taking a core curriculum that meets [NCAA requirements](#). | ## Winter | Task | Description | |----------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | **Stay involved with extracurricular activities** | Colleges look for consistency and depth in the non-academic activities you pursue. Taking on leadership roles and making a commitment to the same groups are more important than trying out tons of new activities each year. | | **Begin narrowing down your college choices** | Make sure you have all the information you need about the colleges you are interested in (entrance requirements, tuition, room and board costs, course offerings, student activities, financial aid, etc.). Then, begin comparing the schools by the factors that are most important to you and rank your choices. | | **Take standardized tests** | Performance on the SAT or ACT is one of the most important criteria for college admission. Register for and take the [ACT](#) or [SAT](#). Be sure you have requested (either by mail or online) that your test scores be sent to the colleges of your choice. Bridgeport ISD offers the PSAT to all 10th and 11th graders and provides the SAT to all 11th graders spring of their junior year. | | **Prepare a challenging schedule for senior year** | Meet with your counselor to determine which classes you will take next year and to make sure you are on track for graduation. Colleges do consider your senior year courses and grades, so stick with a schedule that challenges you. | ## Spring | Task | Description | |----------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | **Apply for a summer job or internship** | Summer employment and internships, in fields you are interested in, will look appealing on a college application or resume. The money you earn can also be used to help pay application and testing fees in the fall. | | **Set up appointments at your top college choices** | You will need to plan ahead when visiting colleges. Call the admissions office to set up a personal interview, tour, and a meeting with a professor or coach if you are interested. You can also begin your application. Juniors can have up to two excused absences for college visits. | | Summer | Visit colleges | |--------|----------------| | | Visit the campuses of your top five college choices. Take a tour and speak with the admissions and financial aid staff. You may also be able to talk to students if some classes are in session. If you have an interview, be sure to send a thank-you letter to the interviewer once you return home. | | | Get advice from other college students | |--------|----------------------------------------| | | If you have friends or relatives in college, talk to them about what college life is like, especially if they attend a school of interest. Although it is important to hear what the admissions staff has to say about a school, it is also important to get the students’ perspective. | | | Start working on your application essays | |--------|------------------------------------------| | | Compose rough drafts of the essays you will need for your college applications. Have a teacher read and discuss them with you so you can see what to work on. Make any revisions to your application essays and prepare final drafts. Do not forget to proofread your final essays a few times. | | | Make early decision preparations | |--------|---------------------------------| | | If you plan to apply early to any school, take the time to visit the school again and make sure you are willing to commit. If you elect to apply early decision, you should start working on your application as soon as possible because the deadline will be earlier than others. | 12th Grade Checklist Senior year is often an extremely busy time with schoolwork, activities, and special events. Be sure to stay on track with your college admissions process. Get organized, be aware of deadlines, and do not procrastinate. **Fall** - **Continue to visit schools** Fall is a great time to look at the schools on your college lists because classes are in session and you are better able to visit with college students and professors. You may even be able to sit in on a class or two. Seniors can have up to two excused absences for college visits. - **Finalize your college list** When applying to college, use the information you have gathered from college visits, interviews, and your own research. It is okay to apply to colleges that you think will be more difficult to get accepted. It is also important to put a few safety schools (where you are sure you will get in) on your list. Talk to counselors, teachers, and parents about your final choices. - **Stay on track with your grades and extracurricular activities** Colleges will look at what you have done in your senior year, so stay focused on doing well in your classes and maintaining a commitment to extracurricular activities. - **Submit financial aid forms** No matter your family’s income level, the FAFSA/TASFA is your main priority for financial aid purposes as it will determine how much you are expected to pay toward your college expenses. The FAFSA/TASFA form is required per House Bill 3 to meet graduation requirements. Students who wish to submit an opt-out form need to see their high school counselor. More information can be found at [College for All Texans](#). - **Take standardized tests** Register for and take the [ACT](#) or [SAT](#). Be sure you have requested your test scores be sent to the colleges of your choice. - **Keep track of deadlines** You will be filling out many forms this year, so it is important to know which form is due when. Make a calendar showing the application deadlines for admission, financial aid, and scholarships. Please refer to the Bridgeport ISD Local Scholarship deadline criteria. - **Ask for letters of recommendation** Give letter of recommendation forms to the teachers you have chosen, along with stamped, addressed envelopes (if needed) so your teachers can send them directly to the colleges. Be sure to fill out your name and address and the school name on each form. Discuss your goals and ambitions with your teachers so they will be more prepared to write about you. Be sure to write a thank you note to each individual who recommended you. - **Meet with your counselor** Your counselor can help you stay on track with admissions requirements. Make sure your counselor knows to which colleges you want transcripts, score reports, and letters mailed. Give your counselors any necessary forms much earlier than the actual deadlines so they will be able to submit them on time. - **Complete applications** Finish the application forms for your schools of interest. Proofread your applications and make extra copies before you send them. Make sure you and your school’s counseling office have sent all necessary materials, including test scores, recommendations, transcripts, and application essays. You should plan to get all this done before winter break so you will not be rushing to make deadlines. - **Transcripts:** Official transcripts must be requested using the Bridgeport ISD Form. **Winter** - **Scholarship search** Apply for scholarships that have deadlines approaching and keep searching for more scholarship and grant opportunities. Using online scholarship search tools is a great way to find [potential aid](#). Ask colleges about available scholarships. Please refer to the Bridgeport ISD Local Scholarship deadline criteria. - **Send mid-year grade reports** Ask your counselor to send your mid-year grade reports to your college of interest. Remember that schools will continue to keep track of your grades, so it is important to keep working hard throughout your senior year. | Spring | |----------------------------------------------------------------------| | **Watch your mail and email for notifications from colleges** | | If you applied under the regular application process, you should | | receive an admissions decision by March or April. Notifications | | of financial aid awards should arrive by the end of April. | | **Compare financial aid packages** | | Make sure to consider each financial aid award carefully. If you | | have questions, contact the financial aid office of the college to | | get more information. Financial aid is a key factor in deciding | | where you will attend. | | **Prepare for any last standardized tests** | | You may be taking AP, IB, or UT OnRamps exams to earn college | | credit as the school year winds down. | | **Make your final college and career decisions** | | Notify all schools of your intent by May 1. If you are not sure | | which college offer to accept, make one more campus visit to the | | schools you are considering. Make sure to send your deposit to | | your chosen school and ask your school counselor to send your final | | transcript to the college in June. | # Bridgeport ISD Graduation Plan The goal of the Bridgeport ISD is that all students will graduate on the Foundation + Endorsement Distinguished Level of Achievement graduation plan and that all students will be college and career ready. | Subject | Foundation with Endorsement(s) Or Distinguished Achievement with Endorsement | Foundation High School Program (may only be selected at the conclusion of the 10th grade year and with administrator approval) | |--------------------------|------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------| | English Language Arts | 4 Credits | 4 Credits | | | · English I | · English I | | | · English II | · English II | | | · English III | · English III | | | · Advanced English course | · Advanced English course | | Mathematics | 4 Credits | 3 Credits | | | · Algebra I | · Algebra I | | | · Geometry | · Geometry | | | · Two advanced math courses* *(Algebra II is required for distinguished level of achievement and for some endorsements)* | · An advanced math course | | Science | 4 Credits | 3 Credits | | | · Integrated Physics and Chemistry (IPC) | · Integrated Physics and Chemistry (IPC) | | | Should be taken concurrently with Algebra I. If you received Algebra I Honors credit in 8th grade, you will take Biology or Biology Honors in 9th grade instead of IPC Honors and will need three additional advanced science courses. | · Biology | | | · Biology | · Biology | | | · Two additional advanced science courses (Chemistry and/or Physics required for some programs of study.) | · One additional advanced science course | | Social Studies | 3 Credits | 3 Credits | | | · World Geography and/or World History | · World Geography and/or World History | | | · US History | · US History | | | · Government/Economics (.5 credit each) | · Government/Economics (.5 credit each) | | Physical Education | 1 Credit | 1 Credit | | Languages Other Than English (LOTE) | 2 Credits from the same language | 2 Credits from the same language | | Fine Arts | 1 Credit | 1 Credit | | Electives | 7 Credits *(Includes the credit requirements of the student’s declared endorsement)* | 5 Elective Credits | | Total Credits | 26 | 22 | Bridgeport ISD Endorsements Bridgeport ISD offers all five Texas Education Agency approved endorsements for our students. Students may choose to earn more than one endorsement. Please read through the information below when planning your student’s endorsements. | Arts & Humanities | Business & Industry | Multidisciplinary | Public Service | STEM | |-------------------|---------------------|------------------|---------------|------| | The Arts and Humanities endorsement offers students an opportunity to study ancient and modern literature, history, language and culture. Students can earn this endorsement by doing one of the following: Social Studies: Students earn five credits Foreign Language: Students take four levels of the same foreign language OR Students take two levels of one foreign language and two levels of a different foreign language for a total of four credits Fine Arts: Students earn four credits in the same fine arts area OR Students take two levels of one fine arts area and two levels in a different fine arts area for a total of four credits | The Business and Industry endorsement incorporates a large number of career paths. Design & Multimedia Arts: Animation Commercial Photography Fashion Design Graphic Design Video Game Design Digital Communications: Audio/Video Production Applied Agricultural Engineering: Agricultural Technology Plant Science: Floral Design Animal Science: Veterinary Medicine/Animal Science Architectural Design: Architecture Culinary Arts: Culinary Arts Accounting and Financial Services: Finance Business Management: Business Management Marketing & Sales: Marketing & Entrepreneurship Advanced Manufacturing and Machinery Mechanics: Manufacturing and Machinery Mechanics Welding: Welding Technology Automotive: Automotive Technology Auto body Technician/Painter | Students may earn a Multidisciplinary endorsement by completing the requirements from among the following options: Four by Four (4x4): Students take four courses in each of the four content areas: Four English credits to include English IV Four math credits Four science credits to include Biology and Chemistry Four social studies credits Advanced Courses: Students earn a total of four credits from Advanced Placement (AP) courses, Dual Credit (WC or ASU), OnRamps (UT), or International Baccalaureate (IB) courses in English, math, science, social studies, foreign language, or fine arts Career & Technical Education: Students earn four credits of advanced courses that prepare them to enter the workforce or postsecondary education without remediation from within one endorsement area or among endorsement areas not in a coherent sequence | The Public Service endorsement offers courses directly related to the public services field. Education & Training: Teaching and training Healthcare Therapeutic: Emergency Medical Technician (EMT) Pharmacy Technician Medical Internship Dental Assistant Patient Care Technician Electrocardiography (EKG) Central Sterile Processing Law and Public Service: Law Enforcement | The STEM endorsement offers courses related to science, technology, engineering and advanced math. Engineering Cybersecurity/Computer Science Math: Students take Algebra I, Geometry, Algebra II and two of the following courses for which Algebra II is a pre-requisite: Advanced Algebra Pre-Calculus Pre-Calculus Pre-AP AP Calculus AB or BC College Statistics IB Math Science: Students take Biology, Chemistry, Physics (or Principles of Technology), and two of the following courses: Aquatic Science Earth and Space Science AP Science courses IB Science courses CTE courses which confer science credit | To earn an endorsement in Business & Industry or Public Service a student must take four or more Career & Technical Education (CTE) credits consisting of at least two courses in the same Program of Study that lead to a final course in the program. At least one course must be an advanced CTE course (11th or 12th grade). To earn an endorsement in STEM a student must take four or more credits in a STEM Program of Study. Students should aim to be a completer within one Program of Study. A completer is a student who completes, passes, and receives credit for three or more CTE courses for at least four or more credits (course selection must include at least one course listed in the third or fourth sequence of courses). | Grade | AP/Dual Credit/Honors | Regular | |-------|----------------------|---------| | 100 | 5.0 | 4.0 | | 99 | 4.9 | 3.9 | | 98 | 4.8 | 3.8 | | 97 | 4.7 | 3.7 | | 96 | 4.6 | 3.6 | | 95 | 4.5 | 3.5 | | 94 | 4.4 | 3.4 | | 93 | 4.3 | 3.3 | | 92 | 4.2 | 3.2 | | 91 | 4.1 | 3.1 | | 90 | 4.0 | 3.0 | | 89 | 3.9 | 2.9 | | 88 | 3.8 | 2.8 | | 87 | 3.7 | 2.7 | | 86 | 3.6 | 2.6 | | 85 | 3.5 | 2.5 | | 84 | 3.4 | 2.4 | | 83 | 3.3 | 2.3 | | 82 | 3.2 | 2.2 | | 81 | 3.1 | 2.1 | | 80 | 3.0 | 2.0 | | 79 | 2.9 | 1.9 | | 78 | 2.8 | 1.8 | | 77 | 2.7 | 1.7 | | 76 | 2.6 | 1.6 | | 75 | 2.5 | 1.5 | | 74 | 2.4 | 1.4 | | 73 | 2.3 | 1.3 | | 72 | 2.2 | 1.2 | | 71 | 2.1 | 1.1 | | 70 | 2.0 | 1.0 | | Below 70 | *0 | 0 | General Information Classification of Students Senior privileges will be extended only to those students who are candidates for graduation and have acquired 18 credits prior to the current school year. To be classified as a junior, a student must have at least 12 credits toward graduation; a sophomore must have at least 6 credits toward graduation, and a freshman must have been promoted from the 8th grade. Ranking of Students Please refer to Bridgeport ISD EIC(LOCAL) policy. Course Credit, Attendance, and Prerequisites To receive credit or final grade in a course a student must attend at least 90% of the days the class is offered. A student who attends at least 75% but fewer than 90% of the days a class is offered may receive credit or a final grade for the class if he or she completes a plan, approved by the principal, who allows the students to fulfill the instructional requirements for the class. For more information, see the Student Handbook. Release Period(s) Juniors and Seniors must be enrolled full time and be on track with credits and graduation requirements to qualify for a release period in their schedule. Juniors and Seniors are limited to two release periods with the following exception: seniors enrolled in three or more Advanced Academics courses requesting a third release period must have approval of the Principal. Students will lose the additional release period if they drop an AP/IB/Dual Credit/Dual Enrollment course. Exclusions for Class Rank The calculation of class rank shall exclude grades earned in credit recovery course; traditional correspondence course; distance learning course; local credit course; night school courses; a private or commercially sponsored physical activity program; or through credit by examination, with or without prior instruction per EIC(LOCAL). Student Athletes If you are planning to participate in college athletics, it is your responsibility to register and be certified by the National Collegiate Athletic Association Eligibility Center (NCAA) for Division 1, 2, and 3 and the National Association of Intercollegiate Athletics (NAIA) after completion of your junior year in high school. The NCAA Eligibility Center ensures consistent interpretation of NCAA/NAIA initial eligibility requirements for all prospective student athletes at all member institutions. You and your parents/guardians must know the rules for eligibility as a student athlete and plan your high school courses accordingly. For example, credit by exam will not count towards NCAA eligibility requirements. Distance Learning and Correspondence Courses Credit toward state graduation requirements may be granted for distance learning and correspondence courses only as follows: 1. The institutions offering correspondence courses are The University of Texas at Austin, Texas Tech University, or another public institution of higher education approved by the Commissioner of Education. 2. Students may earn course credit through approved distance learning technologies such as satellite, Internet, two-way video conferencing, online courses, the Texas Virtual School Network (TxVSN), and instructional television. 3. The distance learning and correspondence courses must include the state-required essential knowledge and skills for such a course. Prior approval to enroll in these courses must be obtained through an application available in the counseling office. In order to be a candidate for graduation, students must complete these courses prior to graduation. Grades earned in these courses will not be used in calculating class rank. There may be a cost associated with this coursework. Registration for TxVSN requires counselor and district approval. Refer to policy EHDE(LEGAL) for more information about TxVSN. **Bridgeport ISD Online Courses** Online courses are offered in Bridgeport ISD through Edgenuity. See your counselor for registration information, course offerings, and cost. **Credit by Exam - Acceleration** A student will be permitted to take an examination to earn credit for an academic course or subject area for which the student has had no prior instruction, i.e., for advancement or to accelerate to the next grade level. The examinations offered by the district are approved by the district’s Board of Trustees. The dates on which examinations are scheduled during the school year will be published in appropriate district publications and on the district’s website. The only exceptions to the published dates will be for any examinations administered by another entity besides the district or if a request is made outside of these time frames by a student experiencing homelessness or by a student involved in the foster care system. When another entity administers an examination, a student and the district must comply with the testing schedule of the other entity. During each testing window provided by the district, a student may attempt a specific examination only once. If a student plans to take an examination, the student (or parent) must register with the school counselor no later than 30 days prior to the scheduled testing date. For further information, refer to policy EHDC(Legal). Students in grades 6–12 will earn course credit with a passing score of at least 80 on the examination, a scaled score of 50 or higher on an examination administered through the CLEP, or a score of 3 or higher on an AP examination, as applicable. A student may take an examination to earn high school course credit no more than twice. If a student fails to achieve the designated score on the applicable exam before the beginning of the school year in which the student would need to enroll in the course according to the school’s high school course sequence, the student must complete the course. **Credit by Exam - Prior Instruction** A student who has previously taken a course or subject—but did not receive credit or a final grade for it—may, in circumstances determined by the principal or attendance committee, be permitted to earn credit or a final grade by passing an examination approved by the district’s Board of Trustees on the essential knowledge and skills defined for that course or subject. Prior instruction may include, for example, incomplete coursework due to a failed course or excessive absences, homeschooling, or coursework by a student transferring from a non-accredited school. The opportunity to take an examination to earn credit for a course or to be awarded a final grade in a subject after the student has had prior instruction is sometimes referred to as “credit recovery”. If the student is granted approval to take an examination for this purpose, the student must score at least 70 on the examination to receive credit for the course or subject. The attendance review committee may also offer a student with excessive absences an opportunity to earn credit for a course by passing an examination. For further information, see the school counselor and policy EHDB(LOCAL). **Early Graduation** Students requesting early graduation must consult with the counselor during the second semester of the sophomore year to obtain credit verification and to formalize the student's plan for early graduation. A student cannot drop to the Foundation Plan to graduate early. Parent and principal approval are required. Students meeting graduation requirements before the scheduled graduation ceremonies may participate in the ceremonies. **Honors Courses (Formerly Named Pre-Advanced Placement or Pre-AP)** Honors courses provide students in grades 6-12 the opportunity to learn the same course material but at a faster pace and at a deeper level of understanding than in on-level classes. Honors courses are designed to develop the critical reading, analytical problem solving, and clear writing skills needed for successful completion of college-level work while still in high school. Enrolling in honors courses is highly recommended for students who wish to take International Baccalaureate Diploma Programme, Advanced Placement, or Dual Enrollment/Dual Credit courses while in high school. Several honors courses provide students with the option to earn dual high school and college credit. **Advanced Placement (AP) Program** Advanced Placement courses provide college-level coursework for high school students who are ready and willing to do college-level work while in high school. AP courses follow the content and curricular objectives established by the College Board. Colleges and universities have the option of accepting AP exam scores for college credit. House Bill 1992, signed into law in June of 2015, requires all Texas public colleges and universities to award college credit to students who submit scores of 3 and higher on AP Exams. This applies to entering freshmen at Texas public institutions of higher education beginning in the fall of 2016. Each teacher’s AP course syllabus is submitted and approved by the College Board on an annual basis. Furthermore, all AP courses are weighted in the calculation of grade point average. By taking AP exams each May, students may earn AP Scholar Awards, which recognize student success and achievement in AP courses and on AP Exams. All courses designated as “AP” courses are college-level courses taken while students are still enrolled in high school. Students should expect subject matter and academic workload to be similar to a college-level course. All students enrolled in AP courses are expected to take the College Board AP exam for that course in May of the enrolled school year. There is a fee associated with the taking of each AP exam that is set annually by the College Board. Qualified students may receive exam cost reductions or fee waivers. AP Exam fees will be due in the first nine weeks of the academic year. **Dual Credit Opportunities (Weatherford College or Angelo State University)** Bridgeport ISD is proud to partner with Collin College in order to provide dual credit learning opportunities for our students. Upon successful completion of a dual credit course, students will be awarded college and high school credit simultaneously. Dual credit courses provide advanced academic instruction beyond, or in greater depth, than the Texas Essential Knowledge and Skills (TEKS) for the corresponding high school course. Students interested in taking dual credit courses must complete Bridgeport ISD's and participating higher education college enrollment and registration procedures by the Bridgeport ISD deadline. Dual credit students must meet the entrance requirements of the participating institution of higher learning and must be in the 11th or 12th grade. Bridgeport County students are charged in-county tuition and fees by the higher education institution. Students are responsible for verifying the transferability of course credit to the college/university of choice. Please check with colleges/universities before registering for dual credit courses. Dual credit courses are taught by college professors; therefore, students should expect workload and subject matter of a college level course. Dual credit professors have ownership of their course and syllabus. Students are responsible for following the college expectations and student code of conduct. Students need to be aware of drop and withdrawal policies for the higher education institution. In addition, students must demonstrate college readiness via the Texas Success Initiative Assessment (TSIA) or provide a state approved exemption; refer to the dual credit program page for details. For dual credit courses, the college in which the course is taken determines drop/withdraw date and tuition reimbursement policy. No schedule changes are permitted past the census date for the college. All dual credit students should understand how a dropped course may affect their high school graduation plans and college transcript. **Dual Enrollment (OnRamps) via The University of Texas at Austin (UT)** University of Texas at Austin (UT-Austin) OnRamps provides students with a dual-enrollment model as a means of attaining college credit while enrolled at Bridgeport ISD. Using a hybrid instructional delivery approach, Bridgeport ISD teachers, supported by a UT-Austin professor, are the classroom teachers for OnRamps courses taught at Bridgeport ISD high schools. College credit from the UT-Austin is earned through the University Extension Office of the University of Texas at Austin. Students earning college credit via OnRamps courses are guaranteed to transfer to any public institution in Texas. OnRamps courses do not require a student to be enrolled in UT-Austin but are aligned and similar to the coursework taken by UT-Austin students. A qualifying TSIA score is not required for these courses. Students taking an OnRamps course will receive two separate grades, one for the college part of the course (recorded on a UT-Austin transcript) and one for the high school part of the course (recorded on a high school transcript). During the fall semester of the OnRamps course, students must complete a series of required assignments designated by the instructor of record at UT-Austin. Students must earn a grade of at least 60% or higher to be eligible to participate in the university course taught in the spring semester of the academic year. Students who do not meet this requirement remain enrolled in the course and still can earn high school credit with their high school teacher, as the teacher of record. More information about the OnRamps program can be found at onramps.utexas.edu. **National Merit Scholarship Program** **About the Program** Of the nearly 1.6 million student entrants each year, about 50,000 with the highest PSAT/NMSQT selection index scores qualify for recognition by the National Merit Scholarship Corporation’s (NMSC) National Merit Scholarship Program. Students who take the PSAT their junior year are automatically entered into the National Merit Scholarship Program. These high scorers are notified through their schools that they have qualified, either as a Semifinalist or as a Commended Student, on the basis of a nationally applied Selection Index Score. This score may vary from year to year based on student PSAT performance nationally. **Semifinalists** Competing against other junior PSAT takers within their own state, about 16,000 students are notified that they have qualified as Semifinalists in the National Merit Scholarship Program. Semifinalists will receive scholarship application materials from the NMSC after they are notified of their status as semifinalists. Semifinalists may advance to Finalist standing by completing the required application and meeting the academic requirements set by the NMSC. **Commended Students** Junior PSAT test takers scoring in the top 50,000 can receive Letters of Commendation from the NMSC in recognition of their high performance on the PSAT. Although commended students do not continue on as candidates for National Merit Scholarships, they can be candidates of special scholarships sponsored by corporations and private businesses. **Finalists** In the spring semester of a student’s senior year, Semifinalists are notified via mail if they have advanced to Finalist standing. National Merit Scholarships are then chosen from the pool for Finalists after evaluating a variety of factors. More information is available at the [National Merit Scholarship Program](#) website. **Dyslexia Program** Students identified with dyslexia may participate in the Dyslexia Program. Students receive instructional support in phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. Study skills, thinking skills, and test-taking strategies are also offered. Placement in a dyslexia class is dependent on the decision and placement of the campus 504 Committee or Admission, Review and Dismissal (ARD) Committee. Parental permission is required for participation. **Reading Lab** This course is designed to provide instructional support in phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. A variety of methods are utilized including a computer based program in conjunction with small group instruction. This class is designed for students who are identified with dyslexia or who are in need of reading intervention support (based on STAAR, assessment data, and grade criteria). Placement in this class is to be made by a 504, ARD, or MTSS/RtI Committee. **Special Education Programs** Placement in any special education course is dependent on eligibility and the decision and placement of the ARD Committee. A number of special education programs and courses are offered at the high school level. All special education courses are taken for credit, as are general education courses. **Section 504** Section 504 of the Rehabilitation Act of 1973 requires that no qualified student who demonstrates a physical or mental impairment that substantially limits one or more major life activities, shall be excluded from participation in, be denied the benefit of, or be subject to discrimination in any program or activity offered by Bridgeport ISD. “Placement decisions are to be made by a group of persons who are knowledgeable about the child, the meaning of the evaluation data, placement options, least restrictive environment requirements and comparable facilities” [34 C.F.R. §104.35 (c)(3)]. Students who are served through 504 may receive accommodations based on their disability to “level the playing field” with their nondisabled peers as determined by the Section 504 committee. | Description | Advanced Placement (AP) | Dual Enrollment (UT On Ramps) | Dual Credit | |-------------|------------------------|-------------------------------|------------| | **Description** | The College Board AP Program allows students to take college-level courses and the related AP exam to potentially earn college credit in high school. There is an AP exam fee associated with each AP course, due in the first nine weeks of the academic year. | Dual Enrollment Program through the University of Texas at Austin (UT- Austin) allows students to potentially earn both high school credit and college credit while still in high school. There is a course fee of $149 associated with each OnRamps course that BISD will pay. The student is responsible for the fee if they drop after payment. OnRamps uses Canvas, a digital learning platform and there are no associated textbook fees with these courses. | Dual credit courses for core and some CTE subjects are offered through a partnership with Collin College. Additional dual credit CTE courses are offered through Dallas County Community College. Students earn high school credit along with college credit while participating in the dual credit program. BISD will pay college tuition for approved programs. The student is responsible for the fee if they drop after payment. | | **College Credit** | College credit is granted if a student passes the AP exam associated with every AP course. Individual colleges and universities, not College Board or the AP Program, grant course credit and placement. Requires a score of 3 (out of 1-5) or higher on each AP Exam. See individual college/university for their specific policy. | Students receive weighted high school credit when they successfully complete the course. Students also receive college credit if they qualify for and pass the college portion of the course (UT-Austin). Earned credit is guaranteed to be accepted for credit at any public university in Texas. See individual college/university for their specific credit policy | College credit is granted based off of the grade earned by the student through the participating college institution. College credit is shown on the college transcript. Students abide by all college drop and withdrawal deadlines. All grades posted by the college will be on the college transcript and high school transcript. Earned credit is guaranteed to be accepted for credit at any public university in Texas. | | **Teacher and/or Instructors** | Courses are taught by high school teachers trained by College Board. | Courses are taught by high school teachers trained by University of Texas professors. | Courses are taught by college professors employed by the participating college institution. | The English Language Arts department will focus on close reading and composition skills to increase analytical skills in preparation for End Of Course Exams, ACT, SAT and college preparation as they relate to reading, writing, speaking, and listening with an appropriate emphasis on related technology. **English I** *Grade: 9* *Length: 1 Year* *Credit: 1* English I is an integrated program emphasizing writing and language skills and reading and literature skills based on the state TEKS. Emphasis will be placed on vocabulary, mechanics, usage, poetry, short stories, the novel, drama, and the critical analysis of various authors' work through the continued development of these skills. Composition instruction stresses the process approach to communicating ideas effectively. Writing assignments include single and multi-paragraph compositions of a variety of types. Various technological assignments, research projects, rote memory assignments, and oral presentations with visual representations of a critical nature will be completed throughout the year. **English I Honors** *Grade: 9* *Length: 1 Year* *Credit: 1* *Prerequisite: Passing previous year ELA STAAR/EOC scores and 70 or above in previous ELA class.* In this advanced placement course, students are engaged in the careful study of literature works of recognized merit. Through such study, students sharpen their focus on the critical analysis of the author's use of tone, diction, and detail expositions, short stories, plays, poems, and novels. Beginning process for the research project/paper will be implemented. English II Grade: 10 Length: 1 Year Credit: 1 Prerequisite: Credit received in English I English II continues to stress the integration of literature, composition, language, and reading. Literature is studied through a thematic approach of various world literature selections and authors. Composition skills in this course are essentially the same as those for English I so that students may gain greater control over the fundamentals of the writing process. Projects which focus on developing research skills are emphasized. Language study is primarily a review of the grammatical structure of sentences, usage, and vocabulary development. Throughout all phases of the sophomore curriculum, emphasis is placed upon the teaching of the writing and reading objectives the state has issued as TEKS. Literature used in this class may include novels, short stories, vignettes, excerpts, articles, plays, poems, and students trading and reading each other’s original works. Technology will consistently serve as a venue to facilitate mastery of these skills. English II Honors Grade: 10 Length: 1 Year Credit: 1 Prerequisite: Passing previous year ELA STAAR/EOC scores and 70 or above in previous ELA class. This course is designed for sophomore Pre-AP students and covers a wide body of literature representative of diverse cultures and many genres, including novels, plays, short stories, poems, nonfiction, and media. The chief aim of this course is to continue preparing Pre-AP English students for the AP Language and AP Literature exams. Thus, students will explore through discussion—including monitored online venues—and writing the significance of language, literature, and composition. Students will closely read and analyze to perceive layers of meaning in a variety of genres; write in specific forms with understanding of purpose and audience, including literary, personal, reflective, analytical, and persuasive texts; identify, analyze, and employ rhetorical strategies, focusing on elements of argumentation and persuasion; and study universal themes in literature, connecting literary texts with both historical and current applications. Elements such as close reading, associative thinking, conventions of literary discourse, composition, grammar, and vocabulary, as well as viewing and representing material, will be exercised. Technology will consistently serve as a venue to facilitate mastery of these skills. English III Grade: 11 Length: 1 Year Credit: 1 Prerequisite: Credit received in English II This course covers curriculum strands of critical reading, composition, grammar, vocabulary, viewing and representing, and research. In English III, a premium is placed on gains made in depth and complexity of the student’s ability to reason, analyze, evaluate, and synthesize critically. Three goals of the course are to prepare students for high stakes testing (End of Course Exams, PSAT, and SAT), sharpen the ability of each student to communicate in written form, and convey the chronology of the development of multicultural American literature. The principal objectives of English III are to identify and analyze elements of multicultural and American fiction and non-fiction selections, determine universal meaning in literary works, particularly short stories, novels, and plays, write well about literature with concern not only for content but also for grammar, style, and structure, identify and analyze elements of nonfiction as well as identify and analyze elements of argumentation and persuasion. Students will also be able to write effectively for many different purposes and connect multicultural and American literature to both current and historical media. A variety of written essays, as well as research projects, are interwoven in this class. English III or IV - Dual Credit 1301&1302 Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Passing score on TSI, or exempt based on ACT/SAT scores. Credit: 1 high school credit/3 - 6 hours college English credit from Weatherford College This course merges a one-year high school course that applies ½ credit per semester toward high school graduation with two separate three-semester hour college credit courses. The course covers a Study of English literature from the beginning of literary development through the twentieth century, correlating the various periods of English literature with the historical events of each period. The Angelo State syllabi require that students develop critical reading, writing, and thinking skills vital to the composition process. Students will learn techniques for effective oral and written expression through the blending of the essential elements and the college level writing competencies, including essay writing, spelling, vocabulary development, and library research. English III AP (English Language Advanced Placement) Grade: 11 Length: 1 Year Credit: 1 Upon completing the AP English Language and Composition course, students should be able to analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques; apply effective strategies and techniques in their own writing; create and sustain arguments based on readings, research and/or personal experience. Students will also write for a variety of purposes; produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions. It is expected that students will demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings; demonstrate understanding of the conventions of citing primary and secondary sources; move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review; analyze image as text; and evaluate and incorporate reference documents into researched paper (apcentral.collegeboard.com). AP Language provides willing and academically prepared high school students with the opportunity to study and learn at the college level. For a full explanation of the Advanced Language and Composition course visit the AP Central website. English IV Grade: 12 Length: 1 Year Credit: 1 Prerequisite: Received credit in English III English IV is an integrated program emphasizing writing and language skills and reading and literature skills. Chronological study of British literature traces its development through British history and through the development of various literacy genres. This study focuses on exposure to other cultures, appreciation of global diversity, and understanding of cross-cultural similarities. Emphasis is placed on critical analysis of various authors’ work through the continued development of language and composition skills. Thematic analysis will be emphasized through comparison/contrast. The research project/paper will be a completed major assignment based on an appropriate topic. Oral presentations, as well as visual representations of critical analysis, will also be emphasized. English IV - Dual Credit 2321 & 2326 Grade: 12 Length: 1 Year Credit: 1 Prerequisite: Passing score on TSI, or exempt based on ACT/SAT scores. Must have taken Dual English 1301 and 1302 Credit: 1 high school credit/3 - 6 hours college English credit from Weatherford College This course is a survey of British literature designed to introduce the student to various time periods ranging from the 16th century to the present day. Emphasis will be placed upon the critical interpretation of the literature as well as the philosophical underpinnings of a given artifact. Each artifact will be examined from a variety of critical perspectives, drawing into the conversation criticism written about the themes presented or the artifact under scrutiny and various peripheral texts as they pertain to a given theme or technique. Students will engage in critical thinking regarding various texts in the form of both formal and informal writing. Each work will provide opportunity for a literary analysis from a critical, thematic perspective. Additionally, the student will read and interpret poetry, applying the same goals as with the rest of the literature. **English IV AP (English Literature Advanced Placement)** *Grade: 12* *Length: 1 Year* *Credit: 1* In this advanced placement course, students are engaged in the careful study of literacy works of recognized merits with a strong emphasis on British authors. Through such study, students sharpen their awareness of language and their understanding of the writer’s craft. Writing assignments focus on the critical analysis of the author’s use of tone, diction, detail, point of view, organization, and syntax in expositions, short stories, poems, plays, novels and dramas. Author’s purpose is also fully discussed and essays are written to show understanding. Timed writing is continued. Technology is incorporated throughout the year creatively for presentations regarding historical connections to novels and authors, research, visual connections, and media. Emphasis will also be given to a major research project/paper (including oral presentation and visual representation) on an appropriate topic. **CPELA** *Grade: 12* *Length: 1 Year* *Credit: 1* *Not all high school classes count as NCAA core courses. Please check with your recruiter to verify before enrollment in this course.* A student must have passed both ENG1 and ENG2 EOC’s to be eligible for this course. This is a college prep English course. This is for students who struggle with English and may need help passing the ELA portion of the TSI. This course is a critical reading and writing class for students who are college bound and need to improve their reading and writing skills. Please check with your English 3 teacher to determine if you need this course or regular English 4. **ENGLISH ELECTIVES:** **Yearbook Production I, II, III, AND IV** *Grade: 10-12* *Length: 1 Year* *Credit: 1* Students in this advanced journalism course will ultimately plan and produce a solid, journalistic yearbook that BHS students and faculty can be proud of. Students, working as a team, will exercise journalistic and ethical judgment at all times, while planning and creating the BHS yearbook. **This course requires meeting deadlines and attending after-school work sessions. Prerequisite: staff application.** **Debate I, II, III, IV** *Grade: 9-12* *Length: 1 Year* *Credit: 1* Emphasis is on the development of skills in analysis, research, and organization in debate. This program provides opportunities to prepare and present debate in a variety of competitive contexts. Four credits of mathematics are required for graduation. Bridgeport High School offers a diversified program to meet the needs and interests of all students. **Algebra I** *Grade: 9 | Length: 1 Year | Credit: 1* This course shall be the initial mathematics course designed for students enrolled in Algebra I. The development and understanding of basic algebraic principles will be the point of emphasis. Topics such as linear functions, inequalities, systems, exponents, and introductory polynomial operations will be covered. Linear equations and graphs are heavily emphasized. Word problems will be used on a regular basis. **Algebra I Honors** *Grade: 9 | Length: 1 Year | Credit: 1* *Prerequisite: Passing previous year Math STAAR/EOC scores and 70 or above in previous Math class.* This course shall be the advanced mathematics course designed for students enrolled in Algebra I. A deeper development and understanding of basic algebraic principles will be the point of emphasis. Topics such as linear functions, inequalities, systems, exponents, and introductory polynomial operations will be covered. Linear equations and graphs are heavily emphasized. Word problems will be used on a regular basis. Geometry Grade: 10 Length: 1 Year Credit: 1 Prerequisite: Algebra I The course in geometry shall consist of content from the standard Euclidean Geometry with increased emphasis on vocabulary, coordinate geometry and algebraic proof. The course incorporates planar geometry, introductory trigonometry, and the essentials of solid geometry through the extension of two dimensional concepts, relationships, and applications to the third dimension. Geometry Honors Grade: 9-10 Length: 1 Year Credit: 1 Prerequisite: Algebra I This course is designed to enrich the regular geometry course with extensive use of problem solving techniques and discovery activities. The course incorporates planar geometry, introductory trigonometry, and the essentials of solid geometry through the extension of two dimensional concepts, relationships, and applications to the third dimension. Activities will promote critical thinking and real-world applications of geometry concepts. Math Models Grade: 10-11 Length: 1 Year Credit: 1 This course is designed to reinforce Algebra 1 skills. This is for students who struggled and did not do well in Algebra 1. Please check with your Algebra 1 math teacher to see if this course is needed before going into Geometry or Algebra II. Algebra II Grade: 10-12 | Length: 1 Year | Credit: 1 Prerequisite: Algebra I and Geometry Algebra II is a continuation of the concepts introduced in Algebra I. This course explores the major algebraic functions and their properties including linear, quadratic, absolute value, cubic, rational, radical, exponential, logarithmic, and other polynomials. Equation solving and its applications are crucial aspects of this course. Algebra II OnRamps /College Algebra 1-Math 1314 Grade: 10-12 Length: 1 Year Credit: 1 In this course, students deepen their critical thinking skills and develop their ability to persist through challenges as they explore function families: Linear, Absolute value, Radical, Rational, and Logarithmic. This course will give students Algebra 2 high school credit and a possibility of earning College math 1314 credit through University of Texas. Financial Math Grade: 12 Length: 1 Year Credit: 1 Prerequisite: Algebra 2 Financial Mathematics is a course about personal money management in which we will integrate career and post-secondary education planning into financial decision making. Students will apply critical-thinking skills to analyze personal financial decisions based on current and projected economic factors. It focuses on services for financial planning, banking, and insurance. Pre-Calculus Honors Grade: 11-12 | Length: 1 Year | Credit: 1 Prerequisite: Algebra I, Geometry, and Algebra II Pre-Calculus is designed to prepare students for Calculus. Students are expected to follow a rigorous and thorough development of mathematical skills in line with other advanced classes. This course will extend algebraic and geometric concepts. Topics include various function explorations, complex numbers, trigonometry, conic sections, and an introduction to limits. **AP Calculus AB** *Grade: 12 Length: 1 Year Credit: 1* This course is designed for the student who has displayed exceptional ability in mathematics and/or who plans to enter a field in which advanced mathematics is necessary. The course will prepare the student for college calculus, possibly enabling the student to place out of the first semester of college calculus via the Calculus AB Advanced Placement Exam. **College Prep Math** *Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Algebra 2* *Not all high school classes count as NCAA core courses. Please check with your recruiter to verify before enrollment in this course.* College Prep Math will prepare students for college entrance exams and college-level mathematics. This course will strengthen the student's ability to solve problems involving: linear and non-linear algebra, geometric principles, interpreting graphs and charts, fundamental trigonometry, and statistical analysis. College Prep will also focus on test-taking strategies for the ACT/SAT. **Dual Credit College Algebra** *Grade: 12 Length: 1 Year Credit: 1* *Prerequisite: Passing score on TSI, or exempt based on ACT/SAT scores.* This course will be taught through Angelo State University and will follow their syllabus and grading guidelines. The course will cover exponents and radicals, logarithms, factoring, algebraic quotients, systems of equations, inequalities, absolute value, complex numbers, quadratic equations, binomial theorem, progressions, theory of equations, and determinants. **AP Calculus BC and/or Independent Studies** These classes may be offered to students who have completed Calculus and who may desire to continue their mathematical studies. These courses will cover topics required by the state and will be offered on an as needed basis. Approval from the math department head is required. This is an independent study course and will not count towards GPA. *Note: Advanced Animal Science can count as a 4th science if all prerequisites are met for that class. Four credits of science are required for graduation. Bridgeport High School offers a diversified program to meet the needs and interests of all students. Integrated Physics and Chemistry (IPC) Grade: 9 Length: 1 Year Credit: 1 Physical Science is a study of the physical and chemical interactions of matter. The course covers introductory concepts in chemistry and introductory concepts in physics. The course stresses an operational understanding of fundamental concepts in these disciplines. Student’s laboratory investigations will emphasize accurate observations, collection of data, analysis of data, and the safe manipulation of experimental apparatus in the lab. Topics of study will include analysis of motion, mechanics, waves, energy sources heat, changes in matter and mechanics of chemical and physical change. **Biology** *Grade: 9-10 Length: 1 Year Credit: 1* In Biology, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem solving. Students in Biology study a variety of topics that include structures and functions of cells and viruses; growth and development of organisms; cells, tissues and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfer in living organisms; living systems; homeostasis; and plants and the environment. **Biology Honors** *Grade: 9 Length: 1 Year Credit: 1* *Prerequisite: Passing previous year Science STAAR/EOC scores and 70 or above in previous Science class.* Honors Biology is an extensive and rigorous laboratory-centered course with emphasis on logical analysis of data to form valid conclusions. The student will conduct experimental research projects following scientific thought processes. Concepts covered in the course will be TEKS defined. Specific items of study will include cellular structure, function and replication, protein synthesis and genetics, natural selection and speciation, comparative study of plants and animal systems including classification of these organisms, adaptive lifestyles of organisms, and the harmful and beneficial interaction of the organisms with their environment. **Chemistry** *Grade: 10-12 Length: 1 Year Credit: 1* *Prerequisite: 1 credit of HS science and Algebra 1* In Chemistry, students conduct laboratory investigations through the use of scientific thought and inquiry. The student will learn the proper techniques in setting up, running, collecting data, analyzing the data and developing a valid conclusion from the analysis of data in an experimental process. Safety will be stressed during experimentation. Students study a variety of topics that include characteristics of matter, energy transformations during physical and chemical changes, atomic structure, periodic table and the periodic law, behavior of gasses, bonding, nuclear energy, oxidation-reduction reactions, chemical equations, solutes, properties of solutions, acids and bases, and chemical reactions. Students will investigate how chemistry is an integral part of their daily lives. **Chemistry Honors** *Grade: 10-12 Length: 1 Year Credit: 1* *Prerequisite: 1 credit of HS science and Algebra 1* This course description is the same as Chemistry with the exception that Honors is much more detailed and prepares the student for the Advanced Placement chemistry course. **Physics** *Grade: 10-12 Length: 1 Year Credit: 1* *Prerequisite: Algebra I* Physics is the study of the interactions of matter and energy. Students are introduced to basic concepts in the areas of motion, mechanics, waves, heat, optical devices, electricity, magnetism, and quantum theory. Student investigations emphasize accurate observations, collection and analysis of data, and the safe manipulation of laboratory apparatus and materials. Physics Honors Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Algebra 1 Honors Physics exceeds the traditional survey course by providing a more in-depth study of physics principles and issues. Topics presented in the Honors Physics course will target the pre professional student (i.e. engineering and health professions). Lecture topics will include kinematics, statics, non-linear motion, thermodynamics, energy conservation laws, wave properties, sound, light, and optics. Mathematical calculations involving these areas are integral components of the course. Anatomy and Physiology Grade: 11-12 Length: 1 Year Credit: 1 Prerequisites: Biology, Chemistry and Physics or concurrent enrollment in Physics In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. Aquatic Science Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Biology and Chemistry or concurrent enrollment in Chemistry Aquatic science is a course with many opportunities for learning both in the laboratory and the classroom. Students will be given opportunities to examine aquatic specimens and learning will be enhanced as they care for aquatic life in the classroom. Environmental Science Grade 11-12 Length: 1 Year Credit: 1 Students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and an environmental system, sources and flow of energy through an environmental system, relationship between carrying capacity and changes in populations and ecosystems, and changes in environments. AP Biology Grade: 11-12 Length: 1 Year Credit: 1 Recommended Prerequisites: Biology, Chemistry AP Biology is designed to be the equivalent of a college introductory biology course. This course provides a student with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the changing science of biology. Advanced Animal Science Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Agriculture, Food & Natural Resources, Small Animal Management or Equine Science, Biology, Chemistry or IPC, Algebra I and Geometry. This may only serve as the fourth science course. Recommended Prerequisite: Veterinary Medical Applications. This course will be 60% course work and 40% lab. Students will develop knowledge and skills related to animal systems, career opportunities, entry requirements, and industry standards. Students will also learn about the scientific process and principles as applied through the animal industry. College Physics Dual Credit Grade: 11-12 Length: 1 Year Credit: 1 Course Description for 1401: The first semester of an algebra and trigonometry-based fundamentals of physics sequence. The principles and applications of classical mechanics and thermodynamics, including harmonic motion, mechanical waves and sound, physical systems, Newton’s Laws of Motion, and gravitation and other fundamental forces are studied with emphasis on problem solving. Laboratory experiments supporting the topics are included. Course Description for 1402: The second semester of an algebra and trigonometry-based fundamental principles of physics sequence. The principles and applications of electricity and magnetism, including circuits, electrostatics, electromagnetism, waves, sound, light, optics, and modern physics topics are studied with emphasis on problem solving. Laboratory experiments supporting the topics are included. Throughout the Social Studies curriculum, students build a foundation in history, geography, economics, government, citizenship, culture, science, technology, and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our world. **World Geography Studies** *Grade: 9* *Length: 1 Year* *Credit: 1* World Geography is a comprehensive study of the relationship between people and their physical environment. It is a basic study of regional and world geography including map reading, cultural geography and physical geography. **AP Human Geography** *Grade: 10-12* *Length: 1 Year* *Credit: 1* The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. **World History** *Grade: 10* *Length: 1 Year* *Credit: 1* *Prerequisite: World Geography* World History is the study of significant people, events and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events in western civilization as well as in civilizations in other parts of the world. **AP World History** *Grade: 10 Length: 1 Year Credit: 1* The purpose of AP World History is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. While this course meets the World History credit for graduation, it is an accelerated course demanding extensive reading and essay writing equivalent to a college-level course. The demands placed upon the student will prepare them for other AP courses offered through the BHS Social Studies department. **United States History** *Grade: 11 Length: 1 Year Credit: 1* *Prerequisite: World Geography & World History* In this course, which is the second part of a two-year study of U.S. History that begins in grade 8, students study the history of the United States since Reconstruction to the present. Historical content focuses on the political, economic and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies of the Cold War and post-Cold War eras, and reform movements including civil rights. **US History - OnRamps** *Grade 11-12 Length: 1 Year* Students will learn how America has been shaped and reimagined by the various experiences of individuals and groups throughout the nation’s history and how the history of American labor is closely bound to the emergence of new technologies, industries, and machines. Students will also learn about America’s role and influence in the colonial beginnings were on the periphery and have evolved to take a central place in international events. This course will give students US History high school credit and a possibility of earning US History credit through University of Texas. **AP US History** *Grade: 11 Length: 1 Year Credit: 1* This course is designed to prepare students for intermediate and advanced college courses. Students learn to assess historical material—their relevance to a given issue, their reliability, and their importance, and to weight the evidence and interpretations presented in historical scholarship. *Students will be encouraged to take the AP US History exam in May.* **Economics** *Grade: 12 Length: Semester Credit: .5* The study of Economics is the culmination of the economic content and concepts studied from Kindergarten through required secondary courses. The focus is on the basic principles concerning production, consumption, and distribution of goods and services in the United States and a comparison with those in other countries. **AP Economics** *Grade: 12 Length: Semester Credit: .5* This AP course in macroeconomics is designed to give students a thorough understanding of the principles of economics that apply to an economic system as a whole, while placing particular emphasis on the study of national income and price determination and develop students’ familiarity with economic performance measure, economic growth, and international economics. Dual Credit Economics 2301 Grade: 12 Length: One Semester/ 3 hours college credit The course looks at the Economic principles, aggregate income, output, and employment; money, fiscal, and monetary policy. College course 2301 is taught simultaneously with Economics. Dual Credit US Government Grade: 12 Length: One Semester/3 hours college credit This course looks at the Origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties and civil rights. College course 2305 is taught simultaneously with American Government. U. S. Government Grade: 12 Length: Semester Credit: .5 In Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government and the national, state and local levels. AP U. S. Government Grade: 12 Length Semester Credit: .5 This course gives students a critical perspective on government and politics in the U.S. It involves both study of general concepts used to interpret American politics and the analysis of specific case studies. The course requires familiarity with the various institutions, groups, beliefs, and ideas that make up the American political reality. Students are prepared for intermediate and advanced college courses by requiring performance equivalent to full-year introductory college courses. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our world. State requires one year of Physical Education credit in order to graduate which may be obtained through the following Physical Education courses or: Marching Band Cheerleading Drill Team Fall and Spring U.I.L. sports that are after-school **Adventures/Outdoor Education** *Grade: 9-12* *Length: 1 Year* *Credit: 1* Outdoor education is a PE course that focuses on different outdoor skills such as hiking, fishing, camping, and hunting. **Aerobic Activities** *Grade: 9-12* *Length: 1 Year* *Credit: 1* Aerobic Activities is a course that teaches aerobic exercise and promotes wellness and fitness for life. **DANCE I, II, III, IV** *Grades: 9-12* *Length: 1 Year* *Credit: 1* The class offers the basic dance movements and the basic elements of music and rhythm. This course includes rhythmic, isolated and expressive movement as well as elemental concepts of space, time, and force. This course is for students with little or no previous dance training. **Athletics** *Grade: 9-12* *Length: 1 Year* *Credit: 1* **Boys Athletics** is only for students participating in a sport. The sport they are a part of will be the name of the class they are in. A coach's approval is required for this course. **Girls Athletics** is only for students participating in a sport. The sport they are a part of will be the name of the class they are in. A coach's approval is required for this course. **Strength and Conditioning** *Grade: 9-12* *Length: 1 Year* *Credit: 1* Strength and Conditioning is a course that includes low, medium, and high-intensity exercises that are specifically designed to target the entire body. Art I Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: None This is an introductory course to the visual arts. The student will explore a variety of concepts and media to analyze, create, and evaluate works of art. The student will often choose the content and media used for an artwork by setting personal goals that include related vocabulary and research. The student will reflect on their progress daily by writing in a personal journal. Art II Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: Art I This course is designed to prepare the student for advancing into the AP art program and completing a high scoring AP Portfolio in the following years. The student will often choose the content and media used for an artwork by setting personal goals that include related vocabulary and research. As background for their artmaking, students will also study art history, analyze artworks made by others, and reflect on their progress daily by writing in a personal journal. AP Drawing Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Pre-AP Art II This course is designed to build mastery in the concept, composition, and execution of art and prepare the student for the rigors of college-level studio art courses. The student will create a portfolio suitable for AP portfolio submission and college applications. Students who enroll in this course should be self-motivated and considering a career in the arts. Summer assignments are required for entry into this course. Please review the course syllabus to review expectations before enrolling. This course specifically focuses on 2-dimensional mediums like drawing and painting that require the movement of the artist’s hand to create marks on the page or screen. AP 2-D Art and Design Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Art II This course is designed to build mastery in the concept, composition, and execution of art and prepare the student for the rigors of college-level studio art courses. The student will create a portfolio suitable for AP portfolio submission and college applications. Students who enroll in this course should be self-motivated and considering a career in the arts. Summer assignments are required for entry into this course. Please review the course syllabus to review expectations before enrolling. This course allows for more freedom of medium including photography and collage in addition to painting and drawing. Independent Art Study Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Concurrent enrollment in Pre-AP or AP course In this course students will work independently on personal goals such as their AP portfolio or other explorations that will aid them in preparing for entering the art field or taking college art courses. Students must also be enrolled in a Pre-AP or AP course. Floral Design- CTE Course Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Agriculture, Food & Natural Resources The student identifies design principles and techniques in floral art and interiors capes, demonstrates floral design principles and techniques and develops and formulates ideas from the environment. The student makes informed judgments about personal designs and the designs of others, demonstrates contemporary designs, business practices, specialty items, and creativity in the floral industry by developing floral design skills. The student knows the management factors of floral enterprises and learns the employability characteristics of a successful employee. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development event (LDE) and career development event (CDE) teams. This course meets the requirement of the full-year Fine Arts graduation credit. **Music Band I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: Middle School Band or Director Approval Band is a program in instrumental instruction. Course objectives as applicable to the level in which they are in and include the development of skills in artistic and analytical perception; creative expression through the development of basic performance skills; the ability to synthesize music of various historical and cultural heritages; and to acquire critical thinking skills through the assessment of established musical and artistic criteria. **Jazz Band I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: Jazz Band III, HS Band member As a uniquely American art form, Jazz provides a significant cultural supplement to the standard instrumental program. Within this context, students develop technical, analytical, and creative skills through the detailed study of the genres of traditional jazz, be-bop, blues, and swing. **Music Appreciation I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 This course introduces students to the elements, instrumentation, and historical periods of music. Students will learn the significance of surroundings and time periods and how they both influenced the music of the day. Students will listen to and evaluate several types of music, and will be assessed through projects, presentations, and exams on the knowledge and understanding of music. **Mariachi Band I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 This course is designed for the purpose of allowing students to learn the styles and techniques that will allow them to perform in an ensemble which has a selected membership and which specializes in performing Mariachi ensemble literature. **Theater Arts I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: None The student will develop concepts about self, relationships and the environment through expressive use of the body and voice, acting concepts, interpretation of characters and creating dramatizations. They will apply theater production concepts and study historical and cultural influences on theater. They will attend and evaluate the theatrical performances. **Theater Production I, II, III, IV** Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: Approval from the Theater Arts teacher This class is dedicated to the production of plays and affords students the opportunity to design and construct sets, from building flats for walls to special-effects painting; design and construct costumes; practice special-effects stage makeup; learn and operate lighting and sound systems; and rehearse and perform. Students enrolled in this course will participate in diverse projects, problem-solving and exploring vocational aspects of theatre. All coursework is project-based. Students in this class will produce at least two plays each year. Advanced students will create a portfolio of their work. Choir I, II, III, IV Grades: 9 - 12 Length: 1 Year Credit: 1 Choir students have all levels of music knowledge and a desire to grow as a singer and musician. Repertoire consists of traditional choral music as well as folk, American, and pop music. Basic and advanced vocal techniques will be explored and performed. Singers will build upon their developing knowledge of sight-reading skills. Students may participate in individual competitions like the Texas All-State choir process and UIL Solo and Ensemble competition. Membership requires several outside of class rehearsals and performances throughout the year. FOREIGN LANGUAGES Spanish I Grade: 9-12 Length: 1 Year Credit: 1 Basic concepts of the Spanish language are presented. Emphasis will be placed on listening skills, pronunciation and speaking skills and grammar. Classes are successive and progressive on material covered. Cultural and historical aspects of Hispanic life will be studied. Students need to review and practice every day during their home study time in order to become proficient. Spanish II Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: Spanish I The objectives of the course evolve from the TEKS for LOTE required by the state. The program is sequential and is composed of skills in listening, speaking, reading and writing; an awareness of the history of the Hispanic people; and skills that result in the application of the language learning process to the study of other languages. Emphasis is placed on oral proficiency. Spanish III Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Spanish I & II (with a 90 average in Spanish II.) Spanish III is an honors course that covers history, culture and advanced Spanish grammar of all Spanish-speaking countries. The student should be able to engage in oral and written exchanges to socialize and to provide and obtain information in Spanish. It is a full-year course. Spanish IV-AP Literature and Composition Grade: 11-12 Length: 1 Year Credit: 1 Spanish IV is an honors course that covers literature, art, and advanced Spanish grammar. The student must be able to interpret and demonstrate understanding of a simple, straightforward, spoken and written language such as instructions, directions, announcements, reports, conversations, brief descriptions, and narrations; and present information and convey messages on every-day topics to listeners and readers. Principles of Agriculture, Food & Natural Resources Grade: 9-11 or any FIRST YEAR Ag Student Length: 1 Year Credit: 1 This course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. AG MECHANICS PROGRAM OF STUDY Agricultural Mechanics and Metal Technologies Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Agriculture, Food & Natural Resources The student learns the employability skills of a successful employee to meet current industry standards and society, follows operating instructions for tools and equipment to perform a given task, identifies and performs electric wiring skills, and plumbing skills. The student identifies fencing methods, performs appropriate cold and hot metal techniques and knows metal merging technology. and processes relating to assembly of equipment in agricultural systems operations. The student plans and performs cost-effective construction techniques. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Agriculture Structures Design & Fabrication** *Grade: 11-12 Length: 1 Year Credit: 1* *Prerequisite: Principles of Agriculture, Food & Natural Resources and Agriculture Mechanics & Metal Technology* In Agricultural Structures Design and Fabrication, students will explore career opportunities, entry requirements, and industry expectations. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural structures design and fabrication. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Agriculture Equipment Design & Fabrication** *Grade: 11-12 Length: 1 Year Credit: 2* *Prerequisite: Principles of Agriculture, Food, Agricultural Mechanics and Metal Technologies and Agriculture Structures Design & Fabrication.* In Agricultural Equipment Design and Fabrication, students will acquire knowledge and skills related to the design and fabrication of agricultural equipment. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural equipment design and fabrication. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Practicum in Agriculture** *Grade: 12 Length: 1 Year Credit: 2-3* A Practicum in Agriculture, Food, and Natural Resources is an opportunity for students to use the knowledge and skills they have gained through a coherent sequence of classes in the Agriculture, Food, and Natural Resources Career Cluster. The practicum experiences can include employment, independent study, internships, assistantships, mentorships, or laboratories. The practicum course can be paid or unpaid. --- **ANIMAL SCIENCE PROGRAM OF STUDY** **Equine Science** *Grade: 10-12 Length: Semester Credit: .5* *Prerequisite: Principles of Agriculture, Food & Natural Resources* The student will analyze the proper care, nutrition, and selection of horses. Additionally, issues facing the equine industry will be researched. Finally, students will delve into the broad world of careers in the equine industry. Animals to be covered could include, but are not limited to, horses, mules, and donkeys. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Small Animal Management** *Grade: 10-12 Length: Semester Credit: .5* *Prerequisite: Principles of Agriculture, Food & Natural Resources* The student describes the importance of responsible small animal ownership, learns the hazards associated with working in the small animal industry and evaluates current topics in animal rights and animal welfare. The student knows the care and management requirements for a variety of small animals, examines career opportunities in small animal care and learns the employability characteristics of a successful employee. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Advanced Animal Science** *Grade: 11-12 Length: 1 Year Credit: 1* *Prerequisite: Principles of Agriculture, Food & Natural Resources, Small Animal Management or Equine Science, Biology, Chemistry or IPC, Algebra I and Geometry. Recommended Prerequisite: Veterinary Medical Applications.* This course will be 60% course work and 40% lab. Students will develop knowledge and skills related to animal systems, career opportunities, entry requirements, and industry standards. Students will also learn about the scientific process and principles as applied through the animal industry. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Veterinary Medical Applications** *Grade: 11-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Agriculture, Food & Natural Resources, Small Animal Management and Equine Science* The student learns the employability characteristics of a successful employee, researches current topics in veterinary medicine, recognizes the importance of animals in society, and discusses professional ethics and laws that relate to veterinary medicine. The student evaluates veterinary hospital management and marketing to determine its importance to the success of veterinary clinics and hospitals, communicates the importance of medical terminology, evaluates veterinary terms to discover their meanings, and demonstrates the ability to use terms correctly. The student explores the area of animal management as it relates to animal identification, animal characteristics, and behavioral temperament. The student investigates the body systems and gains a working knowledge of each system's purpose and functions and how each system is affected by disease. The student evaluates animal diseases and identifies internal and external parasites. The student evaluates an animal's health during a clinical examination, determines nutritional requirements for ruminant and non-ruminant animals and communicates the importance of animal nutrition in maintaining a healthy animal. The student examines various aspects of clinical hematology, identifies and discusses surgical-assisting procedures, skills, and objectives and identifies pharmacology-assisting procedures, skills, and objectives that are included in the job description of an animal care assistant. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). **Practicum in Agriculture** **Grade: 12** **Length: 1 Year Credit: 2-3** A Practicum in Agriculture, Food, and Natural Resources is an opportunity for students to use the knowledge and skills they have gained through a coherent sequence of classes in the Agriculture, Food, and Natural Resources Career Cluster. The practicum experiences can include employment, independent study, internships, assistantships, mentorships, or laboratories. The practicum course can be paid or unpaid. **HORTICULTURE SCIENCE PROGRAM OF STUDY** **Floral Design** **Grade: 10-12** **Length: 1 Year Credit: 1** **Prerequisite:** Principles of Agriculture, Food & Natural Resources The student identifies design principles and techniques in floral art and interiors capes, demonstrates floral design principles and techniques and develops and formulates ideas from the environment. The student makes informed judgments about personal designs and the designs of others, demonstrates contemporary designs, business practices, specialty items, and creativity in the floral industry by developing floral design skills. The student knows the management factors of floral enterprises and learns the employability characteristics of a successful employee. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. This course meets the requirement of the full-year Fine Arts graduation credit. **Advanced Floral Design** **Grade: 11-12** **Length: 1 Year Credit: 1** The Advanced Floral Design course is designed to allow students to build on the knowledge and skills learned in Floral Design and they are introduced to more advanced floral design concepts, with an emphasis on specialty designs and specific occasion planning. **Farm to Table- Greenhouse Operation & Production** **Grade: 10-12** **Length: 1 Year Credit: 1** **Prerequisite:** Principles of Agriculture, Food & Natural Resources *Farm to Table* focuses on the environment by getting food locally. This class is responsible for maintaining the *URBAN FARM* and *bee hives* owned by Bridgeport Ag Science department. Food grown is donated to local food banks with some being sold for sustainability of the project. Bridgeport FFA is an intra-curricular part of the Ag Food and Natural Resources Cluster. Each student is required to maintain a Supervised Agricultural Experience Project (SAEP). These can consist of anything from an animal project and job placement to ag mechanics and science fair projects. projects. Each class will also be working on training several leadership development events (LDE) and career development event (CDE) teams. **Practicum in Agriculture** *Grade: 12 Length: 1 Year Credit: 2-3* A Practicum in Agriculture, Food, and Natural Resources is an opportunity for students to use the knowledge and skills they have gained through a coherent sequence of classes in the Agriculture, Food, and Natural Resources Career Cluster. The practicum experiences can include employment, independent study, internships, assistantships, mentorships, or laboratories. The practicum course can be paid or unpaid. --- **CONSTRUCTION CAREER PATHWAY** **Principles of Construction** *Grade: 9-11 Length: 1 Year Credit: 1* The course is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety construction mathematics, and common hand and power tools. --- **BUSINESS & INDUSTRY ENDORSEMENT** **BUSINESS MANAGEMENT & ADMINISTRATION CAREER PATHWAY** **Business Pathway** ![Diagram showing the business pathway with courses: Principles of Business, Social Media/Virtual Business, Sports Marketing I and II, Advanced Marketing, and Practicum in Business.] **Principles of Business, Marketing, and Finance** *Grade: 9-11 or any FIRST YEAR Business Student Length: 1 Year Credit: 1* In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in business, marketing, and finance. Students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising and product pricing. Students are encouraged to participate in extended learning experiences such as career and technical student organizations or other leadership or extracurricular organizations. **Social Media Marketing** *Grade: 10-12 Length: Semester Credit: .5* *Prerequisite: Principles of Business, Marketing & Finance* Social Media Marketing is designed to look at the rise of social media and how marketers are integrating social media tools in their overall marketing strategy. The course will investigate how the marketing community measures success in the new world of social media. Students will manage a successful social media presence for an organization, understand techniques for gaining customer and consumer buy-in to achieve marketing goals, and properly select social media platforms to engage consumers and monitor and measure the results of these efforts. Credits: .5 Grade Placement: 10-12 Semesters: 1 Prerequisite: Principles of Business, Marketing, and Finance, or any other marketing course recommended. Virtual Business Grade: 10-12 Length: Semester Credit: .5 Prerequisite: Principles of Business, Marketing & Finance Virtual Business is designed for students to start a virtual business by creating a web presence, conducting online and off-line marketing, examining contracts appropriate for an online business, and demonstrating project-management skills. Students will also demonstrate bookkeeping skills for a virtual business, maintain business records, and understand legal issues associated with a virtual business. Students are encouraged to participate in extended learning experiences such as career and technical student organizations or other leadership or extracurricular organizations. Sports and Entertainment Marketing I and II Grade: 10-12 Length: Semester Credit: .5 for each Prerequisite: Principles of Business, Marketing & Finance This introductory course helps students develop an extensive understanding of marketing concepts and theories that apply to sports, entertainment and business. Areas covered in this course include: the basics of marketing, target marketing and segmentation, sponsorship, event marketing, promotion and marketing plans. Advanced Marketing Grade: 12 Length: 1 year Prerequisite: Principles of Business, Marketing & Finance, Sports Media Marketing I and II, Virtual Business, Social Media Marketing In Advanced Marketing, students will gain knowledge and skills that help them become proficient in one or more of the marketing functional areas. Students will illustrate appropriate management and research skills to solve problems related to marketing. This course covers technology, communication, and customer-service skills. Practicum in Business Grade: 11-12 Length: 1 Year Credit: 2-3 Prerequisite: Principles of Business, Marketing & Finance, Sports Media Marketing I and II, Virtual Business, Social Media Marketing Practicum in business provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. Students will learn about workplace safety, interview skills, customer service and working with others during the year. BUSINESS & INDUSTRY ENDORSEMENT AUDIO/VIDEO CAREER PATHWAY Audiovisual Pathway Principles of Audio Visual → Audio Visual Production → Audio Visual Production II → Practicum in Audio Visual Production Principles of Arts, Audio/Video Technology, and Communications (PRINAAVTC) Grade: 9-12 Length: 1 Year Credit: 1 Prerequisite: None In this course students will learn the fundamentals of audio/video technology careers while creating short films and videos employing live action and animation. Students will view technology as an important tool for the artist and use computer programs to facilitate the process of exploring, developing ideas, and producing finished work. Students will learn the basics of hardware and a variety of art software programs. The student will build a visual electronic portfolio throughout the course. Careers in the Arts, Audio/Video Technology, and Communications Career Cluster require a creative aptitude, and strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Audio Video Production I, II Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: PRINAAVTC This course will explore the Audio and Video production industry and its post-secondary educational and career opportunities. Students will gain job-specific training for entry level employment in audio, video, television, and motion picture careers. Professional grade equipment and software will be used in the creation of student lead productions. Students will be involved in every aspect of several class and small group audio, video, and film style production projects with emphasis on TV studio broadcasting and news production projects. Audio Video Production Practicum Grade 11-12 Length: 1 Year Credit: 1 Prerequisite: Audio Video Production II Students will be able to implement advanced A/V or audio formats. Instruction delivered through lab-based classroom experiences or career preparation opportunities. BUSINESS & INDUSTRY ENDORSEMENT TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER PATHWAY Transportation Pathway Principles of Transportation Systems Grade: 9-11 Student Length: 1 year Credit: 1 In Principles of Transportation Systems, students will gain knowledge and skills in the safe application, design, production, and assessment of products, services, and systems. This knowledge includes the history, laws and regulations, and common practices used in the transportation industry. Students should apply knowledge and skills in the application, design, and production of technology as it relates to the transportation industries. This course allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. Application of the knowledge and skills will be provided through hands-on experiences in the classroom and laboratory. Students are encouraged to become active in the BHS SkillsUSA Chapter. Automotive Basics Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Transportation Systems Automotive Basics includes knowledge of the basic automotive systems and the theory and principles of the components that make up each system and how to service these systems. Automotive Basics includes applicable safety and environmental rules and regulations. In Automotive Basics, students will gain knowledge and skills in the repair, maintenance, and servicing of vehicle systems. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. The focus of this course is to teach safety, tool identification, proper tool use, and employability. Students are encouraged to become active in the BHS SkillsUSA Chapter. Automotive Technology I, II Grade: 11-12 Length: 1 Year Credit: 1 credit for Tech I, 2 credits for Tech II Prerequisite: Automotive Basics for Tech I, AutomotiveTech I for Tech II Automotive Technology includes knowledge of the major automotive systems and the principles of diagnosing and servicing these systems. This course includes applicable safety and environmental rules and regulations. In Automotive Technology, students will gain knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems. This study will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. The focus of this course is to teach safety, tool identification, proper tool use, and employability. Students are encouraged to become active in the BHS Skills USA Chapter. Practicum in Transportation Grade: 12 Length: 1 year Credit: 2 Prerequisite: Automotive Technology I, II Practicum in Transportation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. PUBLIC SERVICES ENDORSEMENT EDUCATION AND TRAINING CAREER PATHWAY Education and Human Service Pathways Note: * Students taking the Counseling and Mental Health Course will be in the Human Service Pathway. ** Students taking Ready Set Teach will be in the Educational Pathway. Principles of Human Services Grade: 9-11 Length: 1 Year Credit: 1 FIRST YEAR Education & Training Student Principles of Education and Training will introduce learners to the various careers available within the education and training career cluster and will provide the foundation students will need to go into the Instructional Practices class. Students will use self-knowledge and educational and career information to analyze various careers. Students will also gain an understanding of the basic knowledge and skills essential to careers within the education and training career cluster and develop a graduation plan that leads to a career choice in the student's specific interest area. This cluster is not only recommended for those who are interested in education, but also those interested in health and social sciences. Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. Human Growth and Development Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Education and Training Human Growth and Development examines human development across the lifespan beginning with prenatal care and continuing through late adulthood with emphasis on research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. This class is recommended for those who plan to make education, health sciences or social sciences their chosen career. Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. Instructional Practices in Education and Training (Ready, Set, Teach I) Grade: 11-12 Length: 1 Year Credit: 2 Prerequisites: Principles of Education and Training, Human Growth and Development plus application and instructor approval. Instructional Practices is a field-based internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators or trainers in direct instructional roles with elementary-, intermediate, and middle school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel. (This course is recommended not only for those interested in exploring a career in education, but also those interested in health sciences and social sciences.) Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. **Student MUST complete an application and be accepted into the program. Practicum in Education and Training (Ready, Set, Teach II) Grade: 12 Length: 1 Year Credit: 2 Prerequisites: Principles of Education and Training, Human Growth and Development, Instructional Practices in Education and Training and application and instructor approval. Can be repeated once for credit if different skills are taught. Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators in direct instructional roles with elementary-, intermediate-, middle school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel. (This course is recommended not only for those interested in exploring a career in education, but also those interested in health sciences and social sciences.) Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. **Students MUST complete an application and be accepted into the program. Career Prep Grade: 12 Length: 1 Year Credit: 2 Prerequisites: Principles of Education and Training, Human Growth and Development and Ready Set Teach Career Preparation I provides opportunities for students to participate in a work-based learning experience that combines classroom instruction with business and industry employment experiences. The goal is to prepare students with a variety of skills for a changing workplace. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success. PUBLIC SERVICES ENDORSEMENT Family and Community Service PATHWAY Education and Human Service Pathways Note: * Students taking the Counseling and Mental Health Course will be in the Human Service Pathway. ** Students taking Ready Set Teach will be in the Educational Pathway. Principles of Human Services Grade: 9 Length: 1 Year Credit: 1 Principles of Human Services is a course that allows students to investigate careers in the Human Services Career Cluster. The students will explore counseling and mental health, early childhood development, family and community, personal care, and consumer services. **Human Growth and Development** *Grade: 10-12 Length: 1 Year Credit: 1* *Prerequisite: Principles of Human Service* Human Growth and Development examines human development across the lifespan beginning with prenatal care and continuing through late adulthood with emphasis on research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. This class is recommended for those who plan to make education, health sciences or social sciences their chosen career. Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. **Counseling & Mental Health** *Grade: 11-12 Length: 1 Year Credit: 1* *Prerequisite: Principles of Human Services, Human Growth and Development* In Counseling and Mental Health, students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities. Students are encouraged to become active in the Texas Association of Future Educators (T.A.F.E.) chapter at BHS to learn leadership skills, become involved in service projects and participate in fun and interesting field trips as well as regional and state leadership activities. **Career Prep in Family and Community Services** *Grade: 12 Length: 1 Year Credit: 2* *Prerequisites: Principles of Education and Training, Human Growth and Development and Counseling and Mental Health.* Career Preparation I provides opportunities for students to participate in a work-based learning experience that combines classroom instruction with business and industry employment experiences. The goal is to prepare students with a variety of skills for a changing workplace. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success. --- **HEALTH SCIENCE CAREER PATHWAY** **Healthcare Therapeutic Pathway** **Health Science Pathways** - Principles of Exercise Science - Kinesiology - Kinesiology II - Anatomy and Physiology Principles of Health Science (PRINHLSC) Grade: 9-12 FIRST YEAR Health Science Student Length: 1 Year Credit: 1 The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the healthcare industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations or other leadership or extracurricular organizations. Medical Terminology Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: PRINHLSC The Medical Terminology course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, singular and plural forms, and medical abbreviations. The course allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology. Anatomy and Physiology Grade: 11-12 Length: 1 Year Credit: 1 Prerequisites: Biology, Physics and Chemistry or concurrent enrollment in Chemistry In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. Students are encouraged to participate in extended learning experiences such as career and technical student organizations or other leadership or extracurricular organizations. Practicum in Health Science Grade: 11-12 Length: 1 Year Credit: 2 Prerequisite: PRINHLSC, Medical Terminology, Anatomy & Physiology In partnership with Weatherford College students obtain the knowledge, and skills essential for entry-level patient care technicians to provide basic care to patients in hospitals, clinics, and rehabilitation centers by focusing on their specific health and personal needs. Students will test for an IBC as a Patient Care Technician (PCT). Exercise Science and Wellness Pathway Principles of Exercise Science and Wellness Grade: 9-10 Length: 1 year Credit: 1 The Principles of Exercise Science and Wellness course is designed to provide for the development of knowledge and skills in fields that assist patients with maintaining physical, mental, and emotional health. Students in this course will understand diet and exercise, as well as techniques to help patients recover from injury, illness, and disease. They will also learn about introductory health science topics such as employability skills, lifespan development, and ethical and legal standards. Kinesiology I Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Exercise Science and Wellness This course is designed to introduce students to the basic concepts of kinesiology. Students will gain an understanding of body mechanics, physiological functions of muscles and movements, the history of kinesiology, and the psychological impact of sports and athletic performance. Kinesiology II Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Principles of Exercise Science and Wellness Kinesiology II course is designed to provide students an advanced level of knowledge, skills, and understanding of body composition and the effect on health, nutritional needs of physically active individuals, qualitative biomechanics, application of therapeutic modalities, appropriate rehabilitation services, and aerobic training intensity programs. Anatomy and Physiology Grade: 11-12 Length: 1 Year Credit: 1 Prerequisites: Principles of Exercise Science and Wellness, Biology, Physics and Chemistry or concurrent enrollment in Chemistry In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. Students are encouraged to participate in extended learning experiences such as career and technical student organizations or other leadership or extracurricular organizations. OTHER ELECTIVE COURSE OFFERINGS Advanced Via Individual Determination (AVID) Grade: 11&12 Length: 1 Year Credit: .5 - 1 (local) AVID is a series of courses that prepare students for college readiness and success. Students receive instruction using a rigorous college preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities and academic success skills. Office Aide Grade: 11&12 Length: 1 Year Credit: .5 - 1 (local) Prerequisite: Approval by Administration Admission to the BHS Office Aides Program is by application and must be approved by the Office Aides facilitator. Assignments may be in the front office, attendance office, nurse’s office, or library. **Students MUST complete an application and be accepted into the program. Peer Assistance and Leadership (PALS) I and II Grade: 10-12 Length: 1 Year Credit: 1 Prerequisite: Application and approval by Instructor PALS is a mentoring program that matches high school students with intermediate school students to help them become excited about themselves and school. Mentoring activities will focus on social, fun and educational activities. Mentoring is a serious commitment on the part of all students. The mentors will be carefully selected and trained before participating in the program, and good attendance is required. The PALS program is committed to fostering caring relationships that will build the self-confidence of the students involved. **Students MUST complete an application and be accepted into the program. Mentor training is required. Student Leadership Grade: 9-12 Length: 1 Year Credit: .5 - 1 Student Council membership is strongly encouraged. Provides opportunities to study, practice and develop group and individual leadership and organizational skills. These skills include decision making skills, problem-solving techniques, communication skills, leadership roles, human relation skills and understanding the need for civic responsibility. Students enrolled in the course will apply these skills in dealing with peers, school administration and the community. **Student MUST complete an application and be accepted into the program** Computer Science I Grade: 9-12 Length: 1 Year Credit: 1 Computer Science will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs through a variety of media. Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations, systems, and concepts. Appendix A Academic Pathways Academic Pathway Legend **Honors Courses** Weighted course where students have the opportunity to learn the same course material but at a faster pace and at a deeper level of understanding than in on-level classes. **Dual Credit Courses** Weighted course where college credit is granted based off of the grade earned by the student through the participating college institution. **Advanced Placement (AP) Courses** Weighted course where college credit is granted if a student passes the AP exam associated with every AP course. **OnRamps** Weighted course where students can receive college credit if they qualify for and pass the college portion of the course (UT-Austin). **On-Level Courses** An academic course that students take that meets the graduation requirement set by HB5. CTE Pathways Business and Industry Endorsement Agricultural Pathways - Principles of Agriculture Food and Natural Resources - Small Animal/Equine - Advanced Animal Science - Veterinary Medical - Agriculture Mechanics (AGMECH) - Agriculture Structure (AGSDF) - Practicum in Agriculture/Welding - Agricultural Equipment (AGEQDF) - FLoral Design - Advanced Floral - Practicum in Agriculture/Floral - Greenhouse Operations Transportation Pathway - Principles of Transportation - Automotive Basics - Automotive Tech 1 - Automotive Tech 2 - Practicum in Transportation Business Pathway - Principles of Business - Social Media/Virtual Business - Sports Marketing I and II - Advanced Marketing - Practicum in Business Audiovisual Pathway - Principles of Audio Visual - Audio Visual Production - Audio Visual Production II - Practicum in Audio Visual Production Public Service Endorsement Health Science Pathways - Principles of Exercise Science → Kinesiology → Kinesiology II → Anatomy and Physiology - Principles of Health Science → Medical Terminology → Anatomy and Physiology → Practicum Patient Care Tech Program Education and Human Service Pathways - Principled of Human Services → Human Growth and Development → Counseling and Mental Health* → Career Preparations - Ready Set Teach (INPREDTR)** Note: * Students taking the Counseling and Mental Health Course will be in the Human Service Pathway. ** Students taking Ready Set Teach will be in the Educational Pathway.
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Staples: Shopping for a 2-Week Supply of Food Having shelf-stable food and supplies on hand for 2-weeks is more important now than ever. It’s helpful to have a supply of staple foods that store well in case a family member gets sick, or accessing the store becomes difficult. We’ve created some tips and a shopping list to make preparation a little easier. Before You Go 1. Check the pantry, fridge and freezer for what you have on hand and cross those items off the list. Discard any expired food. 2. Make a list of snacks and meals your family eats often, and edit the list below to make sure the ingredients you need to make those foods are on your shopping list. 3. Check coupons and store flyers for sale items. Many stores put weekly flyers online. 4. Unseasoned frozen vegetables are useful to have on hand to add to recipes and soups or as an inexpensive side to add to any meal. 5. Be sure your staples include foods from all 5 food groups. Choose healthier options like low or no-salt, no-sugar added canned goods, and whole grain pasta, rice, breads and cereals. 6. Ensure that formula for infants, canned or jarred baby food, and any child’s or special nutritional needs are a part of your planning. Plan for your pets as well. Other Guidelines to Remember • Store a supply of nonprescription drugs such as pain relievers, cough and cold medicines, stomach remedies and fluids with electrolytes (such as sports drinks). • Store health and cleaning supplies such as bleach, tissues, a thermometer, disposable gloves, soap and alcohol-based hand sanitizers. • Ask your health care provider and insurance provider if you can get an extra supply of your regular prescription drugs and medical supplies. Storage Tips • Keep food in a dry, cool spot – a dark area if possible. • Bread, tortillas, milk and cheese can all be frozen and last weeks longer than they would in the fridge or pantry. • Open food boxes and other re-sealable containers carefully so that you can close them tightly after each use. • Wrap perishable foods such as cookies and crackers in plastic bags and keep them in sealed containers. • Empty open packages of sugar, dried fruits and nuts into screw-top jars or air-tight canisters for protection from pests. • Inspect all food for signs of spoilage before use. Throw out canned foods that become swollen, dented, or corroded. • Place new items at the back of the storage area and older ones in front. 2-Week Storage Friendly Shopping List for a Family of 4 Protein Foods - 2 jars peanut butter - 4 pounds of ground meat (beef, turkey, chicken) or tofu - 10 chicken breasts (frozen or fresh) - 1 dozen eggs - 6 cans of canned chicken (or tuna or salmon) - 6 cans of beans or 2 lb dried (kidney, black or other) - 1 pound dried lentils Dairy - 2 gallons of milk - 1 box powdered milk - 1 pound sliced cheese - 1 pound shredded mozzarella or cheddar - 1 package shredded parmesan cheese - 32 oz plain yogurt - 1 pound butter Pantry Staples - 4 pounds sugar - 5 pounds flour - baking powder - 1 package breadcrumbs - honey/maple syrup - 1 bottle red wine or cider vinegar - 1 jar jam/jelly/marmalade - 1 jar mayonnaise - 1 jar mustard - 1 bottle soy sauce or tamari - 2 jars of marinara sauce/pasta sauce - 1 bottle of vegetable oil - 12 cans of chicken noodle soup - 8 cans of vegetable or tomato soup - seasonings (examples): garlic powder, onion powder, parsley, oregano, cinnamon, cumin, chili powder, thyme, salt, pepper - vegetable or chicken broth (48 oz or 1 jar bouillon paste) - vanilla extract Vegetables & Fruits - 4 cans of fruit - 15 cans of vegetables - 3 cans of corn - 5 cans crushed/diced tomatoes - 16 oz. box instant or 5lb fresh potatoes - 1-2 packages dried fruit - 2 packages fruit cups - 1 bag apples - 1 bag onions - 1 bag carrots - 1 cabbage - 1 package celery - 3 lemons or limes - 2-3 packages frozen vegetables - 1-2 packages frozen fruit Grains - 1 tub rolled oats or 2 boxes instant oats - 2 boxes dry pasta - 8 packages ramen noodles - 2 boxes dry cereal or granola - 1 package rice - 4 loaves bread, rolls, or biscuits - 2 packages bagels or English muffins - 1 box macaroni and cheese - 1 package tortillas - 1 package each - Popcorn, pretzels, graham crackers - 1 - 2 boxes crackers - 2 boxes granola or cereal bars Grocery list adapted from Mississippi State University Extension’s “14 Day Shopping and Meal Plan.” Cranberry Granola Makes: 16 servings (1/3 cup serving size) Preparation Time: 10 minutes Cooking Time: 25 to 30 minutes Ingredients Nonstick cooking spray or oil 3 cups rolled oats 1 cup dried cranberries 1 cup chopped pecans (optional) ½ cup maple syrup (or honey or agave syrup) ½ cup vegetable oil 1 tablespoon ground cinnamon 2 teaspoons vanilla extract Directions 1. Preheat oven to 325°F. 2. Collect, chop, and measure all ingredients before starting to prepare the recipe. 3. Spray or wipe a large baking sheet with cooking oil, and set aside. 4. Combine oats, cranberries and pecans (if using) in a large bowl. 5. In a small sauce pan, combine maple syrup, vegetable oil, and cinnamon. Cook over low heat, stirring frequently until mixture becomes thin. Remove from heat, and stir in vanilla. 6. Pour warm mixture over oats and pecans, and stir to coat evenly. Spread mixture in an even layer on the baking sheet. Bake for 25 minutes. 7. Remove from the oven, and allow to cool completely. 8. Put the cooked granola in a large bowl, add the cranberries, and stir until the cranberries are evenly distributed. 9. Store in an airtight container at room temperature for up to 7 days. Rise and Shine Breakfast Cobbler Makes: 4 servings (3/4 cup serving size) Preparation Time: 5 minutes Cooking Time: 5 minutes Ingredients 1 cup canned sliced peaches (packed in juice), drained 1 cup canned sliced pear halves (packed in juice), drained 6 Pitted prunes, cut in half (or other dried fruit) 1/4 teaspoon vanilla extract 1 Lemon zested (grate the rind) and juiced (reserve 2 Tablespoons juice) 1 cup granola, low-fat Directions 1. In a large microwave-safe bowl, mix peaches, pears, prunes, vanilla extract, lemon zest, and 2 Tablespoons lemon juice. 2. Top with granola. 3. Microwave on High for 5 minutes. 4. Let stand for 2 minutes. 5. Spoon into bowls and serve warm. Three-Bean Salad Makes: 8 servings (1/2 cup serving size) Preparation Time: 10 minutes Ingredients 1 ½ cups kidney beans, canned, drained, rinsed 1 cup garbanzo beans, canned, drained, rinsed 1 cup cut green beans 1/4 cup tomatoes, chopped 1/8 cup onion, chopped Ground black pepper to taste Vinaigrette Ingredients 3/4 cup red wine vinegar 3 Tablespoons honey 1 Tablespoon mustard 1 Tablespoon vegetable oil Directions 1. Whisk together vinaigrette ingredients. 2. In a large plastic container with a tight lid, combine all ingredients with the vinaigrette dressing. 3. Cover and refrigerate, mixing the salad occasionally to marinate. Vegetable Fried Rice Makes: 4 servings (1.5 cups serving size) Preparation Time: 5 minutes Cooking Time: 10 minutes Ingredients 1 ½ Tablespoons vegetable oil, divided 3 eggs, lightly beaten ½ cup chopped onion (about ½ onion) ½ teaspoon garlic powder 3 cups cooked brown rice (instant or regular) 2 cups frozen vegetables, thawed 1 Tablespoon low-sodium soy sauce Pepper (optional) Directions 1. Heat ½ Tablespoon of the vegetable oil in a large skillet over medium heat. 2. Pour the eggs into the skillet. Cook without stirring until eggs are completely cooked, about 2 to 3 minutes. 3. Remove the eggs to a plate and cut into strips. Set aside. 4. Return the skillet to the burner and add the remaining oil. Heat to medium high and add the onion and garlic powder. Cook, stirring occasionally until softened. 5. Stir in the rice, vegetables, and soy sauce. Heat and stir occasionally. 6. Add the eggs strips and heat through. Sprinkle with pepper. Black Bean Burgers Makes: 4 servings (1 patty serving size) Preparation Time: 10 minutes Cook Time: 10 minutes Ingredients 2 Tablespoons vegetable oil 1 stalk celery, washed and diced 1 small onion, peeled and diced 1 (15 ounce) can black beans, rinsed and drained 1 large egg, lightly beaten ½ Tablespoon cumin 1 teaspoon garlic powder ½ cup plain bread crumbs Directions 1. Preheat oven to 375 degrees F. 2. Line a rimmed baking sheet with foil, and oil lightly. 3. Heat oil in large skillet over medium-high heat. 4. Add celery and onion and cook until soft (about 3 – 5 minutes) stirring often. 5. Pour beans in a large bowl and mash with a fork or potato masher into a thick paste. 6. Stir in egg, cumin, garlic powder, bread crumbs and vegetables. 7. Form into 4 patties. Place patties on baking sheet and bake for 10 minutes on each side. Corn Chowder Makes: 8 servings (1 cup serving size) Preparation Time: 10 minutes Cook Time: 20 minutes Ingredients 2 Tablespoons vegetable oil 1/2 cup chopped onion 2 stalks celery, chopped, about 1 cup 1 Tablespoon flour 4 cups milk 2 whole potatoes, peeled and diced 1/8 teaspoon ground black pepper 1 (15 ounce) can unsalted whole kernel corn or 1.5 cups frozen corn, thawed Directions 1. Heat oil in 3 quart saucepan. Add onion and celery and cook over medium- high heat, stirring until onion is soft. 2. Stir in flour. Cook over low heat, stirring constantly, until mixture is bubbly. 3. Stir in milk and potatoes. 4. Heat to boiling, stirring constantly. Reduce heat. 5. Stir in pepper and corn and simmer until potatoes are tender. Baked Macaroni and Cheese Makes: 6 servings (1.5 cup serving size) Preparation Time: 15 minutes Cook Time: 30 minutes Ingredients 3 cups dry macaroni 1 (8 ounce) package frozen chopped broccoli 2 cups reduced fat cheddar cheese, shredded ½ cup plain breadcrumbs ½ teaspoon black pepper 3 Tablespoons vegetable oil 1 cup milk Directions 1. Pre-heat oven to 375 degrees F. 2. Lightly oil a medium casserole dish or baking pan to prevent sticking. 3. Cook macaroni according to package directions. Add broccoli to pasta water during last minute of cooking. 4. Drain macaroni and broccoli and set aside. 5. Layer macaroni-broccoli mixture, cheese, bread crumbs, and pepper in pan. Repeat layers. Finish with bread crumbs. 6. Mix oil with milk in a medium bowl, and pour over top. 7. Bake about 30 minutes or until top is brown and bubbly. Tuna Noodle Casserole Makes: 4 servings (1.5 cup serving size) Preparation Time: 15 minutes Cook Time: 20 minutes Ingredients 1 Tablespoon vegetable oil ½ cup onion, chopped 1 ½ Tablespoons flour 1 ¼ cups low sodium chicken broth ¾ cup milk ½ cup frozen green peas 1 (6 oz) can tuna packed in water, rinsed, drained and flaked 4 ¼ cups dry macaroni Directions 1. Pre-heat oven to 425 degrees F. Lightly oil an 8x8 or similarly-sized pan. 2. Cook macaroni 2 minutes less than package directions. Drain and set aside. 3. In a large pan, heat oil over medium heat. Add onion and cook until soft, about 5 minutes. 4. Stir in flour. Slowly whisk in broth and then milk. Cook, stirring constantly, until mixture boils. 5. Reduce heat to low and simmer until thickened, about 8 minutes. 6. Stir in cooked macaroni, tuna and frozen peas. Pour mixture in prepared pan and bake for about 20 minutes until bubbly. Remove from oven and let stand 10 minutes before serving. Lentil Chili Makes: 6 servings (1 cup serving size) Preparation Time: 10 minutes Cook Time: 30 minutes Ingredients 1/2 pound lean ground beef or turkey 1 ½ cups chopped onion 2 cups cooked, drained lentils 1 (28 ounce) can tomatoes, diced or crushed 1 Tablespoon chili powder 1 teaspoon garlic powder 1/2 teaspoon ground cumin (optional) Directions 1. In a large saucepan, brown meat over medium-high heat, breaking it into bite-sized pieces. Drain excess fat. 2. Reduce to medium heat. Add onion and cook on medium heat until softened. 3. Add lentils, tomatoes, chili powder, garlic powder and cumin. 4. Cook on low heat for about 30 minutes until flavors are blended. Baked Chicken Nuggets Makes: 6 servings (4 nugget serving size) Preparation Time: 5 minutes Cook Time: 15 minutes Ingredients 1 pound boneless, skinless chicken breasts 2/3 cup bread crumbs 1/4 cup grated parmesan cheese 2 Tablespoons flour Pepper to taste Vegetable oil or cooking spray Directions 1. Preheat oven to 400 degrees F. 2. Cut the chicken into 1 inch chunks, set aside. 3. Combine bread crumbs, cheese, flour and pepper on plate. 4. Roll chicken pieces in bread crumb mixture. You can also place bread crumb mixture in a plastic bag and toss chicken pieces to coat. 5. Use vegetable or cooking spray to lightly oil a baking sheet. 6. Place coated chicken pieces on baking sheet in a single layer. 7. Bake for 13 – 15 minutes, or until golden brown. Autumn Apple Cake Makes: 8 servings (1/8 of cake serving size) Preparation Time: 10 minutes Cook Time: 25 minutes Ingredients - Vegetable oil for pie plate - ½ cup flour (whole-wheat flour works well) - ½ cup sugar - 1 teaspoon baking powder - 1 teaspoon ground cinnamon - 2 Granny Smith or other tart apples, washed, cored and chopped - 1 egg, lightly beaten - 1 teaspoon vanilla extract Directions 1. Preheat oven to 350 degrees F. Lightly oil a 9-inch pie plate. 2. Mix flour, sugar, baking powder and cinnamon in a medium size bowl. 3. Add apple, stirring to coat the apple. 4. Combine egg and vanilla in a separate bowl. 5. Stir egg mixture into dry ingredients until moistened. Pour this batter into pie plate. 6. Bake for 25 minutes or until lightly browned. Bread Pudding Makes: 9 servings (1/2 cup serving size) Preparation Time: 10 minutes Cook Time: 50 minutes Ingredients - 8 slices bread, cut into cubes – day-old bread is best - ½ cup raisins - 2 eggs, beaten - ½ cup plus 2 Tablespoons sugar - 2 cups milk - 1/2 teaspoon ground cinnamon - 1 teaspoon vanilla extract - Vegetable oil for baking dish Directions 1. Preheat oven to 325 degrees F. Lightly oil a small baking dish. 2. Place bread and raisins in baking dish. Stir. 3. Mix eggs, ½ cup sugar, milk, cinnamon, and vanilla extract in a separate bowl. 4. Pour mixture over bread, making sure bread is completely covered. Let stand for 10 minutes. 5. Sprinkle with remaining 2 Tablespoons sugar. 6. Bake for 40 minutes. Increase oven temperature to 400 degrees F and bake another 10 minutes until top is golden brown.
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The Krzyzowa Daily online edition MICC TRIALS Flick Found Guilty Erdemovic Case PRESENTED BY MICC PRESS TEAM November, 2021 There had been a long night of deliberation and arguments between the judges over the complicated trial of Drazen Erdemovic. In the end, what the judges delivered was a complete non-guilty verdict. In what may be an unexpected result to some, and a relief to others, there were many highlights in this turbulent case. The prosecution maintained the belief that Erdemovic was aware of his participation in systematic murder and that there was no imminent threat. The most present evidence of an imminent threat was a quote from Erdemovic’s commander to stand in line with the men and boys in Srebrenica, and hand him his rifle. The prosecution argued that this quote did not necessarily imply that this meant Erdemovic would’ve been shot as well. “He assumed he would be killed, but was not told he would be killed”, the prosecution stated. And so, the prosecution presented Erdemovic with a sentence of 15 years. The defense’s main argument hinged on the idea of duress according to the Roman statute. They conceded that their defendant was tied to the crime of murder as a crime against humanity and for personally killing 70 people. However, they argued that he was both under duress from his commanding officer and physically under duress as he was suffering from headaches and sickness. “He did have to think about his wife, who was pregnant at the time”, the defense had also pointed out. The defense wished to see Erdemovic either be ruled not-guilty or be sentenced to 5 years. The judges began to deliberate after both sides had made their case. They worked even into the night to come to a conclusion. While at some point, a few of the judges had believed that it would have been better for Erdemovic to die rather than have killed the 70 civilians. They were quickly talked down from this line of thought as it was believed to be contrary to the idea of duress. In the meantime, the defense and prosecution offered their thoughts on the trial. The prosecution was satisfied, saying, “we did state our most important arguments.” The defense agreed and added that they “really liked the trial.” The defense had also thought the trial had gone “pretty good, considering we were only 3 people.” The court began its judgement the following day. The judges sided with the defense that Erdemovic was in fact under duress. However, they disagreed with the defense’s argument that the shooting at the bar was an example of an imminent threat. One of the judges pointed to the fact that the man who perpetrated the shooting had also shot other people at the bar and was not a subordinate. “On whether Erdemovic was reasonable in his actions or not, the judges sided with the defense. “However much it hurts to say this”, a judge stated, it was a difference between “70 lives of the prisoners and 71 lives”. Nothing Erdemovic could have done would have avoided a lesser loss of life that day. With that said, they concluded by finding Erdemovic non-guilty. The prosecution and defense both shared their post-verdict thoughts and offered insight regarding their sentencing decisions. “We didn’t want 30 years”, the prosecution explained, believing that such a sentence was meant for the worst crimes imaginable. “We were already suspecting that they might not find him guilty.” The defense was more confident in their thoughts surrounding the case, stating, “We did think that he would be found not-guilty.” On their choice to have settled for a 5 year sentence or a non-guilty ruling, the defense believed that it was a necessary compromise. The judges also poured in their own thoughts about the case, showing that in truth, none of them were confident in their decision. “It was our job to say he was not-guilty”, a judge said. “We can all agree that we are all not extremely morally confident”, another judge explained, “Legally, I know we did everything by the book.” All of the judges viewed Erdemovic negatively, believing “he was victimizing himself.” Having considered all the evidence and arguments provided by the prosecution and the defense, on the charge of being responsible for a crime against humanity of enslavement MICC Court finds the Accused Friedrich Flick guilty. Having found the Accused guilty, in finding a just sentence, the Courts takes the following circumstances into account: The influence from the Nazi Government, The presence of SS guards outside of Friedrich Flick’s control, Friedrich Flick’s position as a powerful leader of his own armament industry. The prosecution requested sentencing him to 15 years in prison, a fine of 500 million EUR and the forfeiture of all proceeds acquired through his criminal activities. The defense requested no more than fines or forfeiture of assets equivalent valuing an approximation of what he gained through his use of slave labor. For all of these reasons, this Court sentences Mr. Friedrich Flick to 5 years of imprisonment. The Court orders a fine of 500 million EUR and the forfeiture of all proceeds acquired through his criminal activities. Prosecution's case states that Friedrich Flick is responsible for the crime against humanity of enslavement as a superior civil commander punishable under article 7 1c of the roman statue. Prosecution argues that there were recorders of abuse going on in the workplace including beatings, improper nutrition, work environment being overcrowded and unsanitary. There's evidence of mistreatment of workers in documents as well as in witness statements. Prosecutors argue that “Data cannot prove that forced workers had the same food rations as the regular population received,” and a witness statement claims that “We were very weak, because we received too little food and also no medical treatment.” A witness report states that abuse was going on in the workplace, workers were punished by being beaten with wooden sticks or truncheons. “A lot of inmates had lice and so the camp was disinfected. We had to walk by a barrel and put our shirts in it to have it cleaned from the lice.” After that procedure the camp commander came to control the situation and found a single louse in the shirt of a Polish Jew. He started beating the man and only stopped when the man collapsed. Then he was taken upstairs under the shower where he died.” These statements clearly show the horrible conditions that the forced factory workers had to live through. Lack of proper nutrition and working under hard conditions which led to death is evidence of mistreatment of the workers. Prosecutor states that for that reason Mr Flick failed to take any of the necessary and reasonable measures within his power to prevent the enslavement of the workers in his factory because as the leader of the armament industry the absolute authority in his company and as a superior affiliate commander Flick had the power to prevent the mistreatment of his workers. Prosecution asked for the accused Mr Flick “is sentenced for 15 years of imprisonment a fine of 500 million euro as well as a forfeiture of all proceeds acquired through his criminal activities.” Defence claims that under article 28b “A superior shall be criminally responsible for crimes within the jurisdiction of the court committed by his/her subordinates under his/her authority as the result of his/her failure to exercise control properly over such subordinates. (ii) The crimes concerned activities that were within the effective responsibility and control of the superior; and (iii) The superior failed to take all necessary and reasonable measures within his or her power to prevent or repress their commission or to submit the matter to the competent authorities for investigation and prosecution.” Responsibility of Flick does not hold under each of these descriptors for the 28th article in the roman statute any conviction of international crimes including enslavement. requires a connection between the committed crime and the accused. While the facts seemingly point at the fact that the workers at the factory were enslaved as the result of their working conditions and their lack of payment, Friedrich Flick can only be convicted so long it is proven that he was aware of these circumstances and able to change them.” Defence argues that the testimony of Witness Z claims that every two-three weeks it was announced how much money had been assigned to each laborer despite never actually being paid. Reasonably the extent of Flick’s knowledge of labourers wages having not visited the factory is the wages announced in the court and on paper as far as Flick knew the workers were being paid and therefore not enslaved to his knowledge. Considering his knowledge of crimes committed at the factory we are unable to determine if Mr Flick ever visited the companies themselves and therefore cannot for a reasonable belief believe that he did so. Testimony of Witness Z claims that “every two-three weeks it was announced how much money had been assigned to each laborer despite never actually being paid.” Reasonably the extent of Flick’s knowledge of labourers wages having not visited the factory is the wages announced in the court and on paper as far as Flick knew the workers were being paid and therefore not enslaved to his knowledge. To consider what control Mr Flick had over the crimes both allocation and control of concentration camp inmates in the factory was done by the state. The enslaved laborers at Flick factory were provided entirely by the state and any concerns of the company were destroyed. In addition the work assignment of prisoners of war was controlled by the agencies of armament with cruel threats and measures to ensure the production requirements were met. The nazi regime which was out of the control of Mr Flick was responsible for implementing the use of slave labor and eliminated the potential for commanders to disobey by using harsh threats and measures. Even if Mr Flick was aware of the conditions in his factory which he was not, he had no control of the direction of the state. The defense asks that the accused Mr Friedrich Flick is found not guilty and in case that the court finds the accused guilty we ask that his sentenced no more than the time he has already spent in detention as well as fines or forfeiture of assets equivalent the amount of what he gained in through his unknowing use of slave labour. Even if you are not convinced of Mr Flick’s lack of knowledge, Mr Flick’s inability to influence the decisions of the head of state beyond reasonable responsibility is clear. While he did profit off the unpaid labour of others the just punishment of this exploitation is to require the forfeiture of assets and funds gained in the course of his factory owning. Any amount of jail time would only be just if his civilian commander had both knowledge of the crime being committed by his subordinates and reasonable control over that. Human rights are one of the timeless issues. There's always a discussion about what exactly we mean by human rights and if they are really respected in our countries. Sometimes it's in a moment when an unusual case comes to general knowledge, and sometimes we have longer discussions about it. Even if we don't talk about that now, tomorrow or next week we may start. In my country - Poland - not everything is as clean as it looks. At the moment our political situation is quite destabilized, because of the emigrants camping out on our borderline with Belarus. Some people want to let them in, but this isn't like we're ignoring the situation. It's all about that process: the Belarus government gets those people into their country and tells them they'll go straight to Germany, but instead they send them to the Polish borderline. So the whole situation is about manipulating somebody - immigrants are somehow used like slaves to get to the destination, and people who bring them into the border clearly don't care about their lives, just want to make a good video of 'the crisis' they caused themselves. At some point we get to the human right to be free, which is violated by Belarus. We don't have anything in common with bringing those people here, and they don't want to have asylum in Poland, but in Germany. Also in Poland a recent subject is abortion. Because of the Catholic Church, who finds it is a bad thing, the situation led up, to some of our politicians making abortion a forbidden action. Now doctors are scared of being accused of illegal abortion - this fear led even to a young woman's death. It's a very controversial topic now, because somehow it's protecting the right to live by protecting an unborn child, but in a different point of view it's also violating the right of freedom, which tells us we can do whatever we want with our own life (in that case it's the future mother's life). Besides these things, our government violates the right of no discrimination. Politicians in Poland don't think about LGBTQ+ people like others. Some of them even say that it's just an ideology, or that it's not normal. They just don't understand what those words may cause, and they don't even try to understand that. Even when some young people tell them they're wrong they stick to their words. Also while writing this article, I heard that a new law against the LGBTQ+ community in Poland has been passed through parliament. So if it'll pass through the senate... too, and be signed by the president, LGBTQ+ in Poland will officially be a cult, and promoting it - eg. having a LGBTQ+ flag - will be forbidden. Sometimes our civilians also violate that right, because some people in Poland are almost xenophobic. Of course that isn't how the whole society works, but there are people scared of the change foreigners may cause in culture, or beliefs. As you all can see our government isn't perfect and average people aren't perfect as well. But most young people don't understand why older people usually agree with our politicians. Luckily for us, each year more and more young people start to show that they aren't okay with politics. Maybe the next election will change something in the government, but for now we need to wait till that time, and unite to make a change in our country. This is also an advice for everybody: don't wait until it is too late to avoid something you don't agree with. Even if it's about politics - one voice always has a chance to make a difference in many lives. Let it be a good voice telling everybody to avoid something bad for the whole society. Think of your home country for a split second, the people, the religion, the language, the culture. I imagine there were some specific things that came up in your mind right away, but probably somebody who also lives in your country thought of something totally different. This is because the people living in one country are so different in terms of their culture which they identify with. In worst-case-scenarios, situations like these can lead to cultural separation and even violence between the different ethnical groups. This is what happened in Yugoslavia in the 1990’s. After World War 2, Yugoslavia was under the dictatorial rule of Josip Broz Tito who improved the economical and political situation of the country. At the time the country was divided into 6 republics: Serbia, Slovenia, Croatia, Montenegro, Macedonia and Bosnia and Herzegovina which all consisted of different ethnical groups. When Tito died in 1980, a power vacuum formed but the political power rested with the federal government again which was weakened, causing a number of political and economic crises such as corruption and high debts. These crises caused many protests against the government as the people did not trust it. Additionally, there was an increase of nationalist movements of the ethnical groups who then wanted to be an independent country which was reinforced by the crises. But because of the multiethnic population within the republics it was impossible to allocate one geographical larger piece of land to only one ethnicity. Therefore, the ethnicities fought each other in order to claim certain cities. For that the ethnicities drove each other out with use of violence which can be called ethnical cleansing. Serbia wanted one central power for the federation while other republics such as Slovenia and Croatia supported the idea of a democracy. Ultimately, the conflicts started between Serbia and Kosovo, which consisted mostly of Albanians, as Serbs wanted Kosovo to be a part of Serbia and used violence to suppress protests against the unity of Yugoslavia under domination of their country. In Croatia the Serbian minority protested against the newly elected nationalist government and stated their independence of a soon-to-be independent Croatian country. This is when violence was increasingly implied on both sides but there was a clear advantage on the Serbian side as they were supported by the Yugoslavian army because of how much control the Serbian government had on the army. Finally, in June 1991 Slovenia and Croatia declared their independence after being accused of creating a conspiracy against the state of Yugoslavia which gave a reason for the Yugoslavian army to intervene in the conflict and actively support the Serbs living in Croatia. But only a day after, the Yugoslavian army invaded Slovenia provoking the commencement of the war. Meanwhile, the war in Croatia had already been going on for a few months because the ethnic tensions which were also caused by the entering of the Yugoslavian army in Croatia were so immense that they sparked civil war. In March 1992 Bosnia and Herzegovina followed the example of Slovenia and Croatia and also declared its independence but due to its even high ethnic diversity war immediately started between the different ethnicities which led to the death of around 100,000 people. Macedonia previously declared its independence in September 1991 but in contrast to the countries named before, there were no wars in the newly established country and the UN soldiers employed for the protection of the border between Serbia and Macedonia were unnecessary as the two countries had a good relationship over the years. The federation of Yugoslavia was finally dissolved after a long time of war which caused economic crises. However, Serbia and Montenegro were only declared as independent from each other in 2006 and Kosovo in 2008 though it has not been accepted by all nations. CONVERSATION WITH GRANDPARENTS BY EMILIE DEFEU Hello dear reader, my name is Emilie and in the following, I will be telling the story of my grandparents, who sheltered a family during the Bosnian war. For this, I interviewed them and the result of their experience I have transcribed in the below: When the war started in former Yugoslavia, 1991, the EU states decided to provide shelter for refugees. So as well in Salzburg, Austria, where a former hotel served as an accommodation for them. My aunt worked at that time in a pharmacy, very near to the hotel, when one day a man, named Harris, walked in and stated that he is a refugee from Bosnia-Herzegovina, whose wife will soon expect their child and they needed help. Through my aunt, in the community where my grandparents live, the priest responded with a local proclamation, if a few households would be able to also provide shelter for refugees and there were fortunately some who agreed to do so. Under those few, also my grandparents. Emilie Defeu: Why did you decide to take a family under your protection and what were your expectations regarding the situation? Grandparents: Our first thought was: ‘we need to help these people’. We had compassion for those who lost everything. It didn’t matter if we were able to or not to take in those people. Luckily, we had the opportunity to provide shelter, so my siblings [my grandmothers] and I could take two families in. E.D.: How was the first acquaintance? G.P.: Of course, we couldn’t speak each other’s language, so we communicated through signs, our bodies and drawing. Especially Mustafa and Klaus [my grandfather], they made grand use of drawing. Every time they tried to tell each other something, e.g.: When they worked together in the garden or the garage, they eagerly drew it on the paper and showed it to one another, like two mad men. Advija learned the [German] language very fast and later, when they went back, she was also teaching German in schools. But it was wonderful. An exceptional, special and among all things a warm encounter. E.D.: How is your relationship with the family today? Are you still in contact? G.P.: Yes, we still are. Directly after the war, Klaus and Ingrid [his sister, 1st image; front page] went to visit them, in Tuzla, where they now live. Two years later we visited them again and in 2017, Advija and her second son came to Salzburg, to visit us again, after 20 years. Advija and I [my grandmother] are still in contact via Facebook and Email. Mustafa and Harris are unfortunately no longer with us, and all the children are grown up and have now their own little families. EE.D.: Regarding the current migration and refugee crisis in Europe, would you be ready and give shelter to a family again? G.P.: That is out of the question. Of course, always. Concerning our age, it might become a bit difficult to accommodate them, but we will always be ready to help where we can. We have been actively helping refugees for 15 years. Most recently it was refugees from Afghanistan. Background information: “The family, [they]’ve taken in, consisted of Mustafa[1st picture; in the middle] and his wife, their daughter Advija and her son[2nd image; on the left]. They lived in Zvornik, directly on the border to Serbia. Advija’s son was born on the exact day when the war broke out, so his mother went to the hospital. When the news broke out, that the Serbs are taking over, among other things too, with brutal violence concerning the pregnant Bosnian women, hospitalized, she flees. From the shock, she couldn’t feed her newborn and had to use sugar water for the time being. Harris’ [family friend of Mustafa’s family] wife had six sisters, each of them a husband, which all got lined up and shot in the head, back in Yugoslavia, Harris included. Miraculously and fortunately, he survived and could flee. The only damage he suffered was a shattered jaw and a striated temple on the right side of his head, from the bullet.” Hey, I'm Julin Wirthle. I'm 16 years old and I'm in grade eleven. I live in Rösrath, Germany which is near Cologne. In the future I would like to do something with forensic psychology. In my free time I enjoy playing the violin and playing board games with my family. My name is Orry Miller. I'm 16 years old and I come from Israel. I am in the 11th grade and currently studying in Tel Aviv-Jaffa. I like to listen to music, meet new people and dream about my future. Hey, my name is Nina Mühlenbroich and I am from Germany. I attend the 11th grade. In my free time I like to read and play Badminton. In the future, I plan on attending a university and work in the career fields journalism or law. Hello, my name is Emilie Defeu Wotoh and I'm part of the press team of this year's MICC Project. I'm a 16-year-old student from Germany and enjoy listening to music as well as doing creative work in my spare time. Political and societal issues such as journalism are a few of my numerous interests, the latter is also something I would like to work in later. I'm Hanna Stepura from Trzcianka, Poland. I'm in 1st grade of high school and my favourite subjects are chemistry and English. I'm in Press Team during the MICC project. My name is Ruben Cuesta-Ray. My hobbies are writing and cooking mainly. I live in the state of New Mexico in the United States. Hello, I'm Annie Zaharov! I am 16 years old and from Israel. I love cats, music and horror movies.
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HERITAGE REVIEW Volume 28 September 2021 of $2.53. The receipt and a sample of the material is attached to the deed of the farm. In the spring of 1896, Phineas and his family moved to North Dakota. The book, *His Protecting Hand*, by Mollie Zook and David Luthy, written in 1973, tells the story of the struggles and trials of “Henner” (Phineas) and his family. **Magdalena** (1815-1900) (YR 12537) was married in 1837 to Jacob Schmucker (1812-1896) (SMB1). They lived in Holmes and Wayne County, Ohio. In 1841 they moved from Wayne County to Fulton County, Ohio. On July 5, 1852, they bought 80 acres in German Township, Marshall County (W ½ - NE ¼ - S33-T35-R4) and on August 3, 1853, they bought an adjoining 80-acre tract (E ½ - NE ¼ - S33-T35-R4). Jacobs’ lived just west of Magdalena’s brother Simon across the county line, on the north side of road, where Lee and James Miller live today. Later, the Schmuckers lived with their son Daniel where Isaac Borkholder and Robert Chupps now live on US 6. **Valentine “Felty”** (1809-1892) (YR 12532) married Mary Schrock (1818-1883) (SKB71) in 1836. In the fall of 1842, they moved from Holmes County, Ohio to Clinton Township, Elkhart County, Indiana. They settled on 100 acres, located on CR 35, about ¾ mile north of SR 4. In 1845 Felty was ordained a deacon in the Clinton church. In March 1854 he sold the Elkhart County tract, and on May 1, 1854, Felty and Mary bought 160 acres in German Township, Marshall County (NW ¼ - S 21-T35-R4). This was located on Beech Road, about a half mile north of his younger brother Jonas. Felty was a farmer and did some carpenter work. He lived on his farm the rest of his life. Bishop John Helmuth and son Melvin live there today. Felty’s’ daughter Lydia (1842-1879) was married in 1862 to August Wickey (1839-1922). They were living about ¾ mile north of Felty’s in St. Joseph County. Lydia died in March 1879 leaving August with five small children. Lydia’s sister Susanna (1847-1879) was married in 1866 to Simeon Kemp (1848-1922). They lived about 1 ½ mile north of Felty’s, also in St. Joseph County. Susanna died about two weeks after her sister Lydia, leaving Simeon with six young children. One of these children was Elizabeth “Lizzie” the main character in the book *The Lord is my Shepherd*. The book relates the death of the two mothers after which the children were put out in other homes for some time. Lizzie had some unpleasant experiences at a home she stayed. The book by Joseph Stoll was published in 1965. **Elias** (1808-1884) (YR 12531) was the oldest of the siblings and the last one to move to the Marshall County settlement. He was married in 1831 to Rachel Troyer (1809-1897) (TY 322). Their six children were born in Holmes County. On March 7, 1856, they bought 40 acres in German Township, Marshall County (NW ¼ - SW ¼ - S 21-T34-R4). This tract was located to the south, next to his brother Felty. Their oldest son Tobias and wife Polly were living on an 80-acre tract about ½ mile to the west. In 1869 Elias and Rachel sold their land and moved with some of the children and families to Vernon and Cedar Counties, Missouri. He died there in 1884. Later, Rachel again lived in the Nappanee area. Elias and his brother Valentine were the carpenters when the first log schoolhouse in German Township was built in 1857. The Simon and Lydia had 12 children, two of which died young. The youngest son Phineas (1863-1954) married in 1883 to Catherine B. Mullet (1858-1931). They lived on the farm known as the Manass Fannie farm, located on CR 56 west of Nappanee. The father, Simon, was a widower and lived on the farm in a small house. Seemingly, Phineas was not the best manager. The family had many struggles. Simon held the mortgage on the farm. Phineas could not make the payments and owed a number of other people some money. In 1890 Cornelius M. Hochstetler, son of Manasses, went to everyone that Phineas owed and paid them off with an agreement for immediate possession of the farmland. Phineas reserved the main dwelling house and part of the barn until April 1, 1896. When it came time to deed the farm over to Cornelius, Phineas’ wife Catherine refused to sign off until Cornelius bought her material for a new dress. Cornelius went to Hartman Brother’s in Nappanee where he bought the material, lining, and thread for a total Gottfried Wenger The Story About a Man and the Hill He Lived On By Wayne R. Miller I was raised on an 80-acre farm in Sugarcreek township, Tuscarawas County, Ohio. It was an Amish farm and it sat at the base of a tall hill. On that hill, there was an old cabin, and several other small buildings. An old man lived alone in that cabin. His name was Gottfried Wenger. He mostly kept to himself, guarded by German Shepherd dogs. As a young child, I heard stories by my father and grandfather, who knew the old man from interactions years ago. Those stories scared me, and I lived in fear of that hill, the old man, and his big German Shepherds. I only met him twice in the five and a half years our lives overlapped. He was an 85-year-old, small framed, slightly stooped old man, and I was a 5-year-old boy. On both occasions of our chance encounters, I was with my Grandpa Joe Y. Miller. Once, we met in Sugarcreek at Mishler’s grocery store, and once, a quarter mile down our gravel road at the end of his half mile long lane. At each meeting my grandfather extended a friendly, “Hi, Gottfried”, and he replied in a similar warm greeting. I remember being a little relieved by his pleasantness. I don’t remember Gottfried ever coming down to our farm in the last years of his life. He had moved to the hill in 1936, so they were Receipt from 1871 recording that Valentine Yoder and son Samuel V. Yoder worked out their share of the road tax cost. Photo credit- Owen Borkholder Gottfried’s hill, cabin, and outbuildings. circa 1945. The barn is the single-story building to the far left of the cabin. The orchid is just above the cabin. The corn shocks on far left are in our field. It was on the fence line above the shocks that the groundhog hunting accident occurred. Photo credit: Roy J. Miller neighbors for 22 years. In the first 10 years or after moving, he occasionally helped grandpa with jobs around the farm. He helped husk the corn, buzzsaw the winter firewood, and so on. Grandma sometimes washed his laundry and they picked up groceries in town for him. They bought eggs from him occasionally. He even boarded there at times. I don’t know the reason for that.\(^1\) In his later years, he began to raise German Shepherd dogs. I imagine that taking care of puppies and his advancing age caused him to stay home most of the time. For many years after his death, many of the neighbors, including myself, found Gottfried to be a mystery. The older people had been afraid to visit because of the dogs and the younger people heard his name and the stories from their elders. The cabin was on the highest hill around for many miles. It looked down on six or seven families’ houses and farms. The hill towers over the surrounding countryside of gentle rolling hills and small valleys. The ridges on each side of the hill serve as watershed divides for two streams. The water on the east side of the hill flows into the Broad Run Stream and the water on the west side flows into the East Branch of the Sugarcreek. For many centuries, this hill and the surrounding ridges and valleys served as hunting grounds for Native Americans. Their villages were about seven miles to the east along the gentle flowing Tuscarawas River and to the south and west on the banks of the Killbuck and Walhonding. As the dawn of the nineteenth century approached, the hill and its surrounding valleys faced a new challenge. The Native American villages were being pressured by European settlers who were moving west into Ohio. Those settlers began to arrive shortly after 1800. The early ones were mostly looking for fertile farmland. They tended to choose the bottom land along the streams and the gentle sloping hillsides. The tree-covered hill was largely ignored. However, as the settlements grew, the need for a fuel other than wood began to increase. Early settlers had noticed that coal literally jutted out of the hillsides in some places. The hill contained a secret. It had various seams of coal and clay. Some of these seams were barely under the surface. The coal and clay extended out from the hill into the surrounding ridges on either side. The shallower seams could be mined by early settlers with a simple pick and shovel. They could follow the seam into the hillside creating an underground mine. The coal tailings were piled outside the mine creating a coal hill of debris. My father could point to several underground, long ago caved in, coal mine entrances on Gottfried’s hill. The underground coal mine entrance, just south of the cabin, with its big mound of coal tailings at the entrance, was very visible from our farm. Dad claimed one shaft at the northeast corner of our woods that went into Gottfried’s hill still had a small coal car sitting in it. Once as a boy I took a shovel back to the woods to try and open the entrance. Fifteen minutes of \(^1\) My grandpa, Joe Y. Miller kept diaries from 1934 – 1941 with 1936 missing. The diary also served as a business ledger. Interactions with Gottfried Wenger were listed. So, like his brother David, Manasses had to move his house as well. Marvin C. and Floyd Hochstetler and Samuel Barkman live on this land located on US 6, west of Nappanee. Manasses bought several other tracts of land, but always lived on the tract he bought in 1851. Simon (1815-1902) (YR 12535) was married to Lydia Hochstetler (1820-1887) (HS 18c), a sister to David and Manasses Hochstetler. They moved from Tuscarawas County, Ohio to Locke Township, Elkhart County, where they bought 320 Acres (South Section) on May 21, 1851 (S \( \frac{1}{2} \) -S 34-T35-R4). This tract was just to the south of and adjoined both David and Manasses’ tracts. Translation -- Jacob Schmucker son of Hans was born the 17\(^{th}\) of November in the year 1812 in the sign of the Taurus, in the district of Grindelwald in Canton Bern Switzerland in the German lands. Photo credit – Owen Borkholder In October 1852, when Jonas was 21 years old and single, he moved to Marshall County to start clearing his land. Jonas was a big strong man. He cleared all his land with an axe, chopping down trees 4 ft. in diameter. He boarded with a neighbor for 75 cents per week. He was married in December 1854 in LaGrange County, Indiana to Magdalena Gary (1827-1858). She died in 1858, six days after the birth of their third child William. William later became a well-known Amish bishop. Jonas married the second time, in 1861, to Anna Kauffman (1835-1918) (KFB 455). Together they had five children. Jonas was a farmer and a teacher for a number of years. In 1859 he was the first teacher in what is known as Weldy School. He also taught at Borkholder School. He walked a great deal and often said that if it is too far to go with the buggy, he would walk. Jonas was highly respected by all who knew him, a good counselor, and dependable advisor. In the 1890’s there was a controversy among the Amish about windmills, manure spreaders, and hay loaders. Some felt it was inappropriate that the Lord should pump your water, especially on Sunday. When manure spreaders came into the community, there was also opposition. At a church meeting, all the reluctant members finally consented to their use, except one man who insisted that the spreaders must be painted brown before he would agree to have them. At this point Jonas got up and said, “If you use it for what it is intended, it will be brown.” Case dismissed. In 1860 Jonas bought another 80-acre tract to the west of his 160 acres. In 1872 he bought a quarter section which adjoined his other tracts. Bishop Wilbur Kuhns, a great-great grandson, digging made me realize the impossibility of that effort. Evidence of other mining shafts dug into the east side of the hill were also visible. I often wondered if those mining shafts had caved in as the entrances had. We searched for arrowheads and other unusual stones in the plowed fields, and along our small creek surrounding the hill. The discovery of items reminded us we were not the first owners who lived on this land. My father usually had a story that related to our “finds.” My grandmother and father told other stories of things that happened on that hill, some even before their time. One story was about a man who had been shot before Gottfried’s time. They didn’t know the year but were sure it happened before Grandpa bought the farm in 1928. A young man was sitting behind a stump waiting for a groundhog to appear. He was hunting the fence line separating our farm from Gottfried. While he was waiting, he occasionally moved his head looking for the groundhog. It so happened the previous owner of Gottfried’s property was also hunting the same fence line for groundhogs. The young man was shot through the head killing him instantly. After Gottfried’s death, I hunted groundhogs along that same fence line. Obviously, I never sat behind a stump. The story was a reminder. There were other stories, told by my grandma, of extreme hardships, real hunger, back to Civil War times. Maybe the stories came from the elderly McBride couple, who lived on the hill, when my young Amish Grandparents first bought the farm. A few of the stories seemed mixed up, from several events, at different times, and maybe on other hills. Prior to about 1930 there was a road that connected Spooky Hollow Road to Stony Point Road. It was a very narrow one wagon wide road. That road ran just a few hundred feet below Gottfried’s cabin. After its closing, the road became lanes to the two farms on the road. One long lane came of Spooky Hollow Road for a three tenth mile to the Emmet Plotner farm and the other long lane came of Stony Point Road to Gottfried’s cabin.\(^2\) I remember that long lane because it ran along the boundary of our farm. It began about a one fourth mile down the road from our farm. Its entrance was guarded by two giant trees, one oak and one maple. The lane started down a slight decline through a narrow flat field to a creaky old wooden bridge with no side rails. The supports under the bridge were about four feet of stacked field stones with many crevices that held various critters. My father related a story of how he once caught a mink with a trap there. The bridge had a one- to two-foot-deep pool of water under it that also held small fish, like chubs and shiners, even crayfish. The lane continued slightly uphill and ran alongside a neighbor’s woods with giant oak trees on the right and a dirt bank on the left that had a colony of groundhogs living there. It passed by what we called our “corner woods”; a glen of tall cherry, hickory, and a few maples with a refreshing cold year-round flowing spring coming out of the hill. In the springtime, the area around Horrisberger. They sold it to Emmet sometime after Sam’s death in 1940. --- \(^2\) The Emmet and Helen Plotner farm was next door to the south. Its previous owners were Sam and Phoebe this water was a secret mushroom hunting spot. After passing through a stand of mostly young cherry trees and around a sharp right bend it ended up in front of the cabin. Over the years, after the death of Gottfried, the lane slowly became impassable as nature reclaimed its own. I remember when Gottfried Wenger died. There is a certain mystery about the date. It was around February 22, 1958. No one really knows if that was the exact day although the year is correct. This is how the story was told and retold by my father and the neighbors. The weather had been very cold for days. One morning, Emmet Plotner, noticed there wasn’t any smoke coming out of Gottfried’s chimney. This caused concern, so Emmet went to check and found him dead. The sheriff was called. The story goes that the sheriff, after getting part ways up the slippery old lane, had to walk the last couple hundred yards. Guns were drawn as they encountered the snarling German shepherd dogs who guarded the cabin. They were forced to shoot the two dogs to get into the cabin. They found a horrific sight inside. Gottfried was in bed deceased. He had been dead for at least several days. The rodents and animals had begun to eat at his flesh as his body cavity was open. I remember we watched from the farm with binoculars as officials arrived and the body was removed, even though it was too far to see much detail. Despite the dogs, the rats were plentiful up there. After the dogs and food was removed, the rats moved down to our barn. We had quite a battle with them. I do remember the neighbors rummaged through the leftover things in the cabin. I don’t know that anyone from the family came to claim anything. There wasn’t really anything of value to take. We went to the old cabin as well. I remember The author and a view of the hill and cabin. Ca. 1965. The cabin roof had caved in and would shortly be torn down. The hillside is starting to reforest itself. Photo credit: Roy J. Miller 1861 Locke township plat records. Note the marked landowners. Israel Yoder owned the J. Weaver Tract from 1841-1853. Jacob Schmucker owned the marked tract, but lived in Marshall County, adjacent to the D. H. Hochstetter tract. Photo credit Owen Burkholder Jonas (1831-1924) (YR 1253e) single, 19 years old, bought 160 acres in German Township, Marshall County on July 29, 1850 (NE ¼ -S29-T35-R4). In the summer of 1850 Jonas came to Indiana by canal boat on the Wabash & Erie Canal, via Fort Wayne to Logansport. From there he walked northeast towards Bremen (about 55 miles) carrying a bag of clothes and an ax. He paid $400.00 for 160 acres of land, located northeast of Bremen. For his return trip to Ohio, he walked to South Bend (about 15 miles), bought a canoe, carried it back to Bremen, where he put it in the Yellow River. He paddled down the Yellow River to a spot a bit southwest of Plymouth, from where the river goes almost directly west. At this point he was within 10 miles of the Tippecanoe River. Most likely he walked overland, then floated down the Tippecanoe to where it empties into the Wabash River, close to Lafayette. Here he was near the Wabash & Erie Canal, heading east-northeast to Ohio. Joseph Yoder, but his single brother Israel applied for a patent on 160 acres of land in Locke Township, Elkhart County as early as 1841.\(^4\) Following is a brief outline of Joseph Yoder’s siblings who moved to Indiana and were a part of the Marshall County settlement: **Israel (1817-1886) (YR 12538)** single, 24 years old applied for a patent on 160 acres in Locke Township, Elkhart County (NW \( \frac{1}{4} \)-S 35-T35-R4) on October 22, 1841. He probably lived on his land as a single man. In 1845, he married Veronica Yoder (1825-1905) (YR 23b21) of Wayne County, Ohio. Soon after his marriage he was living in LaGrange County. This may have been because the Marshall County church was not yet established. He did not sell his Locke Township tract until December 8, 1853. In 1860, he moved from LaGrange County to Wayne County, Ohio. Israel does have descendants in the Nappanee area through his son Yost, but there are no known Amish descendants. **Susanna (1821-1886) (YR 1253a)** married David H. Hochstetter (1818-1885) (HS 18b). They moved from Holmes County, Ohio to German Township, Marshall County in 1849. On November 1, 1848, David applied for patents on two 80-acre tracts in Scott Township, Kosciusko County, (E \( \frac{1}{2} \)-SW \( \frac{1}{4} \)-S1-T34-R4 & W \( \frac{1}{2} \)-SE \( \frac{1}{4} \)-S2-T34-R4). On April 5, 1849, he bought 60 acres in German Township, Marshall County (Part- E \( \frac{1}{2} \)-NE \( \frac{1}{4} \)-S 33-T35-R4). This is where the Hochstetter’s lived when the 1850 census was taken. On September 25, 1849, he purchased 160 acres in Locke Township, Elkhart County (NW \( \frac{1}{4} \)-S34-T35-R4). This tract adjoined his 60-acre Marshall County tract. In August 1850 he sold the original 60-acre tract and then resided on the 160-acre tract until 1876. In the middle 1850’s David was ordained a minister and in 1859 as the first bishop in the Marshall County church. He served until 1876 when David, Susanna, and children along some other families in the area moved southwest to the new Newton County, Indiana settlement. He also served as the first bishop in the Newton County settlement. When the railroad came through in 1874, David had to move his house. It was either on the railroad right-of-way, or just on the south side of the tracks. In 1872 David had built a big barn which was located on the north side of the tracks. This barn is still standing and has a 16’x16”x90’ long hand-hewn beam that extends the full length of the barn. This property is located on US 6 2 \( \frac{1}{2} \) miles west of Nappanee. Calvin Bontrager lives there now. While the railroad was being built, some of the workers boarded at the Hochstetter home. One of them, Augustus Walbus, originally from Demark, left his native land at the age of 21 to escape military service. When he arrived in America, he went to Chicago, and took a job working for the B & O Railroad. He adopted the name John Anderson, which sounded more American (his foreman’s name was Anderson). While boarding at the Hochstetter home he fell in love with David’s daughter Lovina. Several years later, when the Hochstetter family moved to --- \(^4\) Wayne R. Miller, “The Pioneer Joseph Yoder Family of Sugarcreek Township, Tuscarawas County, OH,” *Heritage Review*, Vol 27, page 2, Sept. 2019. The cabin deteriorated as the years went by. It was deemed unsafe for the cattle that the neighbors were running on the land and was pushed down in the mid 1960’s. That was the story of the old man, the hill, and how I remembered it as a boy. **The Story from the Historical Records** Gottfried Wenger was born January 18, 1875, near Bern, Switzerland. Twelve days later on January 31, he was baptized by the local Reformed Church. His parents were John and Elizabeth (Schneider) Wenger. John was a shoemaker. Gottfried was the second child. His mother died when he was about 2 ½ years old. His father remarried in 1878 to Katharina Roethlisberger. Together they had five more children. The Wenger family lived about forty-five miles south of the Amish church, called Basel-Holee, in Basel, Switzerland. The Basel Amish church had Wenger families and at times Wenger leadership. While it might be easy to assume Gottfried’s family had cousins who were Amish, the genealogy is too incomplete to make that connection with any degree of certainty. The family of five immigrated to the United States in 1881. They moved to a very rural part of Randolph County, West Virginia. A group of Swiss settlers had bought a large tract of land to start a Swiss colony. They advertised widely for Swiss people. They sold individual tracts to families and started a town named Helvetia where skilled Swiss tradesmen could practice their crafts. Gottfried’s father could fit in as a shoemaker. Today the town is still a unique Swiss village and a tourist attraction. The census of 1900 shows Gottfried, 25 years old, was living in Webster Valley, Webster, West Virginia with his older brother, John, and younger sister, Rosa, age 15.³ They were boarding with a timber company. It was common at the time for timber companies to provide housing for their help. You worked from dawn till dusk, for low wages, with very little money left over after deductions were made for your housing and meals. Rosa would have helped with the cooking. Conditions were very harsh by today’s standards. By 1910, Gottfried, who was now 36 years old was living in Randolph County, West Virginia and boarding with the William F. Ross family, who were also in the timber business. There had seven other boarders working there as well. His brother John and sister Rosa had moved on. Tragedy stalked the Wenger family in 1916. Gottfried’s sister Elizabeth passed away, on March 28, at age 37. His parents were ill as well. His father prepared and filed a will on April 3. It read in part: *I, John Wenger, of Randolph County and state of West Virginia, give to my daughter, Lena Wenger Geyer the sum of two hundred dollars ($200). I give my daughter, Mary Wenger, the sum of one hundred fifty dollars ($150). I give my daughter, Rosa Wenger Hefner, the sum of one hundred dollars ($100). I give to Hazel Morrison, the daughter of my deceased daughter, Lizzie Wenger Morrison, the sum of one hundred ten dollars ($110).* Pioneer Joseph Yoder’s Siblings Who moved to Indiana Owen E. Borkholder Editor’s Note – In the previous issue (Vol. 27, September 2019) of the Heritage Review, Wayne R. Miller had an article on the Pioneer Joseph Yoder family of Sugarcreek Township, Ohio. This edition’s article was sparked by the Pioneer Joseph Yoder article. Joseph Yoder moved to Indiana from OH, and then moved back to Ohio. The Pioneer Yoder families mentioned below are the children of Daniel and Barbara Yoder who had moved to Sugarcreek in 1812 from Somerset County, Pennsylvania. The genealogical information included begins with Daniel and Barbara Yoder who had fourteen children. We have also included the genealogical information for Henry and Barbara Hochstetter and Henry’s second wife Sarah Yoder. Henry had nine children with Barbara, who died about 1815, and ten children with Sarah. As Borkholder mentions there was considerable intermarriage between the two families. The numerals in parentheses are the Gingerich-Kreider numbers for the individuals. Many of the early Amish settlers in the Marshall County Indiana settlement originated from two pioneer Amish families. Those two families are Daniel (YR 1253) and Barbara (YR 2361) Yoder; and Henry Hochstetter (HS18) and Barbara Schrock (SK13), and Henry’s second wife Sarah Yoder (YR2355). Four of the Yoder siblings married into the Hochstetter family. Eight of the Yoder siblings and six of the Hochstetter siblings were early landowners in the Marshall County settlement. Seemingly these settlers were quite thrifty. All but one owned a quarter section of land or more. In 1840 the first Amish bought land in what was known as the Marshall County settlement, now known as the Nappanee settlement. The town of Nappanee was not platted until 1874 when B&O Railroad came through from Sandusky, Ohio to Chicago. The early settlers lived near each other in the area where the Marshall, Elkhart, Kosciusko, and St. Joseph counties connect. There were no ministers among the early settlers. Thus, the Marshall County church was not organized until 1853 by Bishops Levi Miller of Holmes County, Ohio and Joseph Miller of LaGrange County, Indiana. Prior to this, the Amish families of the area frequently attended church services in the Clinton District, east of Goshen. This was about a 25-mile journey one-way. They traveled by wagon, horseback, or walked. As a single man, Pioneer Joseph Yoder (1825-1897) (YR 1253c) lived in Indiana for a brief time where he worked at the carpenter trade. It is not known if this was in the Elkhart-LaGrange County settlement or the Marshall County settlement. I do not have land records for In consideration of the fact that my son, Gottfried Wenger, has received from me certain financial assistance for which he has never fully reimbursed me, I now give to my son, Gottfried Wenger, the sum on one dollar ($1.00). His other son Charles also received $1.00 for the same reasons as Gottfried. Any leftover money from the estate went to his daughter Lena. The eldest son, John, is not mentioned. He had died earlier. Gottfried’s stepmother, Katharina, died three days after the will was filed on April 6th. His father passed away three months later in July. The deaths of his three family members may have been one of the reasons for Gottfried to leave the area and move to Tuscarawas County, Ohio. In 1917, the probable date of his move, there were sixteen Wenger households in Tuscarawas County. While it seems probable at least one of the sixteen Wenger families was a close relative to Gottfried, a close link has proven elusive. Gottfried was listed in the directory as a farm hand working for Rudy Winkler Sr. of Rt. 1, Dover. By 1918, during World War 1, he had been required to register for the draft. He gave his address as Canal Dover (Dover, Ohio). The census of 1920 also places Gottfried Wenger in Dover Township. It showed he owned a home which had a mortgage on it. He was 44 years old and single. He was a coal miner by trade and worked for others. --- 1 The author of this article is a descendant of both Susanna and Magdalena. His wife Carolyn is a descendant of both Valentine and Jonas. They reside at 7363 W 1300 N Napanee, IN 46550. 2 Hugh F. Gingerich and Rachel W. Kreider, *Amish and Amish Mennonite Genealogies* (Gordonville, PA: Pequa Bruderschaft Library, 2007). 3 Henry’s second wife, Sarah Yoder was a first cousin to Daniel’s wife, Barbara. 4 Familysearch.org 5 Tuscarawas County Rural Directory, 1917. The hill from the south in 2021. The Plotner farm was at the far upper right of photo at the base of hill/ridge. The William Silvius farm, currently Edwin Yoder, is in front. Photo credit: Wayne R. Miller In 1925, he ran an ad in the *Daily Times* newspaper in New Philadelphia, Ohio, listing several household items for sale including a surrey and buggy harness. He was living in Dover Township on Crooked Run Road just west of Dover-New Philadelphia. Gottfried, age 54, was counted twice in the 1930 census. That means he was counted in Dover Township and moved to Sugarcreek Township and was counted again. He owned a property, worth $800, which was not a farm. He is listed as married, having married at age 51. He worked as a laborer on a farm. In the second 1930 census record, he was living in Sugarcreek Township as a boarder with the Edwin and Hazel Halderman family. He was employed in the Halderman coal mine. Gottfried was the truck driver for the mine. He did not have electric or a radio, even though the government was making a major effort to electrify the country. Gottfried was listed as 54 years old. His marital status was listed as widowed. He had married Mary Porter, at 51 years old, and she had died by the time he was 54.\(^6\) *The Daily Times*, dated November 24, 1930, lists a default judgement on a real estate mortgage for $655.28. The suit was filed in Common Pleas court by F.W. Andrews. The death of his wife and losing his property most likely forced him to move to the Halderman tenant house. The Halderman mine was a little northeast of Ragersville in the vicinity of the Willowbrook Coal Company tipple. --- \(^6\) Mary Porter is listed as his deceased widow in the legal notice regarding his estate, August 23, 1958, *The Sugarcreek Budget*. Otherwise, little is known about her. The fifteen and four tenth-acre hill had a fairly long list of occupants. I have deeds for the property dating back to the 1880s. The 1875 map atlas doesn’t show a separate property of fifteen acres. The property was a part of a one hundred forty-nine-acre farm owned by Emanuel Schrock, son of Amish immigrant Andrew and “Indian Sally” Schrock. Emanuel’s oldest son Benjamin Schrock married Mary Silvius, daughter of Joseph Silvius, who owned several neighboring farms. Mary’s brother William ended up owning one of the farms immediately to the west of the fifteen-acre tract (Levi/Edwin Yoder farm). He also owned a part of the adjoining farm which included this fifteen-acre tract. Drusilla was Benjamin Schrock’s sister. She married Daniel Weiss. I believe they bought the 15 acres of William Silvius soon after they married in 1878. They would have built the house and outbuildings. The cabin wasn’t as well built as many of the area farmhouses. It was relatively small with the kitchen in the walkout basement and two small bedrooms and a living room upstairs. The Weiss family, who had three small children, sold it in 1887 to Jacob and Lizzie Ludy for $770. I believe the Ludy family were the first to begin mining the coal on the hill. They sold it in 1893 to John Ludy for $1,200. In 1901, Joseph and Mary Snyder bought the hill. Neither Joseph nor Mary could write their name. In 1912, they sold the hill to Lucy A. McBride for $800. It was during the time that Lemuel and Lucy McBride owned the hill that the groundhog hunting accident happened which was mentioned --- 4.6 Sophia Kläy b. February 28, 1863 Holmes County, Ohio d. April 2, 1949 Holmes County, Ohio m. November 3, 1887 Douglas W Umstead 5. Jacob Kläy b. May 8, 1831 Walkringen d. July 11, 1862 Nashville, Tennessee m. May 7, 1857 Holmes County, Ohio, Verena Iseli b. November 30, 1836 Grosshöchstetten d. March 5, 1915 Holmes County, Ohio; dau. of Christian Iseli and Margaretha Bühlmann **Children Of Jacob and Verena:** 5.1 William F Clay b. August 17, 1858 Holmes County, Ohio d. April 29, 1932 Holmes County, Ohio m. August 29, 1887 Susanna Conrad 5.2 Henry Christopher Clay b. March 30, 1860 Holmes County, Ohio d. December 2, 1926 Holmes County, Ohio m. (1) January 1, 1884 Mary Swoveland (2) April 9, 1895 Dora Conrad Hinterschwendi, Walkringen, the Swiss region where the Klines lived in 1852 prior to immigration to Ohio. Benedict Kläy b. March 31, 1782 Walkringen, Bern, Switzerland d. January 14, 1841 Walkringen; son of Christian Kläy and Elisabeth Lenz m. April 8, 1820 Walkringen, Bern, Switzerland Anna Stettler b. May 25, 1798 Walkringen, Bern, Switzerland d. January 19, 1832 Walkringen; dau. of Jacob Stettler and Verena Müller. Children of Benedict and Anna: 1. Johannes Kläy b. June 17, 1820 Walkringen d. March 13, 1898 Vechigen m. March 3, 1843 Walkringen, Elisabeth Künni b. August 13, 1821 d. April 1, 1882; dau. of Hans Ulrich Künni and Elisabeth Eichenberger 2. Anna Kläy b. September 7, 1822 Walkringen d. November 28, 1882 Bern m. (1) July 3, 1841 Rüderswil, Jacob Aebi b. December 22, 1813 Lauperswil d. October 16, 1843 Walkringen; son of Johannes Aebi and Anna Barbara Schmid m. (2) June 28, 1850 Biglen, Niklaus Hofer b. October 6, 1819 Biglen d. May 6, 1902 Bern; son of Magdalena Hofer 3. Christian Kläy b. November 19, 1824 Walkringen m. October 28, 1848 Walkringen, Maria Wälti b. August 16, 1824 d. March 16, 1854; dau. of Magdalena Gasser, widow of Christian Wälti 4. Benedict Kläy b. January 19, 1829 Walkringen d. August 28, 1904 Holmes County, Ohio. m. February 1, 1850 Langnau, Anna Barbara Utz b. July 14, 1826 Sumiswald d. January 7, 1908 Holmes County, Ohio; dau. of Andreas Utz and Elisabeth Hügli Children of Benedict and Anna Barbara: 4.1 Elisabeth Kläy b. February 6, 1852 Walkringen d. 1932 Lagrange County, Indiana m. November 22, 1874 Daniel S Weaver 4.2 Lydia Kläy b. October 25, 1853 Holmes County Ohio d. October 25, 1942 Holmes County, Ohio m. January 11, 1875 Daniel Crilow 4.3 Mary Kläy b. May 18, 1856 Holmes County, Ohio d. July 26, 1925 Newton County, Indiana m. (1) November 9, 1877 Benjamin Hochstetler (2) February 2, 1918 Simon Chupp 4.4 Christian Kläy b. October 15, 1858 Holmes County, Ohio d. April 25, 1941 Miami County, Indiana m. (1) September 17, 1882 Catherine Hershberger (2) January 3, 1891 Margaret Wagoner 4.5 Edward Kläy b. March 14, 1860 Holmes County, Ohio d. February 2, 1952 Holmes County, Ohio m. December 3, 1882 Sarah Gingerich Mistaken for Groundhog Beach City Boy is Shot Through the Head and Instantly Killed While hunting groundhogs Wednesday evening of last week, Alger Reed, 22, residing near Beach City was instantly killed when accidently shot by C.L. McBride, another hunter, who seeing Reed’s head move in the tall grass in which he was hidden. Coroner J.F. Lewis Thursday morning pronounced the shooting accidental. Reed was killed on his 22nd birthday. He was to have been married within a few weeks. The victim of the shooting had spent the day at the home of his sweetheart, Mary Hudson, of Shanesville. Wednesday afternoon he had told her he wanted to go groundhog hunting, but decided to wait until her father, Irvin Hudson, came home from work. At 5pm Wednesday, Reed and Hudson left for the Henry Rody farm where they had previously seen some groundhogs. They hid themselves in some tall timothy hay near a fence and waited a little distance from a groundhog hole for their quarry to appear, sitting with their backs to the fence. Reed wore a dark grey cap, much the color of a groundhog. Hudson was partially hidden behind a walnut tree. McBride, who lives on the farm adjoining the Rody place, was also hunting groundhogs, but did not know Reed and Hudson were similarly engaged. He was on the opposite of the fence from Reed and Hudson. Henry Rody, who unknowingly witnessed the tragedy from his barn, saw McBride take aim from three different angles, thinking he saw a groundhog moving in the fence. The bullet, from a 32-caliber muzzle loading rifle entered the back of Reed’s head and passed almost through his head. Reed sank back in the grass without uttering a sound. McBride, who is in ill health, is nearly crazed by the accidental shooting. After the shooting, McBride and Hudson rushed to the side of Reed, who was already dead. The victim was a graduate of the 1921 class of the Beach City high school and had spent two years at Wooster College. He was employed as an expert mechanic in the Brewster shops. He was a member of the United Brethren church and the K. of P. Lodge in Beach City. Lemuel and Lucy McBride lived on the hill when Joe Y. Miller bought the farm in 1928. They lived there, into their eighties, until Lemuel died in 1936. Upon his death, Lucy sold the property to Gottfried Wenger for $300. The purchase happened in the middle of the Great Depression when most people struggled to earn enough to sustain themselves. Gottfried tried “farming” to make a living. He had some chickens, occasionally hogs, a garden, some fruit trees, and possibly a cow. He --- 7 I have six of Lemuel’s school books from the 1870s. His beautiful handwritten signature graces the inside cover of three of them. hired himself out as a day laborer on the neighboring farms. Gottfried is first mentioned in my Grandpa’s diary on Dec. 11 1937. I do not have a diary for 1936. In the diaries of Joe Y. Miller for 1938, 1939 and 1940 Gottfried occasionally helped Joe work on the farm. The following lists appear in Joe Y. Miller’s 1937 and 1938 diaries: **We owe Gottfried for the eggs:** - **May 2**: 60 cents @ 20 cents a dozen - 3 dozen - **May 9**: 50 cents @ 20 cents a dozen - 2 ½ dozen - **May 16**: 47 cents @ 19 ½ cents a dozen - 2 ½ dozen **What we paid for Gottfried:** - Grocery, corn, meal, salt, 23 cents - Grocery, oats, corn meal, lard, 73 cents - 3 loaf bread, 2 loaf bread - 2 loaf bread, 1 loaf bread - paid groceries 1.00 - paid groceries 35 cents - paid groceries 09 cents - corn meal 18 cents **Washed for Gottfried:** - **Mar 21**: Once - **Mar 28**: “ - **Apr 11**: “ - **Apr 18**: “ - **Apr 25**: “ - **May 2**: “ - **May 9**: “ - **May 16**: “ - **July 4**: “ Gottfried owe us Board $2.00. Used my team of horses to drag out logs $1.00. 3- loaves bread & groceries 1.00 2- loaves bread & groceries 35cts 1- loaf bread & groceries Paid 2.00 2-Corn meal 18cts In winter of 1939, he advertised a new, heavy, cast-iron laundry stove with a sixteen-inch fire bowl and large side feed door for a quick sale at $10. He also listed a good three horsepower White gasoline engine for sale.⁸ The United States census of 1940, records Gottfried, age 64, as a farmer with an eighth-grade education. The country is just coming out of the Great Depression of the 1930s. Many people were still very poor and barely making enough to live on. Gottfried would have been a part of that group. In 1941, he advertised some walnut trees to sell for furniture veneering. He also advertised walnut, ash, maple and dogwood trees for transplanting. Joe Y. used his team of horses to drag the logs out for him. In 1945, he advertised to buy a medium sized mule. He was also looking for an open buggy with a harness in good condition at a reasonable price. The following summer, he had a black draft mare for sale. The mare was between 12 -15 years old and weighed about 1300-1500 pounds. He was willing to trade it for a butchering beef or some pullet chickens. Two years later, in 1947, he was again advertising for a horse he wanted to buy. He needed a low, blocky built horse around 1000 -1200 pounds. The horse can’t --- ⁸ All the advertisements referenced are from the *Sugarcreek Budget* newspaper, Sugarcreek, Ohio. He also ran the same ads in the Dover-New Philadelphia newspaper. America in 1851, with five children from her first marriage.\textsuperscript{15} In 1860, Jacob and Verena moved to Goshen, Indiana. In 1861, during the Civil War, Jacob volunteered for military service. He served in the 41\textsuperscript{st} Indiana Regiment/2\textsuperscript{nd} Cavalry company H.\textsuperscript{16}\textsuperscript{17} No mention is found of either Jacob or Verena in the 1860 census. Verena’s brother Gottfried also served in the same regiment and company as Jacob. However, we do know that Jacob died on July 11, 1862, in Nashville, Tennessee, of chronic diarrhea. Jacob’s brother-in-law Gottfried deserted the army on February 1, 1863. He married Helena Frey on March 26, 1863, in Floyd County, Indiana, across the Ohio River from Louisville, Kentucky. Their regiment had formed in Indianapolis, traveled south through Louisville, Kentucky enroute to Camp Wickliffe near Hodgenville, Kentucky. Perhaps Gottfried had met Helena on that journey. On March 10, 1863, President Lincoln released a proclamation of amnesty for all soldiers who deserted their post, on the condition they returned by April 1.\textsuperscript{18} After his wedding, Gottfried likely returned to his post, as his charge of desertion was removed. It appears Gottfried took advantage of the President’s offer. Jacob Clay’s widow Verena, often called Francis or Frenica, returned to Holmes County with her two sons. She applied for a pension as the widow of a Civil War veteran, which was approved. She lived with her son William Clay in Berlin until her death in 1915. So, was Jacob Clay the younger brother of Benedict Kläy? A case can certainly be made with circumstantial evidence. Other Swiss Kläy/Clay persons have not been found in Holmes County. Benedict’s brother Jacob, born in 1831, would have been five years older than his wife Verena Iseli. Her father, Christian Iseli, was christened in Walkringen, so their families could have been acquainted before their emigration. Unfortunately, Jacob was not recorded in any US census, and no death certificate was issued. Like other Amish families, the Kline family can trace their ancestors to Canton Bern, Switzerland. Benedict Kläy and his young family left Switzerland for new opportunities in America, but in the 1870s poverty forced their children to live among their Amish neighbors. This had a lasting impact on their lives, as four of the children are known to have been members of the Amish or Mennonite Church. Benedict’s brother Jacob married to Verena Iseli and started a family but died serving in the Civil War. Despite the tragedies the two brothers faced, their progeny reared families of the own and became respected members of their communities. \textsuperscript{15} https://familysearch.org/ark:/61903/1:1:27PP-R2Z (Accessed August 30, 2021). \textsuperscript{16} https://www.fold3.com/image/230641097 (Accessed September 2, 2021). \textsuperscript{17} Henry C Clay Obituary, Holmes County Farmer December 15, 1926. \textsuperscript{18} New York Times, March 11, 1863. Gottfried was involved in a horse and buggy accident in June 1952 when he was 77 years old. The horse he was driving became frightened at a passing truck and upset the buggy. The buggy was nearly demolished. He was dragged along a barbed wire fence by the side of the road. He suffered severe lacerations and bruises around the shoulders and back. He was picked up by an ambulance and treated in Sugarcreek by a doctor. A month after the buggy accident, he advertised some nice brown Shepherd pups. One black English Shepherd pup had nice brown feet, brown eye spots, and “a brown candidate bow tie on his chest.” It is interesting to note how Gottfried describes where he lived in his ads. The post office hadn’t issued house numbers at that time, so it was more difficult for people to find the exact location. His address was simply Route 2, Sugarcreek, Ohio. In most of the earlier ads he listed his location as midway on the Barrs Mill-Winfield Road. Once, in 1946, he added, “at little oak.” There was an oak tree at the entrance of his lane which eventually grew to a very large size. Sometimes he added near No. 7 School. Occasionally, he added ½ mile from Burkey Cheese Factory. In 1951 he began to add, “by high power line.” It was around that time that a high-power electric line tower was built on the top of his hill (See photos). It could be seen for several miles and provided an easy way to find his home. On April 2, 1953, he ran an ad listing nineteen dogs for sale. It included German Shepherds, English Shepherds, Pomeranians, and part Collies of various colors. He listed the reason for getting rid of all his dogs as moving to town. I believe Gottfried, who was 78 years old, planned to move in with his sister Rosa. She had married Samuel Hefner in 1904 and they had lived in South Dakota. In 1941, her husband passed away and sometime after that she moved into the area. However, prior to his move, Rosa decided to move to West Virginia to take care of her sick mother-in-law. Gottfried never moved to town. Later that year, he was again advertising dogs and pups for sale at his Route 2, Sugarcreek address. He continued to advertise pups throughout 1954. In 1955, he finally got around to selling the large stove and bed left in his care by his sister when she moved to West Virginia. The Plotner farm and buildings, which bordered the hill to the South, were the closest of any of the neighbors to Gottfried’s cabin. Each day Emmet hauled his milk to the cheese house in Sugarcreek. Gottfried would hitch a ride to town with him in his later years. While Emmet was unloading his milk, Gottfried would hurry over to Anna Barbara on July 2, 1825. Census records indicate daughter Elizabeth born between 1851 and 1853, either in Switzerland or America. Family genealogies list her birthdate as February 15, 1852.\(^{13}\) So, is Benedict Kline of Berlin, Ohio the Benedict Klay of Walkringen, Switzerland? Discrepancies exist for both Benedict and Anna Barbara’s birthdates, but not vast differences. The only major problem is the *Hungarian* ship list. Maria Klag[.] is listed rather than Anna Barbara, and Benedict’s age was incorrect by seven years. Errors certainly are not uncommon on ship lists. Perhaps Maria was a relative and Anna Barbara was simply omitted? One note about the name Kline and its variants in Switzerland. Most likely the name changed from Kläy to Kline and Klay/Clay when the families emigrated to America. Many family names changed during this process as immigrants worked to integrate into a different language and culture. It is also true that many ship lists, and other historical documents include alterations to names since the language barrier often existed in the process. Agents for the shipping companies and governments often spelled what they heard phonetically, rather than focus on precise spellings. Despite these discrepancies the evidence is overwhelming. While the reported birthdates from American sources do not match exactly, they are close. Their reported time of immigration in the *Bürgerregister* provides important evidence, including the date of their emigration and the birth --- \(^{9}\) Conversation with Glen Plotner, son of Emmet. 2021 \(^{10}\) Conversation with Glen Plotner, 2021 \(^{13}\) *Descendants of Edward B. & Sarah (Gingerich) Kline* (Schlabach Printers, 2003), 7. \(^{14}\) While not much is recorded about the Iseli family, this is the best estimate of who Frenica was. Havre, France. High winds on the North Sea left everyone in the party seasick. The Swiss emigres had to wait in Le Havre ten days for the next New York-bound ship. They boarded the double-decked boat, *Hungarian*, and arrived with 584 passengers on the East River in New York. There they left the ocean-going ship and went up the Hudson River to Albany by river boat. From Albany, they took the railroad to Buffalo, and from there to Cleveland, Ohio, by steamboat. After the short Great Lakes journey, they travelled on the Ohio and Erie Canal to Navarre, Ohio. The final leg of the journey was from Navarre to Winesburg, Ohio by horse and wagon. Their journey took fifty-eight days from March 20 to May 16, 1852.\(^{11}\) They witnessed some “very strange” things while travelling. A hotelkeeper whetted his knife on the sole of his boot before cutting the meat. He then gave each person their piece “with his hand.” Another person used bedsheets for their tablecloth. Schonauer was surprised to see cattle grazing on green pastures in Rotterdam by March 28. He complained that hotelkeepers and ticket agents swarmed the ship upon its arrival in New York to swindle their money. Some lost up to forty dollars. Schonauer recorded the names of several fellow Swiss travelers, including Benedict Clay. He reported that those passengers he named all settled in eastern Holmes County, except for Nicholas Deidinger who settled in the western part of Holmes County. The passenger list of the *Hungarian* listed three persons with the surname Klag: Benedict, age 30, Maria, age 24, and Jacob, age 20.\(^{12}\) Klag is a misspelling of Klay, but the ages and the name Maria do not match Benedict and Anna Barbara. In spite of these discrepancies, which are often the case in early records, this appears to be the same Benedict that settled in Berlin. The United States census from 1860 and 1900 listed approximate birth years for both Benedict and Anna Barbara between 1824 to 1830. The 1900 census was the only census to include both month and year of birth: Benedict in February, 1829 and Anna Barbara in March, 1826. The year of their immigration was listed as 1852 in the same census. According to their shared tombstone near Bunker Hill, Ohio, Benedict was born February 12, 1830, and His last days found him deprived of his beloved dogs – the dogs whom he so loved, but who also created fear among the neighbors. Those neighbors, who might have wanted to help him, but they never quite figured out how to do it because of the dogs. So, with a little help from the state, he managed to survive, alone on the hill, guarded by his two faithful German Shepherds. One cold February morning, one of those neighbors, Emmet, noticed there was no smoke coming out of the chimney of his dilapidated cabin. He knew something was wrong. Approaching the cabin, he called out Gottfried’s name loudly above the barking of the guard dogs, with no answer. Upon opening the door, he found a horrific site, the deceased body, mutilated by animals. It was a site he didn’t allow his children to see. The Daily Reporter newspaper ran an article dated, February 27, 1958, with the headline: **2 Dogs Guard Sugarcreek Man’s Body** *Guarded by his two German Shepherd dogs, the body of Gottfried Wenger, 86, was found in his home on Rd.2, about 2 miles northeast of here, this morning at 9 by a neighbor, Emmet Plotner. Mr. Wenger apparently had been dead for several days. Coroner Philip Doughten is investigating the cause of his death. Wenger is survived by a brother and two sisters, Charles Wenger of Accident, Md., Mrs. Mary Unarth of Erie, Pa, and Mrs Rose Hefner of Pickens, W Va. Services will be Saturday at 10:30 a.m. in the Lingler Funeral home with the Rev. Linwood Ensnunger of the* --- \(^{11}\) Holmes County Farmer April 3, 1902. \(^{12}\) https://familysearch.org/ark:/61903/1:1.2753-NDC : 20 February 2021 Burial will be in Union Hill Cemetery. There will be no calling hours. Clyde E. Lingler, the Sugarcreek funeral director, was the administrator of his estate. The real estate was appraised at $750. There weren’t any household goods of any value. The property was heavily encumbered to the Division of Aid for the Aged in Columbus, Ohio. The debts exceeded the value of the estate. The farm was put up for public auction October 30th, 1958. Joe Y. acted as an agent for the coal company to buy the property for them. This disappointed some people. It was before the coal companies were required to reclaim and restore coal stripped land to its original contour.\(^{11}\) In the meantime, the land was leased by the neighbors to run cattle. The crumbling old cabin and barn became a safety issue and they pushed it down in the mid-1960s. During the 1970s the coal company either owned or had leases to strip mine the farms surrounding the hill. They moved their giant shovel across the ridges of our farm mining the coal. The shovel continued onto the hill digging a deep trench across the west and east sides to strip it of its coal. After the coal company was finished mining and it was reclaimed, neighboring farmers, Abe and Susan Yoder, bought the hill and in 2010 sold it to their son Mose. In 2021, both families have a home at the base of the hill. Our farm was sold in 2004 to Belden Brick Company. It had been in the family for 76 years. Belden sold the buildings and about 8 of the 80 acres to a neighbor who rents the houses out. The rest was kept by Belden as a mining site for clay to use in the production of bricks. It was still being mined in 2021. **Conclusion** I see the hill frequently today. I see it when I drive to my home, when I fuel my vehicles at the local gas station, and when I head east on State Route 39 from Sugarcreek. Each glimpse takes my memories to its past and the people who tried to survive up there. I have only told the story of one of those people. I now realize the fears of my childhood were partially unfounded. The dogs were real, and I would be afraid of them today. But the old man and the hill weren’t something to fear. I would want to get to know Gottfried and hear his side of the story. What did he think of his neighbors? Would he have accepted more help or was he content as things were? But it is not to be. I believe a story half told is better than a story never told. Switzerland. Anna Barbara Utz was born in Sumiswald on July 14, 1826. A son was born to Benedict and Anna Barbara on January 20, 1851 but lived for only five days. A daughter Elisabeth was born February 6, 1852, in Walkringen. No subsequent children were recorded for the couple. The next record we have of the family is when the *bürgerregister*, or civil register of Walkringen, recorded Benedict and Anna Barbara Kläy and their daughter Elisabeth. The entry includes their birthdates, their parents, and the date and place of marriage. Most importantly, it notes that the Kläy family emigrated to America on March 20, 1852. This is an essential record in this family’s history. How do those dates coincide with the information of the above-mentioned Benedict Kline of Holmes County? One other source that helps give shape to the Kline Family history is the *taufschein*, or baptism record, of their son Edward Kline in 1864 when Edward was four years old.\(^9\) This was obviously not in an Amish or Mennonite Church considering that child baptism was not a part of their beliefs. More likely Edward was baptized in the Reformed or Lutheran Church. The baptismal record documented his parents as Benedict Klein and Anna Barbara Utz. Edward’s obituary and death record agree with this. Another clue in the puzzle of the Kline family is from John Schonauer, a Holmes County resident. In 1902, Schonauer submitted an account of his journey to America in the local newspaper, *The Holmes County Farmer*. A party of about sixty persons, including Schonauer, left Switzerland on March 20, 1852.\(^{10}\) After travelling to Basel they were informed that they would not take the direct route via Paris to the harbor in Le Havre, France. Instead, they followed the Rhine River north by railroad and steamboat through Mannheim and Cologne, Germany, until they arrived in Rotterdam. They remained in Rotterdam several days until a steamboat took them to Le --- \(^9\) *Descendants of Edward B. & Sarah (Gingerich) Kline* (Schlabach Printers, 2003), 21. \(^{10}\) Schonauer wrote 1854, but the ship list confirms the year 1852. March 7, 1874 (see map). By 1880, Benedict and Anna Barbara were living alone on their three acres in Berlin Township. Four of their six children were living in Howard County, Indiana, and two were married. According to family tradition, most of the children had been “boarded out” to local Amish homes in the 1870s because of financial hardships wrought by Benedict’s drinking. This practice was not unique to the Kline family as families struggled to raise children in difficult times caused by hardships or death. Benedict and his wife also received some aid from their community. In January 1896, their house was destroyed by fire, including most of its contents. The fire originated in the small smokehouse attached to the house. Being poor and without insurance, they certainly were “a fit object [for] charity.” By February 20, people of the Berlin vicinity helped clear the ruins and build another home in its place. Any misgivings for this poor man, who had been unable to support his family, did not deter the local community from helping him in his plight. These adversities led to Benedict’s teenaged son Edward, being “boarded out” to the David D. Troyer home. This must have been an influential time as Edward himself became a member of the Amish church. In 1882 he married Sarah Gingerich, an Amish girl and the daughter of Joseph and Barbara Gingerich. The well-known Amish bishop “Glaz” Moses J. Miller married the couple. This union was blessed with eleven children, all of which lived to adulthood. Thus, the Kline surname can be found among the Amish of Holmes County today. Yet their story also extends back to Switzerland. Where in Switzerland did Benedict Kline and Anna Barbara Utz originate? Who were their parents? Did Benedict or Anna Barbara have any siblings or other family in Ohio? These questions have remained unanswered for many years. Previous attempts by researchers have been futile. Little has been known about this part of the Kline family until the author’s own connection with another part of the family who still live in Switzerland today. The breakthrough was the discovery of the family tree of Walter Kläy, a resident of Zurich, Switzerland. Walter developed an interest in his own family history and began to collect any information on the Kläy family of Walkringen. He generously shared his findings on Geneanet, a genealogy website. The source for most of Kläy’s information was from kirchenbücher, or baptism, marriage, and death records kept by Swiss parishes or churches. These records are an incredible wealth for family historians and researchers. Walter’s family tree included a Benedict born January 19, 1829, in Walkringen, Switzerland. He was the son of Benedict Kläy and Anna Stettler. Walkringen is east of the larger Swiss city of Bern. Benedict married Anna Barbara Utz on February 1, 1850, in Langnau, --- 4 Christian Roth (1829-1909) and Rosina Lederach (1843-1909) relocated to the Swiss settlement in Helvetica, Randolph County, West Virginia. 5 Holmes County Farmer, January 9, 1896 6 Leroy Beachy, Unser Leit: The Story of the Amish, Vol. 2 (Millersburg, OH: Goodly Heritage Books, 2015), 156. 7 Holmes County Republican, January 25, 1883. Bishop Moses J. Miller (1811-1896), called “Glaz” Mose. 8 https://gw.geneanet.org/walterklaey (Accessed September 10, 2021). The Kline Family and their Amish Connections Adam Hershberger The Kline family’s connection to the Amish of Holmes County was forged through much pain and suffering in the late 1800s. Their journey to America and their connection to the Amish church is different than many other local Amish families. In the last year new discoveries in their family history have opened a window into this family, their history, and their ties to the Amish church. It all begins with a Swiss immigrant, Benedict Kline, and his wife Anna Barbara. In 1884, Benedict Kline and wife Anna Barbara (Utz) were residents of Berlin township, Holmes County, Ohio. Both were born in Switzerland and had emigrated to America. According to a local newspaper, Benedict “occasionally swallows too much liquor, and when intoxicated becomes noisy and abusive.”¹ This made Benedict a ready victim for mistreatment or pranks, or even susceptible for being arrested for swearing. One such prank is recorded in the same local newspaper when “some party” had filled Benedict’s pipe with powder. The writer stated, “there is nothing pleasant in a trick of that kind.”² It appears that this penchant for trouble led to Benedict’s involvement in a fight in 1882 between the local towns of Millersburg and Berlin. Charley Marchand of Millersburg held Benedict by his legs and made him walk on his hands. Since it is recorded that Benedict was a man of some strength, he struggled and escaped from Marchand’s grasp. He then picked up and threw a half-brick lying beside the town pump into his opponent’s face, dislocating Marchand’s jaw. A brawl broke out and the men of Berlin prevailed and drove the Millersburg men out of town. This brawl was later named the Millersburg-Berlin fight.³ Benedict’s addiction to alcohol brought many hardships for the Kline family. In 1870 the family was living in Walnut Creek Township. They purchased three acres of land in Berlin Township from Christian and Rosina Roth on --- ¹ Holmes County Farmer, February 21, 1884. ² Holmes County Farmer, July 31, 1890. ³ Oscar R Miller, Sesquicentennial History of the Berlin Community (Berlin, OH, 1967), 26. PUBLICATIONS OF THE OHIO AMISH LIBRARY Lowry, James ed. with David J. Rempel Smucker and John L. Ruth. *Hans Landis: Swiss Anabaptist Martyr and Seventeenth Century Documents*. Millersburg OH, Ohio Amish Library, 2003. Lowry, James. *Documents of Brotherly Love: Vol. 1, 1635-1709*. Millersburg, OH. Ohio Amish Library, 2007. Lowry, James. *Documents of Brotherly Love: Vol. 2, 1710-1711*. Millersburg, OH. Ohio Amish Library, 2015. Miller, Wayne R. *Tom Lyons: The Indian Among the Amish*. Millersburg, OH. Ohio Amish Library, 2017. *Songs of the Ausbund, Vol. 1: History and Translation of Ausbund Hymns*. Millersburg, OH. Ohio Amish Library, 1998. *Songs of the Ausbund, Vol. 2: History and Translation of Ausbund Hymns*. Millersburg, OH. Ohio Amish Library, 2007. BOOKS OF LOCAL INTEREST AVAILABLE FOR PURCHASE THROUGH THE OHIO AMISH LIBRARY Beachy, Leroy. *Cemetery Directory of the Amish Community in Eastern Holmes and Adjoining Counties in Ohio*. Berlin OH: Leroy Beachy, 1975. Beachy, Leroy. *Unser Leit: The Story of the Amish*. 2 vol. Berlin OH: Goodly Heritage Books, 2011. Gingerich, Hugh E. and Rachel W. Kreider. *Amish and Amish Mennonite Genealogies*. Gordonville, PA: Pequea Bruderschaft Library, 2007. Louden, Mark L. *Pennsylvania Dutch: The Story of an American Language*. Baltimore. Johns Hopkins University Press, 2016. Yoder, Emmanuel. *Begebenheiten fon Holmes County Deiner fon 200 Yohr: 1808-2008*. Sugarcreek, OH, Schlabach Printers, 2009. Yoder, Henry A. *Amish Obituaries of Holmes County, OH and Vicinity: 1857-2010*. Fredericksburg, OH. Holmes Printing, 2011. Yoder, Marcus A. *Cathedrals, Castles, & Caves: The Origins of the Anabaptist Faith*. Winesburg, OH. JPV Press, 2018. *We have a variety of genealogical, family histories and books of local interest available for purchase.*
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Traumatic Grief in Military Children Information for Families In Partnership with This project was funded in part by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS). This project was funded in part by a mini-grant from the National Center for Child Traumatic Stress (NCCTS), the coordinating center of the National Child Traumatic Stress Network (NCTSN). The Nature of Grief Introduction to Childhood Grief Like adults, children and teens may feel intense sadness and loss, or “grief,” when a person close to them dies. And like adults, children and teens express their grief in how they behave, what they think and say, and how they feel emotionally and physically. Each child and parent grieves differently, and there is no right or wrong way or length of time to grieve. Some grief reactions cut across children’s developmental levels, and children may show their grief in many different ways. For example, bereaved children or teens of any age may sleep or cry more than usual. They may regress and return to earlier behaviors, or they may develop new fears or problems in school. They may complain about aches and pains. They may be angry and irritable, or they may become withdrawn and isolate themselves from family and friends. Bereaved children may also act in uncharacteristic ways that those around them may not recognize as grief reactions. For example, a quiet toddler may have more tantrums, or an active child may lose interest in things he or she used to do, or a studious teen may engage in risky behavior. Whatever a child’s age, he or she may feel unrealistic guilt about having caused the death. Sometimes bereaved children take on adult responsibilities and worry about their surviving parent and about who would care for them if they were to lose that parent as well. These worries can be especially acute if the surviving parent is also in the military. Traumatic Grief in Military Children The reactions of some children and teens to the death of a parent or someone close to them may be more intense than the common deep sadness and upset of grief. In childhood traumatic grief, children develop symptoms associated with posttraumatic stress disorder (PTSD). (Table 1 describes examples of common and traumatic grief reactions at various ages.) Children of military families may be more likely to experience these more intense reactions if, for example, the death was sudden or traumatic, if it occurred under terrifying circumstances, or if the child witnessed or learned of horrific details surrounding the death. Also, although posttraumatic stress reactions may occur after a deployed parent has been killed in combat, symptoms can also appear when death comes weeks or months after an initial combat injury, even if the death has been anticipated by the child or adults in the child’s life. Not all children who experience the death of someone special under traumatic circumstances develop traumatic grief. However, in some cases, children may develop symptoms of PTSD that interfere with their ability to grieve and to call up comforting memories of the person who died. Traumatic grief may also interfere with everyday activities such as being with friends and doing schoolwork. PTSD symptoms in children with traumatic grief can include: - **Reliving aspects of the person’s death** or having intrusive thoughts, for example, experiencing nightmares about the death, not being able to stop thinking about how the person died, imagining how much the person suffered, or imagining rescuing the person and reversing the outcome. - **Avoiding reminders of the death or of the person who died**, for example, by avoiding pictures of the deceased person or news about the military, by not visiting the cemetery, by not wanting to remember or talk about the person, or by feeling emotionally numb. - **Increased arousal**, being nervous and jumpy or having trouble sleeping, having poor concentration, being irritable or angry, being “on alert,” being easily startled, and developing new fears. In general, if it becomes apparent that your child or teen is having very upsetting memories, avoiding activities or feelings, or experiencing physical, emotional, or learning problems, he or she may be having a traumatic grief reaction. (See Table 1.) You may wish to seek help or counseling for your child or teen if grief reactions seem to continue without any relief, if they appear for the first time after an initial period of relative calm, if they get worse, or if they interfere with your child’s being with friends, going to school, or enjoying activities. | Age | Understanding of death | Common grief reactions | Traumatic grief reactions | |----------------------|----------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------| | **Preschool and young children** | Do not understand that death is final. May think that they will see the person again or that the person can come back to life. May think it was their fault that the person died. | May become upset when their routines change. May get worried or fussy when apart from their usual caregivers and may be clingy and want extra attention. May express fears, sadness, and confusion by having nightmares or tantrums, being withdrawn, or regressing to earlier behaviors. | May repetitively engage in play about the death or the person who died. May have problems getting back on schedule or meeting developmental milestones. May have difficulty being comforted. | | **School-age children** | Gradually gain a more mature understanding of death. Begin to realize that death is final and that people do not come back to life. May have scary beliefs about death, like believing in the “boogey man” who comes for the person. | May ask lots of questions about how the person died and about what death means. May display distress and sadness in ways that are not always clear, like being irritable and easily angered. May avoid spending time with others. May have physical complaints (headaches, stomachaches). May have trouble sleeping. May have problems at school. May have no reaction at all. May dream of events related to the death or war. May want to call home during the school day. May reject old friends and seek new friends who have experienced a similar loss. | May repeatedly talk or play about the death. May have nightmares about the death. May become withdrawn, hide feelings (especially guilt), avoid talking about the person, or about places and/or things related to the death. May avoid reminders of the person (for example, may avoid watching TV news, may refuse to attend the funeral or visit the cemetery). May become jumpy, extra-alert, or nervous. May have difficulty concentrating on homework or class work, or may suffer decline in grades. May worry excessively about their health, their parents’ health, or the health and safety of other people. May act out and become “class clown” or “bully.” | | **Teens** | Have a full adult understanding of death. | May have similar grief reactions to those of school-age children when at home, with friends, and at school. May withdraw, become sad, or lose interest in activities. May act out, have trouble in school, or engage in risky behavior. May feel guilt and shame related to the death. May worry about the future. May hide their true feelings. | May have similar traumatic grief reactions to those of school-age children when at home, with friends, and at school. May avoid interpersonal and social situations such as dating. May use drugs or alcohol to deal with negative feelings related to the death. May talk of wanting to harm themselves and express thoughts of revenge or worries about the future. May have low self-esteem because they feel that their family is now “different” or because they feel different from their peers. | Since 2001, thousands of military children have had parents killed in combat operations in Iraq and Afghanistan. Many other children have had siblings, cousins, and other relatives die in war. Children who lose military family members during wartime are similar to other grieving children in many ways. Like other American children, they come from families of varying diversity and configuration. However, those who care for or work with grieving military children should be aware of certain unique aspects of military family loss. For one thing, many military service parents may have been deployed for extended periods of time before dying. Because of this, children who may already have been dealing with their parent’s physical absence for some time may not experience any immediate changes in their day-to-day life when they learn of the death. Their past experience with the person’s absence may make it hard for some children to accept the permanence of their loss or to take part in their family’s grieving. Also, military deaths during wartime are part of public events, which diminishes the privacy that families usually have when grieving. This lack of privacy can make it more difficult for family members and other caring adults to protect children from unexpected or unwanted intrusions into family mourning. A family may prefer that the death be kept private. In such circumstances, communities need to be mindful and respectful of the bereaved family’s wishes. However, even well-meaning individuals can encroach on desired privacy. Media can be particularly intrusive and sometimes even aggressive, for example, when they arrive unexpectedly at homes or funeral services where bereaved children are present. Responsible family members should be encouraged to set limits on intruders or well-intentioned individuals to protect children’s interests. Given the political nature of war and the public nature of military deaths, military children may feel confused by how the death is reported or framed within their families, in their school, or in their community. A child who overhears conversation that a parent died “needlessly” in an “unnecessary” war may find it much harder to accept and integrate that death than a child whose parent’s death is considered “noble” or “heroic.” Also, older teenagers may have their own opinions and feelings about the war, and these may either ease or complicate their grief over the loss of their loved one. Military deaths may be experienced differently by families and communities depending upon how they are perceived. Many military children lose loved ones to combat, and in some cases, the body may be disfigured, for example, if death was caused by an improvised explosive device (IED). Many other deaths occur as the result of accidents, risk-related behaviors, medical illnesses, or suicide. Any of these circumstances can further complicate children’s reactions and affect their ability to integrate their loss. From the arrival of the uniformed death notification team through funerary military honors, military traditions and rituals surround the death of fallen service members. Because family participation is voluntary, family members can decide to what degree military ritual will be incorporated into the family’s mourning process. Many children and families find these military ceremonies comforting. However, even when families elect military funeral services, younger children may be confused or frightened by the events, and they should be prepared for what will happen. For example, they should be told in age-appropriate terms where the body will be (for example, in a casket) and how people will react (for example, “People will be in uniform and some will be crying”), and what they may do (for example, “Your aunt will be there to keep you company and play with you if you get tired of sitting”). Bereaved families who live on military installations will likely be surrounded by community support and interest. Families typically appreciate this interest and support, but they should also feel free to choose what is most helpful for them. However, the combination of sadness and fear brought about by a death can be challenging for bereaved military children when they are with other military classmates who are not bereaved. Also, Reserve and National Guard families, or others who live outside military communities, may find that their unique grief is less well understood by others around them, and children who attend schools with few other military children may find themselves isolated in their experiences of loss. They may feel that others do not fully understand what they are going through. After a parent dies, military children often experience additional stresses that further magnify the effects of their loss. For example, they may have to move from the military installation where they have lived to a new community where those around them are unaware of their military identity or of the nature of their family member’s death. In such circumstances, military children may find themselves suddenly no longer “military” in that they lose that identity in addition to leaving behind their friends and familiar activities, schools, or child-care providers. Once in their new community, children and families must also decide what they want to share with others about the person and about their military-related experience. Helping Your Child ✦ **Provide a sense of security.** After a death, your child might cling to you more, have trouble separating, or be extra-fearful of losing you too. When separating, reassure your child in concrete ways about when you will return. For example, you might say, “I will pick you up right after your lunch.” Keep up with routines and activities that are predictable, familiar, comforting, and reassuring as much as possible. This helps children feel safer and more secure at a time when everything may feel different and unsettled. Be mindful that because children often react to stressful situations through their behavior rather than with words, discipline may need to be flexible. Rather than just punishing problem behaviors, it is important to explore the reasons for the behaviors and to understand that they may be related to grief. ✦ **Be patient.** This may be hard to do! Your child’s grief may make his or her behavior and needs more challenging, especially when you are managing your own grief at the same time. Remember that everyone is adjusting to lots of changes in the household and daily life, so there may be ups and downs as time moves on. Your child may need more frequent praise and positive reinforcement. Give extra hugs and comfort. ✦ **Pay attention to what your child is communicating through his or her words and behaviors.** While some children will be able to verbalize what they are experiencing, others (especially very young ones) might not know what they are feeling or how to express it in words. Be open to your child’s reactions and questions. Listen to what your child is telling you in words, but also note changes in behavior or physical complaints. ✦ **Encourage expression of feelings.** Drawing, writing, playing, acting, and talking can all help your child to get his or her feelings out. Help your child identify the thoughts and feelings that go with his or her behavior. ✦ **Know that it can be challenging to separate grief reactions from other feelings and behaviors.** Children have their own styles and personalities and therefore have individualized ways of grieving. For example, some may hide their feelings while others may be prone to fighting. In addition, as life continues, children are faced with other life stresses such as not getting picked for a team or worrying about tests. In general, if your child’s reactions or behavior become more intense or continue over time, consider seeking outside guidance to help sort out grief reactions from other parenting and child difficulties. ✦ **Watch out for reminders.** Keep an eye out for military-related reminders that may be difficult for your child. A child who gets overly upset or angry when seeing another person in uniform or when hearing about a war may need additional support or professional help to learn how to cope with painful events or images. Support your child in maintaining a connection to the person who died. Sharing stories, photos, and memories can help your child keep the person who died an ongoing part of his or her life and identity. As you share memories, follow and respect your child’s lead. If he or she does not seem interested in talking or hearing about the person who died, don’t push it. Try again another time. If your child seems continually and/or intensely distressed when talking about the person who died, or seems indifferent or “shut down,” consider talking to a professional for guidance. Provide explanations. Even the youngest child needs an explanation of what has happened. Use simple language and follow your child’s cue as to how much information to offer at any given time. Be prepared to repeat the information. If your child is very young, it might take many years and many conversations for him or her to fully understand that the person who died is not coming back, and that this is not the child’s fault. Keep other important adults informed of what your child is experiencing. Partner with child-care and preschool providers, teachers, coaches, youth leaders, and other adults to support your child by helping them to understand the connection between grief and your child’s feelings and behaviors. Be an advocate for your child at school. Discuss the impact of the death on the child with important school staff. Caregivers and teachers should work together to come up with an age-appropriate plan to help students who feel upset during the day or who worry about caregivers’ safety when apart. Be aware if the school tries to diagnose your child with learning, emotional, and/or attention disabilities instead of recognizing the effects of grief. You may need to talk with school personnel about adjusting their expectations about schoolwork. You can refer school personnel to another fact sheet, Traumatic Grief in Military Children: Information for School Personnel. Promote involvement. Participation in a project or organization that helps others will allow your child to feel needed and connected. Doing something as a family to honor the deceased’s interests affirms life and can help counteract feelings of helplessness. Form peer support groups or play groups. Children want to feel normal and to know that they are not alone. Forming bonds with other children who are dealing and coping with similar situations can be extremely beneficial. There are often support groups around military bases as well as Tragedy Assistance Program for Survivors (TAPS) Seminars and Good Grief Camps held regionally across the country. These are a perfect place to meet others. If you have more than one child, be sure to spend one-on-one time with each child in the family so no one feels left out and everyone feels special. This can be something as simple as going to the park or baking together. Be sensitive to the changes in your child’s life related to the death. Military deaths are associated with many other changes that can impact your child’s grieving process. For example, if your family must now move from a military base to a civilian home, or if your child changes schools, it’s important to help the child with his or her goodbyes and to plan for the transition. Arranging and encouraging visits with old friends, as well as working with a new community to get the child involved in activities and groups, are important aspects of adjusting to the death. Be mindful of the interaction of grief and other issues. A child’s and family’s individual situation should be considered. For example, if a child had prior mental health problems or if the parents were divorced, the child may be experiencing additional feelings or encountering new living situations that need attention. Future relationships with extended family members of the person who died should also be handled with sensitivity to minimize additional loss for the child. Consider the differing needs of children who are bereaved at different ages. Children who were infants, toddlers, or even preschoolers at the time of death will experience the death differently than older children will. In particular, very young children will not have the same depth of a relationship as an older child or spouse and will not have a store of memories to draw upon. Surviving parents can help by telling stories and providing details in words and pictures to help establish the person’s presence and give the child a sense of history. As your young child gets older, he or she may ask specific questions to help gather more memories. Help your child over time. As time goes by and your child becomes older, new situations will stir up grief reactions. For example, an older child who seemed to have been in good spirits may become upset when he or she realizes that the person who died will not be there to attend an important event such as a sports competition or prom. Such reactions are normal and to be expected. Be prepared to revisit the loss with your child, and seek professional support as needed. Taking Care of Yourself Get enough sleep, exercise, and time for yourself. You may believe that caring for your children is the only thing that matters now, but in order to do this, you have to also take care of yourself. Modeling self-care is one of the most important things you can do for your children. It assures them that you intend to stay healthy for a long time to come. Keep caring, familiar, and important adults around. They can provide support for you and your children. Grandparents, relatives, special friends, and neighbors can help provide caring stability and age-appropriate “fun” that your child may be craving. Model healthy coping. Children often take their cues about how to react from the important adults around them and use adults as models for their own feelings and behaviors. If you are sad or upset in front of your child, that’s okay. Explain that grownups feel sad too. Show your child through words and actions that, even when you’re upset, you are still able to manage your feelings and to take care of him or her. For example, you might say to your two-year-old, “I’m crying right now because I miss Daddy so much and I’m feeling a little sad. How about we just sit down and play with your blocks for a while? I love spending time with you.” Seek professional support. Parents and caregivers sometimes feel as though they should handle everything on their own. Experiencing the death of a loved one can be extraordinarily painful—even overwhelming—and doesn’t necessarily get better on its own. It makes sense to seek the advice, guidance, and support of people who know about grief and can answer your questions about what you may be experiencing so you can support your child in what he or she is experiencing. If you do seek counseling, you may want to talk with different clinicians until you find a good fit. (See Table 2 for support groups and organizations.) | Name | Contact Information | |----------------------------------------------------------------------|-------------------------------------------------------------------------------------| | Army Morale Welfare and Recreation (MWR) | [http://www.armymwr.com](http://www.armymwr.com) | | Local Veterans Centers | [http://www.vetcenter.va.gov](http://www.vetcenter.va.gov) | | National Suicide Prevention Lifeline Veterans Hotline | [http://www.suicidepreventionlifeline.org/Veterans/Default.aspx](http://www.suicidepreventionlifeline.org/Veterans/Default.aspx) | | Military Child Education Coalition (MCEC) | [http://www.militarychild.org](http://www.militarychild.org) | | Military OneSource | [http://www.militaryonesource.com](http://www.militaryonesource.com) | | National Association of Home Care and Hospice (NAHC) | [http://www.nahc.org/](http://www.nahc.org/) | | National Child Traumatic Stress Network (NCTSN) | [http://www.nctsn.org](http://www.nctsn.org) | | National Military Family Association (NMFA) | [http://www.nmfa.org](http://www.nmfa.org) | | The Centering Corporation | [http://www.centering.org](http://www.centering.org) | | Tragedy Assistance Program for Survivors (TAPS) | [http://www.taps.org/youth/](http://www.taps.org/youth/) | | Tricare: Your Military Health Plan | [http://www.tricare.osd.mil](http://www.tricare.osd.mil) | | ZERO TO THREE (Military Families) | [http://www.zerotothree.org/site/PageServer?pagename=key_military](http://www.zerotothree.org/site/PageServer?pagename=key_military) | Cohen, J., Mannarino, A.P., & Deblinger, E. (2006). *Treating trauma and traumatic grief in children and adolescents*. New York, NY: The Guilford Press. Goldman, L. (2000). *Life & loss: A guide to help grieving children*. Philadelphia, PA: Accelerated Development. Hospice of Southeastern Connecticut Bereavement Program. (n.d). *Children’s understanding of death*. Retrieved May 9, 2008, from [http://www.hospicenet.org/html/understand.html](http://www.hospicenet.org/html/understand.html) Rando, T. (1984). *Grief, dying and death: Clinical interventions for caregivers*. Champaign, IL: Research Press. This Guide offers a very basic overview of how children may be affected by the death of a loved one. Assistance and information are also often available through military installations and/or local chaplains, spiritual organizations, school counselors, pediatricians, and local mental health professionals. There are many additional resources, including publications, organizations, programs, and services, that can further assist you in understanding and working through the grief that you and your child may be experiencing. This project was funded in part by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS. Suggested Citation: National Child Traumatic Stress Network. (2008). *Traumatic Grief in Military Children: Information for Families*. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress. **National Child Traumatic Stress Network** Established by Congress in 2000, the National Child Traumatic Stress Network (NCTSN) is a unique collaboration of academic and community-based service centers whose mission is to raise the standard of care and increase access to services for traumatized children and their families across the United States. Combining knowledge of child development, expertise in the full range of child traumatic experiences, and attention to cultural perspectives, the NCTSN serves as a national resource for developing and disseminating evidence-based interventions, trauma-informed services, and public and professional education. Photos courtesy of the Tragedy Assistance Program for Survivors (TAPS).
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Teenage Sleep Deprivation – A Multifactorial Issue - Social media - Increased homework load - Increased extracurricular demands - Earlier school hours - Age-related changes - Personal factors (e.g., sleep hygiene, sleep disorders, chronotypes) - Changes in work and business hours - A culture that de-values sleep Structural vs. Individual Roots of the Adolescent Sleep Epidemic Individual Roots (Fix the person) - Sleep Hygiene - Sleep Disorders Structural Roots (Fix the society) - Institutions (e.g., school hours, homework, extracurricular demands) - Environment (e.g., ban use of electric lighting) - Social norms/attitudes (e.g., celebrating sleep deprivation) Addressing individual roots will have limited impact if structural roots remain unaddressed. So, why focus on school hours? Of all these factors, only school start time has been shown to play both a major—and remediable—role Let Them Sleep: AAP Recommends Delaying Start Times of Middle and High Schools to Combat Teen Sleep Deprivation The Proof’s View Doctors’ orders: Start school days later How Did We Get Here? A Short History of Bell Times Decentralized education We don’t measure what we don’t think matters Shifting Sands Whatever we do now, we haven’t always done. And we haven’t done it very long. Until the mid-20th century, most schools started at about the same time, and rarely before 9 a.m. The Time’s Are Always “A-Changin” • The Principal shall, in their respective districts, under the direction of the Superintendent, make the following rules: All teachers shall devote as much of their time as may be necessary to insure a strict observance and enforcement of the following rules: 1. All teachers are required to be at their respective school rooms at the beginning of their assigned period, and to remain there until the bell for recess or dismissal sounds; except in case of illness, they shall report themselves without delay, in writing. 2. If any teacher is absent from his or her school room more than five minutes they are late, and the Principal shall forward such report to the Superintendent, with the cause thereof. To secure uniformity and avoid doubt in relation to time, the Principal shall keep a clock in each school room. * Source: New Haven Public Schools, Annual Report of the Board of Education of the New Haven City School District. New Haven, CT: City of New Haven, August 30, 1886, p. 153. Free, compulsory education is relatively new, and even newer when it comes to high school Not all states had compulsory elementary school attendance until 1917 In 1920 an estimated 6-13% of teenagers attended High School By the early 1920s high school enrollment rates were about 50% School Hours and Sleep Research: A Disconnect SCHOOLS 1900-1940: Growth in compulsory schooling, school buses, four counting 1940-1970: More students, fewer schools, longer commutes 1970-1990: Recession, fuel costs, changing demographics, desegregation, budget cuts lead to recycling buses, staggered bell times 1990s: Continued moves to earlier hours SLEEP RESEARCH 1938: First human EEG 1953: REM sleep discovered; Dement describes “cyclical nature” of sleep 1970: Dement found first sleep research center at Stanford 1970-1990: Carskadon et al. conduct initial studies on adolescent sleep; early research on sleep’s role in learning 1990s: Early reports of delayed phase shift in teens; impact of school start time schedules on sleep, health, learning 1993: First call for later start times by Minnesota Medical Association The Minnesota Medical Association was one of the first groups to publicly address the issue. In 1993 the MMA issued a public resolution to educate the public on: • The need for more sleep during adolescence than during childhood • The biological shift to a later sleep pattern in adolescence • The impact of inadequate sleep on driving safety and school performance • The recommendation for schools to eliminate early starting times for adolescents (Minnesota Medical Association, mnmed.org) KEY LESSONS FROM HISTORY • Everyone hasn’t “always” started school so early. • The shift to early hours occurred before we knew about teen sleep needs and patterns. • Moves to earlier hours primarily reflected budgetary considerations, not sleep, health, or well-being, or even adult convenience. So, where are we now? The average U.S. high school begins around 8 a.m. Many schools begin in the 7 a.m. hour. Wake-up and commute times are even earlier – sometimes by hours. Start times for U.S. high schools Percent of U.S. public high schools with varying start times: - 9:00 AM or later: 3.6% - Before 7:30 AM: 5.5% - 7:30 AM to 8:29 AM: 13.0% - 8:30 AM to 9:00 AM: 53% Source: U.S. Department of Education The Impact of Later School Start Times - Health - Safety - Learning - Equity - Economics When School Starts Later, Teens Get More Total Sleep Note: When students get more sleep, homework takes less time. Source: Maure, Sisk, Savel, Levin, Inc. CAREI Findings (2001) - Reduction in dropout rates - Less depression - Fewer disciplinary referrals - Improved attendance - Improved academic performance - Fewer tardies - Fewer absences in class - Homework completed in less time due to alertness & efficiency - Increased total sleep - 82% of parents preferred later times after one year despite earlier concerns of busing, athletics, child care What We Know Now That We Didn’t Know Then - More sleep - Fewer road traffic - Fewer accidents - Lower car insurance - Less use of alcohol and energy drinks - Reduced use of illegal drugs, cigarettes, and alcohol - Fewer teen car crashes - Reduced teen obesity and diabetes - Fewer school suspensions and drop outs - Better grades and test scores (particularly in disadvantaged populations) Source: Danner et al., 2014, National Center for Sleep Disorders Research Equity “[S]chool start times shifted one hour later increased reading test scores by 0.03 to 0.10 standard deviations and math test scores by 0.06 to 0.09 standard deviations. Disadvantaged students benefitted most, with effects roughly twice as large as advantaged students; the effects persisted into high school.” Jacob and Puckett, 2011 “[For schools with scheduling flexibility, starting class later can be an inexpensive way to boost achievement, even for schools where there will be costs.] We estimate that investing the resources to alter busing schedules and accommodate later start time activities can be a worthwhile investment… We conservatively estimate that the cost is $500 per student to 1 for later [high] school start times and 40 to 1 for middle school reform…” Jacob and Puckett, 2011 “All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.” --Arthur Schopenhauer CHANGE IS COST-EFFECTIVE This is a fixable problem. So, why aren’t we fixing it? It Isn’t About the Science Sleep is for the weak and unmotivated (Besides, teenagers are lazy) Fear and Intimidation - Perceived “Obstacles” - After-school jobs - Sports and other extracurricular activities - Childcare - Traffic Patterns - Budgets - Teacher commutes and commitments - Fears about safety of younger children - Speculation/Extrapolation - Fueled by fear of change and failure of imagination - All turn out to be unfounded or resolvable but politically powerful “Having been a superintendent, I know that one of the hardest things you can ever do is to begin to tinker with the bell schedule. People go absolutely bananas over that.” – Deb Delisle, Assistant Secretary, U.S. Department of Education A Political “Hot Potato” - Communities adapt to public school hours and fear impact of change - Pushback when anyone proposes a change to the status quo – a political “hot potato” - Superintendents have even lost their jobs over this issue “It’s hard to get a man to understand evidence when his job depends on his not understanding it.” – Upton Sinclair Many schools have managed to change 1996: Edina, MN 1997. Minneapolis Public Schools 2003. Wilton, CT. 2015. Approximately 1,000 schools in 70 districts Wahlstrom, 2014; Owens et al., 2014 Blueprint for Change Critical Components of Change - **Leadership:** Involves more than just sufficient - Education of the Entire Community (e.g., students, parents, teachers, school nurses) about justification for healthy school start times and approaches to optimizing healthy sleep - **Consensus Building Among Stakeholders** - Early identification of concerns and potential concerns and seek potential solutions - Includes community members or organizations that use school district fields and facilities - Involves school staff and teachers in decision-making about implementation and developing their buy-in - Face-to-face meetings with community groups to build trust - **Monitor Outcomes** and communicate positive results to the community - Use surveys, focus groups, and other methods to measure impact - Ideally work with county health professionals or local university or medical centers to design pre- and post-surveys and other methods to measure impact on student health, safety, and academics Blueprint for Change (cont.) - **Lessons Learned** - Transportation is often a major logistical and cost factor - Most concerns (including impact on athletics and after-school programs) prove unfounded - One size does not fit all - Prioritizing sleep health goes hand-in-hand with school start time change - Adjustments take time - Sustained public health efforts can facilitate consensus building - Anticipation is often worse than reality - Monitoring *Source: Owens et al., *Mind, Brain, and Education*, 2014* WHERE THERE'S A WILL, THERE'S A WAY School communities that have prioritized health and learning have found creative, affordable, ways to run schools at safe, healthy hours What Is To Be Done? Goal: Building Political Will | Strategy | Tactics | |----------|---------| | Reframe sleep and school hours as public health problems, not negotiable school budget items | Multi-level, push-pull approach including grassroots activism, educational research, position statements, legislation, and litigation at local, state, and federal levels | A Matter of Public Health Sleep and school hours are negotiable school budget items Forces local school officials to balance them with other pressing needs like instructional materials and teacher salaries. Sleep and school hours are matters of public health Moves decisions into other hands and clarifies priorities. MULTI-PRONGED APPROACH Health Professionals as Advocates Patient Education and Beyond: The Role of the Health Professional For More Information • Start School Later, Inc. (startschoollater.net) • The Impact of School Start Times on Adolescent Health and Academic Performance (schoolstarttime.org) • Smart School Start Website (smartschoolstart.org) Acknowledgements Thanks to the following people for sharing their slides, insights, and research: • Darrel Drobisch • Phyllis Payne • Ruben Baler • Charles Czeisler • Stacy Simmer • Debbie Owensby Moore
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0
Board Reflection Principles of Catholic Identity in Education The Cardinal Newman Society’s publication of *Principles of Catholic Identity in Education* culminates an extensive review of Vatican documents from the past century to identify essential marks of a Catholic education. It is our hope that the *Principles* will encourage new awareness of what makes Catholic education special and essential to the Church’s mission of evangelization. At the Newman Society, the *Principles* serve as the starting point for all of our work in elementary and secondary education. Although no project of this scope can capture every aspect of Vatican teaching, the *Principles* faithfully reflect recurring themes and key expectations of the Church for Catholic schools, with regard to their unique mission of evangelization and formation. As much as possible, the five principles cite verbatim the language from Vatican documents. Developed by Denise Donohue, Ed.D., and Dan Guernsey, Ed.D. Introduction *Principles of Catholic Identity in Education: Board Reflection* is designed to help members of a school’s governing body reflect upon those elements the Catholic Church expects to be present in all Catholic education and which make it distinctive. The reflection is structured upon five principles of Catholic identity derived from Church documents related to education: *Inspired by Divine Mission; Models Christian Communion and Identity; Encounters Christ in Prayer, Scripture, and Sacraments; Integrally Forms the Human Person and Imparts a Christian Understanding of the World*. Each principle includes a summary which is comprehensive, yet concise.\(^1\) It is then followed by a series of suggested questions to help board members enhance and assess their school’s Catholic identity. **Intention for Use** *Catholic Identity in Education: Board Reflection* helps school board members conduct an internal formative self-assessment of their school’s Catholic identity.\(^2\) **Suggestions for Use** Because of the limited amount of time available to school board members, it is recommended that the board chair and head of school reflect on which specific areas of Catholic identity would be most beneficial to examine. Allow 1-1½ hours for each principle. Boards could review in-depth just one principle or undertake an examination of all five principles in a cursory fashion in about 4 hours. All members the governing body should be present and involved in an unhurried and deliberate discussion that is substantial and honest. This might include recording strengths and weaknesses, brainstorm- --- 1 A more complete exposition of the principles is available in these resources: *Principles of Catholic Identity in Education: Church Documents for Reflection* and *Principles of Catholic Identity in Education: Principles and Sources in Church Teaching*. 2 The Cardinal Newman Society has also created other assessment tools for schools including: *Principles of Catholic Identity in Education: Faculty and Staff In-Service* and our Catholic Education Honor Roll. ing ideas to enhance Catholic identity, and making specific plans for growth and improvement. It is highly recommended that a school administrator be present at group discussions to address issues as they arise and to add additional information as warranted. Some schools might choose to use an objective third-party facilitator. Principle I Inspired by Divine Mission Catholic education is an expression of the Church’s mission of salvation and an instrument of evangelization: to make disciples of Christ and to teach them to observe all that He has commanded. Through Catholic education, students encounter God, “who in Jesus Christ reveals His transforming love and truth.” Christ is the foundation of Catholic education; He journeys with students through school and life as “genuine Teacher” and “perfect Man.” As a faith community in unity with the Church and in fidelity to the Magisterium, students, parents, and educators give witness to Christ’s loving communion in the Holy Trinity. With this Christian vision, Catholic education fulfills its purpose of “critical, systematic transmission of culture in the light of faith” and the integral formation of the human person by developing each student’s physical, moral, spiritual, and intellectual gifts in harmony, teaching responsibility and right use of freedom, and preparing students to fulfill God’s calling in this world and to attain the eternal kingdom for which they were created. Catholic education is sustained by the frequent experience of prayer, Sacred Scripture, and the Church’s liturgical and sacramental tradition. Reflection on Church Teaching Vatican II describes the mission of Catholic education as leading all students to salvation by helping them become prayerful, moral, and Christ-like individuals to build the Church on earth, evangelize the world, and contribute to the common good. A Christian education does not merely strive for the maturing of a human person… but has as its principal purpose this goal: that the baptized, while they are gradually introduced the knowledge of the mystery of salvation, become ever more aware of the gift of Faith they have received, and that they learn in addition how to worship God the Father in spirit and truth especially in liturgical action, and be conformed in their personal lives according to the new man created in justice and holiness of truth; also that they develop into perfect manhood, to the mature measure of the fullness of Christ and strive for the growth of the Mystical Body; moreover, that aware of their calling, they learn not only how to bear witness to the hope that is in them but also how to help in the Christian formation of the world that takes place when natural powers viewed in the full consideration of man redeemed by Christ contribute to the good of the whole society.\textsuperscript{10} This notion is carried forth in subsequent documents which again emphasize the evangelizing mission of Catholic education for personal sanctification and social reform. Catholic education is an expression of the mission entrusted by Jesus to the Church He founded. Through education, the Church seeks to prepare its members to proclaim the Good News and to translate this proclamation into action. Since the Christian vocation is a call to transform oneself and society with God’s help, the educational efforts of the Church must encompass the twin purposes of personal sanctification and the social reform in light of Christian values.\textsuperscript{11} How a school accomplishes this mission includes many elements, but chief among them is a focus on Christ, especially His life and His teachings. Church documents on education consistently emphasize a Christocentric dimension for the school’s existence. Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.\textsuperscript{12} In a Catholic school, everyone should be aware of the living presence of Jesus the “Master” who, today as always, is with us in our journey through life as the one genuine “Teacher,” the perfect Man in whom all human values find their fullest perfection. The inspiration of Jesus must be translated from the ideal into the real. The gospel spirit should be evident in a Christian way of thought and life which permeates all facets of the educational climate.\textsuperscript{13} Catholic education must also help students encounter Christ’s presence in Scripture, in the Sacraments, in prayer, in each other, and in their studies. As Pope Benedict XVI noted: First and foremost every Catholic educational institution is a place to encounter the living God who in Jesus Christ reveals his transforming love and truth. This relationship elicits a desire to grow in the knowledge and understanding of Christ and his teaching. In this way those who meet him are drawn by the very power of the Gospel to lead a new life characterized by all that is beautiful, good, and true; a life of Christian witness nurtured and strengthened within the community of our Lord’s disciples, the Church.\textsuperscript{14} This helps create a distinctive Catholic school experience in culture, climate, and community. The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love...The Council, therefore, declared that what makes the Catholic school distinctive is its religious dimension, and that this is to be found in a) the educational climate, b) the personal development of each student, c) the relationship established between culture and the Gospel, d) the illumination of all knowledge with the light of faith.\textsuperscript{15} A further distinctive element of Catholic education is its dedication to integral formation. This integral formation is the unique way the Church responds to the complex and real crisis of the age facing her children and facing the world as a whole. Education today is a complex task, which is made more difficult by rapid social, economic, and cultural changes. Its specific mission remains the integral formation of the human person. Children and young people must be guaranteed the possibility of developing harmoniously their own physical, moral, intellectual and spiritual gifts, and they must also be helped to develop their sense of responsibility, learn the correct use of freedom, and participate actively in social life (cf. c. 795 Code of Canon Law; c. 629 Code of Canons for the Eastern Churches). A form of education that ignores or marginalises the moral and religious dimension of the person is a hindrance to full education, because “children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God.”\textsuperscript{16} In summary, Catholic education is part of the saving mission of the Church. She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a center in which a specific concept of the world, of man, and of history is developed and conveyed. The Catholic school forms part of the saving mission of the Church, especially for education in the faith. Remembering that, “the simultaneous development of man’s psychological and moral consciousness is demanded by Christ almost as a pre-condition for the reception of the befitting divine gifts of truth and grace”. The Church fulfills her obligation to foster in her children a full awareness of their rebirth to a new life. It is precisely in the Gospel of Christ, taking root in the minds and lives of the faithful, that the Catholic school finds its definition as it comes to terms with the cultural conditions of the times.\textsuperscript{17} It must never be forgotten that the purpose of instruction at school is education, that is, the development of man from within, freeing him from that conditioning which would prevent him from becoming a fully integrated human being. The school must begin from the principle that its educational program is intentionally directed to the growth of the whole person.\textsuperscript{18} **Questions to Aid Reflection or Assessment** Below are questions to facilitate reflection and begin a discussion of how well the school fulfills the mission of Catholic education. Choose areas for discussion as time allows. School’s Mission ◊ What is our school’s mission? Do we all know it? ◊ Does our school’s mission advance the Church’s mission of salvation and evangelization? ◊ Is Christ the foundation of our school? How so? How can we make this more evident? ◊ What corrective action is taken when the school deviates from the mission? ◊ How well are we fulfilling our mission? How do we know? Mission Statement and Governing Documents ◊ How do the school’s mission statement and governing documents reflect the divine mission for Catholic education? ◊ What in our school’s mission statement specifically distinguishes us from local, non-Catholic, private schools? ◊ When and how does the leadership of the school review the mission statement and the school’s compliance with the mission? Mission and Policy Issues ◊ How much does the mission of the school guide our overall policy decisions? Our financial and budgetary decisions? Our strategic planning and accreditation goals? ◊ Does a Christian understanding of the human person form the basis for our policy development and practices? (See also Principle IV.) ◊ Are programs for student formation sufficiently balanced to accomplish the integral formation of the whole person (i.e., sufficient courses and budgetary commitments)? *(See also Principle IV.)* **Mission and Identity** ◊ Is our school proudly and strongly Catholic in its identity? How can we tell? How can we improve in this area? ◊ What initiatives can we undertake to better work toward fulfillment of our mission? **Action Items:** Specific ideas or plans to work toward fulfillment of our mission. Principle II Models Christian Communion and Identity Catholic education teaches communion with Christ, by living communion with Christ and imitating the love and freedom of the Trinity.\textsuperscript{19} This communion begins in the home—with the divinely ordered right and responsibility of parents to educate their children—and extends to the school community in support and service to the needs of the family.\textsuperscript{20} It unites families and educators with a shared educational philosophy to form students for a relationship with God and with others.\textsuperscript{21} The educational community is united to the universal Church in fidelity to the magisterium, to the local Church, and to other schools and community organizations.\textsuperscript{22} The school community is a place of ecclesial experience, in which the members model confident and joyful public witness in both word and action and teach students to live the Catholic faith in their daily lives.\textsuperscript{23} In an environment “humanly and spiritually rich,” everyone is aware of the living presence of Jesus evidenced by a Christian way of life, expressed in “Word and Sacrament, in individual behaviour, [and] in friendly and harmonious relationships.”\textsuperscript{24} The school climate reproduces, as far as possible, the “warm and intimate atmosphere of family life.”\textsuperscript{25} As members of the Church community, students experience what it means to live a life of prayer, personal responsibility, and freedom reflective of Gospel values. This, in turn, leads them to grow in their commitment to serve God, one another, the Church, and the society.\textsuperscript{26} All teachers and leaders possess adequate skills, preparation, and religious formation and possess special qualities of mind and heart as well as the sensitivity necessary for authentic witness to the gospel and the task of human formation.\textsuperscript{27} Teachers and leaders of the educational community should be “practicing Catholics, who can understand and accept the teachings of the Catholic Church and the moral demands of the Gospel and who can contribute to the achievement of the school’s Catholic identity and apostolic goals.”\textsuperscript{28} **Reflection on Church Teaching: Part 1** **Encourages and Participates in Christian Communion** The Church teaches that education cannot be accomplished in isolation, but finds success when all those responsible for the education of the child work together. Because its aim is to make man more man, education can be carried out authentically only in a relational and community context. It is not by chance that the first and original educational environment is that of the natural community of the family. Schools, in their turn, take their place beside the family as an educational space that is communitarian, organic and intentional and they sustain their educational commitment, according to a logic of assistance.\textsuperscript{29} Through the building up of interpersonal relationships between colleagues, students, and families as well as between the school community and universal Church, and By giving witness of communion, the Catholic educational community is able to \textit{educate for communion}, which, as a gift that comes from above, animates the project of formation for living together in harmony and being welcoming. Not only does it cultivate in the students the cultural values that derive from the Christian vision of reality, but it also involves each one of them in the life of the community, where values are mediated by authentic interpersonal relationships among the various members that form it, and by the individual and community acceptance of them. In this way, the life of communion of the educational community assumes the value of an educational principle, of a paradigm that directs its formational action as a service for the achievement of a culture of communion.\textsuperscript{30} This community facilitates openness for the sharing of values and must not remain an ideal but become a lived and felt reality. The school must be a community whose values are communicated through the interpersonal and sincere relationships of its members and through both individual and corporative adherence to the outlook on life that permeates the school.\textsuperscript{31} How is this done? Some of the conditions for creating a positive and supportive climate are the following: that everyone agree with the educational goals and cooperate in achieving them; that interpersonal relationships be based on love and Christian freedom; that each individual, in daily life, be a witness to Gospel values; that every student be challenged to strive for the highest possible level of formation, both human and Christian. In addition, the climate must be one in which families are welcomed, the local Church is an active participant, and civil society—local, national, and international—is included. If all share a common faith, this can be an added advantage.\textsuperscript{32} So while the community of the school builds on the family and is lived and nurtured within its walls, the students should also experience a sense of belonging to the community of the universal Church. Concretely, the educational goals of the school include a concern for the life and the problems of the Church, both local and universal. These goals are attentive to the Magisterium, and include cooperation with Church authorities. Catholic students are helped to become active members of the parish and diocesan communities. They have opportunities to join Church associations and Church youth groups, and they are taught to collaborate in local Church projects.\textsuperscript{33} Finally, this ecclesial community is destined not for itself, but to be of service to the common good of the world through evangelization and service. More than any other program of education sponsored by the Church, the Catholic school has the opportunity and obligation to be unique, contemporary, and oriented to Christian service; unique because it is distinguished by its commitment to the threefold purpose of Christian education and by its total design and operation which foster the integration of religion with the rest of learning and living; contemporary because it enables students to address with Christian insight the multiple problems which face individuals and society today; oriented to Christian service because it helps students acquire skills, virtues, and habits of heart and mind required for effective service to others.\textsuperscript{34} **Questions to Aid Reflection or Assessment** Below are a series of questions to facilitate reflection and begin a discussion of how well the school encourages and participates in Christian communion. Choose areas for discussion as time allows. **Communion in General** ◊ How strong and healthy is our school’s sense of community? ◊ How effectively do we express and reinforce our commitment to foster communion among school members in our mission statement, governing documents, student and faculty handbooks, online and print publications, and website? ◊ How do we foster a school environment that evidences a Christian way of life, reproducing as far as possible the warm and intimate atmosphere of family life? ◊ Are there policies and procedures in place to ensure that student and employee organizations and associations conform to Catholic ideals, principles, and teachings? ◊ Are there programs in place or resources available to help employees struggling with personal challenges and crises? **Communion with Parents** ◊ How strongly do our parents feel a sense of belonging to this community? ◊ How strong is parent commitment to our school? ◊ How do we recognize the rights and responsibilities of parents to educate their children? ◊ What more can we do to make Catholic education accessible to large families and to the economically disadvantaged? ◊ What programs are in place to help families participate in the spiritual life of the school and as part of its faith community? **Communion among Students** ◊ Do our students seem to get along and treat each other kindly and respectfully? ◊ Do we have adequate opportunities for play, celebration, and fellowship building among the students? ◊ How do we provide for conflict management, breaking down any walls between groups and building healthy relationships among the students? ◊ Are there programs in place or resources available to help students struggling with personal challenges and crises? Do board members attend student celebrations, especially graduation? **Communion beyond the School** ◊ Is our school a respected and valued member of the larger community? ◊ How effectively do we express and reinforce our commitment to foster communion with individuals beyond the school environment in our mission statement, governing documents, student and faculty handbooks, online and print publications, and website? ◊ Are students active in service programs of the school and the community? ◊ How effectively do we relate with and support other area Catholic schools, our local parishes, efforts of the diocesan school office, and efforts of the universal Church? ◊ Do we have a respectful relationship with the local bishop? ◊ Are there programs or opportunities for students to experience the universality of the Catholic Church beyond our school walls? **Action Items:** Specific ideas or plans to work toward building a more Christian community. Reflection on Church Teaching: Part 2 Models Communion in Christ The community of a Catholic school begins with its faculty and staff and is fostered by its board. Teachers play a special role in creating an enriching atmosphere throughout the school. In the Catholic school, “prime responsibility for creating this unique Christian school climate rests with the teachers, as individuals and as a community”. Teaching has an extraordinary moral depth and is one of man’s most excellent and creative activities, for the teacher does not write on inanimate material, but on the very spirits of human beings. The personal relations between the teacher and the students, therefore, assume an enormous importance and are not limited simply to giving and taking. Moreover, we must remember that teachers and educators fulfill a specific Christian vocation and share an equally specific participation in the mission of the Church, to the extent that “it depends chiefly on them whether the Catholic school achieves its purpose.”\(^{35}\) For this reason, Catholic educators need a “formation of the heart”: they need to be led to that encounter with God in Christ which awakens their love and opens their spirits to others, so that their educational commitment becomes a consequence deriving from their faith, a faith which becomes active through love. In fact, even care for instruction means loving. It is only in this way that they can make their teaching a school of faith, that is to say, a transmission of the Gospel, as required by the educational project of the Catholic school.\(^{36}\) The success of the faculty and staff in creating a community that assists in leading students to communion with Christ and His Church depends upon their authentic witness and faithfulness in both word and action. The more completely an educator can give concrete witness to the model of the ideal person [Christ] that is being presented to the students, the more this ideal will be believed and imitated.\(^{37}\) In light of this, the Church insists that Instruction and education in a Catholic school must be based on the principles of Catholic doctrine, and the teachers must be outstanding in true doctrine and uprightness of life.\(^{38}\) Because authentic and lived teaching and living in communion is so critical to a Catholic school’s mission, the board needs to hire a faithful and practicing Catholic principal who in turn is capable of identifying and hiring Catholic teachers willing to participate in the mission of Catholic education to the fullest extent possible. Under the direction of the pastor or the duly elected or appointed school board, the principal of the Catholic school plays a crucial role in achieving the catechetical objectives of the parish…Therefore, the principal of a Catholic school must be a practicing Catholic in good standing who understands and accepts the teachings of the Church and the moral demands of the Gospel.\(^{39}\) As a catechetical leader in the Catholic School, the principal is called to recruit teachers who are practicing Catholics, who can understand and accept the teachings of the Catholic Church and the moral demands of the gospel, and who can contribute to the achievement of the school’s Catholic identity and apostolic goals…As a catechetical leader in the Catholic school, the principal is called to provide opportunities for ongoing catechesis for faculty members…The distinctive Catholic identity and mission of the Catholic school also depend on the efforts and example of the whole faculty…All teachers in Catholic schools share in the catechetical ministry… While some situations might entail compelling reasons for members of another faith tradition to teach in a Catholic school, as much as possible, all teachers in a Catholic school should be practicing Catholics.\(^{40}\) **Questions to Aid Reflection or Assessment** Below are questions to facilitate reflection and begin a discussion on how well the school acknowledges and fulfills the requirements for individuals within the school, as well as those affiliated with the school, to model and be in communion with Christ. Choose areas for discussion as time allows. Christian Witness ◊ Do others see our Board as “walking the walk” when it comes to living as disciples and joyfully working to spread God’s Kingdom? ◊ Are the requirements for members of the governing body or school board published, and do they require members to be practicing Catholics? ◊ Are members of the governing body or school board required to take an annual Oath to the teaching of the Magisterium of the Church, Catholic code of ethics for school board members, or other such public oath? How does the school ensure each governing official is informed of their responsibility to respect, promote, strengthen, and defend the Catholic identity of the school? ◊ How does the school ensure there is a commitment by the governing body to its Catholic identity? ◊ How does the school ensure that all school employees, volunteers, and board members have the qualities, skills, and commitment necessary for authentic witness to the Faith and the mission of Catholic education? Policy ◊ What policies does the school have for teacher employment in the rare instance only a non-Catholic is available to fill a position that does not involve formal catechesis of students? ◊ Are there policies or protocols in place to ensure that a non-Catholic employee or volunteer is aware and supportive of the school’s Catholic mission? ◊ Are there policies or programs in place to hold accountable employees and volunteers when commitment to Catholic ideals, morals, teachings, and/or principles is lacking? ◊ Are personnel policies applied in a consistent manner? **Action Items:** Specific ideas or plans to work toward better modeling of communion with Christ. Principle III Encounters Christ in Prayer, Scripture, and Sacrament Rooted in Christ, Catholic education is continually fed and stimulated by Him in the frequent experience of prayer, scripture, and the Church’s liturgical and sacramental tradition.\textsuperscript{41} The transmission of faith, catechesis, is intrinsically linked to these living encounters with Christ, by which He nurtures and educates souls in the divine life of grace and the gifts of the Holy Spirit.\textsuperscript{42} By their witness and sharing in these encounters, educators help students grow in understanding of what it means to be a member of the Church.\textsuperscript{43} Students discover the real value of the Sacraments, especially the Eucharist and Reconciliation, in accompanying the Christian in the journey through life. They learn “to open their hearts in confidence to Father, Son, and Holy Spirit through personal and liturgical prayer,” which makes the mystery of Christ present to students.\textsuperscript{44} Reflection on Church Teaching The community comprising the Catholic school finds its source of nourishment in the Word, in the Sacraments, and in the traditions of the Church. No Catholic school can adequately fulfill its educational role on its own. It must continually be fed and stimulated by its Source of life, the Saving Word of Christ as it is expressed in Sacred Scripture, in Tradition, especially liturgical and sacramental tradition, and in the lives of people, past and present, who bear witness to that Word.\textsuperscript{45} In a Catholic school, prayer and Gospel values facilitate harmony and a desire for service. Within such communities, teachers and pupils experience together what it means to live a life of prayer, personal responsibility and freedom reflective of Gospel values. Their fellowship helps them grow in their commitment to service God, one another, the Church and the general community.\textsuperscript{46} This ardent and vibrantly lived life of prayer and faith must not be hidden but freely and naturally expressed. From the first moment that a student sets foot in a Catholic school, he or she ought to have the impression of entering a new environment, one illumined by the light of faith, and having its own unique characteristics.\(^{47}\) Moreover, the Catholic school is well aware that the community that it forms must be constantly nourished and compared with the sources from which the reason for its existence derives: the saving word of God in Sacred Scripture, in Tradition, above all liturgical and sacramental Tradition, enlightened by the Magisterium of the Church.\(^{48}\) The characteristics of a rich faith life include easily identifiable representations of the spiritual life such as crucifixes, statues or pictures of saints, and a place set aside for prayer. It also involves introducing students to traditional Catholic prayers, traditions of the Church, and spiritual devotions, especially Marian devotions. An awareness of Mary’s presence can be a great help toward making the school into a “home”. Mary, Mother and Teacher of the Church, accompanied her Son as he grew in wisdom and grace; from its earliest days, she has accompanied the Church in its mission of salvation.\(^{49}\) As important as these Catholic devotions are, an essential element to any Catholic school is a rich and faithful sacramental life. An understanding of the sacramental journey has profound educational implications. Students become aware that being a member of the Church is something dynamic, responding to every person’s need to continue growing all through life. When we meet the Lord in the Sacraments, we are never left unchanged. Through the Spirit, he causes us to grow in the Church, offering us “grace upon grace”; the only thing he asks is our cooperation. The educational consequences of this touch on our relationship with God, our witness as a Christian, and our choice of a personal vocation.\(^{50}\) Especially important in the documents is a rich Eucharistic component. The essential point for students to understand is that Jesus Christ is always truly present in the Sacraments which he has instituted, and his presence makes them efficacious means of grace. The moment of closest encounter with the Lord Jesus occurs in the Eucharist, which is both Sacrifice and Sacrament. In the Eucharist, two supreme acts of love are united: Our Lord renews his sacrifice of salvation for us, and he truly gives himself to us.\textsuperscript{51} In the life of a Catholic school the Eucharist and the Sacrament of Reconciliation become frequent, lived, and loving encounters with God. The teacher will assist students to open their hearts in confidence to Father, Son, and Holy Spirit through personal and liturgical prayer. The latter is not just another way of praying; it is the official prayer of the Church, which makes the mystery of Christ present in our lives—especially through the Eucharist, Sacrifice and Sacrament, and through the Sacrament of Reconciliation. Religious experiences are then seen, not as something externally imposed, but as a free and loving response to the God who first loved us. The virtues of faith and religion, thus rooted and cultivated, are enabled to develop during childhood, youth, and in all the years that follow.\textsuperscript{52} As with all elements of the integral formation of its students, the authentic and lived participation of the faculty and staff in liturgies and Sacraments play a critical role in the success of the school’s mission. As a visible manifestation of the faith they profess and the life witness they are supposed to manifest, it is important that lay Catholics who work in a Catholic school participate simply and actively in the liturgical and sacramental life of the school. Students will share in this life more readily when they have concrete examples: when they see the importance that this life has for believers. In today’s secularized world, students will see many lay people who call themselves Catholics, but who never take part in liturgy or sacraments. It is very important that they also have the example of lay adults who take such things seriously, who find in them a source and nourishment for Christian living.\textsuperscript{53} Questions to Aid Reflection or Assessment Below are a series of questions to facilitate reflection and to begin a discussion of how one encounters Christ in the school. Choose areas for discussion as time allows. **General Questions** ◊ Do we start all Board meetings with prayer? ◊ Do we pause meetings as necessary with a prayer for guidance in particularly difficult situations? ◊ Do board members attend religious celebrations and events of the school? **Policies for Administrative Member** ◊ How does the school ensure that each member of the school community understands and shares in the school’s commitment to personal and liturgical prayer, contemplation of Sacred Scripture, and nourishment from the Sacraments? ◊ How does the school ensure that priests, religious, educators, and staff members possess the necessary qualities, skills, and commitment to lead student formation in the methods of prayer, authentic interpretation of Sacred Scripture, reverent liturgies, and reception of Sacraments according to the Church’s liturgical norms? ◊ How does the school provide for the continued spiritual formation of the governing body of the school or the school board? **Policies for Students** ◊ How does the school express a commitment to providing constant reference to the Gospel message, frequent opportunities for students to encounter Christ in both personal and liturgiHow does the school ensure the availability of the Sacraments for its students? How does the school work with the local Church to facilitate the reception of First Sacraments for students? **Action Items:** Specific ideas or plans to work toward encountering Christ in prayer, Scripture, and Sacraments. Principle IV Integrally Forms the Human Person The complex task of Catholic education is the integral formation of students as physical, intellectual, and spiritual beings called to perfect humanity in the fullness of Christ, which is their right by Baptism.\textsuperscript{54} The human person is “created in ‘the image and likeness’ of God; elevated by God to the dignity of a child of God; unfaithful to God in original sin, but redeemed by Christ; a temple of the Holy Spirit, a member of the Church; destined to eternal life.”\textsuperscript{55} Catholic education assists students to become aware of the gift of Faith, worship God the Father, develop into mature adults who bear witness to the Mystical Body of Christ, respect the dignity of the human person, provide service, lead apostolic lives, and build the Kingdom of God.\textsuperscript{56} Catholic education forms the conscience through commitment to authentic Catholic doctrine. It develops the virtues and characteristics associated with what it means to be Christian so as to resist relativism, overcome individualism, and discover vocations to serve God and others.\textsuperscript{57} “Intellectual development and growth as a Christian go forward hand in hand” where faith, culture, and life are integrated throughout the school’s program to provide students a personal closeness to Christ enriched by virtues, values, and supernatural gifts.\textsuperscript{58} As a child of God, made in his image, human formation includes the development of personal Christian ethics and respect for the body by promoting healthy development, physical activity, and chastity.\textsuperscript{59} In Catholic education, “There is no separation between time for learning and time for formation, between acquiring notions and growing in wisdom”; education and pedagogy inspired by Gospel values and distinguished by the “illumination of all knowledge with the light of faith” allows formation to become living, conscious and active.\textsuperscript{60} The atmosphere is characterized by discovery and awareness that enkindles a love for truth, and a desire to know the universe as God’s creation. The Christian educational program facilitates critical thinking that is ordered, precise, and responsible as it builds strength and perseverance in pursuit of the truth.\textsuperscript{61} \textbf{Reflection on Church Teachings: Part 1} \\ \textbf{Integral Formation Focused on Intellectual Development} The Catholic intellectual tradition is about more than simply maximizing intellectual skills; it is about ensuring that the intellect is authentically human, integrated, and oriented toward wisdom. Catholic schools are encouraged to promote a wisdom-based society, to go beyond knowledge and educate people to think, evaluating facts in the light of values.\textsuperscript{62} This intellectual work unites all three elements of truth, beauty, and goodness in a pursuit of wisdom, but especially a virtuous and rigorous search for truth. Within the overall process of education, special mention must be made of the intellectual work done by students. Although Christian life consists in loving God and doing his will, intellectual work is intimately involved. The light of Christian faith stimulates a desire to know the universe as God’s creation. It enkindles a love for the truth that will not be satisfied with superficiality in knowledge or judgment. It awakens a critical sense which examines statements rather than accepting them blindly. It impels the mind to learn with careful order and precise methods, and to work with a sense of responsibility. It provides the strength needed to accept the sacrifices and the perseverance required by intellectual labor.\textsuperscript{63} We do not just seek knowledge for the sake of power and utilitarian purposes, but rather for complete human flourishing and complete human formation. In the Catholic school’s educational project there is no separation between time for learning and time for formation, between acquiring notions and growing in wisdom. The various school subjects do not present only knowledge to be attained, but also values to be acquired and truths to be discovered.\textsuperscript{64} The Church does not shy away from a bold claim to know and teach the truth in a modern relativistic culture. St. John Paul II encouraged American educators to realize this point. The greatest challenge to Catholic education in the United States today, and the greatest contribution that authentically Catholic education can make to American culture, is to restore to that culture the conviction that human beings can grasp the truth of things, and in grasping that truth can know their duties to God, to themselves and their neighbors. The contemporary world urgently needs the service of educational institutions which uphold and teach that truth is “that fundamental value without which freedom, justice and human dignity are extinguished.”\textsuperscript{65} Reflection on Church Teachings: Part 2 Integral Formation Focused on Spiritual Development All schools focus on developing the intellect, but Catholic schools have a long history of particularly excelling in this academic enterprise. We have the added advantage of being able to actively form all aspects of the human person, especially the spiritual dimension. The spiritual life we model and the spiritual truths we teach must be completely faithful to the Church and should permeate and sit proudly alongside all academic disciplines of a school’s program. The integration of religious truth and values with life distinguishes the Catholic school from other schools. This is a matter of crucial importance today in view of contemporary trends and pressures to compartmentalize life and learning and to isolate the religious dimension of existence from other areas of human life.\textsuperscript{66} One component of this integral development is the specific teaching of Catholic doctrine. Educational programs for the young must strive to teach doctrine, to do so within the experience of Christian community, and to prepare individuals for effective Christian witness and service to others. In doing this they help foster the student’s growth in personal holiness and his relationship with Christ.\textsuperscript{67} The presentation of Catholic doctrine through religious instruction is not the whole of the school’s efforts; a catechetical component is also involved. Religious instruction is appropriate in every school, for the purpose of the school is human formation in all of its fundamental dimensions, and the religious dimension is an integral part of this formation. Religious education is actually a right - with the corresponding duties - of the student and of the parents. It is also, at least in the case of the Catholic religion, an extremely important instrument for attaining the adequate synthesis of faith and culture that has been insisted on so often. Therefore, the teaching of the Catholic religion, distinct from and at the same time complementary to catechesis properly so called, ought to form a part of the curriculum of every school.\(^{68}\) A result of this process is a religious formation that leads to an active and lived life of faith and worship. The life of faith is expressed in acts of religion. The teacher will assist students to open their hearts in confidence to Father, Son, and Holy Spirit through personal and liturgical prayer. The latter is not just another way of praying; it is the official prayer of the Church, which makes the mystery of Christ present in our lives – especially through the Eucharist, Sacrifice and Sacrament, and through the Sacrament of Reconciliation. Religious experiences are then seen, not as something externally imposed, but as a free and loving response to the God who first loved us. The virtues of faith and religion, thus rooted and cultivated, are enabled to develop during childhood, youth, and in all the years that follow.\(^{69}\) **Reflection on Church Teaching: Part 3** **Integral Formation Focused on Moral Development** The intellectual and spiritual formation we provide our students assists them in living a life of virtue guided by a well-formed Catholic conscience and a consistent moral ethic. ...the Catholic school tries to create within its walls a climate in which the pupil’s faith will gradually mature and enable him to assume the responsibility placed on him by Baptism. It will give pride of place in the education it provides through Christian Doctrine to the gradual formation of conscience in fundamental, permanent virtues—above all the theological virtues, and charity in particular, which is, so to speak, the life-giving spirit which transforms a man of virtue into a man of Christ. Christ, therefore, is the teaching-centre, the Model on Whom the Christian shapes his life. In Him the Catholic school differs from all others which limit themselves to forming men. Its task is to form Christian men, and, by its teaching and witness, show non-Christians something of the mystery of Christ Who surpasses all human understanding.\(^{70}\) In an age of pluralism and relativism, the Catholic school holds out fundamental goods and teaches clearly about what is right and what is wrong. Cultural pluralism, therefore, leads the Church to reaffirm her mission of education to insure strong character formation. Her children, then, will be capable both of resisting the debilitating influence of relativism and of living up to the demands made on them by their Baptism…For this reason the Church is prompted to mobilize her educational resources in the face of the materialism, pragmatism and technocracy of contemporary society.\(^{71}\) In forming the moral compass of our students based on Catholic truths, the school works closely with the student’s primary educators, the parents. Partnership between a Catholic school and the families of the students must continue and be strengthened: not simply to be able to deal with academic problems that may arise, but rather so that the educational goals of the school can be achieved. Close cooperation with the family is especially important when treating sensitive issues such as religious, moral, or sexual education, orientation toward a profession, or a choice of one’s vocation in life. It is not a question of convenience, but a partnership based on faith. Catholic tradition teaches that God has bestowed on the family its own specific and unique educational mission.\(^{72}\) Reflection on Church Teaching: Part 4 Integral Formation Focused on Physical Development and Expression The Catholic Church teaches of an intimate unity between body and soul. We are incarnate beings whose physical lives and bodily expression should be in deep and natural accord with our souls and our spiritual life and dispositions. The Catholic school seeks to develop all these facets of the human person. Since true education must strive for complete formation of the human person that looks to his or her final end as well as to the common good of societies, children and youth are to be nurtured in such a way that they are able to develop their physical, moral, and intellectual talents harmoniously, acquire a more perfect sense of responsibility and right use of freedom, and are formed to participate actively in social life.\(^{73}\) This understanding of the human person is based on a Christian anthropology which acknowledges our complete human nature, including our dignity and our brokenness: Students should be helped to see the human person as a living creature having both a physical and a spiritual nature; each of us has an immortal soul, and we are in need of redemption. The older students can gradually come to a more mature understanding of all that is implied in the concept of “person”: intelligence and will, freedom and feelings, the capacity to be an active and creative agent; a being endowed with both rights and duties, capable of interpersonal relationships, called to a specific mission in the world.\(^{74}\) The human person is present in all the truths of faith: created in “the image and likeness” of God; elevated by God to the dignity of a child of God; unfaithful to God in original sin, but redeemed by Christ; a temple of the Holy Spirit; a member of the Church; destined to eternal life.\(^{75}\) It also means the cultivation of intellectual and spiritual gifts in a spirit of respect for oneself and others includes physical health and a life lived chastely. Not a few young people, unable to find any meaning in life or trying to find an escape from loneliness, turn to alcohol drugs, the erotic, the exotic etc. Christian education is faced with the huge challenge of helping these young people discover something of value in their lives...We must learn to care for our body and its health, and this includes physical activity and sports. And we must be careful of our sexual integrity through the virtue of chastity, because sexual energies are also a gift of God, contributing to the perfection of the person and having a providential function for the life of society and of the Church. Thus, gradually, the teacher will guide students to the idea, and then to the realization, of a process of total formation.\textsuperscript{76} \textbf{Questions to Aid Reflection or Assessment:} Below are a series of questions to help facilitate reflection and begin discussion of the intellectual, spiritual, moral, and physical development of students. Choose areas for discussion as time allows. \textit{Philosophy of Integral Formation} ◊ Does the school seem to do a good job at harmoniously forming students’ hearts, minds, and bodies? ◊ How do we provide for the integral formation of students? ◊ Is the integral formation of students part of our school’s educational philosophy? How does the school provide for Board development and understanding in areas of Catholic school mission, philosophy, leadership, and integral formation of students? \textit{School Programs – General} ◊ Is there an annual evaluation of academic, co-curricular, and extra-curricular programs focusing on the spiritual, intellectual, moral, and physical formation of students? ◊ What policies and procedures are in place to ensure our programs, including extra-curricular programs, are on mission and in accordance with the teachings of the *Catechism of the Catholic Church*? ◊ Are there programs or courses we can offer to help facilitate a more balanced curriculum? **School Programs – Specific** ◊ Is our sports program adequately balanced with other programs and at the service of virtue development and furtherance of the school’s mission? ◊ What programs, options, or professional services are in place to assist students with special physical and developmental learning needs? ◊ Are technology policies and software updated at least annually to ensure students and faculty avoid unhealthy and undesired social media? ◊ What policies, programs, and procedures do we have in place to help students, employees, volunteers, and families with unhealthy addictions? Are these programs adequately financed in the annual budget? ◊ How does the school support families in developing an understanding and dialogue with their children so they might better discern popular, fleeting options and lifestyle choices? ◊ If there is a program in place teaching human sexuality, are parents allowed to opt their students out? ◊ Is there a policy in place addressing students with same-sex attraction and gender identity issues that supports Church guidance and defends the school against the inroads of false gender ideology or unchastity? If not, how are these issues addressed in accordance with the teachings of the Catholic Church? **Action Items:** Specific ideas or plans to work on integral formation of our students. Principle V Imparts a Christian Understanding of the World In the light of faith, Catholic education critically and systematically transmits the secular and religious “cultural patrimony handed down from previous generations,” especially that which makes a person more human and contributes to the integral formation of students.\(^{77}\) Both educator and student are called to participate in the dialogue with culture and to pursue “the integration of culture with faith and faith with living.”\(^{78}\) Catholic education imparts a “Christian vision of the world, of life, of culture, and of history,” ordering “the whole of human culture to the news of salvation.”\(^{79}\) This hallmark of Catholic education, to “bring human wisdom into an encounter with divine wisdom,”\(^{80}\) cultivates “in students the intellectual, creative, and aesthetic faculties of the human person,” introduces a cultural heritage, and prepares them for professional life and to take on the responsibilities and duties of society and the Church.\(^{81}\) Students are prepared to work for the evangelization of culture and for the common good of society.\(^{82}\) Reflection on Church Teaching: Part 1 Traditions, Values, and Evangelization The Church teaches that the task of a Catholic school is to provide, fundamentally a synthesis of culture and faith, and a synthesis of faith and life: the first is reached by integrating all the different aspects of human knowledge through the subjects taught, in the light of the Gospel; the second in the growth of the virtues characteristic of the Christian.\(^{83}\) Both the current common culture and aspects of cultural history giving rise to it are to be explored and critically analyzed in the light of the Catholic faith. Positive elements that can be brought into harmony with the faith are to be celebrated and expanded. Elements appearing in contradiction to the faith are to be challenged and critically analyzed. This is a role to which Catholic schools are particularly suited. A school uses its own specific means for the integral formation of the human person: the communication of culture... if the communication of culture is to be a genuine educational activity, it must not only be organic, but also critical and evaluative, historical and dynamic. Faith will provide Catholic educators with some essential principles for critique and evaluation; faith will help them to see all of human history as a history of salvation which culminates in the fullness of the Kingdom. This puts culture into a creative context, constantly being perfected.\(^{84}\) In addition to critically examining and transmitting those best elements of human culture in general, the school also embodies and imparts a specific Catholic culture: that is an integrated pattern of knowledge, values, beliefs, behaviors, and traditions that celebrate and pass on to a new generation the unique contributions of the Church in the arts and the intellectual life, enriching the social and faith lives of our students with the great patrimony of the Catholic Church. Catholic schools provide young people with sound Church teaching through a broad-based curriculum, where faith and culture are intertwined in all areas of a school’s life. By equipping our young people with a sound education, rooted in the Gospel message, the Person of Jesus Christ, and rich in the cherished traditions and liturgical practices of our faith, we ensure that they have the foundation to live morally and uprightly in our complex modern world. This unique Catholic identity makes our Catholic elementary and secondary schools “schools for the human person” and allows them to fill a critical role in the future life of our Church, our country, and our world.\(^{85}\) Through this transmission of culture, students become Christ for others and work to evangelize both inside and outside the school community. The mission of the Catholic school is the integral formation of students, so that they may be true to their condition as Christ’s disciples and as such work effectively for the evangelization of culture and for the common good of society.\(^{86}\) Reflection on Church Teaching: Part 2 Literature, History, and the Arts The school’s curriculum is the vehicle for examining various cultural elements. From the nature of the Catholic school also stems one of the most significant elements of its educational project: the synthesis between culture and faith. The endeavor to interweave reason and faith, which has become the heart of individual subjects, makes for unity, articulation, and coordination, bringing forth within what is learned in a school a Christian vision of the world, of life, of culture, and of history.\(^{87}\) A Catholic school curriculum examines issues of culture, meaning, faith, and value in the light of the Gospel. Literature, history, and the arts lend themselves readily to this enterprise. Literature and the arts are also, in their own way, of great importance to the life of the Church. They strive to make known the proper nature of man, his problems and his experiences in trying to know and perfect both himself and the world. They have much to do with revealing man’s place in history and in the world; with illustrating the miseries and joys, the needs and strengths of man and with foreshadowing a better life for him. Thus they are able to elevate human life, expressed in multifold forms according to various times and regions.\(^{88}\) Not only is history analyzed for its content and facts, but also for its comportment to reality and truth. Catholic schools are free to discuss and unravel the numerous historical circumstances where God’s hand is seen interjecting itself in temporal affairs. These opportunities are vast and plentiful and add an additional dimension to the study of historical timelines. Teachers should guide the students’ work in such a way that they will be able to discover a religious dimension in the world of human history. As a preliminary, they should be encouraged to develop a taste for historical truth, and therefore to realize the need to look critically at texts and curricula which, at times, are imposed by a government or distorted by the ideology of the author...they will see the development of civilizations, and learn about progress... When they are ready to appreciate it, students can be invited to reflect on the fact that this human struggle takes place within the divine history [of] universal salvation. At this moment, the religious dimension of history begins to shine forth in all its luminous grandeur.\textsuperscript{89} The study of human historical and social realities in a Catholic school occurs in the context of a permanent philosophical heritage which must be understood. Every society has its own heritage of accumulated wisdom. Many people find inspiration in these philosophical and religious concepts which have endured for millennia. The systematic genius of classical Greek and European thought has, over the centuries, generated countless different doctrinal systems, but it has also given us a set of truths which we can recognize as a part of our permanent philosophical heritage.\textsuperscript{90} This heritage includes a rich patrimony of social justice which should also be reflected in the curriculum. The curriculum must help the students reflect on the great problems of our time, including those where one sees more clearly the difficult situation of a large part of humanity’s living conditions. These would include the unequal distribution of resources, poverty, injustice and human rights denied.\textsuperscript{91} Especially in the arts, both auditory and visual, Catholic schools have a rich tradition to draw from for discussions of beauty and harmony and that which fulfills a human soul. Literary and artistic works depict the struggles of societies, of families, and of individuals. They spring from the depths of the human heart, revealing its lights and its shadows, its hope and its despair. The Christian perspective goes beyond the merely human, and offers more penetrating criteria for understanding the human struggle and the mysteries of the human spirit. Furthermore, an adequate religious formation has been the starting point for the vocation of a number of Christian artists and art critics. In the upper grades, a teacher can bring students to: an even more profound appreciation of artistic works: as a reflection of the divine beauty in tangible form. Both the Fathers of the Church and the masters of Christian philosophy teach this in their writings on aesthetics—St. Augustine invites us to go beyond the intention of the artists in order to find the eternal order of God in the work of art; St. Thomas sees the presence of the Divine Word in art.\textsuperscript{92} **Reflection on Church Teaching: Part 3** **Science and Mathematics** The school’s science and math curriculum is the vehicle not just for examining standard scientific content, but also for introducing students to the Catholic intellectual tradition and the specific contributions of Catholics to the world of math and science. It can help the students see the limitations of materialism and open them up to the depths of wonder held in God’s creation. The Catholic school should teach its pupils to discern in the voice of the universe the Creator Whom it reveals and, in the conquests of science, to know God and man better.\textsuperscript{93} By not ignoring the religious dimension, Catholic schools ...help their students to understand that positive science, and the technology allied to it, is a part of the universe created by God. Understanding this can help encourage an interest in research: the whole of creation, from the distant celestial bodies and the immeasurable cosmic forces down to the infinitesimal particles and waves of matter and energy, all bear the imprint of the Creator’s wisdom and power, The wonder that past ages felt when contemplating this universe, recorded by the Biblical authors, is still valid for the students of today; the only difference is that we have a knowledge that is much more vast and profound. There can be no conflict between faith and true scientific knowledge; both find their source in God. The student who is able to discover the harmony between faith and science will, in future professional life, be better able to put science and technology to the service of men and women, and to the service of God. It is a way of giving back to God what he has first given to us.\textsuperscript{94} Education in science includes the relationship of science to other disciplines in the life of the intellect. Furthermore, when man gives himself to the various disciplines of philosophy, history and of mathematical and natural science, and when he cultivates the arts, he can do very much to elevate the human family to a more sublime understanding of truth, goodness, and beauty, and to the formation of considered opinions which have universal value. Thus mankind may be more clearly enlightened by that marvelous Wisdom which was with God from all eternity, composing all things with him, rejoicing in the earth and delighting in the sons of men. In this way, the human spirit, being less subjected to material things, can be more easily drawn to the worship and contemplation of the Creator. Moreover, by the impulse of grace, he is disposed to acknowledge the Word of God, Who before He became flesh in order to save all and to sum up all in Himself was already “in the world” as “the true light which enlightens every man” (John 1:9-10). Indeed today’s progress in science and technology can foster a certain exclusive emphasis on observable data, and agnosticism about everything else. For the methods of investigation which these sciences use can be wrongly considered as the supreme rule of seeking the whole truth. By virtue of their methods these sciences cannot penetrate to the intimate notion of things. Indeed the danger is present that man, confiding too much in the discoveries of today, may think that he is sufficient unto himself and no longer seek the higher things.\(^{95}\) This notion is in line with the Catholic intellectual tradition in which Catholic schools strive to relate all of the sciences to salvation and sanctification. Students are shown how Jesus illumines all of life—science, mathematics, history, business, biology, and so forth.\(^{96}\) As God is the source of all reality and because all things live, move, and have their being in Him, an understanding of all aspects of creation can assist in understanding and glorifying God in whom all truths converge. Questions to Aid Reflection and Assessment: Below are a series of questions to facilitate reflection and begin discussion of how a Catholic school imparts a Christian understanding of the world. Choose areas for discussion as time allows. **Christian Understanding - General** ◊ Does our school seem to integrate the various disciplines? ◊ Does our school seem to actively promote a Christian view of the world, life, and culture? **School Foundational Documents** ◊ How does the school express its commitment to: - the critical and systematic transmission of Catholic culture and worldview? - forming students’ faculties so they can evaluate culture? - preparing students for evangelization and vocations? - facilitating opportunities for students to integrate faith and life in its mission statement, governing documents, student and faculty handbooks, and academic programs? **Budgeting and Planning** ◊ Does the school’s budget and academic plan include funding and time for cultural opportunities for students? evangelistic opportunities? faculty professional development opportunities? facilities to enhance interdisciplinary instruction? **Action Items:** Specific ideas or plans to better impart a Christian understanding of the world. Notes 1 Sacred Congregation for Catholic Education, *The Catholic School* (Vatican City, 1977) 5-7; Pope Paul VI, *Gravissimum Educationis* (Vatican City, 1965) 2; United States Conference of Catholic Bishops, *To Teach as Jesus Did* (Washington, National Conference of Catholic Bishops, 1972) 7. 2 Matthew 28:19-20. 3 Pope Benedict XVI, *Meeting with Catholic Educators: Address of His Holiness Benedict XVI* (Washington, April 2008); Pope Benedict XVI, *Spe Salvi* (Vatican City, 2007) 4. 4 *The Catholic School* (1977) 34; Congregation for Catholic Education, *Educating Today and Tomorrow: A Renewing Passion* (Vatican, 2014) III. 5 Congregation for Catholic Education, *The Religious Dimension of Education in a Catholic School* (Vatican City, 1988) 25. 6 Congregation for Catholic Education, *Educating Together in Catholic Schools: A Shared Mission Between Consecrated Persons and the Lay Faithful* (Vatican City, 2007) 5, 10; The Religious Dimension of Education 44. 7 *The Catholic School* (1977) 49. 8 Canon Law Society of America, *Code of Canon Law* (Washington, D.C., 1983) 795; *Gravissimum Educationis*, Introduction; Congregation for Catholic Education, *Circular Letter to the Presidents of Bishops’ Conferences on Religious Education in Schools* (Vatican City, 2009) 1. 9 *The Catholic School* (1977) 54. 10 *Gravissimum Educationis* 2. 11 *To Teach as Jesus Did* 7. 12 *The Catholic School* (1977) 34. 13 *The Religious Dimension of Education* 25. 14 Pope Benedict VI (2008). 15 *The Religious Dimension of Education* 1. 16 Circular Letter 1. 17 *The Catholic School* (1977) 8-9. 18 *The Catholic School* (1977) 29. 19 *Educating Together* 10, 12-14. 20 *Code of Canon Law* 793 §1; Congregation for Catholic Education, *Lay Catholics in Schools: Witnesses to Faith* (Vatican City, 1982) 12. 21 *Lay Catholics in Schools* 22; *The Catholic School* (1977) 53; *The Religious Dimension of Education* 34. 22 *Educating Together* 50; *The Religious Dimension of Education* 44. 23 *Educating Together* 5; Congregation for Catholic Education, *Educating in Intercultural* Dialogue in the Catholic School: Living in Harmony for a Civilization of Love (Vatican, 2013) 86; Lay Catholics in Schools 18; United States Conference of Catholic Bishops, Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium (Washington, D.C., 2005) excerpt. 24 The Religious Dimension of Education 26, 28. 25 The Religious Dimension of Education 25-26, 28-29, 40; Educating Together 48. 26 Code of Canon Law 795; To Teach as Jesus Did 107; The Religious Dimension of Education 39; Educating Today and Tomorrow, conclusion. 27 Gravissimum Educationis 5, 8; Code of Canon Law 803§2; To Teach as Jesus Did 104. 28 United States Conference of Catholic Bishops, National Directory for Catechesis (Washington D.C., 2005) 231-233; Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium (Vatican, 1997) 19. 29 Educating Together 12. 30 Educating Together 39. 31 The Catholic School (1977) 32. 32 The Religious Dimension of Education 103. 33 The Religious Dimension of Education 44. 34 To Teach as Jesus Did 106. 35 The Catholic School on the Threshold 19. 36 Educating Together 25. 37 Lay Catholics in Schools 32. 38 Code of Canon Law 803 §2. 39 National Directory for Catechesis 231. 40 National Directory for Catechesis 231, 233. 41 The Catholic School (1977) 54-55; Pope Pius XI, Divini Illius Magistri (Vatican City, 1929) 15-17, 76; Catechism of the Catholic Church (Vatican City, 1993) 2675; Educating Today and Tomorrow I, 1b. 42 Pope Saint John Paul II, Catechesi Tradendae (Vatican City, 1979) 23; Educating Together 17, 26. 43 The Religious Dimension of Education 78; Educating Together 26. 44 The Religious Dimension of Education 79, 83. 45 The Catholic School 54. 46 To Teach as Jesus Did 107. 47 The Religious Dimension of Education 25. 48 Educating Together 26. 49 The Religious Dimension of Education 29. 50 The Religious Dimension of Education 79. 51 The Religious Dimension of Education 78. 52 The Religious Dimension of Education 83. 53 Lay Catholics in Schools 40. 54 Circular Letter 1; The Catholic School on the Threshold 4; The Religious Dimension of Education 98. 55 The Catholic School on the Threshold 9; The Religious Dimension of Education 55, 84. 56 The Religious Dimension of Education 95; The Catholic School (1977) 7; Educating Today and Tomorrow III. 57 The Catholic School on the Threshold 10; The Catholic School (1977) 12, 45; Educating Together 46. 58 The Religious Dimension of Education 51, 63; Educating in Intercultural Dialogue 64-67; The Catholic School (1977) 37; Lay Catholics in Schools 56; Educating Together 24. 59 The Religious Dimension of Education 84, 112. 60 The Religious Dimension of Education 1; Educating in Intercultural Dialogue 56; The Catholic School on the Threshold 14; To Teach as Jesus Did 102. 61 The Religious Dimension of Education 49. 62 Educating in Intercultural Dialogue 66. 63 The Religious Dimension of Education 49. 64 The Catholic School on the Threshold 14. 65 Pope Saint John Paul II, *Ad Limina Visit of Bishops from Illinois, Indiana, and Wisconsin* (Vatican City, May 1998) 3. 66 To Teach as Jesus Did 105. 67 To Teach as Jesus Did 82. 68 Lay Catholics in Schools 56. 69 The Religious Dimension of Education 83. 70 The Catholic School 47. 71 The Catholic School 12. 72 The Religious Dimension of Education 42. 73 Code of Canon Law 795. 74 The Religious Dimension of Education 55. 75 The Religious Dimension of Education 84. 76 The Religious Dimension of Education 13, 84. 77 Lay Catholics in Schools 12; The Catholic School (1977) 26, 36; The Religious Dimension of Education 108. 78 The Catholic School (1977) 15, 49; The Religious Dimension of Education 34, 51, 52. 79 The Catholic School on the Threshold 14; The Religious Dimension of Education 53, 100; *Gravissimum Educationis* 8. 80 The Religious Dimension of Education 57. 81 Gravissimum Educationis 5; Lay Catholics in Schools 12. 82 Pope Saint John Paul II (1998); Renewing Our Commitment, excerpt; Educating Today and Tomorrow II-1. 83 The Catholic School 37. 84 Lay Catholics in Schools 20. 85 Renewing Our Commitment, excerpts. 86 Pope Saint John Paul II (1998). 87 The Catholic School on the Threshold 14. 88 Pope Paul VI, *Gaudium et Spes* (Vatican City, 1965) 62. 89 The Religious Dimension of Education 58 - 59. 90 The Religious Dimension of Education 57. 91 Pope Pius XI (1929) 21. 92 The Religious Dimension of Education 61. 93 The Catholic School (1977) 46. 94 The Religious Dimension of Education 54. 95 Pope Paul VI (1965) 57. 96 National Directory for Catechesis 233. Catholic Curriculum Standards help keep focus on what is unique about Catholic elementary and secondary education: its evangelizing mission to integrally form students in Christ and transmit a Christian worldview. The standards cover English language arts, math, scientific topics, and history, focusing on unique Catholic insights into these curricular areas and complementing the Church’s standards for religious instruction. The Call to Teach, with the support of magisterial documents, explicates the teachings of the Catholic Church summarizing the role of lay Catholic teachers and their qualifications; pedagogical, educational, and cultural goals; relationship to the Church; and Gospel witness. My Future, My Faith, a full-color magazine, features more than a dozen articles designed to help parents and students navigate the transition from high school to college. Each year the New Society distributes free copies to Catholic high schools across the country. To learn more about our K-12 Programs and resources, email firstname.lastname@example.org or call 703/367-0333 ext. 111, or visit us online at CardinalNewmanSociety.org. The Principles of Catholic Identity in Education Series Principles of Catholic Identity Questions for Reflection and Assessment Faculty and Staff In-Service Board Reflection Church Documents for Reflection Parent Guide CardinalNewmanSociety.org/program/principles
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The Kyle Rhea Tidal Stream Array Volume II Environmental Statement Marine Current Turbines A Siemens Business Royal HaskoningDHV Enhancing Society Together iema EIA | Term | Description | |------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Anadromous fish | Fish which spend most of their lives in the sea and migrate to fresh water to breed. | | Anthropogenic factors | Factors related to human activities. | | Antifouling | Prevention of growth of plants or animals on structures. | | Bycatch | Fish caught unintentionally by fishing vessels intending to catch other fish. | | Cathodic protection | Use of sacrificial material, such as zinc, in anodes fixed to metal structures in the marine environment to reduce corrosion damage. | | dB re 1 µPa | Unit for sound pressure measurement for underwater noise levels. For underwater sounds the reference pressure preference is an root mean square pressure of 1 µPascal. | | Drilling fluid | Lubrication for the horizontal directional drill bit. | | Environmental Impact Assessment | Assessment of the potential positive or negative impacts of a proposed project on the physical, ecological and social environment. | | Environmental Management Plan | A plan outlining measures to ensure construction and operation of a project minimises environmental impacts, fulfilling commitments made during an EIA and consent conditions. May include roles and responsibilities; Communication and co-ordination; training and awareness; operational control; checking and corrective action; and environmental control measures | | Geotechnical analysis | The analysis of ground conditions and sediment composition. | | Grilse | A young salmon that returns to fresh water after one winter in the sea. | | Ground Truthing | Confirmation of remote sensing by collection of data (such as samples) in the field. | | Grouting | Form of cement material used to secure piles to the seabed . | | Heronry | A breeding colony of herons, typically in a group of trees. | | Hjulstrom curve | Is a graph used by hydrologists to determine whether a river will erode, transport or deposit sediment. | | Horizontal directional drilling | Horizontal directional drilling (HDD) is a steerable trenchless method of installing underground pipes, conduits and cables in a shallow arc along a prescribed bore path by using a surface launched (or offshore) drilling rig, with minimal impact on the surrounding area. | | Hydro electric | Generation of electricity through water movement. | | Isostatic | Equilibrium in the earth's crust such that the forces tending to elevate landmasses balance the forces tending to depress landmasses. | | Jack up barge | A floating mobile platform that is able to stand still on the sea floor, resting on a number of supporting legs which can be lowered to the seabed / raised as required. | | Mean sea level | Average tidal level, taking into account high and low tides over a time period. | | Metocean | Meteorological and oceanographic data, including wind, sea level. | | Term | Description | |-------------------------------------------|-----------------------------------------------------------------------------| | Monopile | Hollow steel tube that is inserted into the seabed to create a stable build foundation | | Natal River | The river that an individual fish originates from and for many species the river to which they will return to breed | | Ovigerous | Egg bearing females. | | Permanent Threshold Shift | The permanent loss of hearing in some or all frequencies. | | Poor ground conditions | Ground or seabed which will not support building works or structures | | Potential Biological Removal | The potential mortality level that a population can sustain before it is unsustainable | | Renewable Obligation Certificates | A government subsidy for all renewable generation devices | | Rochdale envelope | An approach to consenting, named after a UK planning law case, which allows a project description to be broadly defined, within a number of agreed parameters for the purpose of consent application. | | Rock anchor | A metal pole inserted into the seabed via a pre-drilled hole and fixed in place via grouting. | | Scour | Erosion around an artificial structure like a monopole. | | Shear stress | Shear stress arises from the force vector component parallel to the cross section | | Smolt | Term used to describe salmon that are entering the sea from their natal river for the first time. | | Abbreviation | Full Name | |--------------|-----------| | AA | Appropriate Assessment | | AC | Alternative Current | | ADCP | Acoustic Doppler Current Profiler | | AfL | Agreement for Lease | | ALARP | As Low as Reasonably Practicable | | ALB | All-Weather Lifeboat | | AOD | Above Ordnance Datum | | ASCOBANS | Agreement on Conservation of Small Cetaceans of the Baltic and North Seas | | ASFB | Association of Salmon Fisheries Boards | | BATNEEC | Best Available Technology Not Entailing Excessive Costs | | BBPP | Breeding Bird Protection Plan | | BDF | Biodegradable Drilling Fluid | | BERR | Business, Enterprise and Regulatory Reform | | BGS | British Geological Survey | | BoCC | Birds of Conservation Concern | | BPEO | Best Practise Environmental Option | | BPM | Best Practicable Means | | BS | British Standards | | BUTEC | British Underwater Testing and Evaluation Centre | | CA | Cruising Association | | CAR | Controlled Activities Regulations | | CBD | Convention on Biological Diversity | | CD | Chart Datum | | CDM | Construction Design Management | | CEFAS | Centre for Environment Fisheries and Aquaculture Studies | | CEMP | Construction Environmental Management Plan | | Abbreviation | Full Name | |--------------|-----------| | CFP | Common Fisheries Policy | | CIRIA | Construction Industry Research and Information Association | | CO₂ | Carbon dioxide | | COPA | Control of Pollution Act 1974 | | COWRIE | Collaborative Offshore Wind Research Into The Environment | | CPA | Coastal Protection Act 1949 | | CRTN | Calculation of Road Traffic Noise | | CTMP | Construction Traffic Management Plan | | CWS | County Wildlife Site | | dB | Decibel | | DECC | Department for Energy and Climate Change | | DEFRA | Department for Environment, Food and Rural Affairs | | DMRB | Design Manual for Roads and Bridges | | DNO | Distribution Network Operator | | DOC | Dissolved Organic Carbon | | DP | Dynamic Positioning | | DSP | Dolphin Space Programme | | DWR | Deep Water Route | | EGA | Expert Geomorphological Assessment | | EIA | Environmental Impact Assessment | | EMAMP | Environmental Monitoring and Adaptive Management Plan | | EMEC | European Marine Energy Centre | | EMF | Electromagnetic Fields | | EMP | Environmental Management Plan | | EPS | European Protected Species | | EQS | Environmental Quality Standards | | ERCoP | Emergency Response Cooperation Plan | | Abbreviation | Full Name | |--------------|-----------| | ES | Environmental Statement | | ESZ | Eastern Side Zone | | ETS | Emissions Trading System | | EU | European Union | | EU ETS | European Union Emissions Trading System | | FCS | Forestry Commission Scotland | | FEPA | Food and Environment Protection Act 1985 | | FLO | Fisheries Liaison Officer | | GBRs | General Binding Rules | | GIS | Geographical Information Systems | | GLVIA | Guidelines for Landscape and Visual Impact Assessment | | GPS | Global Positioning System | | GW | Gigawatt | | GWDTEs | Ground Water Dependent Terrestrial Ecosystems | | HBRG | Highland Biological Recording Group | | HDD | Horizontal Directional Drilling | | HER | Historic Environment Record | | HGV | Heavy Goods Vehicle | | HIE | Highlands and Islands Enterprise | | HRA | Habitats Regulations Appraisal | | HVDC | High Voltage Direct Current | | HWDT | Hebridean Whale and Dolphin Trust | | IALA | International Association of Marine Aids | | ICES | International Council for Exploration of the Sea | | ICOMOS | International Council on Monuments and Sites | | ICS | Impressed Current System | | IEEM | Institute of Ecology and Environmental Management | | Abbreviation | Full Name | |--------------|-----------| | IEMA | Institute of Environmental Management and Assessment | | IfA | Institute for Archaeologists | | IFG | Inshore Fisheries Group | | ILB | Lochalsh Inshore Lifeboat | | IMO | International Maritime Organization | | IPIECA | The International Petroleum Industry Environmental Conservation Association | | IUCN | International Union for Conservation of Nature | | JNAPC | Joint Nautical Archaeology Policy Committee | | JNCC | Joint Nature Conservation Committee | | LBAP | Local Biodiversity Action Plans | | LDP | Local Development Plan | | LNCS | Local Nature Conservation Site | | LNR | Local Nature Reserve | | LSA | Local Study Area | | LSE | Likely Significant Effects | | LWS | Local Wildlife Site | | MAIB | Marine Accident Investigation Board | | MarLIN | Marine Life Information Network | | MARPOL | International Convention for the Prevention of Pollution from Ships | | MCA | Marine Coastguard Agency | | MCA | Marine Conservation Area | | MCAA | Marine and Coastal Access Act 2009 | | MCS | Marine Conservation Society | | MEG | Marine Energy Group | | MEHRAs | Marine Environmental High Risk Areas | | MGN | Marine Guidance Note | | MHWS | Mean High Water Springs | | Abbreviation | Full Name | |--------------|-----------| | MLWS | Mean Low Water Springs | | MMO | Marine Management Organisation | | MoD | Ministry of Defence | | MPA | Marine Protected Area | | MSL | Mean Sea Level | | MS-LOT | Marine Scotland Licensing and Operations Team | | MSP | Member of Scottish Parliament | | MSS | Marine Scotland Science | | MW | Megawatt | | NBN | National Biodiversity Network | | NCI | Nature Conservation Importance | | NLB | Northern Lighthouse Board | | nm | Nautical miles | | NMRS | National Monuments Record of Scotland | | NNR | National Nature Reserve | | NPF | National Planning Framework | | NPPG | National Planning Policy Guidance | | NPR | National Power Research | | NRA | Navigational Risk Assessment | | NRP | National Research Projects Limited | | NSA | National Scenic Areas | | NSP | Noise Sensitive Properties | | NTM | Notice to Mariners | | NTS | Non Technical Summary | | OS | Ordnance Survey | | OSPAR | Convention for the Protection of the Marine Environment of the North-East Atlantic | | PAC | Pre-Application Consultation | | Abbreviation | Full Name | |--------------|-----------| | PAD | Protocol for Archaeological Discoveries | | PAN | Planning Advice Notes | | PBR | Potential Biological Removal | | PEXA | Practice and Exercise Areas | | PMF | Priority Marine Feature | | PPD | Public Participation Directive | | PPV | Peak Particle Velocity | | RBMP | River Basin Management plan | | REZ | Renewable Energy Zone | | RIB | Rigid Inflatable Boat | | RMS | Root Mean Square | | RNLI | Royal National Lifeboat Institution | | ROC | Renewable Obligation Certificate | | RoW | Receiver of Wrecks | | RSA | Regional Study Area | | RSPB | Royal Society for the Protection of Birds | | RYA | Royal Yachting Association | | SAC | Special Area of Conservation | | SAM | Scheduled Ancient Monument | | SCADA | Supervisory Control And Data Acquisition | | SCANS II | Small Cetaceans in the European Atlantic and North Sea | | SCOS | Special Committee On Seals | | SEA | Strategic Environmental Assessment | | SEPA | Scottish Environment Protection Agency | | SINCS | Sites of Importance to Nature Conservation | | SHEP | Scottish Historic Environment Policy | | SHEPD | Scottish Hydro-Electric Power Distribution | | Abbreviation | Full Name | |--------------|-----------| | SLA | Special Landscape Area | | SLVIA | Seascape, Landscape and Visual Impact Assessment | | SNCI | Sites of Nature Conservation Importance | | SNH | Scottish Natural Heritage | | SMRU | Sea Mammal Research Unit | | SNIFFER | Scottish and Northern Ireland Forum For Environmental Research | | SOPEP | Shipboard Oil Pollution Emergency Plan | | SPA | Special Protection Area | | SPP | Scottish Planning Policy | | SRDL | Satellite Relay Data Loggers | | SSI | Scottish Statutory Instrument | | SSSI | Sites of Special Scientific Interest | | STW | Scottish Territorial Waters | | SWDC | Salt Water Drilling Clay | | TA | Transport Assessment | | TAC | Total Allowable Catch | | TCE | The Crown Estate | | TS | Transport Statement | | UK | United Kingdom | | UK BAP | United Kingdom Biodiversity Action Plan | | UKCP | United Kingdom Climate Projections | | UKHO | United Kingdom Hydrographic Office | | UN | United Nations | | UNCLOS | UN Convention on the Law of the Sea | | UNESCO | United Nations Educational, Scientific and Cultural Organisation | | VMS | Vessel Monitoring System | | VOC | Volatile Organic Compounds | | Abbreviation | Full Name | |--------------|-----------| | VP | Vantage Point | | WCA | The Wildlife and Countryside Act 1981 | | WCS | Worst Case Scenario | | WDCS | Whale and Dolphin Conservation Society | | WEWS | Water Environment and Water Services | | WFD | Water Framework Directive | | WSA | Wider Study Area | | WSI | Written Scheme of Investigation | | WSMA | West Scotland Management Area | | WSZ | Western Side Zone | | ZTV | Zone of Theoretical Visibility | # CONTENTS | | Title | Page | |---|----------------------------------------------------------------------|------| | 1 | INTRODUCTION | 1-1 | | 2 | POLICY AND LEGISLATION | 2-1 | | 3 | SITE SELECTION | 3-1 | | 4 | EIA METHODOLOGY | 4-1 | | 5 | PROJECT DESCRIPTION | 5-1 | | 6 | CONSULTATION | 6-1 | | 7 | MARINE PHYSICAL ENVIRONMENT AND COASTAL PROCESSES | 7-1 | | 8 | GEOLOGY, HYDROGEOLOGY AND SURFACE WATER (NON-MARINE) | 8-1 | | 9 | MARINE WATER QUALITY | 9-1 | |10 | TERRESTRIAL AND INTERTIDAL ECOLOGY | 10-1 | |11 | ORNITHOLOGY | 11-1 | |12 | MARINE MAMMALS AND BASKING SHARK | 12-1 | |13 | BENTHIC ECOLOGY | 13-1 | |14 | FISH AND SHELLFISH | 14-1 | |15 | COMMERCIAL FISHERIES | 15-1 | |16 | SEASCAPE, LANDSCAPE AND VISUAL IMPACT ASSESSMENT | 16-1 | |17 | SHIPPING AND NAVIGATION | 17-1 | |18 | TRAFFIC AND TRANSPORT | 18-1 | |19 | ARCHAEOLOGY AND CULTURAL HERITAGE | 19-1 | |20 | ONSHORE NOISE | 20-1 | |21 | SOCIO ECONOMICS | 21-1 | |22 | TOURISM AND RECREATION | 22-1 | |23 | MILITARY ACTIVITY | 22-1 | |24 | SUMMARY OF IMPACTS, MITIGATION, GOOD PRACTICE AND MONITORING | 24-1 | 1 INTRODUCTION 1 CONTENTS | Section | Page | |------------------------------------------------------------------------|------| | 1.1 Background | 1-1 | | 1.2 The proposed project | 1-1 | | 1.3 The developer | 1-3 | | 1.4 The need for the Project and potential benefits | 1-4 | | 1.5 Project objectives | 1-5 | | 1.6 Structure of the Environmental Statement | 1-5 | | 1.7 EIA project team | 1-6 | | 1.8 References | 1-6 | 1.1 Background 1.1.1 Sea Generation (Kyle Rhea) Ltd is proposing to construct and operate an 8 megawatt (MW) rated capacity demonstration array of tidal stream turbines. 1.1.2 The ‘Kyle Rhea Tidal Stream Array’ (henceforth referred to as “the Project”) is proposed to be situated in the narrow strait between the Isle of Skye and mainland Scotland, known as Kyle Rhea. 1.1.3 Sea Generation (Kyle Rhea) Ltd is a project company established by Marine Current Turbines Ltd (MCT), who are the world’s leading tidal turbine technology developer and part of the Siemens group. 1.1.4 The development of an array represents the next step in the development of tidal energy projects, following the successful commercial demonstration of single devices including MCT’s SeaGen device at Strangford Lough, Northern Ireland. Whilst a tidal array in the Sound of Islay has been consented, there are currently no constructed and operational tidal arrays in the world. 1.1.5 The tidal industry has an important role to play in contributing to the UK Government’s target for renewable energy to provide 15% of the gross annual electricity generation by 2020, and the Scottish Government’s targets of providing the equivalent of 100% of Scotland’s gross annual electricity consumption by 2020 from renewable sources. 1.1.6 This document constitutes the Environmental Statement (ES) under The Electricity Works (EIA)(Scotland) Regulations 2000, and provides details of the project and key findings of the Environmental Impact Assessment (EIA) carried out for the Project. The ES supports an application for a Marine Licence under the Marine Scotland Act 2010, consent under the Section 36 Electricity Act 1989, and consent for the offshore aspects of the Project under the Town and Country (Scotland) Planning Act 1997 (as amended). 1.2 The proposed project 1.2.1 Sea Generation (Kyle Rhea) Ltd secured an Agreement for Lease (AFL) from The Crown Estate in March 31st 2011 to develop a project at Kyle Rhea. The Lease to cover the operation of the Project (a period of 25 years) would be triggered once all of the relevant consents and permissions have been secured. The Project location is shown in Figure 1.1. 1.2.2 This ES will support an application to Marine Scotland for a Marine Licence for the Project. Impacts of the Project are considered over the duration of its likely operational life span, namely 25 years, and includes installation and decommissioning of the array. 1.2.3 The EIA has covered the offshore element of the Project, the export cable and onshore works up to and including the Project substation. As with most renewable energy projects the cable from the Project substation to the local grid will be the responsibility of the Distributed Network Operator (DNO), SSE in this area, and is not considered in the EIA. It is expected that export will be via a combination of new buried cable and upgraded existing overhead cable, routed towards the Broadford area. 1.2.4 The Project comprises the following elements (see also Chapter 5, Project Description): - Four “SeaGen devices” with an output of up to 2MW per device. Each device has two rotors with three rotor blades (Figure 1.2); - Inter-array cabling. - A single 33 kV directionally drilled export cable. - Cable protection where necessary. - An onshore project substation. 1.2.5 A detailed description of the SeaGen devices and the Project design is given in Chapter 5, Project Description. 1.3 The developer 1.3.1 Marine Current Turbines Ltd (MCT), a Siemens business, has established the Project company Sea Generation (Kyle Rhea) Ltd to develop the Project. 1.3.2 As the leader in the development of power systems capable of exploiting tidal and marine currents, MCT has significant experience in the development, installation and operation of tidal stream turbine technology. In 2003 MCT successfully installed and operated a 300 kW single rotor experimental test system off the North Devon coast near Lynmouth. This device, known as ‘Seaflow’, was the world’s first full scale tidal stream device installed in the marine environment. 1.3.3 In 2008, MCT installed a 1.2 MW twin rotor device, known as SeaGen, in Strangford Lough, Northern Ireland (see Figure 1.2). SeaGen is the world’s first commercial scale tidal device and has been consistently generating to grid since it was installed. SeaGen recently passed 1.4 The need for the Project and potential benefits 1.4.1 The UK Government and devolved Scottish Government have committed to reducing the emission of greenhouse gases and under the Climate Change Act 2008 and Climate Change (Scotland) Act 2009 by 80% by 2050. One potential route towards this target is the reduction in dependence on fossil fuels, for electricity generation. In order to deliver this carbon reduction, an increase in renewable energy production is required. The Kyle Rhea Tidal Stream Array and similar marine energy projects will contribute to these targets, generating enough electricity to power over 3750 homes. 1.4.2 Tidal power is a clean and predictable source of renewable energy that does not emit greenhouse gases, and is not dependent on finite reserves of fossil fuels. It is the predictability of the power generation that makes tidal power so attractive as a contribution to the mix of power generation in the UK. The development of sustainable tidal power generation is recognised as part of the UK’s renewable energy strategy to achieve this rapid transition and to meet long term carbon reduction targets. The UK Government stated in 2009 that: “... much of this [renewable energy] will be from wind power, on and offshore, but biomass, hydro and wave and tidal will also play an important role.” UK Renewable Energy Strategy, 2009. 1.4.3 The SeaGen device in Strangford Lough is one of the only projects providing commercial scale electricity generation from tidal streams. Developments of small tidal arrays are an essential stepping stone towards development of the embryonic tidal energy sector. This project is an important step in the transition from a demonstrator technology to full scale commercial projects. 1.4.4 MCT has also secured an Agreement for Lease (AFL) from The Crown Estate for a larger 100MW project in Pentland Firth. The lessons learnt from the Project will inform the development of larger fully commercial arrays. The Project will also stimulate the development of a robust supply chain to support the emerging marine renewable industry in Scotland and UK. 1.4.5 The 2010 Marine Energy Action Plan (DECC 2010) highlights that the development of a strong marine renewables sector in the UK will help achieve legally binding carbon reduction targets and also secure energy supply, create jobs, and develop skills to be utilised by the global market (see Chapter 21, Socio-economics). 1.4.6 The key renewable energy policy drivers outlined here are explained in more detail in Chapter 2, Policy and Legislation. 1.4.7 The Project has a number of potential benefits for local organisations and businesses. A range of marine and land based construction and engineering services will be required, supported by suitable charter vessels and divers will be required for the installation, and operation and maintenance (O & M) phases of the Project. It is anticipated that environmental scientists will be required for pre and post construction monitoring in addition to the work already undertaken during site characterisation surveys. The intention is to utilise local facilities, firms and people as much as possible. During the SeaGen project in Northern Ireland, MCT spent around £1.3m in the adjacent towns of Portaferry and Strangford from 2005 to 2011 (including both construction and operation phases) and an additional £2.1m elsewhere in Northern Ireland (see Chapter 21, Socioeconomics). 1.4.8 The SeaGen device in Strangford Lough has attracted significant public interest, from the media and scientific communities, as well as the wider public. It is hoped that the Kyle Rhea project will draw similar interest, generating business for local hotels and guest houses, as well as boat operators, as national and international visitors seek to find out more about the Project, the surrounding area and its communities. Potential socio economic impacts of the Project are discussed further in Chapter 21, Socio Economics. 1.5 Project objectives 1.5.1 The key objective of the Project is commercial generation of electricity from tidal flow devices. The electricity generated will contribute to the Scottish Government target of generating 100% of Scotland’s electricity demand from renewable sources, and the UK target of 15% by 2020. This is in line with the European Commission’s binding legislation, aimed at increasing the average renewable share across the EU to 20% by 2020. 1.5.2 This project will contribute to an 80% reduction in greenhouse gas emissions by 2050 required by the Climate Change (Scotland) Act (2009). 1.5.3 The Project will deliver clean, carbon free emission electricity, from a reliable and predictable resource, and will directly contribute to the development of the UK marine renewables industry. The renewable energy sector is of strategic importance in contributing to emissions reductions and climate change mitigation for the UK. 1.6 Structure of the Environmental Statement Table 1 provides a list of the chapters of this Environmental Statement. The figures and appendices associated with each chapter are provided in Volume III, Figures and Appendices. | Chapter no. | Title | |-------------|-------| | 1 | Introduction | | 2 | Policy & Legislation | | 3 | Site Selection | | 4 | EIA Methodology | | 5 | Project Description | | 6 | Consultation | | 7 | Marine Physical Environment and Coastal Processes | | 8 | Geology, Hydrogeology and Non-marine Surface Water | | 9 | Marine Water Quality | | 10 | Terrestrial and Intertidal Ecology | | 11 | Ornithology | | 12 | Marine Mammals and Basking sharks | | 13 | Benthic Ecology | | 14 | Fish and Shellfish | | 15 | Commercial Fisheries | | 16 | Seascape Landscape and Visual Impact | | 17 | Shipping and Navigation | | 18 | Traffic and Transport | | 19 | Archaeology and Cultural Heritage | | 20 | Onshore Noise | 1.7 EIA project team 1.7.1 Royal Haskoning has been commissioned to lead the Environmental Impact Assessment (EIA), working closely with Sea Generation (Kyle Rhea) Ltd. Royal Haskoning has extensive experience in Renewables EIA and detailed understanding of the potential impacts of the SeaGen device following their lead role in the EIA and Environmental Monitoring Programme (EMP) for the SeaGen in Strangford Lough. Royal Haskoning has used in-house experts in hydrology, geology, water quality, coastal processes, terrestrial ecology, benthic ecology, marine mammals, traffic, and noise. External expertise have been sourced from following specialist companies commissioned by Sea Generation (Kyle Rhea) Ltd: - SKM Enviros – Seascape, Landscape and Visual Impact Assessment (SLVIA); - Natural Research (Projects) Ltd, supported by local resident and ornithologist Andy Law – marine mammal and ornithology surveys and reporting; - Marico and Anatec – Navigation surveys and Risk Assessment; - DMP Statistical Solutions – analysis of marine mammal data; - Hebridean Whale and Dolphin Trust (HWDT) – collation and reporting of existing regional datasets; - Envision Mapping Ltd – drop down video survey and seabed habitat mapping; - Headland Archaeology – Archaeology impact assessment; - Subacoustech – Underwater noise modelling; and - Tristan Southall – Commercial fisheries assessment and Fisheries Liaison. 1.8 References DECC (2010). Marine Energy Action Plan 2010. London: HM Government. Douglas, C. A., Harrison, G. P. and Chick, J. P. (2008). Life cycle assessment of the Seagen marine current turbine. Proceedings of the Institution of Mechanical Engineers, Part M: Journal of Engineering for the Maritime Environment. 222, pp.1-12 DTI (2005). Guidance on consenting arrangements in England and Wales for a pre-commercial demonstration phase for wave and tidal stream energy devices (marine renewables). London: HM Government. RenewableUK (2006). Education and Careers: Calculations for wind energy statistics [online]. London: RenewableUK. Available from: http://www.bwea.com/about/contact.html [08/11/2010] 2.1 Introduction 2.1.1 This chapter identifies the international and European legislative drivers and commitments in the areas of climate change, decarbonisation and renewable energy, and the corresponding United Kingdom (UK) and Scottish policies which set the objectives and targets to meet these legal obligations. This chapter also shows how the proposed Kyle Rhea Tidal Stream Array ('the Project') fits within all relevant policy frameworks and, as such, how it will make a significant contribution to meeting these targets. 2.1.2 This chapter outlines the regulatory and consenting requirements relating to the construction, operation and decommissioning phases of the Project, including the SeaGen devices, associated infrastructure, cables and onshore substation. 2.2 Policy context for energy generation 2.2.1 This section identifies the policy context and drivers for renewable energy developments at an International, European, UK and Scottish level. 2.2.2 With regard to the onshore elements of the Project, a review of how the Project fits within the planning context of the local authority is made. European and International energy context 2.2.3 The UK plays a leading role in tackling climate change at an international level, working through the European Union (EU), G8 and United Nations (UN) Framework Convention on Climate Change. 2.2.4 The 1997 Kyoto Protocol set internationally agreed and binding targets for reducing emissions of greenhouse gases up to 2012. Through the Kyoto Protocol, the UK has a legally binding target to reduce emissions of greenhouse gases by 12.5% below 1990 levels in the period 2008-2012. 2.2.5 The EU Climate and Energy package, formally agreed in April 2009, builds on Kyoto and commits the EU to achieving the '20-20-20' targets: a 20% cut in emissions of greenhouse gases by 2020 compared with 1990 levels; a 20% increase in the share of renewables in the energy mix; and a 20% cut in energy consumption. 2.2.6 The EU has established an EU Emissions Trading System (EU ETS) to help meet these targets. Member states must ensure that each industrial or electricity generation plant covered by the scheme holds a greenhouse gas emissions trading permit - in effect, a licence to operate and to emit carbon dioxide (CO₂). Each permitted installation will receive an allocation of allowances, based on the Member State’s National Allocation Plan. Companies that emit less CO₂ than envisaged in the cap arrangement can sell or bank surplus trading permits. However, if they exceed their cap, they will have to buy additional permits. The ETS therefore provides financial incentives for large energy users to reduce CO₂ emissions. 2.2.7 EU energy policy also sets targets for sectors not covered by the EU ETS, namely Directive 2001/77/EC of the European Parliament and Council, 27th September 2001, on the promotion of electricity from renewable energy sources in the internal electricity market, and Directive 2009/28/EC On the Promotion of the Use of Energy from Renewable Sources and Amending and Subsequently Repealing Directives 2001/77/EC and 2003/30/EC. 2.2.8 The EU is focussed on energy security issues (the EU Energy Policy: Engaging with Partners beyond Our Borders), with security and diversity of supply key threads. Renewable energy is one of a number of potential contributors to diversity of supply. **UK energy context** 2.2.9 This section summarises significant UK policy developments relevant to renewable energy over the past decade, with the key legislative and policy instruments detailed in Table 2.1. 2.2.10 Increasing energy provision from renewable sources is seen as key to achieving the desired low-carbon energy future. The UK has signed up to the EU Renewable Energy Directive, which includes a UK target of 15% of energy from renewables by 2020. 2.2.11 Approaches to achieving this target have most recently been set out in the Government’s UK Renewable Energy Strategy, published in 2009. The Strategy includes measures to strengthen the UK renewable industry and whilst acknowledging the importance of onshore and offshore wind in contributing to renewables targets, the strategy also recognises the potential contribution that could be made by tidal and wave energy. 2.2.12 More recently the UK Government has underpinned its long term support for marine renewables by proposing to increase its support level from the current level of 2 to 5 Renewable Obligation Certificates (ROCs) for tidal stream and wave energy. This is expected to be implemented across the UK from the 1st of April 2013. **Table 2.1: UK energy and climate change policies and legislation** | Policy | Key elements | |-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------| | UK Climate Change Programme | Sets out package of policies to deliver UK’s Kyoto target. Policies included stimulating new, more efficient sources of power generation. | | DTI White Paper (2003) | Expressed overall priorities for UK energy policy in the first quarter of the 21st Century. Aims including cutting CO₂ emissions by 60% by 2050 and maintaining the reliability of Britain’s energy supplies. | | Energy Review (DTI, 2006) | Proposed to strengthen the framework that supports the development of renewable technologies in the UK in order to achieve a target of 20% electricity from renewable energy by 2020. | | Energy White Paper (2007) | Entitled Meeting the Energy Challenge’, detailed how measures set out in the 2006 review were being implemented in the UK to reduce CO₂ emissions and secure clean and affordable energy. The white paper identified diversity of supply and energy security as key drivers, in addition to climate drivers. | | Policy | Key elements | |----------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Energy Act (2008) | Implements the legislative aspects of the 2007 White Paper and reflects the availability of emerging renewable technologies. | | Climate Change Act (2008) | Creates a new approach to managing and responding to climate change in the UK and sets a legally binding target of a reduction in emissions of 34% by 2020 against a 1990 baseline. | | Low Carbon Transition Plan (DECC, 2009) | Sets out the UK Government’s response to climate change by setting out a Transition Plan for becoming a low carbon economy. This plan will deliver emission cuts of 18% on 2008 levels by 2020 (and over a one third reduction on 1990 levels), and updates the 2003 White Paper to state that by 2020 the UK will achieve a target of 30% of its electricity from renewable sources. | | UK Renewable Energy Roadmap (DECC, 2011) | The Renewables Roadmap outlines a comprehensive action plan to accelerate the UK’s deployment and use of renewable energy. It identifies eight technologies that either have the greatest potential to help the UK meet the 2020 target in a cost-effective and sustainable way, or offer great potential for the decades that follow. These technologies include marine energy technologies. | | Government response to the consultation on proposals for the levels of banded support under the Renewables Obligation for the period 2013-17 and the Renewables Obligation Order 2012 | Review of the current system of Renewable Energy Obligation Certificates (ROCs). Decision to increase ROCs for wave and tidal energy from 2 to 5 with a cap on 30MW per project after which 2 ROCs will be issued. | **Scottish energy context** 2.2.13 The UK is a signatory to the EU Renewable Energy Directive, which includes a UK target of 15% of energy from renewable sources by 2020, with 30% of that energy expected to come from renewable electricity generation\(^1\). Scotland’s potential to produce marine renewable electricity is vast, with the total tidal and wave resource in Scotland estimated at 14 Gigawatt (GW) and 7.5GW respectively (Scottish Government, Undated). 2.2.14 The seas around Scotland have the potential to provide a sustainable, renewable energy source with: - Up to a 25% of Europe’s tidal power and 10% of its wave power; and - Around 25% of the European offshore wind resource potential\(^2\) 2.2.15 Scotland is estimated at having the resource capacity to produce 12GW of energy from marine renewable and offshore wind sources by 2020. 2.2.16 The Scottish Government is firmly committed to the development of a successful marine renewable energy industry, in Scotland. In 2011 it committed to achieving the EU 2020 target (20% of EU’s energy consumption from renewable sources by 2020) through a stated target of meeting the equivalent of 100% of Scotland’s electricity demand from renewable sources by 2020. In advance of the UK government (see above), Scottish Ministers --- \(^1\) [http://www.decc.gov.uk/en/content/cms/meeting_energy/renewable_ener/renewable_ener.aspx](http://www.decc.gov.uk/en/content/cms/meeting_energy/renewable_ener/renewable_ener.aspx) \(^2\) [http://www.scotland.gov.uk/Topics/marine/marineenergy](http://www.scotland.gov.uk/Topics/marine/marineenergy) completed a consultation on their proposal to increase the level of ROCs support for tidal stream energy from 3, as it currently is in Scotland, to 5 with a cap on large projects (The Scottish Government, 2011). 2.2.17 In September 2008 The Scottish Government published its future approach to energy policy, recognising that marine renewable energy has a part to play in future energy supply as well as playing a part in its strategy to reduce greenhouse gases and tackle global warming. 2.2.18 In 2007 the Scottish Government commissioned a Strategic Environmental Assessment (SEA) to examine the potential effects on the environment from the development of tidal and wave power. The primary objective of the SEA was to assess, at a strategic level, the effects of meeting or exceeding the Marine Energy Group’s (MEG’s) estimate of 1,300 Megawatt (MW) of marine renewable energy capacity around Scotland by 2020. The results of the SEA show that it may be possible to meet MEG’s estimate of 1,300MW of capacity with, generally, minor effects on the environment. The SEA Environmental Report does note, however, that there are notable gaps in knowledge and that there are important exceptions to this general conclusion. Furthermore, the likelihood of the more significant effects occurring is very dependent on the particular characteristics of the projects being developed, in combination with the locations where they are being deployed. 2.2.19 The Project will help towards meeting the renewables targets set by the Scottish and UK Governments. Most importantly, the Project represents a significant and exciting step forwards in proving the viability of tidal energy and to aiding in the development of larger projects in the future. *The Climate Change (Scotland) Act 2009* 2.2.20 The Climate Change (Scotland) Act introduced binding targets on the Scottish Government to reduce net Scottish greenhouse gas emissions by 83% by 2050 from 1990 levels; with an interim target of 42% by 2020. The Scottish Governments’ Renewables Action Plan published in July 2009 and most recently updated in March 2011, reiterates the targets set in 2007. Support for renewables development, including tidal energy, is contained in National Planning Framework (NPF) 2 and Scottish Planning Policy (SPP) (further detail is provided in 6.3 below). ### 2.3 Marine and terrestrial planning in Scotland 2.3.1 The Marine (Scotland) Act 2010 and the Marine and Coastal Access Act 2009 (MCAA) have introduced a marine planning regime for the marine area of Great Britain. The Scottish Government has responsibility for marine planning within both Scottish Territorial Waters (STW) (0 -12 nautical miles (nm) offshore), and within the Scottish Renewable Energy Zone (REZ) (12 – 200nm offshore). 2.3.2 In accordance with the MCAA, a joint Marine Policy Statement has been prepared by the UK Government in conjunction with the Scottish Government and the devolved administrations of Wales and Northern Ireland. In March 2011 the Scottish Government published a draft National Marine Plan which covers both STW and the Scottish REZ. The draft plan is currently being consulted upon and is to be finalised at the end of 2014. It identifies certain key objectives for management of the marine environment and the role offshore renewables can play in promoting economic growth and tackling climate change. The draft plan also identifies the need for offshore renewables developments to be constructed and operated to minimise noise and collision risk to Best Available Technology Not Entailing Excessive Costs (BATNEEC) standards. 2.3.3 The Marine (Scotland) Act 2010 requires the Scottish Government to establish marine regions. The number and extent of the marine regions have yet to be established. Following creation of the marine regions, regional marine plans will be put in place with policies applicable at a local level. The Marine (Scotland) Act 2010 and MCAA also provide for the creation of Marine Protection Areas (MPAs). MPAs will be afforded particular protection on account of their nature conservation, historic or research and development value. 2.3.4 The Scottish Government’s Strategic Environmental Assessment (SEA) on Marine Renewables in 2007 concluded that the deployment of new technology, particularly marine renewable devices, would carry a degree of uncertainty regarding potential associated environmental impacts. As a result, a risk-based ‘Survey, Deploy and Monitor Policy’ is being developed to enable efficient, sustainable deployment of wave and tidal energy devices. **National Planning Framework** 2.3.5 The National Planning Framework (NPF) is prepared by the Scottish Government and provides the long term strategy for development in Scotland over a 25 year period. The NPF sits at the top of the policy hierarchy and is the long term strategy for the development of Scotland. The Framework provides an important context for renewable energy development and supporting electricity infrastructure. 2.3.6 The first NPF (NPF 1) was produced in 2004 and provides a non-statutory spatial planning framework for Scotland for the period to 2025. It identifies key drivers of change in the environment and economy of Scotland and defines strategic infrastructure requirements to provide a basis for future planning. 2.3.7 Several provisions of the NPF are of relevance to the current proposals: for example, the need for sustainable development, and the need to promote and deliver the Scottish Government’s renewable energy targets and aspirations. The framework also recognises the economic benefits that developing Scotland renewable energy potential could bring. 2.3.8 The second NPF (NPF 2) was published in 2009 and provides an important vehicle for the national debate about the future of Scotland. It will guide and provide a vision for Scotland’s spatial development up to 2030, setting out strategic development priorities to support the Scottish Government’s central purpose - promoting sustainable economic growth. 2.3.9 The introduction of NPF 2 is a big step towards securing the future of the renewable energy industry in Scotland; the Government clearly states its commitment to realising the power generating potential of all renewable sources of energy. NPF 2 recognises that longer term potential is likely to lie with new technologies such as tidal and wave power, biomass and offshore wind. **Scottish Planning Policy** 2.3.10 The NPF is underpinned by Scottish Planning Policy (SPP), Planning Advice Notes (PANs), and a number of Circulars. SPP is the statement of the Scottish Government’s policy on nationally important land use planning matters. It was published in February 2010 as a result of the commitment to proportionate and practical planning policies. The new SPP supersedes and replaces the previous SPPs and National Planning Policy Guidance (NPPG) series (including SPP 6 Renewable Energy), providing a shorter, clearer and more focused statement of national planning policy. 2.3.11 The new SPP contains the Following: - Scottish Government’s view of the purpose of planning; - Core principles for the operation of the system and the objectives for key parts of the system; • Statutory guidance on sustainable development and planning under Section 3E of the Planning etc. (Scotland) Act 2006; • Concise subject planning policies, including the implications for development planning and development management; and • Scottish Government’s expectations of the intended outcomes of the planning system. 2.3.12 SPP contains ‘subject policies’, one of which relates to renewable energy. The following extracts are taken from this subject policy: “Planning authorities should support the development of a diverse range of renewable energy technologies, guide development to appropriate locations and provide clarity on the issues that will be taken into account when specific proposals are assessed.” 2.3.13 Such issues are recognised as being likely to include impact on the landscape, historic environment, natural heritage and water environment, amenity and communities, and any cumulative impacts that are likely to arise. The SPP goes on state that: ‘Development plans should support all scales of development associated with the generation of energy and heat from renewable sources, ensuring that an area’s renewable energy potential is realised and optimised in a way that takes account of relevant economic, social, environmental and transport issues and maximises benefits.’ and ‘Off-shore renewable energy generation presents significant opportunities to contribute to the achievement of Government targets. Although the planning system does not regulate off-shore development, it is essential that development plans take into account the infrastructure and grid connective won needs of the off-shore renewable energy generation industry. Development plans should identify appropriate locations for facilities linked to the manufacture, installation, operation and maintenance of off-shore wind farms and wave and tidal devices.’ Planning advice notes 2.3.14 PANs provide advice and good practice in relation to the NPF. PAN 51 Planning, environmental protection and regulation aims to support sustainable developments and provides overarching advice which is provided in more detail in the following PANs which are relevant to the Project: • PAN 1/2011 (superseding PAN 56) Planning and noise; • PAN 58 Environmental Impact Assessment; and • PAN 63 Waste management. Development plans Marine National (Scotland) level plans 2.3.15 Development plans and statements of policy are a material consideration with regard to the authorisation of electricity generation schemes under Section 36 of the Electricity Act 1989. In addition the draft National Marine Plan also states that legislation is to be brought forward to ensure Marine Plans are a material consideration for land use planning decisions. 2.3.16 The Scottish Ministers are in the process of producing a single Scottish National Marine Plan. The pre-consultation draft was produced for public review in 2011 and the final considerations, adoption and publication of the plan are anticipated in 2014. The plan will be prepared by Marine Scotland on behalf of the Scottish Ministers and will set national economic, social and marine ecosystem objectives alongside objectives relating to the mitigation of, and adaptation to, climate change. The plan may set out specific spatial requirements for particular types of activity or development where these are of national significance. **Regional level plans** 2.3.17 These will be prepared for Scottish Marine Regions to take forward policies and priorities defined in the National Marine Plan. No time frame is currently available for this provision however they are unlikely to be produced until 2015. Regions will be defined by Marine Scotland and managed by a Marine Planning Partnership which will comprise someone nominated by the Scottish Ministers as well as one or more public authorities and/or stakeholders. The Partnership’s will prepare a regional plan for their area, which is likely to include a vision for the marine area covered by the plan, management policies for specific sectors, and a framework for decision making in relation to development consents. The regional plans could take around two years to produce after the finalisation of the National Marine Plan, so consultation on draft plans in 2014 / 2015 is anticipated. 2.3.18 The Highland Structure Plan, which was approved by Scottish Ministers and came into effect on 26 March 2001, together with the West Highland and Islands Local Plan, adopted 9th September 2010 comprises the statutory development plan for the area in which the Project falls. It is used by the council to assess and determine planning applications. The Planning etc. (Scotland) Act 2006 establishes a new development planning system. The Highland-wide Local Development Plan (LDP), which includes Skye and Loch Alsh was adopted on 5 April 2012 and supersedes the General Policies and other related material of this Local Plan including the previous Skye and the Lochalsh LDP. The Project meets the requirements of the Highland-wide LDP Plan regarding renewable energy development. 2.3.19 Development Plan policy currently supports the development of renewable energy projects, including both large and small scale tidal developments. 2.3.20 The Highland Renewable Energy Strategy and Planning Guidelines (2006) identifies Kyle Rhea as a Primary Development Area for tidal stream developments, based on the constraints and cost factors estimated in the resource assessment (Aquatera, 2005). **Local planning** 2.3.21 The Local Development Plan (LDP) for an area comprises both the approved structure and the adopted local plan. Table 2.2 below, identifies where relevant aspects of the LDP have been addressed within this ES. The relevance of these policies is considered in each ES chapter. | ES chapter | West Highland and Islands Local Plan (adopted 2010) | Highland Wide Local Development Plan (adopted April 2012) | |------------------------------------------------|-----------------------------------------------------|----------------------------------------------------------| | Chapter 7 Marine Physical Environment and Coastal Processes | Policy 10: Physical constraints | Policy 64: Water environment Policy 73: Pollution | | Chapter 8 Geology, hydrology and non-marine surface water | Policy 8: Waste management Policy 10: Physical constraints Policy 14: Surface water drainage | Policy 54: Minerals Policy 55: Mineral waste Policy 56: Peat and soils Policy 63: Geodiversity Policy 67: Surface water drainage | | Chapter 9 Water Quality | Policy 2: Development objectives and developer requirements | Policy 64: Water environment Policy 66: Waste water treatment Policy 73: Pollution | | Chapter 10 Terrestrial and Intertidal Ecology | Policy 4: Natural, built and cultural heritage Policy 11: Protected species Policy 12: Other important species Policy 13: Important habitats | Policy 50: Coastal development Policy 52: Trees and development Policy 58: Natural, built and cultural heritage Policy 59: Protected species Policy 60: Other important species Policy 61: Other important habitats | | Chapter 11 Ornithology | Policy 4: Natural, built and cultural heritage Policy 11: Protected species Policy 12: Other important species Policy 13: Important habitats | Policy 58: Natural, built and cultural heritage Policy 59: Protected species Policy 60: Other important species Policy 61: Other important habitats | | Chapter 12 Marine Mammal and Basking Sharks | Policy 4: Natural, built and cultural heritage Policy 11: Protected species Policy 12: Other important species Policy 13: Important habitats | Policy 58: Natural, built and cultural heritage Policy 59: Protected species Policy 60: Other important species Policy 61: Other important habitats | | Chapter 13 Benthic Ecology | Policy 4: Natural, built and cultural heritage Policy 11: Protected species Policy 12: Other important species Policy 13: Important habitats | Policy 58: Natural, built and cultural heritage Policy 59: Protected species Policy 60: Other important species Policy 61: Other important habitats | | Chapter 14 Fish and Shellfish | Policy 4: Natural, built and cultural heritage Policy 11: Protected species Policy 12: Other important species Policy 13: Important habitats | Policy 58: Natural, built and cultural heritage Policy 59: Protected species Policy 60: Other important species Policy 61: Other important habitats | | ES chapter | West Highland and Islands Local Plan (adopted 2010) | Highland Wide Local Development Plan (adopted April 2012) | |------------|--------------------------------------------------|--------------------------------------------------------| | Chapter 15 Commercial Fisheries | Policy 6: designing for sustainability | Policy 51: Aquaculture | | Chapter 16 Seascape, Landscape and Visual Impact | Policy 3: Wider countryside Policy 17: Design quality and place-making | Policy 30: Design quality and place-making Policy 37: Wider countryside Policy 62: Landscape Policy 70: Electricity transmission infrastructure | | Chapter 17 Shipping and Navigation | Policy 18: Travel | Policy 57: Travel | | Chapter 18 Traffic and Transport | Policy 18: Travel | Policy 57: Travel | | Chapter 19 Archaeology | Policy 4: Natural, built and cultural heritage | Policy 58: Natural, built and cultural heritage | | Chapter 20 Onshore Noise<sup>3</sup> | | Policy 73: Pollution | | Chapter 21 Socio-economics | Policy 6: designing for sustainability Policy 15: Developer contributions Policy 16: Commerce | Policy 32: Developer contributions Policy 42: Business and industrial land Policy 68: Renewable Energy developments | | Chapter 22 Tourism and Recreation | Policy 15: Developer contributions | Policy 44: Tourism Policy 68: Renewable Energy developments Policy 78: Public Access | | Chapter 23 Military Activity | | Policy 68: Renewable Energy developments | **Terrestrial planning in Scotland** 2.3.22 Outline consent for the onshore project components associated with the Project will be sought under The Town and Country Planning (Development Management Procedure) (Scotland) Regulations 2008 for more details (see section 6.4 below for further detail on the Town and Country planning Act). --- <sup>3</sup> Note that issues relating to underwater noise are discussed within the relevant receptor chapters. For example, underwater noise impacts on marine mammals and on fish are discussed within those chapters respectively. 2.4 Legislative context Marine (Scotland) Act 2010 2.4.1 In March 2010 the Marine (Scotland) Act received Royal Assent; it provides a framework for the sustainable management of Scotland’s seas and one of its key aims is to streamline and simplify the licensing and consenting process for offshore renewable projects. 2.4.2 Projects had historically been required to seek licences and planning consent under several pieces of legislation before development could proceed. With the introduction of the Marine (Scotland) Act, co-ordinated applications for planning consent and associated licenses (including a Marine Licence under the Marine (Scotland) Act and Section 36 Consent under the Electricity Act) can now be made via a single point of access, Marine Scotland’s Licensing Operations Team (MS-LOT), as part of a unified licensing and consenting process. The Electricity Works (Environmental Impact Assessment) (Scotland) Regulations 2000 2.4.3 These Regulations implement the European Environmental Impact Assessment (EIA) Directive 1985 (as amended, 2009), and outline the requirement for assessment of the effects of certain public and private projects on the environment. Such projects include the construction, extension and operation of a power station or overhead electricity lines under Sections 36 and 37 of the Electricity Act. 2.4.4 As the Project is over 1MW and so requires Section 36 consent, it is considered to be a Schedule 2 development under The Electricity Works (EIA)(Scotland) Regulations 2000; defined as “a generating station, the construction of which (or the operation of which) will require a section 36 consent but which is not Schedule 1 development”. 2.4.5 To ensure full compliance with the regulations, Sea Generation (Kyle Rhea) Ltd. will provide an Environmental Statement (ES) detailing the EIA to accompany its Section 36 consent application. 2.4.6 Under Regulation 7, the developer (i.e. Sea Generation (Kyle Rhea) Ltd.) is entitled to ask the Scottish Ministers, before submitting an application for a Section 36 consent under the Act, to state in writing their opinion as to the information to be provided in the Environmental Statement (ES) (i.e. to provide a ‘Scoping Opinion’). 2.4.7 In accordance with Regulation 7, Sea Generation (Kyle Rhea) Ltd. requested a formal scoping opinion on 1st April 2010 (see Chapter 4 EIA Methodology and Chapter 6, Consultation) and this scoping report provided a summary of relevant information on the proposed development including: - A plan which identifies the site which is the subject of the proposed development; - A brief description of the nature and purpose of the proposed development and its possible impacts on the environment; and - An outline of further information that Sea Generation (Kyle Rhea) Ltd. intends to provide as part of the EIA process. 2.4.8 Once they have all the information they require, the Scottish Ministers are required to consult and obtain the views of the Consultative Bodies defined in the Regulations (the Planning Authorities of the area in which the development is planned, Scottish Natural Heritage (SNH) and the Scottish Environment Protection Agency (SEPA), the developer and other organisations (as they see fit). When the Scottish Ministers issue a Scoping Opinion, they must state what information should be included in the Environmental Statement, giving their reasons why. Marine Scotland provided Sea Generation (Kyle Rhea) Ltd with the Scoping Opinion in 2010 (see Chapters 4, EIA Methodology and 6, Consultation) 2.4.9 Consultation under the Marine Works (EIA) Regulations 2007 (as amended) is undertaken within the consultation for the Electricity Works (EIA) (Scotland) Regulations 2000. **Town and Country Planning (Scotland) Act 1997** 2.4.10 The Town and Country Planning (Scotland) Act 1997 is the principal legislation governing the use and development of land within Scotland. 2.4.11 The Act is supported by various pieces of subordinate legislation, including the Town and Country Planning (Development Management Procedure) (Scotland) Regulations 2008, under which an application for outline planning permission would be considered. 2.4.12 The Town and Country Planning (Hierarchy of Developments) (Scotland) Regulations 2009 consider the scale of the Development, which would constitute a 'major development' under the regulations. This classification necessitates pre application consultation as set out in Part 2 of The Town and Country Planning (Development Management Procedure) (Scotland) Regulations 2008. 2.4.13 The Planning etc. (Scotland) Act 2006 amends certain parts of the 1997 Act; including development plan preparation, development control (now known as development management) and enforcement. These changes amend but do not replace the 1997 Act, which remains the principal planning act in Scotland. 2.4.14 The EIA (Scotland) Regulations 2011 must also be considered and the relevant requirements must be satisfied in full, even if the application is for planning in principle. **Energy Act 2004** 2.4.15 Sections 105 – 114 of the Energy Act 2004 introduce a decommissioning scheme for offshore wind and marine energy installations. Decommissioning responsibilities are not devolved to Scotland and licensing requirements lie with the Department of Energy and Climate Change (DECC). DECC will be consulted on a decommissioning plan, and Marine Scotland Licence Operating Team (MS-LOT) will also be involved at this stage. Under the terms of the Act, the Secretary of State may require a person who is responsible for one of these installations to submit (and ultimately carry out) a decommissioning programme for the installation. Sea Generation (Kyle Rhea) Ltd will produce a decommissioning programme for the Project to fully comply with DECC guidance. **Water Environment and Water Services Act (WEWS)** 2.4.16 The WEWS Act sets out steps for the implementation of the river basin planning process in Scotland. Section 20 of this Act sets out a requirement for control regimes to regulate all activities that pose a risk to the water environment. These arrangements were introduced in 2005 via The Water Environment (Controlled Activities) (Scotland) Regulations 2005 (CAR). 2.4.17 The CAR regulations provide ministers with powers to introduce regulatory controls over activities in order to protect the water environment (freshwater and marine). All point source discharges, abstractions, impoundments and some engineering work require an authorisation under these regulations. Low risk activities, such as those associated with the Project are likely to be subject to General Binding Rules (GBRs) and thus a licence is not required. Where activities are not covered by GBRs, the developer will need to apply to Scottish Environment Protection Agency (SEPA) for authorisation. 2.5 Consents and licensing 2.5.1 In order to permit the construction and operation of all components of the Project, the following consents and agreements will be required for the offshore elements of the project: - An application to Marine Scotland under Section 36 of the Electricity Act, 1989; and, - A Marine Licence from Marine Scotland under Section 20 of the Marine (Scotland) Act 2010 (replacing Section 5 Part II of the Food and Environment Protection Act (FEPA), 1985 and Section 34 of Coast Protection Act, 1949\(^4\)). - Planning permission from the Highland Council under the Town and Country Planning (Scotland) Act 1997. 2.5.2 The offshore elements of the Project will require a decommissioning programme to be developed under Energy Act 2004. Sea Generation (Kyle Rhea) Ltd intends to fully comply with the requirements for an agreed decommissioning plan. 2.5.3 In addition to the above, further consents, which may also be required, include: - European Protected Species licence for cetaceans and otters under The Conservation (Natural Habitats, & c.) Regulations 1994; - A licence for disturbance to basking sharks under the Wildlife and Countryside Act, 1981 (as amended) and the Nature Conservation (Scotland) Act 2004. 2.5.4 Various guidance documents are being produced for marine renewable energy developers and are due for imminent release. At the time of writing Sea Generation (Kyle Rhea) Ltd is aware of the following: - Marine Renewable Licensing Manual (final draft available for consultation\(^5\)); - Guidance on survey and monitoring for marine renewables deployments in Scotland (draft published on SNH website for review\(^6\)); - A review of the potential impacts of wave and tidal renewable energy developments on Scotland’s marine environment (awaiting draft); and - The SNH Service Level Statement for renewable energy consultants. **Electricity Act 1989 ('S36 Consent')** 2.5.5 Section 36 of the Electricity Act 1989 is the primary consent required from the Scottish Ministers (administered by Marine Scotland on their behalf) for the construction and operation of a power generating station situated within the territorial sea with a capacity of 1MW or more. Consent for the construction and operation of the development will therefore be sought under Section 36. --- \(^5\) [http://www.scotland.gov.uk/Topics/marine/Licensing/marine/LicensingManual](http://www.scotland.gov.uk/Topics/marine/Licensing/marine/LicensingManual) \(^6\) [http://www.snh.gov.uk/docs/B925810.pdf](http://www.snh.gov.uk/docs/B925810.pdf) Marine Licence 2.5.6 From April 2011, under the Marine (Scotland) Act 2010 a single Marine Licence has replaced the previously separate FEPA and CPA licences required under the Food and Environment Protection Act 1985 (FEPA) the Coastal Protection Act 1949 (CPA). 2.5.7 A Marine Licence will be required for the Project due to the installation of the support structures, devices and associated cabling being considered as a deposit by construction activity both in the sea and or under the seabed as described within the legislation. 2.6 Conservation regulations Habitats Regulations Appraisal (HRA) 2.6.1 Under the Conservation (Natural Habitats, etc. & C.) Regulations 1994 (as amended in Scotland), where a development is proposed in or near to a Natura 2000 site, or in an area recognised as an important site for marine species which are a feature of a Natura 2000 site, the competent authority should determine, and inform the developer as early as possible, on the requirement to undertake an Appropriate Assessment (AA), prior to granting the relevant consents and licenses for development. 2.6.2 The AA tests whether a plan or a project is likely to have a significant impact on the integrity of a European and/or Ramsar site. The Habitats Regulations also require that, in determining whether a plan or project is likely to have a significant impact on a European site the plan or project should be considered both alone and in-combination with other plans or projects. 2.6.3 The Project development is located within the Lochs Duich, Long and Alsh Reefs SAC and the Kinloch and Kyleakin Hills SAC, (both of which are Natura 2000 sites); Therefore AA will be required for this project. Information to assist the Scottish ministers in the completion of the AA is provided in an HRA report, which accompanies this ES (Royal HaskoningDHV, 2012). European protected species (EPS) 2.6.4 The Habitats Directive identifies a number of European Protected Species. In the marine environment these include all cetaceans, seals and otters. For any European Protected Species (EPS)\(^7\) Regulation 39 of the Conservation (Natural Habitats, & C.) Regulations 1994 makes it an offence to deliberately or recklessly capture, kill, injure, harass or disturb any such animal. An EPS Licence is required for any activity that might result in disturbance to EPS. 2.6.5 For any European Protected Species (EPS)\(^8\). Regulation 39 of the Conservation (Natural Habitats, & C.) Regulations 1994 makes it an offence to deliberately or recklessly capture, kill, injure, harass or disturb any such animal. An EPS Licence is required for any activity that might result in disturbance to EPS. 2.6.6 The Project is located within an area that is heavily used by the European otter and is occasionally used by cetaceans, in particular harbour porpoise (all of which are EPS). One or more EPS licences may be required before work can commence. --- \(^7\) EPS include all cetaceans and otters amongst other species \(^8\) EPS include all cetaceans and otters amongst other species 2.7 Rochdale envelope approach 2.7.1 The complex nature of the Project and the evolving nature of the tidal energy sector, mean that full details of the proposed development are not available at the time of the application. For example the detailed installation method is dependent on the availability of vessels at the time of installation, and the outcomes of the associated tendering processes. Therefore, the project description and methods upon which this application for consent is based, falls within a range of defined criteria – an envelope of potential development which described the potential extent and nature of the development. This approach allows a degree of flexibility in determining the final specific project detail, while still meeting the requirements of the EIA process. 2.7.2 This approach is termed the ‘Rochdale envelope’ approach, with associated case law established in R.v Rochdale Metropolitan Borough Council ex p. Milne (2000), where a precedent was set that solely illustrative and indicative sketches and layouts cannot provide a sufficient basis for the determination of applications for outline planning permission for a development requiring EIA. An EIA process which fails to fully take into account of project details may give rise to the grant of consent which may be unlawful because the consented project would then have the potential to give rise to an impact greater than which it has been assessed. 2.7.3 The ‘Rochdale envelope’ approach defines a series of realistic maximum extents and magnitudes for the description of a development (an envelope), the impacts of which are assessed. In this way a realistic worst case scenario is assessed. Post consent a detailed design of the scheme can vary within that envelope, without rendering the EIA inadequate. By adopting this approach, the ES can conclude that the environmental impact of the Project will be no greater than that set out in the ES and may be less. 2.7.4 The ‘Rochdale envelope’ approach is now common practice for many offshore renewable projects and has been successfully employed in a number of consented projects. It should be noted that although the associated case law is not directly applicable to Scotland, The National Policy Statement (EN-1) recognises that, some details of a scheme may be unknown at the time of the application and it therefore encourages the flexibility that the ‘Rochdale envelope’ approach offers in assessing the maximum potential adverse effects (DECC 2011). 2.7.5 Chapter 2: Project Description, sets out the parameters of the project in as much detail as currently possible. Where site specific details have not yet been finalised, then a minimum and maximum number have been presented. Where that specific parameter is relevant to the assessment, the worst case for that element has been identified by the relevant specialist and used as the basis for that assessment. 2.7.6 The final design will be refined in response to technology availability, consultation, environmental sensitivities and economic considerations, although at all times within the envelope assessed by this ES. 2.8 Summary 2.8.1 This chapter identifies relevant legislation and policies for the Project, and shows that Sea Generation (Kyle Rhea) Ltd is cognisant of them and their requirements. The following key consents are required: - An application to Marine Scotland under Section 36 of the Electricity Act, 1989; and, • A Marine Licence from Marine Scotland under Section 20 of the Marine (Scotland) Act 2010 (replacing Section 5 Part II of the Food and Environment Protection Act (FEPA), 1985 and Section 34 of Coast Protection Act, 19499). • Planning permission from the Highland Council under the Town and Country Planning (Scotland) Act 1997. 2.9 References DECC (2012) Government response to the consultation on proposals for the levels of banded support under the Renewables Obligation for the period 2013-17 and the Renewables Obligation Order 2012 Royal HaskoningDHV (2012). Information to inform Habitat Regulations Appraisal. *Report in support of the Kyle Rhea Tidal Stream Array application* Scottish Government, (Undated). Marine energy policy Statement available at: http://www.scotland.gov.uk/Topics/Business-Industry/Energy/Energy-sources/19185/17853-1/MEPS (2008) accessed on 20/11/2011 The Scottish Government (2011). Renewable Energy The Renewables Obligation (Scotland) Order 2011 Consultation on Review of ROC Bands accessed 11/10/2012 available at: http://www.scotland.gov.uk/Resource/Doc/361576/0122199.pdf Aquatera (2005) Highland Renewable Energy Resource Assessment 3 SITE SELECTION 3.1 Introduction 3.1.1 This chapter summarises the site selection process to identified Kyle Rhea as a suitable site for the deployment of a tidal stream array. 3.2 Broad scale site selection 3.1.2 As discussed in Chapter 1, Introduction, the Scottish Government has ambitious targets to produce 100% of Scotland’s electricity demand by 2020, based on the wide range of natural resource including wind, wave and tidal energy around Scotland. 3.1.3 Scotland is an attractive area for the development of a tidal array project both in terms of the available tidal energy resource and the consistent support of the Scottish Government for renewable energy projects. Currently the Scottish Government is offering 5 Renewable Energy Certificates (ROCs) per MWh to support tidal energy projects in order to help develop this industry which will play an important part in meeting renewable energy targets. 3.3 Consideration of Scottish sites 3.1.4 The installation and operational requirements of SeaGen devices (as detailed in Chapter 5, Project Description) were key site selection factors, which were applied to broad development areas to identify suitable sites for an array. 3.1.5 The key site requirement criteria that were applied during the site selection process are listed below in Table 3.1. Table 3.1: SeaGen device requirements | Factor | Threshold/comments | |-------------------------|------------------------------------------------------------------------------------| | Minimum Tidal Resource | 2.5m/s at mean spring tides. | | Minimum Water Depth | 26m LAT. this may vary depending on tidal resource. (e.g. shallow high velocity tidal streams will provide similar power to deeper lower velocity streams.) | | Maximum Water Depth | 35m LAT, was dependent upon tidal resource. This value may vary with prevailing wave conditions and the limitations associated with current jack up technology. | | Grid Connection | The site should have suitable capacity in the nearby grid, with few upgrades required. | 3.1.6 Potentially suitable sites for tidal turbine array development were identified by MCT, and are presented in Table 3.2. Table 3.2. Sites considered in initial suitability exercise. | Site name | | | |--------------------|------------------|------------------| | Bluemull Sound | Gigha and Sound | Rhinns and Mull | | | of Jura approaches | of Galloway | | Burrow Head | Irish Sea | Shapinsay Sound | | | approaches | | | Butt of Lewis | Kyle Rhea | Sound of Barra | | Cape Wrath | Loch Eyenort | Sound of Harris | | Corryvreckan | Mull of Kintyre | Sound of Islay | | Craignish | North Ronaldsay | Sound of Luing | | Eynhallow Sound | Papa Sound | Sound of Mull | | Falls of Lora | Pentland Firth | Sumburgh Head | | | east | | | Firth of Lorn | Pentland Firth | Yell Sound | | | west | | 3.1.7 Various factors were considered for each site, including accessibility, depth, topography, resource availability, rock strength for foundations, unexploded ordnance (UXO), shipping constraints, and grid connection. Kyle Rhea is the most favoured site for the following reasons: - **Accessibility** - Good local port facilities at Lochalsh; - Suitable slipway or shore to bring equipment and materials in by sea; - A number of local boat operators for operation and maintenance (O&M) works; - **Depth, topography and geology** - The Kyle descends steeply at the sides with a basin around 20 to 35m. A sufficient area meets the required depth of 26 to 35m for the SeaGen devices. - The seabed is predominantly bedrock, suitable for drilling foundations in to and with minimal scour potential. - **Tidal Resource** - An Acoustic Doppler Current Profiling (ADCP) survey recorded maximum current speeds of 3.8m/s. The average flood currents speeds were recorded at 2 to 3.5m/s in the centre of the channel (see Figure 5.2) - **Grid connection** - Suitable grid connection option expected to be available on the Isle of Skye for the start of the operational phase for the Project. - **Unexploded ordnance** - Surveys of the seabed have shown no anomalies which could be UXO - **Navigation** - Navigation represents a challenge for the Project but detailed consultation and modelling suggests a safe channel can be maintained. 3.4 Array location 3.1.8 The array area shown in Chapter 1, Introduction, Figure 1.1 meets the device requirements outlined in Table 3.1. This array area has been identified due to having suitable water depth. In addition, a resource assessment of Kyle Rhea using ADCP found that the southern end of the Kyle (the array area) has sufficient tidal resource. The device locations are constrained by a compromise between the available tidal resource, suitable water depth, and maintaining a suitable shipping channel through the Kyle (see Chapter 17, Shipping and Navigation). 3.5 Onshore location 3.1.9 An assessment of the grid infrastructure in the vicinity of the project has indicated that the connection options suitable for the Project are all on the Skye side rather than on the mainland side. 3.1.10 The grid network in the vicinity of the Project is currently at full capacity, however there is a planned upgrade to the transmission network with a new high voltage direct current (HVDC) link to the Western Isles (SHELT, undated) which will free-up sufficient capacity on Skye in 2015 which ties in the commissioning phase for the Project (see Chapter 5, Project Description). 3.1.11 The Forestry Commission (FC) land (option 1) on Skye adjacent to the project site provides a suitable location for the substation with existing access tracks. The surrounding woodland limits the visual impact of the substation. Transfer of materials and equipment would likely be brought in by sea to the ferry slipway. 3.1.12 An alternative onshore location (option 2) on flat grassland to the east of Kylerhea village has been identified. Equipment and materials could be landed directly at the drilling area transported across the beach to site, if the road from the ferry slipway is found to be unsuitable. 3.6 References Scottish Hydro Electric Transmission Ltd (SHETL) (undated). Western Isles Link, the upgrade of grid access on the Western Isles. Available at: http://www.sse.com/uploadedFiles/Z_Microsites/Western_Isles/Controls/Lists/Resources/WesternIslesNeedsCaseStakeholderSummary.pdf 4.1 Introduction 4.1.1 This chapter of the Environmental Statement (ES) describes the Environmental Impact Assessment (EIA) process. As discussed in Chapter 2, Policy and Legislation, the legislative framework for EIA is set by European Directive 85/337/EEC on the Assessment of the Effects of Certain Public and Private Projects of the Environment, as amended by Directive 97/11/EC ("the EIA Directive"). This Directive has been transposed into UK law, through a number of regulations applicable to different categories of development, which require an EIA to be undertaken to support the consent application. This Project falls under The Electricity Works (Environmental Impact Assessment) (Scotland) Regulations 2000, The Marine Works (Environmental Impact Assessment) Regulations 2007 (as amended), and the Town and Country Planning (Scotland) Act 1997 (as amended), discussed further in Chapter 2, Policy and Legislation. The approach to EIA follows the requirements of these legislations and is described in this chapter. 4.1.2 This chapter has one technical appendix (Appendix 4.1) containing the Scoping Opinion from Marine Scotland in response to the Scoping Report (Marine Current Turbines, 2010) Background 4.1.3 The proposed development is considered to be a Schedule 2 development under The Electricity Works (EIA)(Scotland) Regulations 2000 as it is over 1MW; defined as “a generating station, the construction of which (or the operation of which) will require a Section 36 consent but which is not a Schedule 1 development”. The EIA Regulations state that any development likely to have a significant effect on the environment must be subject to an EIA with the resulting ES submitted alongside the appropriate consent application. 4.1.4 Under the EIA Regulations, an applicant may submit a “Request for Scoping Opinion” from Scottish ministers. Sea Generation (Kyle Rhea) Ltd sought a “scoping opinion” for the installation of a tidal array at Kyle Rhea on 1st April 2010. This request requires Scottish Ministers (particularly Marine Scotland as the development falls within their remit) and their advisors to provide their opinion on the information provided, including identification of predicted impacts and the proposed approach to EIA. This ES has been prepared on the basis of the advice provided. Appendix 4.1 contains the Scoping Opinion. 4.1.5 Following consultation with both Marine Scotland and the Highland Council through the request for Scoping Opinion (see Marine Current Turbines, 2010 and Appendix 4.1) and during subsequent meetings, it was confirmed that the Project would seek consent through a Marine Licence for offshore components under the Marine (Scotland) Act 2010, and for onshore components through outline planning under the Town and Country (Scotland) Planning Act 1997 (as amended) (see Chapter 2, Policy and Legislation). **EIA overview** 4.1.6 As discussed above the consent application will require an EIA. EIA is a systematic process, which identifies the issues of proposed works likely to have a significant impact upon the receiving environment. This process includes an assessment of the likely impacts and the identification of a range of suitable mitigation options and management measures. 4.1.7 The assessment is carried out based on the project details supplied by Sea Generation (Kyle Rhea) Ltd and the information gleaned from the Scoping Response (*Appendix 4.1*) and other consultee engagement processes (statutory consultees, stakeholders and public engagement). Various sources of environmental data were used to inform the impact assessment. 4.1.8 The EIA process is designed to be as transparent as is possible, with a number of distinct stages. These include: 1. **Screening** – determines whether the Project is likely to have a significant effect on the environment; 2. **Scoping** – a formal process requesting an opinion on the Project from statutory consultees, coordinated by Marine Scotland. The scoping process also identifies the existing environmental data present and the key issues at the site, thereby identifying any additional studies that are required for their assessment; 3. **Baseline studies** – identify the current status of the receiving environment and carry out further desk and field studies as required and/or identified during Stage 2; 4. **Project definition** – working with Sea Generation (Kyle Rhea) Ltd to define the Rochdale envelope (Chapter 5, Project Description for more information of project definition and Chapter 2, Policy and legislation for more information of the Rochdale envelope approach); 5. **Assessment of impacts** – includes the assessment of the significance of the potential impacts related to the Project, as well as the proposed mitigation and the resulting residual impacts; 6. **Environmental reporting** – compilation of the ES and the supporting documentation (e.g. appendices and technical reports.); and 7. **Submission and consenting** – this stage involves the submission of the ES along with the appropriate consent applications. These then go through a determination process with the appropriate consenting body. For applications under Section 36 of the Electricity Act, or Marine Licenses under the Marine Scotland Act, the consenting body will be Marine Scotland (through Scottish Ministers), while for works under the Town and Country Planning Act, the local authority would provide consent. 4.1.9 The EIA is designed to be an iterative process rather than a single appraisal of a finalised development design. The EIA can provide information which helps to optimise the final design. 4.1.10 This EIA has been undertaken based on guidance in Planning Circular 3 2011: The Town and Country Planning (Environmental Impact Assessment) (Scotland) Regulations 2011, with supplementary guidance from Planning Advice Note 58 on Environmental Impact Assessment. 4.1.11 With respect to the EIA carried out for the Kyle Rhea Tidal Stream Array (The Project) the procedure followed is shown in Table 4.1. Table 4.1 EIA process stages undertaken for the Project. | Stage | Date | |----------------------------------------------------------------------|-----------------------| | Request for a Scoping Opinion | April 2010 | | Receipt of Scoping Opinion | 2010 | | Bird, Marine Mammal and Vessel Observations survey start date | Mid July 2011 | | Continued consultation | Throughout – see Chapter 6, Consultation | | Development and finalisation of project design (see Chapter 5, Project Description). | Throughout | | Public exhibitions (see Chapter 6, Consultation) | July 2011 & June 2012 | | Impact assessments, mitigation and residual impact assessment | March 2012 – November 2012 | | Meetings with Marine Scotland, SNH, Highland Council | Throughout – see Chapter 6, Consultation | | Completion of ES | November 2012 | | Pre-Application Consultation (PAC) submission | November 2012 | | Planning | 2012 | | Statutory consultation on the ES | Nov 2012 – July 2013 | 4.1.12 The ES (which is the document submitted at the end point of the EIA process) is based on, and reports the outputs of, a number of activities including: - Consultee consultation; - Consideration of relevant local, regional and national planning policies, guidelines and legislation; - Development of significance criteria; - Assessment of alternatives; - Review of existing available data (not collected directly in relation to this EIA); and - Field surveys, data analysis and modelling. 4.1.13 The ES not only addresses the direct impacts likely to be caused by the development, but also relevant indirect impacts and cumulative impacts. In addition within each of the assessment chapters there are proposed mitigation measures, which have been designed to avoid, reduce or offset the most significant adverse impacts of the Project. 4.1.14 Additionally a standard approach, wherever possible, has been taken when outlining the geographic area to be considered in each of the technical chapters. This area usually termed the “study area” is of a different scale depending on the topic of the specific assessment chapter. For some receptors it has been necessary to define a number of different study areas based on available data and the range of the receptors considered within that chapter. 4.1.15 The EIA process (as listed in paragraph 4.1.8 above) is integrated with the project design process and follows a series of stages, which are outlined below: - Site selection and project initiation; - Screening – (determining if there is a requirement for an EIA); - Pre-application discussions; - Scoping – consultation on the proposed scope to identify the potential impacts of the Project and the methodology on how these should then be assessed; - Environmental baseline studies – an establishment of what is present on/in the vicinity of the site; - Development of the project details under a Rochdale envelope (see Chapter 2, Policy and Legislation) - Assessment of the potential impacts of the proposed development; - Mitigation – modify the proposal in order to integrate the mitigation measures and then re-assess the residual impacts; - Production of an ES; - Submission of consent applications supported by the ES; - Consultation by Marine Scotland – Licensing Operations Team (MS-LOT) with the appropriate consultees, stakeholders and members of the public; - Consent application consideration by the MS-LOT; - Application decision with or without conditions; and - Implementation and monitoring as required. 4.1.16 The process of identifying and assessing the environmental impacts of the proposed development is iterative, running in parallel with the project design. If any of the potential impacts are identified as being adverse in nature then the design can be altered to mitigate these impacts. Consultation is ongoing throughout the EIA process and contributes to the identification of both impacts and associated mitigation measures. 4.1.17 The site selection and screening processes are detailed in Chapter 3, Site Selection. The results of the environmental baseline studies, the assessment of impacts and all of the mitigation measures proposed are outlined in Chapters 7 to 23 of this ES, with a summary of all impacts and mitigation outlined in Chapter 24, Summary. 4.2 Scoping and consultation 4.2.1 The purpose of the scoping process is to identify the principal environmental issues at the earliest possible stage of the development process through responses from the regulators and their consultees. This assists in the appropriate targeting of the assessment studies and the identification of which elements of the development have the potential to cause significant environmental impacts. 4.2.2 The consultation process may identify mitigation measures and where practicable take account of the view of consultees to alter the Project design, thereby avoiding, reducing or offsetting any environmental impacts. Sea Generation (Kyle Rhea) Ltd identify the consultation process as being crucial to the success of the Project and have, therefore, created a specific chapter to cover this topic. Thus, consultation beyond the Scoping process that has been undertaken by the project team is detailed in Chapter 6, Consultation. 4.2.3 A formal request for a Scoping Opinion from MS-LOT was submitted on the 1st April 2010. This was provided in the form of an official Scoping Report with supporting letter requesting opinions on the proposed scope of work and methodologies related to the Project. The Scoping Report highlighted what, at this early stage in the process, were likely to be the main impacts associated with the Project and how these impacts were to be assessed. 4.2.4 Each technical chapter (Chapters 7 to 23) outlines the key issues pertinent to that chapter which have been identified through the consultation process. 4.2.5 Table 6.1 in Chapter 6, Consultation, lists all of the consultees whose opinion was sought during the scoping process. Key issues 4.2.6 Following the scoping and consultation process there were several key environmental concerns that were identified as requiring detailed assessment during the EIA process and these have been included within this ES. These were: - Marine mammals and basking sharks; - Ornithology (especially diving birds); - Marine benthic habitats; - Terrestrial habitats; - Otters; - Coastal processes; - Hydrology, geology and terrestrial surface water; - Commercial fisheries; - Underwater noise; - Maritime navigation; - Construction traffic; - Cultural heritage and archaeology; - Landscape and seascape; - Fish (especially Elasmobranchs and Anadromous species); - Tourism; and 4.3 Environmental Statement composition 4.3.1 The Environmental Statement (ES) comprises a number of elements which include: - **A Non-Technical Summary**. This is a stand-alone document, although is also included at the beginning of the main ES. It summarises in non-technical language the findings of the ES. - **The ES (this document)**. This comprises of two principal parts. - Chapters 1 – 6 describe the Project and the legal and policy framework within which the application will be determined. This includes details of the project design and consultation undertaken to seek the views of statutory, non-statutory stakeholders and the local community. - Chapters 7 – 23 contain the individual assessments relating to the environmental (and other) issues that were identified during the scoping process and/or by Sea Generation (Kyle Rhea) Ltd. The likely significant impacts of the Project on these issues are contained within this portion of the document, along with the proposed mitigation and the residual impacts. Residual impacts are the impacts that remain following the implementation of best practice and mitigation measures stipulated by the ES. A summary of impacts, mitigation, good practice and proposed monitoring is provided in Chapter 24, Summary. The contents of the ES are listed in Table 1.1 in Chapter 1, Introduction. 4.4 Structure of technical chapters 4.4.1 As much as practicable, a standard approach has been taken to the structure of each of the technical chapters. However, in all cases the approach to the chapter is driven by good practice guidance principally from professional institutes. For example the LVIA approach adheres to Landscape Institute guidance and the ecology assessment is driven by IEEM (Institute of Ecology and Environmental Management) guidance. As a result of following good practise guidance the structure of some chapters necessarily diverge from the proposed standard approach. 4.5 Impact assessment and mitigation 4.5.1 An impact assessment section within each of the technical chapters (Chapters 7 to 23) considers the potential impacts during construction, operation, maintenance and decommissioning phases of the Project against the baseline conditions. Each technical chapter outlines the methodology used for data collection in order to characterise the baseline conditions. 4.5.2 The significance of each impact is discussed, along with proposed good practice to be followed or additional mitigation measures to be implemented that are appropriate to reduce each significance level. These recommendations aim to avoid, reduce or offset the most significant adverse impacts of the proposed development and there is a commitment from Sea Generation (Kyle Rhea) Ltd that they will be implemented where possible during the appropriate phase (e.g. construction, operation (including maintenance) and decommissioning) of the Project. 4.5.3 Throughout the design process, mitigation measures and good practice guidance have been identified and implemented to avoid, reduce or offset impacts, even where these were not deemed to be significant. Therefore, some of the mitigation measures that have been identified throughout the assessment chapters do not necessarily relate to significant adverse impacts, but have been included to further reduce the levels of impacts related to the Project. **Significance criteria** 4.5.4 The significance of residual impacts has been assessed for each of the assessment chapters. Where possible this has been based on quantitative evidence; however, where it has not been possible to quantify these impacts they have been assessed qualitatively based on the best available knowledge at the time and professional judgement. 4.5.5 The standardisation of the significance criteria generally leads to a common classification of the significance of impacts. These are classified as major, moderate, minor or negligible. Each chapter provides a description of how the significance has been assessed, providing receptor specific definitions of the impact magnitude and the receptor sensitivity. In all cases the impacts have been assessed using expert judgement. 4.5.6 The potential impacts for each issue related to the Project have been described with regards the following: - Extent and magnitude of the impact (Table 4.2) incorporating: - Duration of the impact (short, medium or long-term); - Nature of the impact (direct or indirect; reversible or irreversible); - Sensitivity of the receptor (Table 4.3); - The significance of impact, and whether the impact is beneficial or adverse; and - The mitigation that can be implemented to avoid, reduce or offset the impact (where the significance of effect is noted at being low, medium or high) and the resultant residual effect. 4.5.7 Tables 4.2 and 4.3 provide example definitions of magnitude and sensitivity. For some receptors these have been adapted using expert judgement to ensure they are fitting and relevant. **Table 4.2 Definition of magnitude of an impact upon receptors** | Magnitude | Definition | |-----------|------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or highly likely to occur. | | Medium | Significant, permanent / irreversible changes, over the majority of the feature / asset, and / or noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact likely to occur. | | Low | Noticeable, temporary (during the duration of the Project) change, over a minority of the feature / asset, and / or limited but noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. | | Magnitude | Definition | |-----------|------------| | | Impact will possibly occur. | | Negligible| Noticeable, temporary (for part of the duration of the Project) change, or barely discernible change for any length of time, over a small area of the feature or asset, and/or slight alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact unlikely or rarely to occur. | **Table 4.3 Definition of terms relating to the sensitivity to an impact** | Value / Sensitivity | Definition | |---------------------|------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Very low capacity to accommodate the proposed form of change. | | Low | Low capacity to accommodate the proposed form of change. | | Negligible | Receptor has some tolerance to accommodate the proposed change. | 4.5.8 Sensitivity criteria can be based both on the degree of environmental response to any particular impact, as well as the ‘value’ of the receptor (for example; an area of international significance should be considered more sensitive to impact than an area of little or no conservation value). The sensitivity for each impact is determined by consideration of at least one of the following points: - Comparison with regulations or standards e.g. British Standards; - Compliance with policy, plans and guidance documents e.g. Local Plan; - Reference to criteria such as protected species, designated sites and landscapes; - Consultation with stakeholders; and - Experience and professional judgement by specialists. 4.5.9 A detailed description of the criteria used to assess sensitivity or value or importance for each receptor is provided in the relevant assessment chapter. 4.5.10 By combining the magnitude of the impact and the sensitivity of the receptor in a matrix (see Table 4.4) the final significance of the impact (prior to the implementation of mitigation measures) can be obtained. It should be noted that any residual impact (the impact after the implementation of mitigation) which remains at the level of ‘moderate’ or ‘major’ is regarded by the EIA Regulations as being significant. Table 4.4 The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 4.5.11 Due to the differences between the individual technical assessments throughout this ES there is no specific definition of impact that can be applied. Therefore, each of the individual assessments have also carried out their own impact assessment and defined the criteria levels for defining the level of residual impact. Where it has been possible to do so, this has been based upon accepted criteria (e.g. for onshore noise and vibration impacts and their associated guidelines), as well as by employing expert interpretation and value judgements in order that the extent of any given impact can be established. **Cumulative impacts** 4.5.12 The EIA Regulations require that potential cumulative impacts are taken into account within the project EIA. Cumulative impacts may be understood as “incremental effects of an action…” arising “from individually minor but collectively significant actions”. The EIA will consider how the Project may interact with other foreseeable projects and activities. 4.5.13 Where projects are already in existence they are deemed to be part of the existing environment, contributing to the baseline conditions and are therefore not considered to provide a further cumulative impact. 4.5.14 In terms of proposed developments in the vicinity of the site, Sea Generation (Kyle Rhea) Ltd is aware of a previous proposal by Pulse Tidal to develop a tidal array in Kyle Rhea. A Scoping Report was submitted for the project but it is understood that no Agreement for Lease (AFL) is in place so it has been assumed that the project is not being progressed. The Pulse Tidal project is therefore not assessed within the cumulative impacts for this project. 4.5.15 The study area for impact assessment varies depending on the range and characteristics of the receptor and so each technical chapter provides information on the relevant foreseeable projects for consideration in the cumulative impact assessment. **Assumptions and limitations** 4.5.16 The information provided by third parties, including publicly available information and databases, is correct at the time of publication. 4.5.17 The EIA has been subject to the following limitations: Baseline conditions have been assumed to be accurate at the time of the physical surveys; however, due to the dynamic nature of the environment, conditions may change during the various phases of the development; and The assessment of cumulative impacts has been reliant on the availability of accurate information on the proposed developments that may act in combination with the one outlined within this ES. 4.6 References MCT (2010). Installation of tidal turbine array at Kyle Rhea, Scotland. Available at: http://www.seagenkylerhea.co.uk/files/MCTKyleRheaScopingReport.pdf 5 PROJECT DESCRIPTION 5 CONTENTS | Section | Title | Page | |---------|--------------------------------------------|------| | 5.1 | Introduction | 5-1 | | 5.2 | Site description | 5-1 | | 5.3 | Project elements | 5-2 | | 5.4 | Installation methodology | 5-5 | | 5.5 | Commissioning methodology | 5-15 | | 5.6 | Operation and maintenance (O&M) phase | 5-15 | | 5.7 | Decommissioning | 5-16 | | 5.1 | Summary | 5-17 | 5.1 Introduction 5.1.1 This chapter provides details of the Kyle Rhea Tidal Stream Array ('the Project'). Sea Generation (Kyle Rhea) Ltd proposes the installation of an array of four SeaGen tidal devices within Kyle Rhea (see Section 5.2) with a generation capacity of up to 8MW. 5.1.2 A number of potential build options are being considered, the Environmental Impact Assessment (EIA) has therefore appraised a realistic and buildable "worst case" scenario in accordance with an approach known as the “Rochdale envelope”, described further in Chapter 2, Policy and Legislation. 5.2 Site description 5.2.1 Kyle Rhea is a narrow strait of water between the Isle of Skye and the west coast of Scotland. Sea Generation (Kyle Rhea) Ltd secured an Agreement for Lease (AfL) within Kyle Rhea from the Crown Estate (site boundary shown in Figure 5.1 below) on 31st March 2011. The award of the Lease itself is dependent on securing all of the required permissions and consents for the Project. Exploration of the available tidal resource (requirements discussed later in Section 5.2), as well as navigation constraints, has led to the creation of a more defined, array area which is shown in Figure 5.1. An indicative array layout is shown in Figure 5.1 Offshore 5.2.2 The proposed site lies north of the existing ferry (MV Glenachulish) crossing from Skye to the mainland which operates during the summer months. 5.2.3 SeaGen devices must be deployed at locations with a minimum tidal flow of 2.5m/s, during mean spring tides, to be financially viable. SeaGen devices can be deployed in water depths of 26 to 35m (see Chapter 3, Site selection). The array area (see Figure 5.1), bound by corners with the following positions, meets these requirements: - 57.23504 -5.66358; - 57.23500 -5.66099; 5.2.4 Table 5.1 provides the depths at indicative device locations (shown in Figure 5.1) and Figure 5.2 shows the tidal resource. Table 5.1: Depths at indicative device locations shown in Figure 5.1 | Device Location (see Figure 5.2) | Depth below Chart Datum (m) | |----------------------------------|-----------------------------| | 1 | 27 | | 2 | 26 | | 3 | 29 | | 4 | 32 | 5.2.5 The minimum distance between the devices (devices 3 and 4 to the south) is 60m. **Onshore** 5.2.6 The grid connection options identified for the Project are on the Skye side of the Kyle, where a small substation will be required to act as a link between the Project and the existing grid network. The onshore study area shown in Figure 5.1 is intended to encompass likely project substation locations as well as the associated onshore construction works. Installation of the export cable will require Horizontal Directional Drilling (HDD). The substation is anticipated to either be in the vicinity of the existing toilet block (option 1) or in an existing building at the ferry slipway (option 2) (see Figure 5.1). The drilling area is anticipated to be either in the vicinity of the public car park or on flat land to the east of Kylerhea village. A trenched cable will be routed between the HDD pit and the substation, following the road/ track where possible, for both options. 5.2.7 This EIA covers all of the work described above, up to and including the Project’s substation. 5.2.8 From the substation, cabling will be taken west to Broadford, however, this aspect is outwith the scope of the EIA. The cable from the substation onwards to the grid will be owned by, and will be the responsibility of, the Distribution Network Operator (DNO), Scottish Hydro-Electric Power Distribution (SHEPD). It is likely that cabling will be buried from the substation up to the nearest 11kV line and from there the existing 11kV line would be re-strung with 33kV cable. 5.3 **Project elements** **SeaGen devices** 5.3.1 SeaGen devices incorporate two pitch controlled axial flow rotors, each of which drives its own generator via a gearbox, much like hydro-electric turbines or a wind turbine. The rotors are situated on either end of a cross beam as shown in Figure 5.3. Each rotor will have either two (as in Strangford) or three rotor blades. The rotors each have a diameter of 20m and will rotate at a maximum speed of 11RPM. This gives a tip speed of 12m/s. 5.3.2 The surface piercing tower of each SeaGen device has a normal maximum exposed height to the parapet of 18m, although Sea Generation (Kyle Rhea) Ltd is committed to reducing this height where possible. The visible height will vary with the tide. The form of the structure and maximum height would change during periods of maintenance with the narrow lift legs rising to approximately 40m when the cross beam and rotors are above raised above the water. The cross beam will be raised only occur occasionally and then for short durations, therefore 18m is used as the maximum height for impact assessment. 5.3.3 The tower supports a self-contained lifting system that raises the cross beam, enabling maintenance and repair, while avoiding the need for large lifting vessels. This lift system reduces disturbance to the local environment during operation and maintenance (O&M), with smaller vessels used to transport technical staff and repair materials to the devices. 5.3.4 The lift system on each device can raise its own cross beam out of the water in under 1 hour, allowing the device to be repaired and become operational as soon as possible. As a result the devices are largely self-contained for most O&M purposes. 5.3.5 The pitch controlled rotors blades on each SeaGen device are patented. The rotor blades can be pitched through 180 degrees, allowing optimised energy capture and operation during ebb and flood tides. This design features allow SeaGen in Strangford Lough to achieve 48% rotor efficiency averaged over flood and ebb tides, using both rotors. This is close to the theoretical maximum energy for conversion from tidal flows to electricity. 5.3.6 It is anticipated that the rotor tip to surface clearance, i.e. the distance between the highest arc of the rotor and water surface, will be no less than 3.0m at lowest astronomical tide (LAT). Mean Low Water Spring (MLWS) at Kyle Rhea is 0.8m above LAT, meaning that the total clearance at MLWS will be 3.8m. At highest astronomical tide (HAT) this will increase to 9.5m water clearance. The clearance between the lowest arc of the rotor and seabed will be approximately 3m. In all instances these minimum clearance distances will be maintained. 5.3.7 A transformer (oil filled/water cooled) and the power conditioning equipment required for exporting power to the grid will be housed inside the tower of each SeaGen device. The tower diameter is around 3m. There is a platform on top of the tower and a pod enclosure which will house other electrical and control equipment. Foundations 5.3.8 Each device will have either a tripod or quadropod foundation structure with each ‘foot’ terminating in a pin-pile (up to 2m diameter), drilled and grouted into a rock socket in the seabed. A quadropod structure is considered in the impact assessments throughout this Environmental Statement as a worst case scenario. Each rock socket may be up to 11m deep and up to 2.2m diameter, providing a worst case seabed footprint of up to 15.2m² for each quadropod. A quadropod represents the worst case scenario (WCS) in terms of seabed impacts and a tripod may be used, which would have a lesser seabed footprint. 5.3.9 Each device will be supported on foundations secured to the seabed by grouted pin-piles. The foundations will also support access ladders, J-tubes (to prevent export cable damage), corrosion protection equipment and a boat landing platform. The decision on final foundation design will be subject to data derived from: geotechnical and geophysical surveys; metocean conditions; barge availability; installation and operations methodology; and life-cycle cost. Lighting and markings 5.3.10 The colour and lighting required on the tower for navigation purposes will be defined by the Maritime and Coastguard Agency (MCA) and the Northern Lighthouse Board (NLB), and will be in accordance with International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) standards (see Chapter 17, Shipping and Navigation). It is anticipated that the devices will be required to be painted yellow with navigation lights on each device. 5.3.11 It is anticipated that the devices themselves will serve as cardinal markers, identifying the presence of the rotors below the surface with lighting on the devices. 5.3.12 The positions of the devices, moorings, export cables and ancillary structures, will be conveyed to the UK Hydrographic Office for incorporation into Admiralty Charts and Notice to Mariners procedures. Scour protection 5.3.13 Scour protection was not required for SeaGen in Strangford Lough, as the seabed was composed of tide swept exposed bedrock, cobble and boulder. The nature of the seabed in the proposed array area at Kyle Rhea is similar to that at Strangford Lough and it is unlikely that scour protection material will be required. 5.3.14 The decision on whether to install scour protection will be made once the detailed design of the support structures has been defined i.e. during the post-consenting phase. If scour protection is required it would be subject to review by regulators and consultees post consent, and would require an additional Marine Licence. 5.3.15 The potential for scour will depend upon the presence or absence of sand/gravel seabed sediments at the array location. This is discussed in more detail in Chapter 8, Marine physical environment and coastal processes. Corrosion protection 5.3.16 Corrosion protection on the steel structures of the devices will be achieved using an Impressed Current System (ICS), commonly used on ships and sub-sea structures. 5.3.17 Sacrificial anodes will also be used as a back-up to the ICS and located on parts of the structure where ICS cannot be used. The anodes are standard products for offshore structures, which are welded onto the steel structures and consist of Aluminium (98-96%) and zinc. The number and size of anodes will be confirmed during the final design phase. Antifoulants 5.3.18 Antifoulant will be used on the rotors to prevent marine growth and maintain their efficiency and also on a 3m wide strip of the sub-sea structure to protect against colonisation by marine organisms. An Intersleek 900 teflon based antifoulant is likely to be used, however a decision on what presents the Best Practicable Environmental Option (BPEO) will be made at the installation stage. Intersleek 900 is a non-leaching antifoulant that works by physically preventing species attachment as opposed to having biocidal activity. The data sheet is attached in Appendix 5.1. 5.3.19 The rest of the structure will be painted using a two pack epoxy, which will be applied during manufacture. 5.3.20 From experience gained with previous MCT devices (SeaFlow and SeaGen), there is unlikely to be a requirement to apply additional anti-fouling materials to the device. The antifoulants will be applied during the manufacturing cycle and further treatments on site will not be necessary. Cabling 5.3.21 The array will be joined in a daisy chain formation using inter-array cabling. One export cable will be directionally drilled from the array to the onshore substation. 5.3.22 The inter-array cables will be 33kV, typically 3-core copper conductors with insulation/conductor screening and steel wire armouring. The insulation will be either dry type XLPE, wet type XLPE or a combination of both. All cables will contain optical fibres embedded between the cores and will be protected by armouring (two layers of round galvanised steel wire). The inter-array cabling will be approximately 600m of 108mm diameter cabling. 5.3.23 An AC subsea export cable rated at 33kV is required to bring electricity from the array to the Project substation. The export cable will be directionally drilled from the substation location to a ‘break out’ point as close as possible to the array. The 3-core cable being considered comprises copper conductors with integral insulation, core screening, and steel armour (for stiffness and impact resistance). The cable will have a polypropylene outer sleeve with an external diameter of approximately 140mm and will include internal fibre optic communication links for control purposes. The total length of the export cable is up to 500m. 5.3.24 The onshore cable is likely to be 185mm diameter copper core and will be ducted and laid in trefoil formation within a sand bed. **Substation** 5.3.25 A small substation containing electrical switchgear (around 6m x 3m footprint by 3m high) will be required for the Project. As previously discussed this will be on the FC track at the site of an existing toilet block (option1) or in an existing building close to the slipway(option 2). A prefabricated container will be used to house the substation. Each SeaGen device contains a separate transformer within its structure, so that the onshore substation size can be kept to a minimum. 5.3.26 Sea Generation (Kyle Rhea) Ltd is working with the FC to ensure that if required the substation design is in keeping with existing buildings such as the visitor centre. A shared building may be constructed which provides an upgrade to the existing public toilets as well as the substation. ### 5.4 Installation methodology #### Offshore 5.4.1 The installation method has not yet been finalised. Two different techniques have been used in the MCT projects installed thus far (for SeaFlow at Lynmouth, Devon and then for SeaGen in Strangford Lough, Northern Ireland). Key elements of the methodologies being considered for the Project are summarised below: **Port and vessels** 5.4.2 Kyle of Lochalsh is the main local port that could be used during installation, with no requirement for additional infrastructure construction. A storage barge may be used at the port if additional space is required. Working hours will be 24 hours per day if allowable at that port. 5.4.3 Vessels being considered for the installation of the devices include jack-up barges, moored barges or purpose-built installation vessels using Dynamic Positioning (DP). It is most likely that the foundation and device components will be stored at a nearby port and transported to site by support barge. Ancillary barges, tugs, safety vessels and personnel transfer vessels may also be required. 5.4.4 The types of vessel and installation methods will dictate the level of impact to the environment. Because the installation methods has not yet been finalised a number of different options are presented in Table 5.2 below. 5.4.5 The impact assessment work detailed in Chapters 7 - 23 will consider the worst case elements of these options in relation to the relevant receptors to ensure the impact assessment is appropriately conservative in accordance with a Rochdale envelope approach (see Chapter 2, Policy and Legislation). Table 5.2: Possible device installation vessel options | Aspect of installation scenario | Jack up barge scenario | Moored barge scenario | Dynamic positioning scenario | |---------------------------------|------------------------|-----------------------|-----------------------------| | Size of vessel | 150m x 45m | 100m x 30m | 155m x 30m | | Foot print of mooring system | 4 triangular lattice legs with circa 40m² foot area | 4 to 8 100 tonne gravity blocks (5m x 5m) or drag anchors (3m x 5m) with some anchor chain catenary, estimated at 80m length on seabed at 1m diameter. | Dynamic positioning holding a footprint of +/- 5m | | No. of tugs required | Jackup vessel is typically self-propelled, but possible single tug required for initial positioning (30m x 22m) | Possible that barge will have DP for assisting with initial positioning while laying anchors, however possible X2 tugs (30m x 22m) | n/a | | Anchoring Handling Vessel (AHV) | n/a | Multicat (c.25m LOA) or small AHV to install gravity blocks and handle moorings | n/a | | Flat top barge (to bring out large items) | n/a | n/a | n/a | 5.4.6 The main installation vessel will move between the Project site and the supporting port (most likely Kyle of Lochalsh) for large components. There will be daily runs of additional support vessels for small materials, plant, equipment and personnel. 5.4.7 Vessel options for cable installation works could potentially include a combination of the following types of vessels: - Moored barge; - Jack up vessel; - Multicat; and - DP installation vessel. Foundations 5.4.8 The SeaGen devices will be supported on a foundation structure secured to the seabed with a worst case of four steel pin-piles (up to 2m diameter) to a depth of up to 11m. Percussive pile driving techniques will not be used to install the foundation piles. A much less noisy drilling technique will be used to gradually drill a rock socket (up to a 2.2m diameter) into which the foundation piles can be inserted and grouted into place. Each pile will be drilled one at a time. 5.4.9 Drill cuttings will be produced during the drilling of the rock sockets at each device location. There are a number of different options for managing the disposal of drill cuttings and the specific method of disposal will be dependent on the vessel used for installation and choice of contractors and vessels, which is not yet finalised. Assessments have been based on the worst case method for disposal, which is to continually release drill cuttings during the drilling process, over the course of the tidal cycle. No drilling fluids are required for the foundations as drilling will use seawater flush for lubrication. Drill cuttings are released directly into the water column as cuttings emerge from the drilled rock sockets. Chapter 7, Marine Physical Environment and Coastal Processes provides details regarding the potential for dispersal. The total volume of drill cuttings produced for 4 devices with this foundation type may be approximately 500m$^3$ over the duration of foundation installation. 5.4.10 After installation of the steel piles, they will then be grouted into place, and will protrude above seabed by approximately 6m. A cementitious underwater grout will be injected into the annular gap between the steel pile and the rock socket, holding the pile securely in place. Seabed preparation works such as the moving of boulders, may be required, this requirement will be defined after the proposed geotechnical site investigation in 2013. Following detailed geotechnical and geophysical surveys of the array area each foundation will be microsited in order to minimise seabed preparation works at the installation phase. **Device installation** 5.4.11 The SeaGen devices are modular and will be assembled onshore using harbour facilities before delivery to site on a floating flat-top barge into the Kyle of Lochalsh (or another local area of shelter suitable for flat top barge storage). Here they will be stored awaiting installation. It is anticipated that the barge will have deck space for two SeaGen devices. 5.4.12 The main installation vessel will collect one SeaGen device at a time from the storage barge and transport it to site for installation onto the foundations. The SeaGen device will then be lowered onto the foundations and grouted in place. **Offshore cable installation** 5.4.13 An indicative cable installation methodology is provided in this section, however the final methodology will be determined by Sea Generation (Kyle Rhea) Ltd and the selected contractor prior to installation. 5.4.14 The export cable will be installed by a process known as horizontal directional drilling. Horizontal directional drilling (HDD) is a steerable trenchless method of installing cables underground in a shallow arc along a prescribed bore path, using a surface launched drilling rig. Because of the depth of drill, this method has minimal impact on the surrounding area. HDD was successfully employed in Strangford Lough. Drilling from above the high water mark through the underlying rock strata allows the cable to emerge within close proximity of the array. 5.4.15 Mud and drill cuttings will be released during HDD as the drilled hole is cleared and filled with the cable and its housing (see Section 5.10, Discharges to water and air). 5.4.16 The onshore details of the HDD process are discussed later in this section (Section 5.4). 5.4.17 A winch mounted on the SeaGen platform or mounted on a suitable vessel will be used to connect the inter array cable to the devices. A cable laying vessel (see paragraph 5.4.7) will then be used to take the cable to the next device in the array. 5.4.18 The inter-array cables will connect the SeaGen devices in series, with each inter-array cable providing a link between two adjacent devices. Each end of the inter-array cable will terminate at high voltage (HV) switchgear located within the tower, entering the tower via a J-tube. 5.4.19 The proposed layout for inter-array cabling will ensure the cables lie in line with the direction of flow of water where possible. **Project footprint** 5.4.20 Should an anchor barge be used for installation a maximum of eight point anchor spread would be deployed, using “gravity” as well as “drag” anchors, which will require no seabed preparation. The dimensions of gravity anchors are approximately 5x5m (25m$^2$) and drag anchors of 3x5m (15m$^2$). To access all of the drilling locations two of the anchors will be repositioned, giving 10 positions in total. 5.4.21 A 5m buffer has been assumed around an anchor’s seabed footprint to allow for potential movement of the anchor during manoeuvring and provide a conservative worst case scenario. The worst case seabed footprint of each anchor with the conservative buffer is approximately 170m$^2$; 5.4.22 There is some potential for abrasion of the seabed by the anchor chain as the barge manoeuvres, with some of the resulting ‘slack’ or catenary of chain resting on the seabed. This may result in seabed abrasion for approximately 80m of seabed along the line of each chain, in a corridor estimated as 1m wide, resulting in up to 80m$^2$ of potential abrasion impacts associated with each of the 10 anchor points; 5.4.23 If a jack-up barge is used the worst case footprint would be four legs at 2m diameter each (approximately 12.5m$^2$ for four legs), during installation of each SeaGen device. Resulting in a total seabed footprint of 50m$^2$ for all 4 devices. 5.4.24 Should a specialist installation vessel be used, it will manoeuvre onto the device location using Dynamic Positioning (DP). **Discharges to air and water** 5.4.25 As previously discussed drill cuttings will be produced during the drilling for the device foundations. The worst case method for disposal of drill cuttings is to continually release drill cuttings into the sea during the drilling process, over the course of the tidal cycle. No drilling fluids are required for drilling the foundations as seawater flush will be used for lubrication. Drill cuttings are released directly into the water column at the seabed as cuttings emerge from drilled socket. 5.4.26 HDD of the export cable has potential to release a limited amount of mud and drill cuttings as the drilled hole is cleared and filled with the cable and its housing. The drilling fluid chosen for use with the HDD would be either Salt Water Drilling Clay (SWDC) or Biodegradable Drilling Fluid. Both of these water-based muds are considered non-toxic. The final decision on which mud to use would be made closer to installation. Drilling mud will be mixed with sea water and used to remove cuttings during the drilling process. During installation (and decommissioning) some emissions to atmosphere would arise from the marine vessels used. There is also a small risk of accidental discharges to water from the array (see Table 5.4) or marine vessels associated with installation (and decommissioning). While these risks are not considered to be significant, they will be addressed in the Environmental Management Plan (EMP) to be produced prior to installation. 5.4.27 Table 5.3 provides an inventory of the key fluids used in the Project and outlines their potential to enter the environment. | Location of Fluid | Type of Fluid | Quantity | Pathway to the environment | Risk of Leak/ Discharge | |-----------------------------------|----------------------------------------------------|--------------|-------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------| | Powertrain Gearbox | BP Energol GR XP100 | 1000 Litres | All these chemicals are contained within the mechanical components of SeaGen | The risk of these entering the marine environment is highly unlikely | | Gearbox seal | Vickers 68 Hydrox Bio | 50 Litres | | | | Powertrain brake | Hydra 32 ISO 32 TEXACO | 400 Litres | | | | Lift System, Crane | Hydra 32 ISO 32 TEXACO | Powertrain Brake tank - 50L, Crane and Lift System tank - 400L | | | | Pitch System gearbox | BP Energol GR XP150 | 30 Litres | | | | Blade bearings | Mobilith 460 grease | 50 Litres | | | | Rotor blades and sub-sea tower | Antifouling – e.g. Intersleek 900 | Dry coating | Antifoulant will be applied to the relevant parts offsite prior to installation and therefore the paint will only enter the marine environment once it has set. | Anti fouling will be in direct contact with the water column | | Export cable route during HDD | Drilling fluid e.g. Salt Water Drilling Clay (SWDC) or Biodegradable Drilling Fluid | Unknown | At breakthrough with either the seabed or the terrestrial environment small quantities of drilling fluid will be lost to the environment. | High likelihood of a small amount entering the marine environment. A non-toxic fluid will be used which is not likely to cause any negative affect to the environment | | Annular gap between pile and rock socket | Cement based grout | 60 m$^3$ per device | Small amounts of grout will be lost to the environment during the grouting. Attempts will be made to limit this by monitoring the amount of grout dispensed at each pile. | High risk – low impact. The grout is considered nontoxic. | Noise 5.4.28 The most significant noise levels will be during the drilling for the pin-piles during the foundation installation. It should be noted that noise levels from a drilled pile are significantly lower than those associated with the driven piles used commonly in offshore wind farm projects. 5.4.29 A specialist study to model predicted underwater noise propagation has been commissioned as part of the EIA and is provided in Appendix 12.6. The impact of underwater noise on certain receptors is discussed in Chapters 12, Marine mammals and 14, Fish and Shellfish. Onshore noise is discussed in Chapter 20. Personnel 5.4.30 During installation of the foundations approximately 36 persons will be required on site at any one time, including all crews, project managers and client representatives. 5.4.31 During installation of the devices approximately 30 persons will be required at any one time on site (onshore and offshore based) including all crews, project management and client representatives. 5.4.32 Sea Generation (Kyle Rhea) Ltd intends to employ as many personnel from the local area as possible. Following on from experience in Strangford Lough Sea Generation (Kyle Rhea) Ltd intends to rent local accommodation for the duration of installation and commissioning. Local hotels will be used when additional accommodation is required, especially during installation. Schedule 5.4.33 The marine installation phase is scheduled to take place during the summer and autumn months when suitable weather conditions are most likely to occur. 5.4.34 Installation of the foundations is expected to take approximately 18 days for each device. This involves the following approximate timeframe per pile although weather delays may extend the programme: - 24 hours of vessel set up time; - 12 hours to deploy the drill frame; - 6 hours to deploy the drill; - 30 hours of drilling; - 24 hours to install and grout the pile; and - 6 hours to remove the drill frame. 5.4.35 The timescale for percussive drilling of the pin-pile sockets has been based on experience of the installation of the SeaGen device at Strangford Lough. A worst case scenario of 30 hours continuous drilling has been assumed and will be assessed in relevant chapters of this ES. This will be interspersed with approximately 78 hours of non-drilling activities. 5.4.36 Each device installation is estimated to take 4 days per unit, including collection of each unit from Kyle of Lochalsh and grouting onto the foundations. 5.4.37 All marine operations are anticipated to run 24 hours per day and this is likely to be a particular requirement of the rock socket drilling operations, which cannot be stopped and restarted easily. 5.4.38 Foundation installation is planned for 2014 and it is anticipated that the devices will be installed the following year in the summer months. It is expected to take approximately 3 months to install all four of the devices. 5.4.39 In the interests of safe working, installation works will be subject to weather conditions. Offshore installation operations are anticipated to continue 24/7 throughout to minimise the overall installation period. **Onshore** **Traffic** 5.4.40 Installation methodologies have not yet been finalised and different contracting methods will yield varying numbers and extent of land based traffic. Deliveries of major pieces of plant and equipment are likely to be made by sea, however, indicative estimates have also been made for land based traffic numbers. 5.4.41 The initial mobilisation phase during installation could see a small increase in the volume of land based traffic. Most personnel are likely to mobilise to the nearest port e.g. Lochalsh. There may occasionally be approximately two cars around Kylerhea or Glenelg during installation and commissioning. 5.4.42 The drilling methodology will be finalised once a contractor has been commissioned. However it is expected that the drilling rig will be brought in by sea to the ferry slipway (option 1) and then transported along the local road a short distance to the FC site or directly on to the shore at Kylerhea (option 2). No required widening of the roads around Kylerhea is anticipated. 5.4.43 The mobilisation and demobilisation traffic for drilling is predicted to involve approximately 20 HGV loads if brought into the slipway. The largest piece of equipment would be the drill rig, at 15m long and weighing 28T this rig would be brought to site on a low loader wagon. Also required at the onshore site would be a suitable mobile crane to offload and position the drilling spread. The crane would be a minimum 50T configuration, but might need to be larger depending on the stability of the ground conditions. A HGV will be required to transport the substation container. 5.4.44 The volume of hard standing material to be transported to the site is not yet known. This material is expected to be brought to the site by sea. 5.4.45 During drilling operations traffic will involve personnel vehicles, likely to be a minibus and one or two cars and a fuel tanker approximately four times per week. A weekly waste disposal vehicle will also be required during the 75 day drilling period. **Onshore cable installation** 5.4.46 The onshore HDD area will be situated within the onshore study area shown in Figure 5.1. It is expected to require up to 40x40m of hard standing and may require some levelling works. The drill rig to be used will depend on further site investigation and the contractor. It is anticipated that an 80T drill rig may be appropriate for 355mm diameter borehole. 5.4.47 A 40m x 40m (maximum) area is required for drilling. A launch pit (typically 2.0m wide x 2.0m long x 1.2m deep) will be required inside the onshore drilling area. This pit will control the drilling fluids which will be pumped through a fluid recycling system into the drill head, enabling the drill fluid to be reused. All excavations will be assessed for stability and suitable support will be provided where appropriate. All drilling operations will be secured within a fenced compound. The drilling area (40 x 40m) will include welfare, site office, security, car parking and stores in terms of static infrastructure as well as the drilling rig, the fluid recycler (typically 3m x 9m), the pump and a tooling area. It may be that this infrastructure can be located on existing hardstanding areas (i.e. the carpark) but additional hardstanding may also be required to the east of the existing car park. The actual area needed to facilitate an 80T drill rig is typically around 11m x 3m x 3m). The minimum width of the area will be 20m to accommodate this drilling area. 5.4.48 Once the HDD is complete the hole will be capped and the area will return to its existing use as a car park and picnic area (option 1) or grass land (option 2). Where possible Sea Generation (Kyle Rhea) Ltd will work to provide improvements to the surface and drainage. 5.4.49 The onshore cable is likely to be trenched, following the road/ track between the drilling area and substation. The length of the cable between the drilling area and the substation is approximately 250m (option 1) or 335m (option 2). The cable trench will be up to 2m wide to accommodate the cable and the necessary cable markers. The approach to cable burial will be agreed with the landowner e.g. for option 1 this will follow the FC standard practice for cable burial on FC land, is currently under discussion. The required depth of the cable will depend on information provided by the FC but it is anticipated to be around 1m. A layer of warning tiles would then be buried on top of the cable lay at circa 700mm depth. The final placement of the cables and warning tiles will be agreed with Forestry Commission in line with their standards for cable installation. Substation 5.4.50 If constructing a new building for the substation a concrete base of approximately 6m x 3m will be created to form the foundations. A prefabricated container will be brought to the site to house the substation. Some levelling works are anticipated to ensure a stable surface for the container. Sea Generation (Kyle Rhea) Ltd will aim to clad and landscape the substation appropriately so as to minimise its visual impact. Discharges to air and water 5.4.51 There are no fluids or emissions associated with the onshore substation. 5.4.52 As previously discussed HDD of the export cable will involve drilling fluids such as SWDC or BDF. The drilling fluid will be passed through a recycling unit on shore (the drilling direction is from shore to sea). Waste drilling fluid remaining after completion of all HDD operations will be removed from site and disposed of at the nearest appropriate landfill site by an appropriately licensed party. Supasorb may be used to absorb the water and solidify the remaining sludge which can then be excavated and removed. If appropriate some drill cuttings may remain on site to be used for reinstatement or landscaping, otherwise all cuttings will be removed and disposed of appropriately. 5.4.53 A Project Waste Management Plan will be produced prior to installation following appropriate guidelines such as Policy Advice Note 63 Waste Management. Personnel 5.4.54 Personnel are likely to travel to the site by car or by sea. Ten personnel will be required for the onshore drilling construction works. A small number of additional personnel will be required during substation installation. Schedule 5.4.55 Mobilisation of materials, equipment and personnel is anticipated to take 30 days in total and only a small proportion of this duration will be within the study area. 5.4.56 The worst case scenario for HDD is anticipated to be 75 days of drilling for 12 hours per day, 7 days per week. 5.4.57 Substation installation will be scheduled during HDD to minimise disturbance. Substation installation is expected to be completed within a 10 week period, up to 4 weeks involves leaving the concrete foundation undisturbed to allow it to solidify. 5.4.58 Where possible, work will be scheduled outside peak visitor times within winter months when visitor numbers to the otter hide are expected to be lowest (see Chapter 22, Tourism and Recreation). However it will be necessary to balance this with weather risk to ensure suitable conditions for the concrete foundations to set. 5.4.59 Demobilisation of equipment and personnel is anticipated to take 15 days in total with only a small proportion of this within the study area. An overview of the complete project schedule is provided in Table 5.4. | | 2012 Q1 | 2012 Q2 | 2012 Q3 | 2012 Q4 | 2013 Q1 | 2013 Q2 | 2013 Q3 | 2013 Q4 | 2014 Q1 | 2014 Q2 | 2014 Q3 | 2014 Q4 | 2015 Q1 | 2015 Q2 | 2015 Q3 | 2015 Q4 | 2016 Q1 | 2016 Q2 | 2016 Q3 | 2016 Q4 | 2042 Q1 | 2042 Q2 | 2042 Q3 | 2042 Q4 | |------------------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------| | Offshore consent application | | | | | | | | | | | | | | | | | | | | | | | | | Offshore consent consideration | | | | | | | | | | | | | | | | | | | | | | | | | Onshore planning permission | | | | | | | | | | | | | | | | | | | | | | | | | Project funding | | | | | | | | | | | | | | | | | | | | | | | | | Procurement | | | | | | | | | | | | | | | | | | | | | | | | | Installation- Foundation drilling | | | | | | | | | | | | | | | | | | | | | | | | | Installation- Substation & HDD | | | | | | | | | | | | | | | | | | | | | | | | | Installation- Devices | | | | | | | | | | | | | | | | | | | | | | | | | Commissioning | | | | | | | | | | | | | | | | | | | | | | | | | Operation - Generation to grid | | | | | | | | | | | | | | | | | | | | | | | | 5.5 Commissioning methodology 5.5.1 Once the array has been installed, it will be subjected to a short commissioning phase where various trials will be carried out, including: - Raising and lowering cross beam; - Diver assessment to evaluate the sea bed condition following installation; - Visual inspection of pile and device components to ensure that they were not damaged during installation; - Electrical operation checks; - Commissioning and installation of shore side monitoring and control systems; - Verification of calibration of instrumentation; - Grid connectivity tests; and - Initial operation of the system. 5.5.2 During commissioning each SeaGen device will be tested in turn. When automatic operation is first tested, personnel will be present on the device to ensure that the systems are operating correctly and to monitor the instrumentation. During this phase of testing, the relevant device will be manned daily, and transfers will take place via a small local vessel. The vessel will be present during all manned commissioning operations for rapid egress of the crew. This follows from the practice adopted for SeaFlow at Lynmouth and SeaGen in Strangford Lough. Personnel 5.5.3 Initially 2 to 3 personnel will be required to commission each device consecutively. Once grid connection has been established, up to 30 personnel will be required to complete the commissioning phase. Schedule 5.5.4 Sea Generation (Kyle Rhea) Ltd anticipates that commissioning will be conducted over 2 and half months. 5.6 Operation and maintenance (O&M) phase 5.6.1 Following installation and commissioning the Project would then be available to generate electricity for commercial customers. During routine operation, the SeaGen devices will be operated remotely by the Project owners. Maintenance 5.6.2 The devices will be serviced and maintained throughout the life of the array from a local port or slipway, employing local staff where possible as has been successfully undertaken for the SeaGen project in Strangford Lough. Maintenance involves both scheduled and unscheduled activities and access to site may be required at any time. 5.6.3 Scheduled maintenance of the array applies primarily to inspections and work on minor faults such as parts susceptible to failure or deterioration. The tasks will typically be inspection on faults and minor fault rectification. Scheduled maintenance will be performed using small personnel craft operated from a local harbour. 5.6.4 Unscheduled maintenance will be required on an ad-hoc basis for a range of issues from small defects to breakdown of main components. 5.6.5 Initial inspection of the inter-array cables will be carried out using a Remotely Operated Vehicle (ROV) after installation, and after 6 and 12 months. A long term inspection strategy will then be determined based on the findings in the first year. Any required repairs of the cable will be done by replacement. 5.6.6 There is no planned maintenance of the export cable. In the unlikely event of a failure the cable will be fixed by replacement. 5.6.7 Substation maintenance is expected to require one or two personnel vehicles to access the substation. **Rotor movement** 5.6.8 As discussed in Section 5.3, during operation of the SeaGen devices the rotors will rotate up to a maximum of 11RPM, with a maximum tip speed of 12 m/s. 5.6.9 Rotors will also be vertically raised clear of the water and lowered with the cross beam for inspection and maintenance when the device is not operating. The rotors are locked in position when they are not generating. **Discharge to air and water** 5.6.10 There are no anticipated liquid discharges to the marine environment during normal operation of the device. Potential contaminants are internal lubrication/hydraulic oils and transformer oil, which are appropriately sealed within the rotors, gearboxes and lift system. 5.6.11 There are no anticipated direct discharges to the atmosphere during operation of the Project. 5.6.12 There are no anticipated solid discharges into the marine environment during operation of the devices. Any waste generated during operation, for example associated with maintenance, will be collected and disposed of by licensed waste management contractors to appropriate facilities onshore. **Noise emissions** 5.6.13 Onshore noise is assessed in Chapter 20. The potential airborne and groundborne noise from the devices and substation is considered. **Personnel** 5.6.14 O&M will typically require less than 5 people on site at a time, and will use local personnel where possible. **Schedule** 5.6.15 The Project has an operational life of 25 years. Operation of the offshore array will continue 24 hours per day, 365 days per year. 5.6.16 Scheduled maintenance is likely to be carried out four times year. Only one device will have the crossbeam raised at any one time. The likely maintenance period per device is two days. 5.6.17 Unscheduled maintenance will be undertaken on an ad hoc basis as and when required. 5.6.18 The O&M schedule for the substation will be infrequent: - The oil in the transformer is sampled annually; and - HV inspection tested every 2 years. **Decommissioning** 5.7.1 After the planned lifetime of operation of the Project, Sea Generation (Kyle Rhea) Ltd will decommission all of the SeaGen devices and where appropriate, associated infrastructure. 5.7.2 Exact details of the Project design and the installation method are not yet finalised. In due course it is anticipated that a detailed decommissioning plan will be submitted for approval by the regulatory authorities, prior to construction, as required by section 105 of the Energy Act 2004. **Offshore** 5.7.3 It is anticipated that prior to the end of the design life (25 years) a thorough review of the capability of the devices to sustain further generation will be investigated and it will be confirmed as to whether the array could, with permissions, remain in place, or needs to be decommissioned and removed. Decommissioning will take place either at the end of 25 years or at an appropriate, agreed extended period beyond that. 5.7.4 The drive trains (gearbox, generator and rotor), pod and internal componentry (e.g. switch gear and control panels) for each device will be removed. It is likely that the method of removing the SeaGen devices will be the reverse of that used to install them and similar vessels will be used. 5.7.5 The device structure will be partially dismantled at site and the components will be transported to shore and recycled in accordance with best working practice at the time. Many of the components of the SeaGen devices can be recycled and this will be done where possible. Any oil will be drained and sent for recycling whilst the steel shells and any internal switchgear, transformers etc will also be recycled. A similar type of floating crane barge or jack-up barge (as used for the installation works) will be used for the decommissioning works. Underwater cutting equipment will be needed to cut the structure from its foundations. The foundations will be cut to a level in accordance with safety and navigational requirements. It is possible to use internal cutting tools to remove the foundation to approximately seabed level. 5.7.6 The quadrapod or similar foundation structure is likely to be colonised by marine species, therefore it may be less environmentally damaging to leave all or parts of the foundation structures in place as artificial reefs. If this is the case then the tower will be cut above the foundation structure. 5.7.7 Sea Generation (Kyle Rhea) Ltd intends to carry out detailed surveys of the array area and cable route prior to commencing any decommissioning work, to identify the exact location and condition of the cables and determine whether or not it is appropriate to remove them or leave them in place. 5.7.8 Due to the possible disturbance to sediment and benthic habitats through the removal of cables it may be preferable to leave all or some sections of the cables *in-situ*. 5.7.9 The directional drilled export cable will either be terminated flush with both ends of the installation hole to assist with filling in, or pulled back through the hole if deemed necessary by the regulatory authorities. 5.7.10 Any surface laid inter array cables may be removed, in which case they would be recovered by a cable-laying vessel. Cable that is recovered and brought ashore will be recycled where possible. **Onshore** 5.7.11 The appropriateness of decommissioning the onshore substation may depend on whether the building can be used for an alternative purpose and if it has a lesser environmental impact to leave it *in-situ* so long as it remains structurally sound. This will be reviewed at the time and if decommissioning is required this is likely to be a reverse of the construction process for the substation. ### Summary Table 5.5 provides a summary of the project details which are taken forward for the impact | Project element | Details assessed | |---------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------| | Location of devices | A likely indicative layout is provided, however the impact assessment considers that the devices may be located anywhere within the array boundary to allow some room for the array layout to be altered if required. | | Design of foundations | The worst case scenario is a quadropod design in terms of the footprint on the seabed and so this is considered in the impact assessment. It is likely, however that this may be a tripod design. | | Footprint of devices | Worst case quadropod - 4 x max 2.2m rock sockets (15.2m$^2$ per device) = 60.8m$^2$ for array A tripod design and/or smaller rock sockets will reduce the footprint. | | Height above water | The maximum height is 18m above CD. This is considered the worst case scenario and may be reduced. | | Colour of tower | It is expected that the surface piercing portion of the towers will be yellow to mark the subsurface hazard in relation to shipping. This is considered to be the worst case scenario and is considered in the Seascape, landscape and visual impacts assessment. | | Surface Lighting | It is expected that navigation lighting will be located on the devices however the detail of this will be determined post consent once in agreement with the MCA and NLB once the array layout has been finalised. | | Installation vessels | The type of installation vessels will be determined following procurement, post-consent. The following options are considered and the worst case scenario is different for different receptors: - jack up barge - moored barge (worst case for benthic ecology) - dynamic positioning (worst case for marine mammals) | | Footprint of installation vessels | Worst case footprint - anchor barge: 10 anchor positions plus conservative 5m buffer = 1765m$^2$ (0.0017km2). Estimated catenary of 80m per line (with some overlapping footprint between lines). Estimated total anchor barge footprint 2683m2 without anchor buffer and 4252.5m$^2$ with anchor buffer. Jack up barge: 4 legs of approximately 2m diameter (12.56m$^2$ per drilling operation x 4 piles x 4 devices) = 200m$^2$ Dynamic position = no footprint | | Installation approach | The foundations will be installed by drilling for pin-piles. The devices will then be lowered on to the pin-piles. The export cable will be directionally drilled. | | Inter array cabling | Surface laid Footprint = 600m of 108 mm inter-array cabling = 64.8m$^2$ | | Location of onshore drilling platform | 2 options are considered throughout the impact assessment: Option 1 - drilling from the FC car park Option 2 - drilling from grassland close to Kyle Rhea village | | Footprint of onshore drilling area | A worst case scenario of a drilling area which is approximately 1600m$^2$ of hard standing is considered in the impact assessment. This encompasses all the facilities required to support the drilling activities. At option 1 this will include an area of existing hard standing. This area will be reinstated following the drilling works. | | Project element | Details assessed | |---------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Location of substation | 2 options are considered throughout the impact assessment: Option 1 - a new building on existing hard standing beside the existing FC public toilets. Sea Generation (Kyle Rhea) Ltd will work with the FC to ensure the substation will be designed to be visually appropriate in the context of the surrounding area. Option 2 - within an existing building at the Kylerhea slipway. | | Footprint of onshore substation | Option 1 - a concrete foundation of approximately 6m x 3m will be required to support the substation Option 2 - no new footprint | | Design of onshore substation | Option 1 - Sea Generation (Kyle Rhea) Ltd will work with the FC to ensure the substation will be designed to be visually appropriate in the context of the surrounding area. Option 2 - within existing building corrugated iron garage | | Onshore cable | Option 1 - Trenched along FC track, approximately 250m in length and 2m wide. The depth may be around 1m but this will be determined by the FC. Option 2 - Trenched along road, approximately 335m in length. Approach to be agreed with landowner | 6.1 Introduction 6.1.1 This Chapter of the Environmental Statement (ES) aims to provide the reader with an overview of the consultations that have been undertaken by Sea Generation (Kyle Rhea) Ltd and the Project team throughout the Environmental Impact Assessment (EIA) process. 6.1.2 Chapters 7 to 23 of this ES describe the key issues raised during consultation in relation to each receptor. This section outlines the consultation which has been undertaken. 6.2 Legislative and policy context 6.2.1 The need for effective public participation is identified throughout the following relevant legislation and planning guidance: 6.2.2 The Public Participation Directive (PPD) makes specific changes to the way in which EIA is undertaken, and the EIA Directive\(^{10}\) has been amended to incorporate these requirements. The PPD has also amended the Electricity Works (Environmental Impact Assessment) Regulations 2000 (“the Principal Regulations”). 6.2.3 PAN81 was released by the Scottish Executive in 2007 to provide guidance to local authorities and developers when engaging communities through the planning process. 6.2.4 The Planning Act (Scotland) 2006 outlines the need for public involvement and consultation in the planning system. The Act requires applicants to undertake pre-consultation with local communities before submission of a planning application. 6.3 Consultation strategy 6.3.1 Sea Generation (Kyle Rhea) Ltd, has a strong commitment to being open with stakeholders. This approach follows on from the success of Sea Generation (Kyle Rhea) Ltd’s consenting strategy for the SeaGen project in Strangford Lough, where regular consultation with Regulators, scientists and public was an on-going process throughout the EIA, licensing --- \(^{10}\) Council Directive 85/337 on the effects of certain public and private projects on the environment as amended by 97/11/EC (and 2003/35/EC) 6.3.2 The consultation strategy for the Project had a number of objectives including: - A means for informing all interested parties about the proposed project, its location, scale and extent and the work and studies that are being undertaken (where necessary methodologies for studies will have been discussed and agreed with statutory agencies); - Identification of the needs and benefits of the Project and explanation of the impacts of different phases on particular groups; - Opportunity for the public and other interests (e.g. fishermen, recreational sailors, local coastal residents) to ask questions and raise issues and concerns; and - Continued communication throughout the process to both update the public on progress and, more importantly, endeavour to resolve concerns initially voiced. 6.4 Site selection phase 6.4.1 The Project team has undertaken a proactive approach to consultation, with early consultation on a non-statutory basis (with respect to the consenting process) prior to obtaining an Agreement for Lease (AfL) from the Crown Estate. Meetings were held with the Highland Council, Fisheries Research Services (now Marine Scotland) and SNH in September 2009. A further meeting was held with the Highland Council in April 2011 to provide an update on the Project following the award of the AfL. 6.5 Scoping phase 6.5.1 A Scoping Report (Marine Current Turbines, 2010) was submitted to Marine Scotland in April 2010. 6.5.2 Table 6.1 identifies the authorities, groups and organisations that were provided with the Scoping Report for comment. Table 6.1: Scoping consultees | Consultee | |------------------------------------------------| | **Statutory Consultees** | | Scottish Environment Protection Agency (SEPA) | | The Highland Council | | Scottish Natural Heritage (SNH) | | **Non Statutory Consultees** | | Maritime & Coastguard Agency | | NATS (EN Route) Ltd. | | Northern Lighthouse Board | | Fisheries Committee | | RYA Scotland | | Chamber of Shipping | | Ports and Harbours | | Scottish Government - Planning | | Marine Scotland | | Historic Scotland | | Trunk Road Network Management Directorate | 6.5.3 In addition, the Scoping Report (MCT, 2010) was made available to the wider public via the Sea Generation (Kyle Rhea) Ltd website and the Marine Scotland website. 6.5.4 A Scoping Response was issued by Marine Scotland in 2010 and is provided in Appendix 4.1. Further consultation with NATS was undertaken on the 31 January 2013 to confirm that their scoping response had not changed in light of the increased height of the turbines. 6.6 Approach to EIA 6.6.1 Meetings were held with Marine Scotland and SNH on the 11th November 2011 and the 20th June 2012, and with the Highland Council on the 18th July 2011, in order to discuss the approach to the EIA and provide progress updates. 6.7 Impact assessment Field work 6.7.1 SNH and Marine Scotland were provided with the proposed methodologies for site specific surveys in order to be kept abreast of the approaches being taken and to allow advice to be provided at an early stage so that it could be discussed and incorporated as appropriate. Terrestrial ecology 6.7.2 Initial contact was made with the SNH area officer in August 2011 to source available data for the site. 6.7.3 Survey methodologies for Phase 1 terrestrial habitat mapping, otter survey, and intertidal survey were provided to SNH, Marine Scotland and the Highland Council in August 2012. A response was received from SNH in October 2012. Ornithology and marine mammals 6.7.4 The survey methodology for a combined marine mammal and bird survey was provided to SNH and Marine Scotland in November 2011. A series of letters were exchanged and agreement was made to the approach during a meeting in Battleby in June 2012. 6.7.5 An update of the survey findings was discussed during the meeting on the 20th June 2012 following the provision of an interim report to SNH and Marine Scotland on the 21st May 2012 which presented the results for the first 6 months of data collection. 6.7.6 A report of the first year of data collection was provided to SNH and copied to Marine Scotland on the 18th September 2012 for ornithology and 11th October 2012 for marine mammals. A response from SNH was provided on the 19th November 2012 and from Marine Scotland on the 22nd November 2012. 6.7.7 A meeting was held with Marine Scotland Science on the 9th October 2012 to discuss collision risk for marine mammals and the use of their collision risk model. 6.7.8 Consultation was held with the Wester Ross, Skye & Lochalsh Conservation Officer for the Royal Society for the Protection of Birds (RSPB) regarding the approach to the assessment of impacts on a breeding pair of white-tailed sea eagles. These discussions are incorporated in Chapter 11, Ornithology. Benthic ecology 6.7.9 The drop down video survey methodology was provided to Marine Scotland and SNH on 21st May 2012. This approach was discussed and agreed during the meeting on the 20th June 2012. 6.7.10 The survey report, including results of habitat mapping incorporating geophysical data for the site was provided to SNH, Marine Scotland and the Highland Council on the 28th August 2012. 6.7.11 Feedback on the benthic survey report was provided by the Highland Council on 7th September 2012 and by SNH on 31st of October 2012. **Desk based** **Hydrogeology** 6.7.12 SEPA was contacted in September 2012 to request available data on ground and surface water quality, which has been provided. A draft impact assessment was provided in November 2012 to seek feedback which was provided by SEPA in November 2012. 6.7.13 Discussions were held with SNH in September 2012 to discuss any concerns they had regarding directional drilling in the Kinloch and Kyleakin Hills SSSI, which is designated for geological significance. It was agreed that the Project was not likely to have significant impact on this feature and SNH did not require it to be considered further. **Fish and shellfish** 6.7.14 Marine Scotland Science was contacted regarding Salmon data requests on the 8th September and the 9th October 2012. Rod and line data was provided by Marine Scotland Science on the 21st September 2012. Net and coble, and fixed engine data were provided by Marine Scotland Science on the 17th October 2012. 6.7.15 A concern regarding the array forming a barrier across Kyle Rhea was raised by the Wester Ross Fisheries Trust and the Wester Ross Salmon Fisheries Board. Responses were provided directly and the impact is considered in Chapter 14 Fish and Shellfish. **Commercial fisheries** 6.7.16 A local Fisheries Liaison Officer was appointed for the Project and a series of consultation meetings and email correspondence was undertaken. These are outlined in Table 6.2 **Table 6.2: Fisheries consultation** | Organisation | Date | Issues Discussed | |-------------------------------------|------------|----------------------------------------------------------------------------------| | Scottish Fishermen’s Federation | | Questionnaire forwarded to members (see Appendix 15.1) | | Mallaig and North-West Fishermen’s Association | 02/03/2012 | Existing fishing patterns (all sectors) and transit patterns (all sectors), potential impacts on fishing patters and revenue, navigational constraints, navigational risks, fisheries questionnaire design and distribution. | | West of Scotland FPO | 02/03/2012 | Existing fishing patterns (all sectors) and transit patterns (all sectors), potential impacts on fishing patters and revenue, navigational constraints, navigational risks, fisheries questionnaire design and distribution. | | Scallop Association | 02/03/2012 | Existing fishing patterns (all sectors) and transit patterns (all sectors), potential impacts on fishing patters and revenue, navigational constraints, navigational risks, fisheries questionnaire design and distribution. | | North West IFG | 11/01/2012 | Discussion of role and future plans of IFGs, local fishery management plans, local fishing patterns | | Organisation | Date | Issues Discussed | |--------------------------------------------------|-----------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Kyle Harbour | 23/02/2012 & 23/07/2012 | Existing fishing patterns (all sectors) and transit patterns (all sectors), other marine traffic (non-fishing) potential impacts on fishing patters and revenue, navigational constraints, navigational risks, fisheries questionnaire design and distribution (and subsequently, results). | | Mallaig Harbour | 11/06/2012 & 23/07/2013 | Existing fishing patterns (all sectors) and transit patterns (all sectors), fisheries questionnaire distribution (and subsequently, results). | | Small Isles and Mull Inshore Fisheries Group (IFG)| 11/01/2012 | No response to project introduction. | | Lochalsh Fishermen’s Association | 21/04/2012 | Local fisheries management challenges, local fishing patterns, Kyle Rhea transit patterns. Likely impact (on operation and revenue) of project. Questionnaire distribution. | | Marine Scotland (Compliance) – Mallaig | 02/03/2012 | Local fisheries management patterns, fisheries enforcement and monitoring in wider area, local fisheries regulatory restrictions. | | Marine Scotland | 06/03/2012 | Introduction to project and specific request for VMS information. | | Seafish | 28/02/2012 | Discussion of static fishing gear operating constraints in high current areas | | Non Affiliated Fishermen’s rep. | 06/03/2012 | Scottish inshore fisheries management arrangements, role of non-affiliated representative, known local fishing boats and patterns, likely consequences of project, questionnaire design and distribution. | | Marine Scotland (Compliance) - Oban | 06/03/2012 | Introduction to project and specific request for VMS information. | | Gael Force Marine Equipment | 04/09/2012 | Typical fishing gear configurations and cost. | **Seascape, landscape and visual impact assessment (SLVIA)** 6.7.17 The Zone of Theoretical Visibility (ZTV) and the proposed approach to the impact assessment of SLVIA, including proposed viewpoints were provided to SNH, Marine Scotland and the Highland Council on the 12th August 2012. An update to this information was then submitted to stakeholders on the 30th August 2012 following some project design changes. Responses were provided by SNH and the Highland Council on the 20th September 2012. **Shipping and navigation** 6.7.18 As part of the Navigational Risk Assessment a series of consultations have occurred, these have taken the form of meetings both local and public, telephone conversations and email correspondence. A detailed and thorough log of all consultation so far has been recorded; a brief summary of the key points from this log is provided in Table 6.3 ### Table 6.3: Shipping and navigation consultation | Group | Date | Summary of Issues discussed | |----------------------------------------------------------------------|----------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Statutory bodies consulted with regard to shipping and navigation include: | These bodies were consulted via numerous emails, telephone calls and meetings between the 6th of September 2012 and the 19th of November 2012. | The general issues discussed with these bodies includes: - The importance of Kyle Rhea as a transit route; - The navigational risks associated with installation; - The influence of tide on course heading and vessel control; - Traffic reporting / control system identified as mitigation measure to help prevent head-on encounters; - Fishing vessel usage of Kyle Rhea (transiting); - Potential mitigation measures such as pre-warning vessels, marking and lighting and potential traffic management schemes; - RNLI response times; - The economic impact if vessels have to re-route west of Skye; - Updating of Admiralty Charts using bathymetric and tidal data collected by Sea Generation Ltd; - MoD usage of the site; and - A review of historical accidents. | | Recreational organisations consulted include: | The organisations were consulted with by email in November 2011 and meetings with the RYA took place during September and October 2012. | The focus of discussions between recreational organisations centred on: the navigation and safety risk posed by the development; possible impacts of vessels having to navigate the sailing route to the west of Skye and potential mitigation measures. Also highlighted was the need to adequately light the array at night, improve the VHF coverage in the area, have guard vessels on hand and the fact that the project may put additional pressure on an already under pressure local coastguard and lifeboat crews | | The following businesses that use Kyle Rhea and the surrounding area were consulted with: | These businesses were consulted with via email, telephone and local meetings between the 7th of | The general issues discussed with businesses that make use of Kyle Rhea and the surrounding area included: - The potential navigational hazards associated with the Project. - The risk associated with night passage, reduced visibility, meeting other vessels, towing and strong tidal flow. | | Group | Date | Summary of Issues discussed | |-----------------------------|-------------------------------|---------------------------------------------------------------------------------------------| | Mallaig Marine | September 2012 and the 15th of October 2012 | The fact that sheer stress pushes vessels toward the array; | | Marine Harvest | | Wind strength can also have an effect on ship’s steering due to funnelling effect in Kyle Rhea | | Skye Ferry | | Marker buoys on eastern shore would be very helpful in marking the safe water. | | Scottish Salmon | | The potential for collision with other vessels due to the squeeze in sea area and the fact that a one way system may be necessary; | | Seahorse Aquaculture | | The fact that when fish farm vessels are towing cages they will be less manoeuvrable; | | | | Potential delays caused if vessels have to make passage to the west of Skye; | | | | The risk if the Skye ferry were to breakdown on an incoming tide; | Traffic and transport 6.7.19 The Highland Council was contacted to provide information about the Project and discuss the approach to consenting. It was agreed that an application for planning under the Town and Country Planning Act will be submitted following the application for a Marine Licence. Military 6.7.20 On the 8th August 2012 a meeting was held with Lt Cdr RN DSOO FOSNNI\(^{11}\) to discuss the potential interactions of the Project with military activity. 6.8 Community and wider public consultation 6.8.1 A community Liaison Group was established at a meeting on the 12th November 2011, to provide a structure for regular public consultation with representatives of key groups, including Highlands and Islands Enterprise, the Isle of Skye Ferry Community Interest Company, Glenelg and Arnisdale Development Trust, Glenelg and Arnisdale Community Council, Kylerhea village residents and the Forestry Commission. The group meets quarterly and has had subsequent meetings on the 22nd February 2012, 7th June 2012 and 25th September 2012. The minutes of liaison group meetings are available for download from the Sea Generation (Kyle Rhea) Ltd website\(^{12}\) 6.8.2 Sea Generation (Kyle Rhea) Ltd part funded a community portal website\(^{13}\) which is used to provide the public with updates on the Project as well as being available and open for use by the community for other topics. 6.9 References Marine Current Turbines (2010) Installation of a tidal turbine array at Kyle Rhea, Scotland, Scoping Study. Available at: http://184.108.40.206/Renewables%20Licensing/MCT_Kyle_Rhea_Offshore_Tidal_Array/MCT_Kyle_Rhea_Scoping_Report.pdf \(^{11}\) Lieutenant Commander Royal Navy, Deputy Staff Operations Officer, Flag Officer Scotland, Northern England and Northern Ireland, \(^{12}\) http://www.seagenkylerrhea.co.uk/downloads.php \(^{13}\) http://www.glenelg.co.uk 7.1. Introduction 7.1.1 This chapter of the Environmental Statement (ES) describes the existing physical environment within the Project and associated study area including: surface and sub-surface geology, physical processes (wave and tidal regimes) and sedimentary processes (bathymetry, geomorphology and sediment transport). 7.1.2 This chapter provides a baseline description of the parameters mentioned above, followed by an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project, as well as those resulting from cumulative interactions with existing or planned projects. Study area 7.1.3 Kyle Rhea is a narrow strait of water between the Isle of Skye and the west coast of Scotland immediately south of Loch Alsh. The Kyle Rhea passage is approximately 4km long and between 700 and 1300m wide. The site location and an indicative turbine layout are shown in Chapter 5, Project Description, Figure 5.1. Overview of potential impacts 7.1.4 The development of any coastal or offshore infrastructure may alter hydrodynamic processes and coastal morphology. The construction and operation of an offshore array, seabed cables and coastal infrastructure (if within the coastal zone) at its landfall has the potential to change the physical environment through alteration of existing hydrodynamic processes (i.e. waves, currents), sediment patterns (i.e. scour at devices, transport and deposition change through alteration of hydrodynamics) and coastal erosion (i.e. introduction of hard points on the coastline or seabed). 7.1.5 Wave and tidal characteristics (the hydrodynamic regime) can be modified by the introduction of energy extraction devices within a water body, thereby altering the existing hydrodynamic regime. Such modifications may result in associated change(s) to sedimentary regimes and geomorphological expression of the seabed and coastline. 7.1.6 Effects on the hydrodynamic and sedimentary regime may be localised (in the immediate vicinity of devices), at the near-field scale (in the vicinity of the Project), or at the far-field scale (beyond the area of the Project). 7.1.7 Three potential impacts are considered here: • Hydrodynamic regime; • Sediments and sedimentary structures; and • Geological and geomorphological formations. **Policy, legislation and guidance in relation to the marine physical environment and coastal processes** 7.1.8 Legislation under which the Project will be developed are outlined in previous chapters of this ES. 7.1.9 There are two primary pieces of guidance used within this chapter, both of which have an offshore wind farm focus, but are equally applicable to tidal energy devices: - BERR, (2008) Review of cabling techniques and environmental effects applicable to the offshore wind farm industry. Report for DEFRA. - CEFAS (2004). Offshore Wind Farms. Guidance note for Environmental Impact Assessment in respect of FEPA and CPA requirements. Version 2. Available from http://www.cefas.co.uk/publications/files/windfarm-guidance.pdf ### 7.2. Methodology #### Approach 7.1.10 The assessment of potential impacts on the marine physical environment and coastal processes of construction, operation and decommissioning of the Project is largely based on Expert Geomorphological Assessment (EGA) supplemented by conceptual understanding of hydrodynamic and sedimentary processes. EGA is a technique which interprets a range of data and applies expert judgment to evaluate the functioning of hydrodynamic and sedimentary regimes, and how regime changes may impact on the environmental receptors, such as geomorphology and sediment distribution. #### Consultation in relation to marine physical environment and coastal processes 7.1.11 As part of the ongoing consultation, stakeholders have provided comment on the issues relating to the physical environment through review of the Scoping Report produced as part of the EIA process (MCT, 2010). 7.1.12 A summary of the key issues raised are presented in Table 7.1, and have been addressed within this Chapter. **Table 7.1: Summary of consultation relating to Marine Physical Environment and Coastal Processes** | Key issues raised | Response | |-----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | Further assessment will need to be made to rule out any detrimental effects, either permanent or temporary, of installation of the devices and changes in current regime on the reef habitat and species present on the reef, particularly those reliant on strong tidal currents. Smothering is one of the key detrimental effects listed but in Kyle Rhea the sediments are all fairly coarse and therefore re-suspension and smothering should be minimal. The installation, replacement and maintenance of undersea cables have the potential to cause direct loss of reef habitat as well as local deterioration of reef habitats and communities. (Marine Scotland) | This is considered in the environmental impact assessment, Section 7.4 of this Chapter. | ### Key issues raised The hydrodynamic regime is process driven and if altered will have an impact on those parameters that are influenced or controlled by the local hydrography e.g. suspended load or habitat alteration. However, the impact significance of the hydrodynamic regime is currently unknown for each phase of the Project. Therefore to scope out those parameters that are influenced by the hydrodynamic regime may be a little premature particularly since the array design is unknown. (Marine Scotland) **Response** This is considered in the impact assessment, Section 7.4 of this Chapter. ### Data collection #### 7.1.13 The principal data sources relevant to the marine physical environment and coastal processes are shown below in **Table 7.2**. **Table 7.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------------------------------------------------------|------------------|-------------------------------|------| | Phase 1 – Kyle Rhea – Review, Revise, validate MCT cable route cost assumptions | Kyle Rhea | Engineering Technology Applications (ETA) | 2012 | | Kyle Rhea Summary of Site Conditions | Kyle Rhea | Marine Current Turbines | 2012 | | Kyle Rhea Benthic Video Survey | Kyle Rhea | Envision Mapping | 2012 | | Kyle Rhea Geotechnical Desk Study Preliminary Report | Kyle Rhea | Cathie Associates | 2012 | | SeaGen Wake Survey – ACDP current monitoring | Strangford Lough | University of Belfast | 2011 | | Doppler Current Profiler Survey | Kyle Rhea | Partrac Ltd | 2012 | ### Impact assessment #### 7.1.14 The significance of the impact is a combination of the sensitivity of the receptor and the magnitude of the impact. The impact assessments are made following guidelines as outlined in paragraphs 7.1.10 and 7.1.11, and using the expert judgement of suitably qualified and experienced specialists. #### 7.1.15 The sensitivity of the receptor to an impact is categorised into four levels. The definitions of each of these are given in **Table 7.3**. **Table 7.3: Definition of terms relating to the sensitivity to an impact** | Value / Sensitivity | Definition | |---------------------|---------------------------------------------------------------------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Very low capacity to accommodate the proposed form of change. | | Low | Low capacity to accommodate the proposed form of change. | | Negligible | Receptor has some tolerance to accommodate the proposed change. | 7.1.16 The magnitude of the impact imposed by the Project is based on the intensity or degree of disturbance to baseline conditions and is categorised into four levels of magnitude, high, medium, low or negligible. The definitions of each of these are given in Table 7.4. Table 7.4: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or likely to occur. | | Medium | Significant, permanent / irreversible changes, over the majority of the feature / asset, and / or noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or likely to occur. | | Low | Noticeable, temporary (during the Project duration) change, over a minority of the feature / asset, and / or limited but noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact will possibly occur. | | Negligible| Noticeable, temporary (for part of the Project duration) change, or barely discernible change for any length of time, over a small area of the feature or asset, and/or slight alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact unlikely or rarely to occur. | 7.1.17 The level of significance of an impact resulting from each combination of sensitivity and magnitude is defined as negligible, minor, moderate and major (Table 7.5). Table 7.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible | Negligible | 7.3. Existing environment Geology 7.1.18 The Lewisian Gneisses and Torridonian sandstones dominate the solid geology within the study area (Ramsay & Brampton, 2000). 7.1.19 There are three Geological Conservation Review sites within the vicinity of Kyle Rhea: - Allt Cracaig Coast, Site of Special Scientific Interest (SSSI) lies approximately 2.5 km south of Kyle Rhea on the eastern bank of the Sound of Sleat. Here there is a good example of contact between Moine and Lewisian rocks which has not been deformed or metamorphosed (SNH, SiteLink\textsuperscript{14}). - Avernish SSSI, which lies approximately 3.25 km to the north of Kyle Rhea, is provides an indication of the extent to which the ancient Lewisian basement has been affected by the Caledonian mountain building and provides evidence of the original relationship between the Moine and Lewisian (SNH, SiteLink). - Ard Hill SSSI, is situated on the northern shore of Loch Alsh, approximately 3 km north of Kyle Rhea. This site provides excellent exposures of the Balmacara Thrust, the overlying Balmacara Nappe, and the underlying Kishorn Nappe, within the Moine Thrust Belt (SNH, SiteLink). Geomorphology 7.1.20 The geomorphology around Kyle Rhea is primarily controlled by hard rock geology and relative lack of significant quaternary deposits. 7.1.21 Within the Kyle Rhea strait itself geomorphology is particularly inactive, with very little active mobile sediments on the seabed or nearshore zone. In discrete locations within the strait, the coarse sand and gravels are expected to be influenced to a certain extent by waves and tides. 7.1.22 In the immediate area around the proposed device locations, geomorphology is dominated by the exposed bedrock overlain in places with cobbles and boulders. Here there is no evidence of significantly active sediment pathways. 7.1.23 The littoral zone within the Kyle Rhea strait generally consists of exposed bedrock with occasional boulders. The near shore zone adjacent to the proposed device locations comprises exposed bedrock. There is no evidence of significant mobile sediments contributing to nearshore sediment pathways. 7.1.24 Further afield, outside of the Kyle Rhea strait, there are more active littoral zone in discrete locations, where beaches and small deltas have formed. These are associated with fluvial input of sediments at the mouths of rivers and reworking of sediments in locations more exposed to wave activity. Bathymetry 7.1.25 Water depth within Kyle Rhea is indicated varies between 12m and 36 m with the 15 m bathymetry contour approximately 300 mm from the shoreline which is steep sided and rocky. 7.1.26 The central channel of Kyle Rhea contains deep water reaching a maximum depth of 36 m. At the entrances to the strait the seabed rises to depths of 11.4 m at the southern end and \textsuperscript{14} http://gateway.snh.gov.uk/sitelink/ 16 m at the northern end. The bathymetry across the proposed site extends from the intertidal zone to a maximum depth in excess of 36 m. 7.1.27 The deeper waters toward the southern end of the strait are a suitable depth for device installation. Water depths in the proposed device locations vary between 26 and 31.5 m below CD. **Seabed sediments** 7.1.28 British Geological Survey (BGS) data indicate that much of the seabed of the Kyle is composed of gravel. Wilding *et al.*, 2005, indicates that the north end of Kyle Rhea is mainly composed of small cobbles and pebbles that overlay a bed of gravel and shell at 15-16 m depth. At the southern end, broken bedrock extends from 9-22 m depth, with drifts of coarse shell gravel at 12-13 m. Emu Ltd, 2006, found the strait to contain a mix of tide swept, gradually sloping bedrock, cobbles, boulders, pebbles and coarse sediment which is more in agreement with the Wilding *et al.* 2005 study than the more general BGS data. 7.1.29 The Kyle Rhea Benthic Video Survey (Envision Mapping, 2012) indicates that the seabed substrate in the immediate vicinity of the four devices is dominated by rugged bedrock and boulders and correlates with the above studies. **Wind** 7.1.30 The dominant wind direction in the region shows a moderate bias towards the south-west with mean wind speeds exceeding 3 m/s across Kyle Rhea for 75% of the time (Barne, *et al.*, 1997). Kyle Rhea is sheltered from the dominant winds by the land mass of southern Skye. **Waves** 7.1.31 Wave heights in the region are less than 1 m for approximately 75% of the time and only during 10% of the year do they exceed height of 2.0 m (Barne *et al.*, 1997). 7.1.32 Data relating to wave conditions within Kyle Rhea are not yet available but the waters between the eastern most part of Skye and mainland Scotland are considered to be wave sheltered (Wilding *et al.*, 2005) and are not exposed to the larger waves generated in the Atlantic. **Tides** 7.1.33 The tidal race within Kyle Rhea flows northwards into Lock Alsh on the flood and southwards into the Sound of Raasay on the ebb. 7.1.34 Tidal flows to the north of Kyle Rhea (at 57°16'06"N, 5°44'06"W) are summarised in Table 7.6 (Source: Admiralty Chart 25441). Admiralty Chart No. 25441 indicates maximum spring flood tide flows of 2.1 knots (0.8 m/s) with flood neap flows of zero knots (3 hours before high water) at the above location. **Table 7.6: Tidal flows to the North of Kyle Rhea (Source: Admiralty Chart 2541)** | Hours relative to High Water | Direction of tidal stream | Spring Rate (Knots) | Neap Rate (Knots) | |-----------------------------|---------------------------|---------------------|------------------| | -6 | 270 | 1.8 | 0.7 | | -5 | 265 | 2.1 | 0.8 | | -4 | 258 | 0.5 | 0.2 | | -3 | 125 | 0.1 | 0.0 | | -2 | 078 | 0.2 | 0.1 | | -1 | 079 | 0.4 | 0.2 | | 0 | 98 | 0.5 | 0.2 | | Hours relative to High Water | Direction of tidal stream | Spring Rate (Knots) | Neap Rate (Knots) | |-----------------------------|--------------------------|--------------------|------------------| | 1 | 91 | 1.4 | 0.6 | | 2 | 81 | 1.2 | 0.5 | | 3 | 89 | 1.0 | 0.2 | | 4 | 60 | 0.5 | 0.4 | | 5 | 271 | 0.9 | 0.2 | | 6 | 270 | 1.6 | 0.6 | 7.1.35 As tidal movement is squeezed between Skye and mainland Scotland, tidal streams within Kyle Rhea can exceed 8 knots on both spring ebb and flood tides and 5 knots on neap flood tides (Admiralty Chart 2541). Flow through the strait can form a complex system of currents with an eddy occurring near the eastern edge of the sound where water may flow in the opposite direction of the main flow (Admiralty Chart 2541). 7.1.36 ADCP data from within Kyle Rhea was collected within a complete 13 hour spring tidal cycle for this EIA (Partrac Ltd, 2012). Maximum flow speeds of 4m/s were recorded on the flood tide (northwards) and were approximately 1m/s faster than the peak flow recorded during the ebb tide. 7.1.37 The highest energy flows occurred in the centre of the channel and were separated from much lower-velocity flows at the edges of the channel by sharp boundaries. This pattern correlates with that described on Admiralty Chart 25441, as described above. 7.1.38 The area just south of the proposed device locations (between the southern-most device and the ferry route crossing) experienced the highest velocities for the longest duration. **Global warming and sea level rise** 7.1.39 Future sea-level rise will result from the net effect of global change to sea-level and local changes to land levels due to post-glacial isostatic readjustment (rebound or subsidence). 7.1.40 Global warming is predicted to increase storminess, and rising sea levels from thermal expansion of seawater and melting of far-field glaciers. The UK Climate Projections (UKCP) 09 has provided estimates for each decade of relative sea level changes with respect to 1990 levels. Central estimate values and 5th and 95th percentile limits for a medium emissions scenario are provided in Figure 7.1 for Kyle Rhea. Values for relative sea level rise under a medium emissions scenario indicate 32cm (50th percentile) by the end of the 21st century. 7.1.41 The implications of sea-level rise over the coming century require consideration with regard to the Project, to ensure that the Project is ‘future-proofed’. 7.4. Impact Assessment Potential impacts during the construction phase Impact 1: Effects on hydrodynamic regime 7.1.42 Localised changes to wave heights and periods, tidal current velocity and vectors from foundation installation, cable laying and working vessels. 7.1.43 Installation plant and working vessels have the potential to impact the wave regime. Any installation plant operating on the seabed will be at such a depth that it will not impact on surface waves. Vessels working on the surface will, however, cause localised and short term dampening of waves, although installation is not expected to occur during significant wave conditions and therefore the impact of installation activities on the wave regime will be negligible. 7.1.44 Tides may also be impacted by installation plant and working vessels. This is expected to be minimal due to the small proportion of the water column occupied and the temporary nature of the works. 7.1.45 Sensitivity of the marine physical environment and coastal processes is considered negligible as the receptor is able to accommodate these hydrodynamic changes, that are within the bounds of natural variation. Impacts are considered negligible magnitude localised and temporary and will not result in the significant alteration of the existing hydrodynamic regime. It is anticipated that the proposed installation works will be of negligible significance to the hydrodynamic regime within the Project area, its immediate surrounds, and further afield. **Impact 1: Suggested Mitigation** No mitigation is proposed. The installation activities are temporary in nature and will not have a lasting impact on the hydrodynamic regime. **Residual impact:** 7.1.46 The significance of any impacts remains negligible. **Impact 2: Effects on sediments and sediment structures** *Effects upon seabed sediment distribution patterns* 7.1.47 Seabed works have the potential to alter the seabed sediment distribution pattern. Within the vicinity of the proposed device locations and across the inter-array cable route there are no significant ‘soft’ sediments comprising active or mobile formations. It is therefore unlikely that the physical disturbance to the seabed will have any significant impact on sediment distribution patterns. Impacts will be limited to local disturbance of the exposed bedrock within the immediate confines of the seabed works. 7.1.48 The proposed cable lay methodology comprises directional drilling for the export cable, and surface lay cabling for the inter-array cables. The subsurface nature of the export cable construction method will not cause any impacts to the seabed nor will it cause an increase in suspended sediments, as activities will be undertaken below the surface. 7.1.49 Disturbance to the seabed will occur at the emergence of the location of HDD on the seabed where the export cable terminate offshore (approx. 5m from the most shoreward turbine). 7.1.50 The landfall works are located away from the coastal zone (i.e. above Mean High Water Springs (MHWS)) therefore there is no potential for impacts on coastal sediment transport. 7.1.51 Effects to sediment transport patterns (incl. suspended sediment). 7.1.52 Seabed working, pile drilling and cable lay (surface lay and directional drilling) all have the potential to disturb seabed sediment and increase the amount of suspended sediment in the water column. However due to the coarse nature of seabed sediments, increase in suspended sediment will be minimal and any disturbed coarse sediment will settle quickly. This will add to the relatively low ambient suspended sediment load in the waters of Kyle Rhea. 7.1.53 Intrusive activities such as pile drilling and directional drilling will create drill risings, which will be released into the water column. The high velocity tidal currents will rapidly disperse fine suspended sediments and reduce the risk of sediment plumes forming. 7.1.54 Computational modelling of drilling plume dispersion for Strangford Lough SeaGen installation correlate with the above. Modelling demonstrated that the Strangford Lough narrows (similar in scale and energy to Kyle Rhea) are highly dispersive and that the depth of sediment deposited after completion of the drilling operation was less than 0.1mm and therefore not detectable (RPS, 2005). During the drilling operations, measurable deposition was expected to occur close to the pile for a short period of time around the time of slack water. Peak suspended sediment concentrations in the water column during drilling were generally less than 12mg/l, but only expected for a relatively short duration (RPS, 2005). 7.1.55 Surface-laying inter array cables is the least disturbing to seabed sediments. Surface lay techniques are not even considered by BERR (2008) when comparing the impact of different cable lay methods such as ploughing and dredging. Furthermore, the bedrock, cobble and coarse gravel material along the inter-array cable route, if disturbed, will not be released into suspension. 7.1.56 During cable laying and foundation installation there will be minimal sediment displacement around the foundation and inter-array cable route. The coarse sediment will settle in close proximity to their source following disturbance. Finer material will remain in suspension for longer, however the high current velocities will disperse sediment rapidly. 7.1.57 There will be an area of seabed that will be temporarily directly disturbed by the installation of the Project. Activities that will directly disturb seafloor sediments include the methods used to hold construction vessels in place during installation. Of the methods currently under consideration (Chapter 5, Project description), the scenario which will cause the largest area of disturbance (and is therefore the worst case scenario) is using an anchored barge. 7.1.58 It is likely that if the anchored method is used the barge will maintain its position using between four and eight anchors (an eight point anchor spread is therefore considered to provide the worst case for seabed disturbance). Repositioning of two of the anchors is likely to be required in order to access the four device locations therefore 10 anchor footprints are considered. Anchor options include gravity anchors, each of approximately 5x5m (25m²) or drag anchors of 3x5m (15m²). A 5m buffer has also been assumed to allow for potential movement of the anchor during manoeuvring. This is estimated to result in seabed abrasion for approximately 80m of seabed along the line of each of the chains in a corridor 1m wide. The total estimated maximum footprint of the seabed impact for all anchors and chain catenary of a large anchor barge installing all four devices is approximately 4171m² with the conservative 5m buffer around the anchors and a 1m buffer around the chains. 7.1.59 During anchorage some of the seabed surface sediment in contact with moving anchor parts will become mobilised. Given the coarse nature of the seabed the majority of bed sediment will only be displaced, however finer fractions will become suspended. This will cause a temporary increase in suspended sediment locally, sourced around the moving anchor. Mobilisation of suspended sediments is not expected to have significant effects for the following reasons: - Moving anchor parts are not likely to cause significant amounts of suspended sediment due to the coarse nature of the seabed sediments in the area; - sediment released into suspension is likely to be dispersed by the strong tidal currents; and - anchors are spaced apart sufficiently (minimum distance of approximately 40m) not to create cumulative impacts; 7.1.60 Both the sensitivity of the receptor and the magnitude of impacts on sediment transport patterns and distribution are considered to be negligible, therefore the impact is considered to be of negligible significance. **Impact 2: Suggested Mitigation** None. **Residual impact:** 7.1.61 The significance of any impacts remains negligible. Impact 3: Effects on geological and geomorphological formations Effects on bedrock platform from cable and foundation works 7.1.62 The export cable lay will be underground and therefore have no impact on geological or geomorphological formations along the majority of the route. Where the directional drilling duct exits / enters the seabed offshore, there will be small scale (meters) impact on the bedrock formations associated with the drill hole. 7.1.63 It is expected that small scale (meters) disturbance to the bedrock formation will occur during foundation installation. Installation will include drilling into bedrock resulting in permanent local change to the geological formation. The impacts in relation to the bedrock reef habitat are discussed in Chapter 13 of this ES. 7.1.64 The inter array cables will be laid on the seabed and not include any intrusive works, therefore will have no impact on geological formations. 7.1.65 The cable landfall works will include the creation of Horizontal Directional Drill (HDD) ducts. Historically this installation method has provided minimal disturbance to the coastlines on which it has been employed and as such will not affect littoral processes and geological formations (ABPmer and HR Wallingford, 2009). Effects to seabed formations from foundation and cable works 7.1.66 Placement of the surface laid inter array cables may disturb geological and geomorphological formations on the seabed. The non-intrusive surface lay techniques will have little impact on geological formations. 7.1.67 There is little in terms of geomorphological formations along the inter-array cable route, therefore any changes in hydrodynamic regime (discussed above) will not result in significant change to geomorphological formations. 7.1.68 The magnitude of impact on the bedrock platform and seabed formations caused by the installation activities is expected to be negligible. The sensitivity of the receptor is also negligible, therefore the impact is considered to be of negligible significance. Impact 3: Suggested Mitigation None. The techniques currently proposed are already using minimal impact techniques. Residual impact: 7.1.69 The significance of any impacts remains negligible. Potential impacts during the operation phase Impact 4: Effects on hydrodynamic regime 7.1.70 Impacts on tidal current velocity and vectors from foundation, cable lay and monopole (incl. rotors). 7.1.71 When a structure, such as the device foundations, monopole and rotors, is introduced to the water column, the flow may undergo substantial changes. 7.1.72 The presence of static structures within the marine environment has the potential to affect the tidal currents due to the interaction of tidal flows with these structures. Such effects may include changes to tidal current speed which manifest as flow separation and downstream (in the direction of tidal current flow) turbulence, as well as reduced flows through energy extraction. Such changes have the ability to impact on sedimentary processes. 7.1.73 With regards to structure on or close to the seabed, the oncoming (tidal) flow is forced around the structure creating a down flow in front of the structure and a horseshoe vortex near the seabed (Zaajjer & Tempel, 2005). 7.1.74 The export cable is proposed to be directionally drilled and will not be exposed on the seabed. The export cable will therefore not impact on the hydrodynamic regime during operation. 7.1.75 Conversely, the inter array cables will sit on the seabed surface. The cable has a diameter of 108 mm and will protrude from the seabed surface. The inter-array cable may impact tidal flows, accelerating flows locally. However, inter array cables are to be aligned generally north to south, parallel to the dominant tidal flow direction, therefore the impact on the tidal flow is expected to be limited. 7.1.76 The inter-array cables and the device foundations will therefore cause localised accelerated tidal flows, however this will be limited to the immediate area of the structures. 7.1.77 Recent data from Strangford Lough, where a single, similar tidal device was installed, has demonstrated that a foundation and tower structure within the water column had a small but measurable impact on tidal flows (Queen’s University Belfast, 2011). Studies demonstrated that although a surface wake was visible further afield (beyond 300m), a discernible wake (increased flow turbulence) was only apparent up to a maximum of 300 meters downstream of the device, which is caused largely by the tower. The wake reduced rapidly downstream of the device. The data presented was for the highest flows in the Lough (during spring tides), hence presenting periods of greatest wake generation. Data from Strangford Lough did not produce any evidence of a downstream wake created by the rotors. These findings correlated with findings of laboratory experiments, testing flow effects and wake properties of marine current turbines rotors (Maganga, et al, 2009). 7.1.78 With regards to the ambient velocity of the flow within Strangford Lough, there is no evidence of any significant deviation after the device was installed. 7.1.79 The above evidence suggests that the Project will have minor near-field impacts on tidal flow disturbance and increased turbulence. However, impacts are expected to reduce rapidly with distance away from the turbines and not extend further than the near-field (300m from the device). In the worst case scenario. Furthermore, the environment of Kyle Rhea experiences relatively high ambient flow turbulence, reducing the effects of the devices. 7.1.80 The impacts of energy extraction on flow velocities expected to be negligible. The subsequent impact on sediment regime is discussed below in Impact 5. 7.1.81 The ferry crossing, approximately 150m south of the southern-most device is a potentially sensitive receptor to changes in hydrodynamics. Although the wake is anticipated to dissipate rapidly downstream of the devices, the impacts on navigation is considered in Chapter 17 Shipping and Navigation. 7.1.82 Impacts on wave heights and period from foundation installation, cable lay and monopole (incl. rotors). 7.1.83 The presence of static structures within the marine environment also has the potential to affect the wave regime (height and period) due to the interaction of waves with these structures. Such interactions can have important implications on the hydrodynamic regime, and resultant sediment transport and seabed morphology by directly extracting energy from waves. 7.1.84 The depth of water in the location of the devices (between 26 and 32m), indicates there is little impact expected on the wave regime by the inter-array cables or device foundations. 7.1.85 Waves are disrupted (e.g. partial scattering/ reflection/ defraction) by the presence of any obstacle within the water column. A wave is reflected when it interacts with a static structure which affects its incident path. On the sheltered (lee) side of the static structure a shadow zone is created where waves are bent (diffracted) around the static structure. 7.1.86 Minor alteration to the wave regime can be expected in the near-field of the devices. This is not expected to be significant further afield due to a number of factors, including: 1. Kyle Rhea is not a wave sensitive environment, with few sedimentary processes being dependent on wave energy; 2. the devices are far enough offshore allowing waves to regroup; 3. the devices will be deployed in a water depth sufficient that waves will not interact with the seabed; 4. devices have a slender profile, and; 5. the wave climate around Kyle Rhea experiences relatively low magnitude waves. 7.1.87 The changes to the wave regime and tidal currents are anticipated to be negligible magnitude. The marine physical environment is considered to have a negligible sensitivity to these changes, therefore it is expected that the impact to hydrodynamic regime is of negligible significance. **Impact 4: Suggested Mitigation** 1. None suggested **Residual impact:** 7.1.88 The significance of any impacts remains negligible. **Impact 5: Effects on sediments and sediment structures** *Effects upon seabed sediment distribution patterns* 7.1.89 The Project has the potential to affect sediments and sedimentary structures via scour development due to the interaction with static foundation structures, and changes to sediment transport processes. 7.1.90 The main impacts of the operational phase on sediments and sedimentary structures relates to changes in seabed and littoral processes and the development of scour around the base of the foundations and cables. The extent (depth, length) of scour will depend on the local physical conditions and the thickness of the mobile sediment layer, if present. 7.1.91 Where a channel bed feature (such as cable or device foundation) creates an obstacle to flow, there is the potential for local scour to occur. However scour can also occur naturally through sediment mobilisation and degradation of the seabed. 7.1.92 Local scour is associated with particular local features that obstruct and deviate the flow and occurs in their immediate locality. The structures increase the local flow velocities and turbulence levels and, depending on their shape, can give rise to vortices that exert increased erosive forces on the surrounding material (CIRIA, 2002). The overall effect of these changes is an increase in bottom shear stress, which in the case of an erodible bed leads to an increase in local sediment transport and local scour around the structure, also known as a scour pit (De Vos, 2004). For a given set of environmental conditions the scouring of sediment structures initially occurs rapidly but then approaches its maximum at a slower rate (HR Wallingford, 1998). 7.1.93 The process of scour while typically significant in areas of mobile substrates and unconsolidated sediments is deemed to be insubstantial in Kyle Rhea due to the bedrock and boulder nature of the seabed in the proposed location of the turbines. 7.1.94 The depth of water that the inter-array cables and device foundations exist in will limit the potential influence of scour by the acceleration of wave energy. The local alteration of tidal forces however remains a potential source of scour. 7.1.95 The potential for scour around the inter-array cables is reduced due to two factors: (1) the seabed material along the inter-array cable route comprises bedrock and boulders; and (2) the inter array cables will be aligned parallel to the main tidal flows. 7.1.96 Scour at the device foundations is primarily limited by the seabed material. The peak tidal currents (4m/s) are not sufficient to mobilise the majority of seabed material in the proposed location of the turbines, which comprises cobbles and boulders or bedrock. This is most simply demonstrated by the classic Hjulstrom Curve (Hjulstrom, 1935) which suggests that only the material smaller than cobbles will be mobilised by the peak (4m/s) tidal currents. 7.1.97 It is therefore not anticipated that significant scour will develop in the immediate vicinity of the monopiles ('pin' piles) or the inter-array cables. **Effects to sediment transport patterns (incl. suspended sediment).** 7.1.98 Reductions in tidal energy in the lee of the devices (bi-directional, generally north and south) may result in localised changes to the nature of the seabed via the deposition of suspended sediments. Impact 4 above discusses the likelihood of significant tidal energy extraction, and concludes that changes to tidal velocities will be negligible. Furthermore, within the high tidal energy environment of the study area there is little suspended sediment, therefore any localised impacts of energy extraction are unlikely to result in significant changes in sediment distribution patterns. 7.1.99 Where energy (wave, tide) extraction is located within close proximity to soft-coastlines it is considered that the potential to alter the sediment dynamics is increased. However, due to the bedrock dominated nature of the coastline along the study area, the potential for any changes to coastal geomorphology are greatly reduced. 7.1.100 In addition to scour, cables laid on the seabed (inter array cables) have the potential to act as a barrier to sediment transport. Such interruption to processes will result in the accretion of sediment around the cable and housing until such time as sediment accretion attains sufficient elevation to bypass the structure on the seabed. The seabed material in the proposed device locations bedrock and cobbles suggests that transport of sediment is not significant, therefore the impact of cables to impede sediment will be minor. Furthermore, inter array cables will be laid from north to south (parallel with the driving forces, primarily tidal currents, hence sediment transport) which will limit the ability of the cables to impede sediment transport. 7.1.101 The potential effects upon sediment processes and sedimentary structures resulting from the operational phase the Project is anticipated to be of low magnitude with small localised impacts expected. 7.1.102 The receptor (marine physical environment and coastal processes) has a low sensitivity to such potential changes. The impact of the Project on sediment processes and sedimentary structures is therefore expected to be of minor adverse significance. **Impact 5: Suggested Mitigation** 1. Significant scour around the foundations is not expected, however if scour does become an issue then scour protection may be required. **Residual impact:** 7.1.103 The significance of any impacts remains minor adverse. **Impact 6: Effects on geological and geomorphological formations** 7.1.104 The main effects of the operational phase on geological and geomorphological formations relates to changes in littoral and seabed processes and subsequent effects upon exposed bedrock seabed and coastal geomorphology via the disruption or change to existing processes. 7.1.105 The seabed is comprised predominantly of exposed Lewisian Gneiss overlain by patchy coarse grained sediments, cobbles and boulders. Where inter-array cables are exposed and stand proud from the seabed, there is the potential for any mobile sediment to accrete against the up-drift side of the exposed infrastructure. Such changes in seabed substrate are not expected to be permanent and their spatial extent and duration of persistence shall vary in response to the natural variance of the hydrodynamic and sedimentary regime. The magnitude of the potential impact upon the bedrock platform is considered to be negligible. 7.1.106 The existing coastal geomorphology along the Kyle Rhea coastline is relatively inactive. However, where quaternary deposits exist, these are likely to be in a state of dynamic equilibrium with hydrodynamic and sedimentary processes and therefore any changes in hydrodynamic regime and sedimentary patterns have the potential to change the geomorphological formations. 7.1.107 The geological and coastal geomorphology of the study area is controlled by the geological structure of the Lewisian Gneiss. The operational changes to the wave climate and tidal currents are unlikely to affect this hard rock. Where the Lewisian Gneiss is overlain with Quaternary deposits, there can be no expected change in the rate of coastal processes as a direct consequence of alterations to wave and tidal energy caused by the Project. 7.1.108 The potential impacts on geological and geomorphological formations resulting from the operational phase of the Project are anticipated to be of negligible magnitude. The receptor also has a low sensitivity to changes, therefore the impact upon the marine physical environment and coastal processes is therefore assessed to have negligible significance. **Impact 6: Suggested Mitigation** None **Residual impact:** 7.1.109 The significance of any impacts remains negligible. **Potential impacts during the decommissioning phase** At the current time, no specific proposals have been set out for the decommissioning of the Project. The directionally drilled export cable(s) may either be left in place or removed, and it is expected that inter array cables will be removed. Devices will be removed and support structures (foundations) would be cut down to an agreed level. Impacts during the decommissioning phase would be similar to those identified during the installation phase and will be informed via a detailed decommissioning plan. The long term impacts of the residual structures (buried cables, cut down foundations) are not expected to be of greater significance than the operational phase, therefore under this situation there would be no broad scale or long term impacts on seabed or coastal processes. **Potential cumulative impacts** At present there are no known consented or planned projects in the study area, therefore no cumulative impacts are anticipated. ### 7.5. Summary The Project has the potential to impact on three elements of the marine physical environment and coastal processes, namely: - Hydrodynamic regime; - Sediments and sedimentary processes; and - Geological and geomorphological formations. Anticipated effects within the study area are expected to be relatively localised to the device foundations, and the infrastructure that links the devices. It is considered that any disturbance to the seabed will manifest over a spatially limited area, and be of a low magnitude. Tidal and wave energy extraction is anticipated to result in low magnitude near-field changes to the wave energy regime and tidal currents. This has been informed by recent data obtained from Strangford Lough following the installation of a similar device. The potential for the foundations and cabling to change the sedimentary processes are restricted by the lack of mobile sediment (bedrock and cobble seabed). The geological and coastal geomorphology of the study area is controlled by the exposed geological structure of the Lewisian Gneiss. The operational changes to the hydrodynamic and sedimentary regimes are unlikely to affect the geological and geomorphological formations. ### 7.6. References ABPmer and HR Wallingford (2009). *Coastal Process Modelling for Offshore Wind Farm Environmental Impact Assessment: Best Practice Guide*. Report to COWRIE Amoudry, L., Paul S. Bell, P. L., Black, K. S., Gatliff, R. W., Helsby, R., Souza, A.J., Thorne, P.D and Wolf, J. (2009). *A Scoping Study on: Research into Changes in Sediment Dynamics Linked to Marine Renewable Energy Installations* Barne, J.H., Robson, C.F., Kaznowska, S.S., Doody, J.P., Davidson, N.C., & Buck, A.L., eds. (1997) Coasts and seas of the United Kingdom. Regions 15 & 16. North-west Scotland: the Western Isles and west Highland. Peterborough, Joint Nature Conservation Committee. (Coastal Directories Series.). BERR, (2008) Review of cabling techniques and environmental effects applicable to the offshore wind farm industry. Report for DEFRA. Cathie Associates (2012) Kyle Rhea Geotechnical Desk Study Preliminary Report CEFAS (2004). Offshore Wind Farms. Guidance note for Environmental Impact Assessment in respect of FEPA and CPA requirements. Version 2. Available from http://www.cefas.co.uk/publications/files/windfarm-guidance.pdf CIRIA (2002) Manual on scour at bridges and other hydraulic structures, CIRIA 551. De Vos, L. (2004) Optimisation of scour protection of offshore wind farms under combined hydrodynamical loading, in: Mees, J.; Seys, J. (Ed.) (2004). VLIZ Young Scientists' Day, Brugge, Belgium 5 March 2004: book of abstracts. VLIZ Special Publication, 17: pp. 42 Emu Ltd. (2006). Site Condition Monitoring: Surveys of biogenic and rocky reefs in the Lochs Duich, Long and Alsh cSAC. Scottish Natural Heritage Commissioned Report No.240 (ROAME No. F02AC409). Engineering Technology Applications (ETA) (2012) Phase 1 – Kyle Rhea – Review Revise validate MCT cable route cost assumptions Envision Mapping (2012) Kyle Rhea Benthic Video Survey Hjulstrom, F., (1935) Studies of the morphological activities of river as illustrated by the River Fyris. Bulletin of the geological institute of the University of Uppsala, 25: 221-527 HR Wallingford (1998) Scour at marine structures. Thomas Telford Publications. Marine Current Turbines (2010) Installation of tidal turbine array at Kyle Rhea, Scotland – Scoping Report. Marine Current Turbines (2012) Kyle Rhea Summary of Site conditions Partrac Ltd (2012) Doppler Current Profiler Survey Queen’s University Belfast (2011) Seagen Wake Survey – ACDP current monitoring Ramsay, D. L. & Brampton, A. H., (2000). Coastal cells in Scotland: Cells 8 & 9 – The Western Isles. Scottish Natural Heritage Research, Survey and Monitoring Report No 150. RPS (2005) Tidal Energy Turbine, Strangford Narrows - Hydraulic Modelling. Report for Marine Current Turbines. Sumer, B. M. & Fredsoe, J. (2002) The mechanics of scour in the marine environment. World Scientific. Wilding, T. A., Hughes, D. J. and Black, K. D. (2005) The benthic environment of the North and West of Scotland and the Northern and Western Isles: sources of information and overview. Report 1 to METOC. Scottish Association for Marine Science, Oban, Scotland, PA37 1QA. Zaaijer, M. B. & Tempel, J. (2005) Scour protection: necessity or a waste of Money? Section Wind Energy, Interfaculty Offshore Engineering. 8.1 Introduction 8.1.1 This chapter of the Environmental Statement (ES) describes the existing on-shore environment within the proposed Kyle Rhea Tidal Stream Array ('the Project') and associated study area. Subsequently, it presents the findings of an assessment of the potential impacts arising from the construction, operation and decommissioning of the Project. 8.1.2 This chapter assesses the potential direct and indirect impacts of the onshore elements of the Project, including the construction, operation and decommissioning with respect to geology, hydrogeology and non-marine surface water. 8.1.3 Potential impacts arising from the construction, operation and decommissioning of the Project are identified and their significance is assessed taking into account the anticipated magnitude of the impacts from the Project and the sensitivity of the environmental baseline of the area. 8.1.4 Where potentially significant impacts are predicted, appropriate mitigation measures are proposed. Good practice relating to the protection of geology, hydrogeology and non-marine surface water during construction and operational phases are also outlined in order to minimise or avoid any impacts. 8.1.5 This chapter has links with Chapters 7 (Marine Physical Environment and Coastal Processes), 9 (Water Quality) and 10 (Terrestrial and Intertidal Ecology). 8.1.6 The proposed onshore elements (see Chapter 5: Project Description) include the following components which are shown on Figure 5.1. Option 1 - A small amount of quarrying into the hillside may be required to establish a flat surface upon which to operate the drilling rig. This will be partly located in an existing car park and will cover an area of approximately 40m x 40m; - Construction of a small substation, with an approximate footprint of 6m x 3m, located adjacent to the existing public toilets building, approximately 250m north west of the slipway for the Kylerhea Ferry Terminal. It is intended that this will have a concrete slab foundation and will require trenching for the onshore cable; - No fluids will be used in the operation of the substation; - Directional drilling of the export cable from the array to the substation; and - Open trenching for approximately 250m between the drilling pad and the substation along the existing Forestry Commission (FC) access track. This is expected to be typically 2m wide and 1m deep but will be confirmed with the FC. 8.1.7 The construction works are planned to take place off the FC access track and car park with the cable trench routed along the track. It is not expected that any alterations will be needed to the road drainage ditches or any other watercourses. 8.1.8 The existing public toilets at the site are understood to drain to an underground septic tank located immediately across the track from the toilet block (on the lower side of, and adjacent to, the track). **Option 2** - A small amount of levelling of soils to form the drilling rig pad (within the Drilling Study Area shown on Figure 5.1); - Installation of a small substation within an existing building, located at the Kylerhea ferry slipway and shown in Figure 5.1, including trenching for a cable; - No fluids will be used in the operation of the substation; - Directional drilling of the export cable from the array to the substation; and - Open trenching for approximately 335m between the drilling pad and the substation. It is not expected that any alterations will be needed to the road drainage ditches or watercourses. Should crossing be required the approach will be agreed with the Regulators and will aim to avoid any significant alteration. **Study area** 8.1.9 The study area for the assessment of potential geological, hydrogeological and surface water impacts has been defined by a 1km radius around the proposed locations of the onshore export cable route and substation. This area is considered sufficient to encompass the groundwater and surface water catchments within which the proposed onshore works are located, as inferred from the topography of the surrounding area and presence and flow directions of nearby surface watercourses. Land to the south of the Kylerhea River is not considered to be in hydraulic continuity with surface water or shallow groundwater in the locations of the proposed onshore works. For the purposes of the surface water and groundwater impact assessments this has therefore not been assessed further as a sensitive receptor. 8.1.10 The geology impact assessment makes reference to a wider area to ensure that any impacts on geologically sensitive areas within the Kinloch and Kyleakin Hills (Mondach Chaol Acainn Is Cheann Loch) Site of Special Scientific Interest are considered. **Overview of potential impacts** 8.1.11 The potential impacts on the geology, hydrogeology and non-marine surface water, from the onshore elements of this development, are: - Removal of rock by directional drilling; - Loss of structure and/or erosion of site soils; - Changes to surface water runoff patterns; - Pollution caused by accidental spills, leaks of potentially polluting substances or suspension of sediment; - Changes to groundwater water flow patterns; and - Flooding or surface ponding. Policy, legislation and guidance in relation to geology, hydrogeology and non-marine surface water 8.1.12 The assessment has been undertaken with reference to statutory and general guidance and relevant legislation comprising: 8.1.13 Legislative context: - The European Union (EU) Water Framework Directive 2000/60/EC; - Water Environment and Water Services (Scotland) Act 2003 (WEWS Act); - The Water Environment (Controlled Activities) (Scotland) Regulations 2011; and 8.1.14 Policy context - The Highland Council West Highland and Islands Local Plan Policy 14: Surface Water Drainage, requires that proposed developments are drained using Sustainable Drainage Systems and, where necessary, identification of drainage discharges which are separate to the public sewers. - Scottish Planning Policy (SPP), February 2010. 8.1.15 Scottish Executive Policy Advice Notes (PANs): - PAN 69: Planning and Building Standards Advice on Flooding - PAN 79: Water and Drainage 8.1.16 DEFRA publications: - Code of Practice for the Sustainable Use of Soils on Construction Sites 8.1.17 SEPA Pollution Prevention Guidance (PPG) Notes: - PPG1 General Guide to prevention of water pollution; - PPG2 Above ground oil storage tanks; - PPG5 Works and maintenance in or near water; - PPG6 Working at construction and demolition sites; - PPG7 Safe Storage – The safe operation of refuelling facilities; - PPG20 - Dewatering underground ducts and chambers; - PPG21 Pollution incident response planning; and - PPG 22 Incident response – dealing with spills. 8.1.18 Construction Industry Research and Information Association (CIRIA) publications: - C532 Control of water pollution from construction sites (2001); and - C650 Environmental good practice on site (2006). 8.2 Methodology Consultation in relation to geology, hydrogeology and non-marine surface water A scoping opinion was sought from both statutory and non-statutory consultees (Appendix 4.1) in March 2010 (MCT (2010)) Responses are detailed in Chapter 6, Consultation and a summary of the points relevant to this Chapter is provided below (Table 8.1), along with an explanation of how they were addressed. | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | Scottish Ministers: SEPA produces a series of Pollution Prevention Guidelines, | Paragraphs 8.1.17, 8.4.22, 8.4.26, 8.4.49, 8.4.52 and 8.4.61 | | several of which should be utilised in preparation of an ES and during | | | development. These include SEPA’s guidance note PPG6: Working at Construction | | | and Demolition Sites, PPG5: Works in, near or liable to affect Watercourses, | | | PPG2 Above ground storage tanks, and others, all of which are available on | | | SEPA’s website at http://www.sepa.org.uk/guidance/ppg/index.htm. | | | Scottish Ministers: SEPA would look to see specific principles contained within | Paragraph 8.4.22, 8.4.26, 8.4.49, 8.4.52 and 8.4.61 | | PPG notes to be incorporated within mitigation measures identified within the ES | | | rather than general reference to adherence to the notes. | | | Scottish Ministers: The ES should identify location of and protective/mitigation | Paragraph 8.3.26 | | measures in relation to all private water supplies within the catchments | | | impacted by the scheme, including modifications to site design and layout. | | | Scottish Ministers: Developers should also be aware of available CIRIA guidance | Paragraphs 8.4.22, 8.4.26, 8.4.49, 8.4.52 and 8.4.61 | | on the control of water pollution from construction sites and environmental good | | | practice (www.ciria.org) | | | SEPA: We request that the ES address The River Basin management Planning (RBMP) | Table 8.2; paragraph 8.3.4, 8.3.22 and 8.3.23 | | Web Mapping Application available on SEPA’s website (http://gis.sepa.org.uk/rbmp/)| | | shows the Water Framework Directive (WFD) water body boundaries for transitional | | | and coastal waters and provides further water body information. | | | SEPA: The ES should demonstrate that the proposals will not compromise WFD | Paragraph 8.1.7, 8.1.8 8.3.4, 8.3.21 - 8.3.26 and 8.4.22 - 8.4.23 | | objectives. A methodology to assess cumulative impacts in line with WFD | In line with guidance requested from SEPA, a site layout description and consideration of the development in the marine environment putting this into context of the surrounding water body have been included. Addressed further in Chapter 9: Water Quality | | objectives has been developed. The methodology uses a concept of ‘system capacity’| | | to measure impacts upon geomorphological conditions. Please contact us for | | | further guidance on the assessment methodology. | | | SEPA: In order to meet the objectives of the Water Framework Directive, | Paragraph 8.1.7, 8.1.8, 8.4.22 and 8.4.49 | | developments should be designed wherever possible to avoid engineering activities| | | in the water environment. The water environment includes burns, rivers, lochs, | | | wetlands, groundwater and reservoirs. | | | SEPA: A site survey of existing water features and a map of the location of all | Paragraph 8.3.6 | | proposed engineering activities in the water environment should be included in | | | the ES or planning submission. | | | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | SEPA: A systematic table detailing the justification for the activity and how any adverse impact will be mitigated should also be included. The table should be accompanied by a photograph of each affected water body along with its dimensions. Justification for the location of any proposed activity is a key issue for us to assess at the planning stage. The detailed design of engineered structures in the water environment will be considered under regulations administered by us. Where flood risk may be an issue, this will need to be addressed at the planning stage. | Paragraph 8.1.7 and 8.1.8; Section 8.4.4 ; and Figures 5.1 and 8.1 | | SEPA: The impact of borrow pits (including dust, blasting and impact on water) should be appraised as part of the overall impact of the scheme. Information should cover, in relation to water, at least the information set out in PAN 50 controlling the environmental effects of surface mineral workings (Paragraph 53) and, where relevant, in relation to groundwater (Paragraph 52). | No borrow pits are planned as part of the development | | SEPA: Details of the proposed depth of the excavation of any borrow pits compared to the actual topography, the proposed restoration profile, proposed drainage and settlement traps, turf and overburden removal and storage for reinstatement should be submitted. The reinstatement of borrow pits can raise significant waste management issues and it is essential that any proposals are discussed with our regulatory teams as part of the development of the Project to ensure that such proposals are feasible in terms of cost and regulatory requirements. | No borrow pits are planned as part of the development | | SNH: In principle, we support proposals for directional drilling for cables because this offers an opportunity to minimise benthic impacts through cable laying. Providing best practise is followed and a pollution prevention package is drawn up, the effects from potential pollutants may be minimised. We advise that environmental practices and management for hydraulic fluids and potential pollutants are detailed within the ES. | Paragraph 8.4.19 to 8.4.23 | **Data collection** 8.2.1 The principal data sources relevant to water quality are shown below in Table 8.2. **Table 8.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------------------------------------------------------|-----------------------------------|---------------------------------------------|--------| | 1:50,000 Geological Map series Scotland Sheet 71E Kyle of Lochalsh Drift Edition | East Skye, Loch Alsh and Loch Hourn | British Geological Survey | 1976 | | Map of Groundwater Vulnerability in the Uppermost Aquifer | Scotland | SEPA/SNIFFER/BGS/Macaulay Institute | 2004 | | Indicative River & Coastal Flood Map (SEPA Website) | Scotland | SEPA | Accessed 2012 | | River Basin Management Plan Interactive Map (SEPA Website) | West Highland | SEPA | 2012 | | Kyle Rhea Extended Phase 1 Habitat Survey | Onshore Study Area (Figure 1.1) | Royal Haskoning | 2012 | Impact assessment 8.2.2 This section outlines the methodology used to assess the significance of potential environmental impacts of the onshore elements of the Project upon geology, hydrogeology and non-marine surface water. There are currently no published criteria for assessing or evaluating impacts on geology and hydrogeology and non-marine surface water. This assessment is based on methodology derived from Institute of Environmental Management and Assessment (IEMA, 2004) and has been undertaken by a specialist with relevant experience. 8.2.3 Table 8.3 presents the definition of the sensitivity of receptors. Table 8.3: Definition of terms relating to the sensitivity to an effect | Value / Sensitivity | Definition | |---------------------|------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Very low capacity to accommodate the proposed form of change. | | Low | Low capacity to accommodate the proposed form of change. | | Negligible | Receptor has some tolerance to accommodate the proposed change. | 8.2.4 Significance can be categorised into four levels of magnitude as described in Table 8.4. Table 8.4: Definition of magnitude of an effect upon receptors | Magnitude | Definition | |-----------|------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or likely to occur. | | Medium | Significant, permanent / irreversible changes, over the significant proportion of the feature / asset, and / or noticeable alteration to key characteristics or features of the | Table 8.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the effect. The boxes shaded red and orange represent those impacts which may be considered significant within an EIA. **Table 8.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude** | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | ### Existing environment #### Topography and hydrology 8.3.1 The onshore study area is situated on the eastern coast of the Isle of Skye, as shown in Figure 8.1. The coastline in the area of the proposed onshore works for Option 1 is characterised by steep slopes from peaks of approximately 490m above ordnance datum (AOD) at Beinn Bhuidhe and 730m AOD at Beinn na Caillich respectively, which lie approximately 1km and 2km respectively from the proposed substation under Option 1. The shoreline is characterised by cliffs and rocky outcrops (Cathie Associates, 2010). 8.3.2 The existing building proposed in Option 2 to house the substation is located on flat land at the foot of a steep slope and the Drilling Study Area proposed in Option 2 is characterised by more gently sloping and flat land close to the mouth of the Kylerhea River. 8.3.3 Rainfall for the area is estimated to be in the order of 1300mm (CEH, 2011 based on 2010 rainfall for the Highlands). Due to the steep slopes, rainfall falling on the Option 1 site will generally drain in an easterly direction towards the coast. The proposed onshore works under Option 1 do not lie within a fluvial or coastal floodplain (SEPA Indicative River & Coastal Flood Map) and are therefore at very low probability of flooding from rivers or the sea. The most easterly part of the Drilling Study Area under Option 2 is indicated to lie within a coastal indicative floodplain (defined as an area with an estimated risk of flooding in any given year of greater than 1 in 200). However, the actual proposed substation location under Option 2 is indicated to lie outside the floodplain. 8.3.4 According to the SEPA River Basin Management Plan interactive map, no freshwater surface water bodies within the onshore study area have been classified under the Water Framework Directive. 8.3.5 The topography indicates that rain falling within the Option 2 Proposed Drilling Area will drain generally towards the south and east. Surface water in the north and west of the site is likely to drain into a watercourse which crosses the centre of the site. 8.3.6 Watercourses were mapped as part of the Phase I Habitat Survey, completed in support of this ES (see Appendix 10.1 and Figures 10.3, 10.4 and 10.5). During the survey, a number of stream channels were identified which contained running water. These were located: **Northern section of study area** - Allt Grionach and its tributaries in the north on the study area (references 6, 13, 14 in Figure 10.3) flowing west to east; and - Un-named watercourse immediately to the south of Allt Grionach (reference 8 in Figure 10.3) flowing west to east. **Option 1 Substation** - There is a drainage ditch parallel to the access track. Immediately south of the toilet block several small burns were present in the November site visit flowing west to east down the steep heath hillside and into the ditch, where the water depth was approximately 5 cm with large pebble and broken rock bottom. Water was observed flowing north along the ditch and culverted under the exiting toilet block to a dip, approximately 10m to the north of the proposed substation. Water was also observed running within the ditch from the north southwards towards the dip (see Figure 10.4). From the dip, the water in the drainage dip is culverted under the track and flows steeply towards the coast west to east (reference 11 in Figure 10.4). This was noted to contain very low water at the time of the site surveys; **Option 1 Drilling rig** - A dry drainage ditch on west side of access track. This was dry in both May and November site visits. - Between the option 1 drilling rig and substation proposed locations, there is a watercourse flowing west to east under the access track. This was described as a very small burn which is not marked on the OS survey 1:10000 map (reference 2 in Figure 10.4), and had water during the May survey but not the November survey; **Option 2 substation** - No further water courses were recorded at this location, however in the November survey the surrounding area was noted to be dark and damp. Option 2 Drilling rig study area - Within the Drilling Study Area land to the west of the road was marshy, with groundwater seepage through the marsh culverted under the north of the road. Groundwater was noted to be at the ground surface across this side of the road and the ground was boggy and soft to the east of the road (see Figure 10.5): - A stream was noted (as marked on the Ordnance Survey base map) in the south of the Drilling Study Area, which separates this land from the occupied buildings and the surrounding crofting land (see Figure 10.4). This stream was shallow <5cm deep, with pebble substrate and fairly fast-flowing. Upstream, towards the village of Kylerhea, the watercourse widens (approx 1m) and has grassy banks and splits into tributaries which broadly follow the village road and several croft field boundaries. A tributary of this stream was noted to run south through marshy grassland to the south of the main road north of the village (see Figure 10.5): 8.3.7 Although additional watercourses are shown on the OS 1:10,000 map, these were not encountered during the site survey and were to be considered ephemeral. It was noted, however, that the survey of the Option 1 area was undertaken during a very dry summer. Drainage ditches were also observed alongside the track to the wildlife hide between the proposed locations of the Option 1 substation and drilling rig (Appendix 10.1, reference 2 and 3 in Figure 3.3 of the Phase I Habitat Survey). 8.3.8 The Kylerhea River flows from west to east approximately 280m south of the nearest proposed onshore works (the Option 2 Proposed Drilling Area) and discharges into the sea south of Kyle Rhea. **Geology** 8.3.9 Geological value is listed in the citation for the Kinloch and Kyleakin Hills (Mondach Chaol Acainn Is Cheann Loch) Site of Special Scientific Interest Highland (Skye and Lochalsh) which states that: 8.3.10 “Two complementary sites of geological significance are found within the SSSI: one is situated at the head of Glen Arroch and the other follows the north-east coast of Loch na Dal round into the Sound of Sleat.” 8.3.11 “The Loch na Dal location contains a cross-section through a continuous series of three formations, the Rubha Guail, the Loch na Dal and the lower part of the Beinn na Seamraig, relating to the Sleat Group, a subdivision of the Torridonian, and is the type locality for the Rubha Guail and the Loch na Dal formations. In Glen Arroch, at Bealach Udal a series of rocky bluffs show the upper part of the Beinn na Seamraig formation.” 8.3.12 “At both Loch na Dal and Bealach Udal the sedimentary structures that characterise the three formations are well preserved and clearly exhibited. Elsewhere, outcrops of the Sleat Group are considerably more deformed and metamorphosed, with partial or complete destruction of the sedimentary features.” 8.3.13 The boundaries of these two areas within the SSSI are not defined in the citation; however, from the Ordnance Survey map, Glen Arroch is located approximately 3km to the west of the proposed onshore works and Loch na Dal approximately 9.5km to the south west. **Bedrock geology** 8.3.14 The geological map indicates that the majority of the onshore study area is underlain by the Beinn Na Seamraig Formation sandstones, which form part of the Sleat Group. This formation is shown to outcrop in the centre of the study area, and also in small areas in the north and south, The Sleat Group is described (by the British Geological Survey Lexicon of Rock Units) as “slightly metamorphosed cross-bedded grey sandstones and shaly mudstones. The sandstones are poorly sorted and resemble feldspathic greywackes\textsuperscript{15}”. In the far south of the study area the Beinn Na Seamraig Formation is indicated to be absent and the site is shown as underlain by the Loch Na Dal Formation of the Sleat Group. 8.3.15 In the north of the study area, a dolerite and basalt dyke (orientated approximately east to west) and a felsitic and granophyre dyke (orientated approximately south east to north west) intrude through the sedimentary bedrock geology. Two further dykes are shown in the south of the study area intruding through the Loch Na Dal Formation and indicate also to comprise dolerite and basalt. These dykes are orientated approximately east to west, 8.3.16 In the far north of the study area, in an excavation pit at the base of a pylon, a narrow quartzofeldspathic dyke\textsuperscript{16} was observed which intruded through the Psammites. The dyke was approximately 200-250mm wide (Cathie Associates, 2010). 8.3.17 Adjacent to the slipway, Psammite, comprising light grey and light pinkish grey, thinly bedded and foliated sandstone with quartzofeldspathic veining was observed (Cathie Associates, 2010). **Superficial geology and soils** 8.3.18 In the north and south of the onshore study area, the Beinn Na Seamraig Formation is overlain by superficial recent deposits of till and morainic material (sands and gravels). In the south of the study area, and also in a small area in the north of the study area, raised beach deposits (marine alluvium) overlie the undifferentiated drift deposits. 8.3.19 The shoreline sediments are very similar to those observed on the mainland comprising; gravel, pebbles and boulders. Sparse quaternary deposits were observed inland, none were observed on the shoreline (Cathie Associates, April 2010). 8.3.20 The Phase I Habitat Survey (Appendix 10.1) identified wet heath vegetation on steep hillside in the vicinity of the Option 1 proposed drilling pad and substation. These habitats are indicative of thin soil deposits overlying the bedrock. Bedrock was observed where the existing track to the otter hide has been cut into the hillside. In the area of the option 2 proposed substation location, the ground was noted to be rocky with very little soil covering the bedrock. In the Option 2 Drilling Study Area, the vegetation was noted to be mainly marshy or grassy, indicating the presence of deeper soil deposits on the flatter land. **Hydrogeology** 8.3.21 According to the SEPA RBMP water body information sheet for water body 150042 (Isle of Skye groundwater) in the West Highlands, SEPA have classified groundwater beneath the site in 2008 as having an overall status of ‘Good with High confidence’. The quality of the groundwater was classified as Good with High confidence and the quantity of groundwater has been classified as Good with High confidence. No trend for pollutants was identified for this water body. 8.3.22 SEPA has set environmental objectives for the Isle of Skye groundwater, for future river basin planning cycles. These objectives aim to facilitate sustainable status improvements or prevent status deterioration, unless this deterioration is caused by a new activity that provides significant specified benefits to society or to the wider environment. \textsuperscript{15} A variety of sandstone rich in feldspar minerals \textsuperscript{16} An igneous intrusion rich in quartz and feldspar minerals. For the Isle of Skye groundwater water body SEPA has set the overall environmental objectives for the first, second and third River Basin Management Planning (RBMP) cycles as: - Overall Status: Good - Chemistry Status: Good - Quantitative Status: Good No groundwater monitoring information was available from SEPA within 1km of the originally proposed substation location (Option\(^{17}\)). The SEPA map of Groundwater Vulnerability in the Uppermost Aquifer, indicates that the shallow geology (inferred as referring to the Beinn na Seamraig Formation) is classed as Category 4a to 5 (highly vulnerable). The Phase I terrestrial habitat survey identified groundwater dependent terrestrial ecosystems within the study area comprising wet heathland on the south eastern slopes of Beinn Bhuidhe and between the Kylerhea Road and the village of Kylerhea (see Chapter 10). This suggests the presence of shallow groundwater or surface water in these areas. According to records held by SEPA and the Highland Council, no Consents to Discharge are present within 1km of the originally proposed substation location. According to information provided by SEPA\(^{18}\), one surface water abstraction/return is located approximately 1km north-north east of the originally proposed substation location. The proposed onshore works are located down-gradient and are not likely to affect the abstraction. ### Impact assessment This section considers potential impacts on geology, hydrogeology and non-marine surface waters within the study area (a radius of 1km from the site boundary). **Do nothing scenario** Under the ‘do nothing’ scenario, it is considered unlikely that there would be any significant change to the current condition of the underlying geology, drainage of the site or hydrogeological conditions. **Potential impacts during construction – Option 1** **Impact 1: Impact of drilling pad, substation and cable tunnels/trench on geology** Directional drilling of the cables between the substation and the devices will result in the removal of a small volume of rock from within the Beinn na Seamraig Formation. The proposed directional drilling technique for the installation of the export cables will cause the least impact on the rock structure and the visual appearance of the rock outcrop (when compared to open trenching). The lengths of the cables have been kept as far as possible to a minimum which will minimise the volume of rock affected. --- \(^{17}\) The request for information submitted to SEPA was based on the Option 1 onshore works locations and covers the majority of the study area to the north of the Kylerhea River (see Section 8.1.9) for both Option 1 and Option 2. There is a small area North of the Kyle Rhea River and in the South West of the study area which does not fall within the SEPA search area. However based on an assessment of land use, no additional significant information is anticipated to be available. \(^{18}\) Pers. Comm. L Henderson, SEPA, 26\(^{th}\) September 2012 8.4.4 A small amount of quarrying into the top of the geology may also be necessary in order to provide a flat surface for the drill rig. Construction works for the drill pad will cover approximately 40m x 40m. Construction of the substation will involve levelling to form a suitable area for a concrete slab foundation and cable trench. Construction of the substation will be within a footprint of approximately 6m x 3m. A trench will be required in order to install the cable between the drilling pad and the substation. Given the location of this cable route, the trench is expected to extend into the bedrock. 8.4.5 According to the SSSI citation, the identified areas of national geological importance lie outside the study area (to the west and south west). Site geology is therefore considered to be of low sensitivity. 8.4.6 Given the scale and nature of drilling and levelling works they are expected to result in a localised effect of negligible magnitude to the receptor, producing a negligible impact on geology. **Impact 1: Suggested Mitigation** No further mitigation is proposed. **Residual impact:** 8.4.7 Directional drilling and surface levelling are expected to result in a negligible impact on the geology of the site. **Impact 2: Impact of drilling pad and substation construction on soils** 8.4.8 Construction of the drill pad and substation will involve the removal of soils within the footprints of these areas. Where soils are stockpiled, permanently or temporarily, erosion can occur through contact with precipitation and site runoff. The structure of soils may also be affected by handling, storage, replacement and through compaction caused by movements of heavy machinery or storage of construction equipment on site. Where deep soils are present, handling can result in the loss of characteristic soil horizons. Site soils are considered to be of low sensitivity due to the thin deposits likely to be present within the construction footprint. 8.4.9 Given the scale and short timescale of the onshore works they are expected to result in a localised effect of negligible magnitude to the receptor, producing a negligible impact on soils. **Impact 2: Suggested Mitigation** In order to reduce the impacts to soil quality through stockpiling: - The small amounts of soil requiring removal and stockpiling will be stored separately and away from the main areas of traffic and construction; - Where possible, the stockpiles will be protected by covering with the excavated turf; - The soil will be stored at an appropriate height and width to minimise erosion of soil; - The contractor will adhere to the DEFRA guidance (construction Code of Practice for the Sustainable Use of Soils on Construction Sites) to ensure that damage to soil is minimised. This code of practice deals with measures to reduce the risk associated with excavated soils as well as compaction of those left in-situ. - Detailed method statements will be provided setting out how any waste materials will be dealt with; and a Site Waste Management Plan (SWMP) will be completed to identify the waste management option for each waste. Residual impact: 8.4.10 With implementation of the mitigation detailed above, the onshore construction works are expected to continue to have a negligible, though further reduced, impact on soils. Impact 3: Change in surface water runoff patterns 8.4.11 The surface water runoff and drainage patterns are likely to be altered within the construction footprint and possibly in a small area of the onshore study area immediately down-gradient as a result of levelling, to provide a flat surface for operation of the drilling rig and the foundations for the new substation. 8.4.12 Surface water (hydrology) is considered to be a low sensitivity receptor given the small scale and location of the onshore works towards the lower end of the surface water catchment and the resulting small area of the catchment downgradient of the onshore works which could be affected. The footprint of the area for operation of the drill rig is up to 40m x 40m (see Chapter 5, Project Description), a large proportion of which will be hard standing (porous quarry run material) and will require some levelling works. The substation will be situated in an existing car park and will have a footprint of 6m x 3m. 8.4.13 Given the small scale of levelling works for the drill pad and substation compared to the area of the surface water catchment the works are expected to result in a localised effect of low magnitude to the receptor on a receptor of low sensitivity, producing a minor adverse impact on surface water. **Impact 3: Suggested Mitigation** The onshore works will be undertaken in accordance with good site practice (including C650 Environmental good practice on site) and with reference to planning guidance PAN69 and PAN 79, including measures to prevent water from entering excavations and the use of temporary Sustainable Drainage Systems, where necessary. These may include features such as: - Use of gravel instead of tarmac wherever possible to promote infiltration; - Filter strips (vegetated slopes) designed to enable even water drainage; or - Small attenuation ponds. Residual Impact: 8.4.14 Since the areas of excavation and levelling are very small in comparison to the total catchment area and areas will have a porous surface finish, changes in surface water drainage patterns is expected to result in a negligible impact with the use of good site management practice. Impact 4: Mobilisation of sediment in surface water runoff 8.4.15 Given the high average annual rainfall on the Isle of Skye, disturbance of the ground within the footprints of the pad for the drilling equipment and the substation may temporarily result in surface water runoff entraining a small amount of sediment as it passes across these sites. Sediment may be transported off site and towards Kyle Rhea. 8.4.16 Although the duration of the works is expected to be short, given the potential for high rainfall in the area (depending on season) and the proximity of the works to downgradient surface water receptors, an impact magnitude of low has been adopted. 8.4.17 Despite its high ecological importance, the surface water receptor is considered to be of low sensitivity with respect to sediment loading due to its already naturally high sediment load indicating a minor adverse impact from mobilisation of sediment. Impact 4: Suggested Mitigation The construction contractor will develop and implement a construction method statement which adheres to the relevant best practice including: - The area of disturbed ground will be kept to a minimum - Silt traps will be used to capture suspended solids where necessary, especially where excavation is taking place on steep slopes. Residual Impact: 8.4.18 With use of site best practice, mobilisation of sediment is expected to have a negligible impact on surface water quality. Impact 5: Drilling fluids causing contamination of water bodies 8.4.19 The directional drilling activity will result in arisings of drilling fluids or drilling cuttings, which could lead to contamination of groundwater or, if allowed to migrate, to nearby surface waters. 8.4.20 The drill fluid used will be non-toxic and biodegradable (either Salt Water Drilling Clay (SWDC) or Biodegradable Drilling Fluid (BDF)). 8.4.21 A closed loop recycling system will separate drill cuttings from reusable drilling fluids, limiting the quantity of drilling fluid and cuttings lost to the environment. The drilling fluid will be passed through a recycling unit onshore (the drilling direction is from shore to sea) and virtually all solids will be removed and disposed of by a licensed waste carrier (to be identified in the Project Waste Management Plan prior to construction). It is anticipated that the dewatering process will be contained within the recycling unit. 8.4.22 Groundwater beneath the site has been assigned good status and there is a likelihood of shallow groundwater being present at the site. The site lies in proximity to surface water receptors; however, due to the site location there is only a small groundwater and surface water catchment area which could potentially be affected. Groundwater and surface waters are therefore considered to be receptors of low sensitivity. Given the nature of the drilling fluids involved, the potential impact of a significant loss of drilling fluid is considered to constitute an impact of negligible magnitude, producing a negligible impact. Impact 5: Suggested Mitigation - SEPA Guidance (PPG) will be followed to reduce the likelihood and magnitude of any spills and leaks. Specifically PPG) 1: General guide to the prevention of pollution, 5: Works and maintenance in or near water, 6: Working at construction and demolition sites and 21: Pollution incidence response planning and Construction Industry Research and Information Association (CIRIA) C532 will be followed. - Any construction work will be undertaken in accordance with the Environmental Management Plan which will be developed in conjunction with the contractor and SEPA. Residual Impact: 8.4.23 Implementation of the mitigation measures outlined above is expected to reduce the potential impact of potential contamination by drilling fluids to negligible. Impact 6: Spills and leaks of oil, fuel or other potentially polluting substance 8.4.24 Accidental spills and leaks can occur during any construction activities, particularly where vehicle movements are necessary and where oil and fuel are stored. Such spills or leaks... could then potentially pollute the ground surface or migrate to surface water in Kyle Rhea. 8.4.25 The location of the existing septic tank for the Forestry Commission public toilets will be confirmed prior to commencement of directional drilling to ensure that it will be avoided. 8.4.26 Given the small scale of the works and the low volumes of potentially polluting materials anticipated to be used on site, an accidental release is considered to constitute a potential effect of negligible magnitude on a receptor of low sensitivity (due to the site location there is only a small groundwater and surface water catchment area which could potentially be affected), producing a negligible impact. **Impact 6: Suggested Mitigation** - SEPA Guidance (PPG) will be followed to reduce the likelihood and magnitude of any spills and leaks. Specifically PPG) 1: General guide to the prevention of pollution, 2: Above ground oil storage, 5: Works and maintenance in or near water, 6: Working at construction and demolition sites, 7: Safe Storage – the safe operation of refuelling activities and 21: Pollution incidence response planning and Construction Industry Research and Information Association (CIRIA) C532 will be followed. - Oil, fuel and any other potentially polluting substances will be stored in a designated storage area on site situated away from any sensitive receptors such as watercourses and will be stored within impervious bunds with 110% capacity to ensure complete spill / leak retention. - Oil, fuel and any other potentially polluting substances will be stored >10m from all watercourses - Machinery and equipment will be routinely inspected to ensure they are in good working order and to detect any leakage at an early stage. - Spill kits will be available on site at all times. - Where appropriate wheel washing will be used to prevent excess soil being transferred to public roads. - Any construction work will be undertaken in accordance with the Environmental Management Plan which will be developed in conjunction with the contractor and SEPA. **Residual Impact:** 8.4.27 Given the small volumes used or stored on site, after mitigation, release of potentially polluting substances would continue to have a negligible impact. **Potential impacts during construction – Option 2** **Impact 1: Impact of drilling pad, substation and cable tunnels/trench on geology** 8.4.28 Directional drilling of the cables between the substation and the devices will result in the removal of a small volume of rock from within the Sleat Group. The proposed directional drilling technique for the installation of the export cables will cause the least impact on the rock structure and the visual appearance of the rock outcrop (when compared to open trenching). The lengths of the cables have been kept as far as possible to a minimum, which will minimise the volume of rock affected. 8.4.29 The excavation of only a small volume of soils is expected to be necessary in order to provide a flat surface for the drill rig as the proposed drilling location is on relatively flat land. Construction works for the drill pad will cover approximately 40m x 40m. 8.4.30 The substation will be located within an existing building, although a cable trench will be required in order to install the cable between the drilling pad and the substation. Given the location of this cable route, the trench is expected to extend into the bedrock for at least part of its length. 8.4.31 According to the SSSI citation, the identified areas of national geological importance lie outside the study area (to the west and south west). Site geology is therefore considered to be of low sensitivity. 8.4.32 Given the scale and nature of drilling and levelling works they are expected to result in a localised effect of negligible magnitude to the receptor, producing a negligible impact on geology. **Impact 1: Suggested Mitigation** No further mitigation is proposed. **Residual impact:** 8.4.33 Directional drilling and surface levelling are expected to result in a negligible impact on the geology of the site. **Impact 2: Impact of drilling pad and substation construction on soils** 8.4.34 Construction of the drill pad will involve the removal of soils within the construction footprint. Where soils are stockpiled, permanently or temporarily, erosion can occur through contact with precipitation and site runoff. The structure of soils may also be affected by handling, storage, replacement and through compaction caused by movements of heavy machinery or storage of construction equipment on site. Where deep soils are present, handling can result in the loss of characteristic soil horizons. Site soils are considered to be of medium sensitivity due to the potentially thicker deposits present within the construction footprint of Option 2. 8.4.35 Given the scale and short timescale of the onshore works they are expected to result in a localised effect of negligible magnitude to the receptor, producing a minor impact on soils. **Impact 2: Suggested Mitigation** In order to reduce the impacts to soil quality through stockpiling: - The small amounts of soil requiring removal and stockpiling will be stored separately and away from the main areas of traffic and construction; - Where possible, the stockpiles will be protected by covering with the excavated turf; - The soil will be stored at an appropriate height and width to minimise erosion of soil; - The contractor will adhere to the DEFRA guidance (construction Code of Practice for the Sustainable Use of Soils on Construction Sites) to ensure that damage to soil is minimised. This code of practice deals with measures to reduce the risk associated with excavated soils as well as compaction of those left in-situ. - Detailed method statements will be provided setting out how any waste materials will be dealt with; and a Site Waste Management Plan (SWMP) will be completed to identify the waste management option for each waste. **Residual impact:** 8.4.36 With implementation of the mitigation detailed above, the onshore construction works are expected to have a negligible impact on soils. Impact 3: Change in surface water runoff patterns 8.4.37 The surface water runoff and drainage patterns are likely to be altered within the construction footprint. 8.4.38 Surface water (hydrology) is considered to be a low sensitivity receptor given the small scale and location of the Option 2 onshore works towards the lower end of the surface water catchment and the resulting small area of the catchment downgradient of the onshore works which could be affected. The footprint of the area for operation of the drill rig is up to 40m x 40m (see Chapter 5, Project Description) and will require some minor levelling works. The substation will be situated in an existing building and is therefore not expected to alter surface water runoff patterns. 8.4.39 Given the small scale of levelling works for the drill pad compared to the area of the surface water catchment, the works are expected to result in a localised effect of low magnitude to the receptor on a receptor of low sensitivity, producing a minor adverse impact on surface water. **Impact 3: Suggested Mitigation** The onshore works will be undertaken in accordance with good site practice (including C650 Environmental good practice on site) including measures to prevent water from entering excavations and the use of temporary Sustainable Drainage Systems, where necessary. These may include features such as: - Use of gravel instead of tarmac wherever possible to promote infiltration; - Filter strips (vegetated slopes) designed to enable even water drainage; or - Small attenuation ponds. Residual Impact: 8.4.40 Since the areas of excavation and levelling are very small in comparison to the total catchment area and areas will have a porous surface finish, changes in surface water drainage patterns is expected to result in a negligible impact with the use of good site management practice. Impact 4: Mobilisation of sediment in surface water runoff 8.4.41 Given the high average annual rainfall on the Isle of Skye, disturbance of the ground within the footprint of the pad for the drilling equipment and when excavating the cable trench for the substation may temporarily result in surface water runoff entraining a small amount of sediment as it passes across these sites. Sediment may be transported off site and towards Kyle Rhea. 8.4.42 Although the duration of the works is expected to be short, given the potential for high rainfall in the area (depending on season) and the proximity of the works to downgradient surface water receptors, an impact magnitude of low has been adopted. 8.4.43 Despite its ecological importance, the Kyle Rhea channel is considered to be a low sensitivity surface water receptor with respect to sediment loading due to its existing naturally high sediment load, resulting in a minor adverse impact. 8.4.44 If the drilling pad is located in the west of the Drilling Study Area, runoff may flow into the small surface water drain running through this area. The drain was noted, during the site habitat survey, to be highly vegetated with very little open water and is therefore considered to have low sensitivity receptor to mobilised sediment in runoff, resulting in a minor adverse impact. Impact 4: Suggested Mitigation The construction contractor will develop and implement a construction method statement which adheres to the relevant best practice including: - The area of disturbed ground will be kept to a minimum; and - Silt traps will be used to capture suspended solids, where necessary. Residual Impact: 8.4.45 With use of site best practice, mobilisation of sediment is expected to have a negligible impact on surface water quality. Impact 5: Drilling fluids causing contamination of water bodies 8.4.46 The directional drilling activity will result in arisings of drilling fluids or drilling cuttings, which could lead to contamination of groundwater or (if allowed to migrate) to nearby surface waters. 8.4.47 The drill fluid used will be non-toxic and biodegradable (either Salt Water Drilling Clay (SWDC) or Biodegradable Drilling Fluid (BDF)). 8.4.48 A closed loop recycling system will separate drill cuttings from reusable drilling fluids, limiting the quantity of drilling fluid and cuttings lost to the environment. The drilling fluid will be passed through a recycling unit onshore (the drilling direction is from shore to sea) and virtually all solids will be removed and disposed of by a licensed waste carrier (to be identified in the Project Waste Management Plan prior to construction). Dewatering is expected to be contained within the recycling unit. 8.4.49 Groundwater beneath the site has been assigned good status and there is a likelihood of shallow groundwater being present at the site. The site lies in proximity to surface water receptors; however, due to the site location there is a small groundwater and surface water catchment area which could potentially be affected. Groundwater and non-marine surface waters are therefore considered to be receptors of low sensitivity. Given the nature of the drilling fluids involved, the potential impact of a significant loss of drilling fluid is considered to constitute an effect of negligible magnitude, producing a negligible impact. Impact 5: Suggested Mitigation - SEPA Guidance (PPG) will be followed to reduce the likelihood and magnitude of any spills and leaks. Specifically PPG) 1: General guide to the prevention of pollution, 5: Works and maintenance in or near water, 6: Working at construction and demolition sites and 21: Pollution incidence response planning and Construction Industry Research and Information Association (CIRIA) C532 will be followed. - Any construction work will be undertaken in accordance with the Environmental Management Plan which will be developed in conjunction with the contractor and SEPA. Residual Impact: 8.4.50 Implementation of the mitigation measures outlined above is expected to reduce the potential impact to negligible. Impact 6: Spills and leaks of oil, fuel or other potentially polluting substance 8.4.51 Accidental spills and leaks can occur during any construction activities, particularly where vehicle movements are necessary and where oil and fuel are stored. Such spills or leaks could then potentially pollute the ground surface or migrate to surface water in the drainage ditch running through the Option 2 Drilling Study Area and/or in the Kyle Rhea channel. 8.4.52 Given the small scale of the works and the low volumes of potentially polluting materials to be used on site, an accidental release is considered to constitute a potential effect of negligible magnitude on a receptor of low sensitivity (groundwater and/or surface water since the locations of the proposed onshore works means that only a small area of the groundwater and non-marine surface water catchments could be affected), producing a negligible impact. **Impact 6: Suggested Mitigation** - SEPA Guidance (PPG) will be followed to reduce the likelihood and magnitude of any spills and leaks. Specifically PPG 1: General guide to the prevention of pollution, 2: Above ground oil storage, 5: Works and maintenance in or near water, 6: Working at construction and demolition sites, 7: Safe Storage – the safe operation of refuelling activities and 21: Pollution incidence response planning and Construction Industry Research and Information Association (CIRIA) C532 will be followed. - Oil, fuel and any other potentially polluting substances will be stored in a designated storage area on site situated away from any sensitive receptors such as watercourses and will be stored within impervious bunds with 110% capacity to ensure complete spill / leak retention. - Oil, fuel and any other potentially polluting substances will be stored >10m from all watercourses. - Machinery and equipment will be routinely inspected to ensure they are in good working order and to detect any leakage at an early stage. - Spill kits will be available on site at all times. - Where appropriate wheel washing will be used to prevent excess soil being transferred to public roads. - Any construction work will be undertaken in accordance with the Environmental Management Plan which will be developed in conjunction with the contractor and SEPA. **Residual Impact:** 8.4.53 Given the small volumes used or stored on site, after mitigation, release of potentially polluting substances would continue to have a negligible impact. **Potential impacts during the operation phase** 8.4.54 **Impact 7: Impact of directional drilling and trenching on groundwater flow patterns** 8.4.55 Directional drilling through the sandstones of the Sleat Group may have the potential to alter groundwater flow patterns. Changes in groundwater flow direction could affect the groundwater dependent ecosystems identified in the Phase I terrestrial habitat survey. 8.4.56 The length of cable has been kept to a minimum which will minimise the volume of rock affected. The drill hole will be filled with a drill fluid which is designed to seal the surrounding rock to avoid losses of drill fluid into the surrounding formation and will therefore seal the hole against inflow of groundwater. The drill fluid will remain in the hole following completion of the drilling. A slow discharge of groundwater in to the drill hole is expected, with a small flow of water generally from the drill entry point towards the drill exit point. 8.4.57 Where cable trenching intercepts the groundwater, the trench could act as a preferential 8.4.58 Given the small scale of the proposed drilling, and the position of the site approximately 200m from the coastline, this is considered likely to affect only a small area of the groundwater catchment and is therefore considered to constitute a potential negligible magnitude effect on the groundwater flow patterns. Given current groundwater baseline conditions groundwater flow patterns are considered to constitute a low sensitivity receptor, producing a negligible impact. **Impact 7: Suggested Mitigation** - Where necessary, low permeability seals (e.g. bentonite seals) will be incorporated at intervals to prevent preferential flow of groundwater flow along the cable trench. **Residual Impact:** 8.4.59 Directional drilling is expected to have a negligible impact on groundwater flow patterns. **Impact 8: Spills and leaks of oil, fuel or any other potentially polluting substance** 8.4.60 Accidental spills and leaks can occur during any maintenance activities, particularly where vehicle movements are necessary and where oil and fuel are stored. Any spills and leaks could potentially pollute the ground surface or migrate to surface water in Kyle Rhea. Scheduled maintenance is expected to be annual and is likely to require only one or two vehicles. 8.4.61 Given the small scale of proposed maintenance (and therefore low volumes of polluting materials likely to be used on site during maintenance works) and low risk of occurrence. A release is considered to constitute a potential effect of negligible magnitude on a receptor of low significance (due to the site location there is only a small groundwater and surface water catchment area which could potentially be affected), producing a negligible impact. **Impact 8: Suggested Mitigation** - SEPA Guidance (PPG) will be followed to reduce the likelihood and magnitude of any spills and leaks. Specifically PPG) 1: General guide to the prevention of pollution, 2: Above ground oil storage, 5: Works and maintenance in or near water, 6: Working at construction and demolition sites, 7: Safe Storage – the safe operation of refuelling activities and 21: Pollution incidence response planning and Construction Industry Research and Information Association (CIRIA) C532 will be followed. - Oil, fuel and any other potentially polluting substances will be stored in a designated storage area on site situated away from any sensitive receptors such as watercourses and will be stored within impervious bunds with 110% capacity to ensure complete spill / leak retention. - Oil, fuel and any other potentially polluting substances will be stored >10m from watercourses - Machinery and equipment will be routinely inspected to ensure they are in good working order and to detect any leakage at an early stage. - Spill kits will be available on site at all times. - Where appropriate wheel washing will be used to prevent excess soil being transferred to public roads. - Any maintenance work will be undertaken in accordance with the Environmental Management Plan which will be developed in conjunction with the contractor and SEPA. Residual Impact: 8.4.62 Given the small volumes to be used or stored on site release of potentially polluting substances is expected to continue to have a negligible impact after mitigation. Impact 9: Flooding of the site or increased risk of flooding on downstream land 8.4.63 Given the small footprint of the operational phase structure, the location of the proposed substation locations outside the fluvial and coastal floodplains and the slope of the terrain in which the onshore works will be located, the likelihood of flooding by rivers, sea or due to precipitation is considered to be very low. 8.4.64 Under Option 1, the surface water runoff and drainage patterns may to be altered within the onshore study area as a result new substation structure. Given that the footprint of the substation is small, approximately 6m x 3m, the magnitude of the impact of this change is considered to be negligible. It is intended that, post-construction, the drill pad will be restored. The Option 1 drill pad would be used as a car parking and picnicking area. Drainage on this site would be restored to its current standard or better (in consultation with the Forestry Commission). The drill pad under Option 2 would be restored to its current agricultural use. 8.4.65 Given the location of the site, close to the shoreline and on relatively steep land, the sensitivity of downstream land to increased runoff is considered to be negligible and the potential impact is therefore considered to be negligible. Impact 9: Suggested Mitigation No further mitigation is proposed. Residual Impact: 8.4.66 Since the footprint of the Option 1 substation is very small in comparison to the total catchment area, and under Option 2 an existing building would house the substation, changes in surface water drainage patterns is expected to continue to be of negligible impact. Potential impacts during the decommissioning phase 8.4.67 The potential impacts during decommissioning of the onshore elements of the Project are considered to be similar to those during the construction phase. As such, similar mitigation measures to those described for the construction phase are likely to be required to prevent impacts to the water and soil environment. Any updates to legislation or guidance will be incorporated, as appropriate, into the mitigation design prior to decommissioning. Potential cumulative impacts 8.4.68 No proposed developments have been identified within the vicinity of the Project which could have cumulative impacts. 8.5 Summary 8.5.1 The potential impacts posed by the Project relate to removal of rock by directional drilling, changes to surface water or groundwater flow patterns, potential releases of polluting 8.5.2 Due to the small scale of the onshore works and adherence to best practice on site, these impacts are expected to be minor adverse or negligible which is not significant according to EIA regulations. 8.6 References British Geological Survey (1976), Scotland Sheet 71E Kyle of Lochalsh Drift Edition 1:50,000 Geological Map Cathie Associates (2010), Geotechnical Desk Study Preliminary Report Centre for Ecology and Hydrology (CEH) (2011), UK Hydrological Review 2010 CIRIA (2001), Report C53, Control of water pollution from construction sites CIRIA (2006), Report C650, Environmental good practice on site DEFRA (2009), Code of Practice for the Sustainable Use of Soils on Construction Sites Marine Current Turbines (MCT) (2010). Installation of tidal turbine array at Kyle Rhea, Scotland; Scoping Study. Available at: http://www.seagenkylerhea.co.uk/files/MCTKyleRheaScopingReport.pdf). Royal Haskoning (2012), Kyle Rhea Extended Phase 1 Habitat Survey Report SEPA/SNIFFER/BGS/Macaulay Institute (2004), Groundwater Vulnerability in the Uppermost Aquifer SEPA (accessed 2012), Indicative River & Coastal Flood Map SEPA (2012), River Basin Management Plan Interactive Map SEPA (2001), PPG 1 General Guide to prevention of water pollution SEPA (2011), PPG2 Above ground oil storage tanks SEPA (2007), PPG5 Works and maintenance in or near water SEPA (2012), PPG6 Working at construction and demolition sites SEPA (2011), PPG7 Safe Storage – The safe operation of refuelling facilities SEPA (2001), PPG 20 - Dewatering underground ducts and chambers SEPA (2009), PPG 21 Pollution incident response planning SEPA (2012), PPG 22 Incident response – dealing with spills 9.1 Introduction 9.1.1 This chapter of the Environmental Statement (ES) describes the water quality of coastal and marine water features, and bathing and shellfish water existing environment within the proposed study area. 9.1.2 It presents the findings of an assessment of potential impacts arising from the installation, operation and decommissioning phases of the Project. 9.1.3 The impact assessment for terrestrial water bodies is considered in Chapter 8, Geology, hydrology and non-marine surface water. This chapter considers the impacts on the marine environment. 9.1.4 This chapter has links with Chapter 7 Marine physical environment and coastal processes and Chapter 8, Geology, hydrology and non-marine surface water. Study area 9.1.5 Water quality is considered over the coastal area surrounding the Project site, over which remote impacts may occur and interact with other activities. The study area for this chapter is presented in Figure 9.1 and includes the water bodies ‘Loch Alsh’ and ‘Sound of Sleat’ that are in proximity to Kyle Rhea. Overview of potential impacts 9.1.6 The potential impacts that wave and tidal energy developments may have on water quality have been identified in the guidance produced to aid the consenting process for marine renewables in Scotland (EMEC and Xodus Aurora, 2010); these are: 1. Direct or indirect impacts on ecology; 2. Pollution from routine and accidental discharges; 3. Alteration of groundwater flows and levels, e.g., through alteration of drainage; 4. Alteration of natural stream flows, i.e., through the construction of tracks; 5. Alteration to site permeability once the onshore buildings are in place; 6. Water crossings impacting the flow and sediment transport of surface streams; 7. Hard standing of buildings could impede existing drainage; 8. Increase of surface runoff and change in speed of response in rainfall events; and 9. Disruption of potable groundwater. 9.1.7 Points (1) and (2) are considered in this chapter in addition to pollution from routine and accidental discharge to the marine environment. The remaining impacts are considered in... Chapter 8 Geology, hydrology and non-marine surface water and Chapter 2, Policy, legislation and guidance. **Policy, legislation and guidance** 9.1.8 The following legislation, guidance and policy relevant to water quality in Scotland are identified below. **Legislation** - EU Water Framework Directive (WFD, 2000/60/EC); - Water Environment and Water Services (Scotland) Act, 2003 (WEWS); and - Water Environment (Controlled Activities) (Scotland) Regulations (CAR) 2011. **Water Framework Directive** 9.1.9 The Water Framework Directive (WFD) puts a legal requirement upon member states to manage the water environment with regard to the directive. Key aims of the Directive are as follows: - ‘expanding the scope of water protection to all waters, surface waters and groundwater’; - achieving “good status” for all waters (by 2015)’; - water management based on river basins; and - “combined approach” of emission limit values and quality standards’. **Water Environment and Water Services (Scotland) Act, 2003 (WEWS)** 9.1.10 The WFD was transposed into Scots law in 2003 by the Water Environment and Water Services (Scotland) Act (WEWS) 2003. The Act aims to achieve improvements to the water environment through River Basin Management Planning (RBMP). The act makes provision for the introduction of regulations to control activities with a potential adverse impact on the water environment. It also defines the roles of SEPA and Scottish Ministers in the implementation of the Act. **Marine (Scotland) Act 2010** As detailed in Chapter 2, Policy, Legislation and Guidance an application for a Marine Licence will be made under the Marine (Scotland) Act. This will include the use of chemicals including antifoulants and supersedes the need for a Controlled Activities Regulations (CAR) licence under the Water Environment (Controlled Activities) (Scotland) Regulations (CAR) 2011, for potential discharges in the marine environment. **Guidance** - SEPA Pollution Prevention Guidance (PPG) Notes: - PPG 1 General Guide to prevention of water pollution; - PPG 2 Above ground oil storage tanks; - PPG 5 Works and maintenance in or near water; - PPG 6 Working at construction and demolition sites; - PPG 7 Safe Storage – The safe operation of refuelling facilities; - PPG 21 Pollution incident response planning; and - PPG 22 Incident response – dealing with spills. - Construction Industry Research and Information Association (CIRIA) publications: - C 532 Control of water pollution from construction sites (2001); - C 584 Coastal and Marine Environmental Site Guide (2003); and - C 650 Environmental good practice on site (2006). Control and Management of Ships’ Ballast Water and Sediment (MCA, 2008) **Policy** *Highland Wide Local Development Plan – Policy 64: Water Environment* 9.1.11 The Local Authority works alongside SEPA with a presumption against developments that result in the degradation of any water bodies below the status required by the WFD. ### 9.2 Methodology #### Consultation in relation to water quality 9.2.1 A Scoping Opinion was sought from statutory and non-statutory consultees (MCT, 2010) in March 2010. Responses are provided in Appendix 4.1 and a summary of the points relevant to water quality along with an explanation of how they were addressed is provided below (Table 9.1). **Table 9.1: Summary of consultation relating to water quality** | Key issues raised | Response | |-----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | Scottish Ministers advise developers to consult with SEPA at an early stage, as | A draft impact assessment along with the project description was provided to SEPA and the feedback has been incorporated in this chapter. Advice was sought on the need for a CAR licence and it was advised that this not required and would be covered under the Marine Licence. | | the regulatory body responsible for the implementation of the Controlled Activities Regulations (CAR), to identify 1) if a CAR license is necessary and 2) clarify the extent of the information required by SEPA to fully assess any license application. | | | Scottish Ministers recommended consulting their Pollution Prevention Guidelines | Adherence to PPG guidelines is emphasised throughout the chapter. A more detailed pollution prevention plan will be produced prior to construction. | | particularly: PPG6: Working at Construction and Demolition Sites, PPG5: Works in, near or liable to affect Watercourses, PPG2 Above ground storage tanks, and drawing specific principles in these notes into mitigation measures. | | | Scottish Ministers recommended guidance from CIRIA on the control of water pollution | This guidance, along with others identified in the ‘Policy, legislation and guidance’ under section 9.1 above is considered in the impact assessment process in will be considered further during production of a detailed pollution prevention plan prior to construction. | | from construction sites and environmental good practice and from SE on river | | | crossings and migratory fish (Scottish Executive consultation paper, 2000) | | | SEPA welcomed consultation at an early stage and considered that the following key | Potential pollution risks are discussed in the impact assessment (section 9.4) of this chapter. Potential pollution risks are also discussed, with regard to the water environment, in Chapter 10 Terrestrial and Intertidal Ecology, Chapter 12 Marine Mammals, Chapter 13 Benthic Ecology and Chapter 14 Fish and Shellfish. | | issues (in relation to water quality) should be addressed in the EIA process: | | | •Potential pollution risks | | | •Water Framework Directive | | | •Flood risk to proposed buildings such as the substation | | 9.2.2 Email correspondence with SEPA in November 2012 provided feedback on a draft impact assessment for marine water quality and provided the following updated guidance on non-native species from that given in the scoping opinion: *Given that the accidental introduction of Marine Non-Native Species has been highlighted as a risk for water body degradation, we recommend that controls should be included in development and operation planning, as well as the conditions within marine licensing for Marine Non-Native Species. These recommendations are in line with Nature Conservation (Scotland) Act 2004 (as amended by Wildlife and Natural Environment (Scotland) Act 2011), Water Framework Directive and Marine Strategy Framework Directive objectives, and EU Biodiversity Strategy targets.* A second pathway is introduction via attachment to construction plant. We recommend that the ecological management plan within the construction environmental management plan should also include measures that will be adopted to minimise the risks of introducing marine non-native species that are attached to marine plant and specialised equipment transported to the area before the constructional phase of the project begins and before any maintenance works commence during the operation of the new development. Guidance that may be drawn upon includes:- - Scottish Government Code of Practice on non-natives ([www.scotland.gov.uk/Topics/Environment/Wildlife-Habitats/InvasiveSpecies/legislation/CodeofPracticeonNonNativeSpecies](http://www.scotland.gov.uk/Topics/Environment/Wildlife-Habitats/InvasiveSpecies/legislation/CodeofPracticeonNonNativeSpecies)) - The alien invasive species and the oil and gas industry guidance produced by the Oil & Gas industry ([www.ogp.org.uk/pubs/436.pdf](http://www.ogp.org.uk/pubs/436.pdf)). - SNH web-based advice on marine non-native species ([www.snh.gov.uk/land-and-sea/managing-coasts-and-sea/marine-nonnatives/](http://www.snh.gov.uk/land-and-sea/managing-coasts-and-sea/marine-nonnatives/)) - Marine Non-Native guidance from the GreenBlue (recreation advice) ([www.thegreenblue.org.uk/clubs_and_training_centres/antifoul_and_invasive_species/best_practice_invasive_species.aspx](http://www.thegreenblue.org.uk/clubs_and_training_centres/antifoul_and_invasive_species/best_practice_invasive_species.aspx)). We recommend that measures to minimise the risks of introducing of MNNS into the Loch Alsh water body (WB ID 200352) be included in the ES and EMP. 9.2.3 This advice has been included in Section 9.4, Impact Assessment. **Data collection** 9.2.4 The principal data sources relevant to water quality are shown below in Table 9.2. **Table 9.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------|------------------|--------|------| | Map of water bodies | Scotland | SEPA | 2012 | | Water bodies Data Sheets | Scotland | SEPA | 2012 | Impact assessment 9.2.5 The significance of the impact imposed by the Project is based on the intensity or degree of disturbance to baseline conditions and is categorised into four levels of magnitude, high, medium, low or negligible. The definitions of each of these are given in Table 9.3. 9.2.6 The approach to assessing the potential impacts on water quality arising from the Project is based on a comparison of the predicted changes to the relevant water quality parameters against the environmental quality standards (EQS) within the relevant European Directives (discussed above in Section 9.1). Where EQS do not exist, the impact is assessed with reference to background conditions. 9.2.7 Impacts have been assessed in line with the guidance presented in Chapter 4, EIA Methodology. Impacts have been assigned a level of significance of impact (from major to negligible). The assignment of significance includes consideration of the natural variability of the coastal and nearshore system and the inherent uncertainty within a dynamic environment. A qualitative impact assessment using expert judgement considers the likely significant impacts of the Project upon water and sediment quality. Where applicable the qualitative assessment is backed up by previously gathered empirical data, alongside tidal resource modelling (as discussed previously within Chapter 7: Marine Physical Environment and Coastal Processes) within the study area. 9.2.8 The sensitivity/value/importance of the receptor for each impact is characterised as one of four levels: high, medium, low or negligible. The definition of each level is given below in Table 9.3. Table 9.3: Definition of terms relating to the sensitivity to an impact | Value / Sensitivity | Definition | |---------------------|------------| | High | - Water body, or sites dependent on water body, designated under international or national legislation (e.g. Ramsar Sites, SPA, SAC, SSSI). | - Water body, or sites dependent on water body, containing Habitats Directive Annex 1 water dependent habitats, or sites supporting populations of internationally important water dependent species. | - Water body with “excellent [A]” water quality. | - Water body of significant recreational or amenity value. | | Medium | - Water body with “good” water quality. | - Water body of moderate recreational or amenity value. | | Low | - Locally designated sites of varied quality containing water dependent habitats/species. | - Water body has an unnatural sedimentary/morphological regime. | - Drainage channel or ditch with poor water quality. | - Water body of low recreational or amenity value. | | Negligible | - Undesignated sites of varied quality containing water dependent habitats/species. | - Seriously polluted water system. | - Water body of no recreational or amenity value. | 9.2.9 The magnitude of the impact is characterised as one of four levels, high, medium, low or negligible. The definition of each level is given below in Table 9.4. Table 9.4: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|------------| | High | Prolonged / widespread disturbance or pollution of marine, coastal, ground or surface waters resulting in temporary or permanent consequential changes to water quality (as defined by toxicity level, time scale and persistency in the marine or coastal environment). | | Medium | Short-term disturbance or pollution of marine, coastal, ground or surface waters resulting in temporary consequential changes to water quality. | | Low | Detectable disturbance or pollution of a section of marine, coastal, ground or surface waters of very short duration, but with no consequential changes to water quality. | | Negligible| An imperceptible and/or no change to the baseline water quality. | 9.2.10 Table 9.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the impact. The boxes shaded red represent those impacts which may be considered significant within an EIA. Table 9.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible | Negligible | 9.3 Existing environment Coastal water bodies 9.3.1 Kyle Rhea is part of the Loch Alsh water body and adjacent to the Sound of Sleat. The water quality in both of these water bodies has been classified as good (SEPA, 2010a,b). The complete classification is presented in Table 9.6. Table 9.6: Complete classification for water bodies Loch Alsh and the Sound of Sleat (SEPA, 2010) | Parameter | Loch Alsh | Sound of Sleat | |---------------|-----------|----------------| | | Status (2010) | Confidence | Status | Confidence | | Overall status | Good | Medium | Good | High | | Parameter | Loch Alsh Status (2010) | Confidence | Sound of Sleat Status | Confidence | |---------------------------------|-------------------------|------------|-----------------------|------------| | Pre-HMWB status | Good | Medium | Good | High | | Overall chemistry | Pass | Low | Pass | Low | | Priority substances | Pass | Low | Pass | Low | | Overall ecology | Good | Medium | Good | High | | Physico-chem | High | Low | High | High | | Dissolved oxygen | High | Low | High | High | | Dissolved inorganic nitrogen | High | Low | High | High | | DIN (field salinity) | High | Low | High | High | | DIN(laboratory salinity) | High | Low | High | Low | | Biological elements | Good | Medium | Good | High | | Benthic invertebrates | Good | Medium | Good | Medium | | Imposex assessment | Good | Medium | Good | Medium | | Benthic invertebrates (IQI) | High | Low | High | Low | | Alien species | High | Low | High | Low | | Phytoplankton | High | Medium | High | Medium | | Macroalgae | High | Low | Good | High | | Macroalgae (FSL) | High | Low | High | Low | | Macroalgae (RSL) | High | Low | Good | High | | Specific pollutants | Pass | Low | Pass | High | | Hydromorphology | High | Medium | High | Medium | | Morphology | High | Medium | High | Medium | | Water quality | Good | | Good | | 9.3.2 In other areas close to the Project site, water quality has decreased. A small stretch of water adjacent to Isle of Ornsay (south of Kyle Rhea in the Sound of Sleat) deteriorated in quality in 2006 as did the waters around the Dornie, Loch Long (approximately 7km northeast of Kyle Rhea). This deterioration in water quality was attributed to the discharge of untreated sewage (SEPA, 2006). **Designated shellfish waters** 9.3.3 Kyle Rhea became a “designated shellfish water” in 2002 due to the presence of the mussels *Mytilus edulis*. SEPA introduced a water and sediment monitoring program which commenced in 2003. During 2006 and 2007 no mussels were found at the site and the site was declassified. 9.3.4 There are likely to be a small number of point source discharges from septic tanks into the Kyle from single houses on the shore, and from the settlement of Kylerhea. There is also a discharge from the Glenelg public septic tank (SEPA, 2009). A small vehicle ferry operates across the Kyle Rhea channel during summer months which will have associated emissions. 9.3.5 During five years of monitoring in compliance with the Shellfish Waters Directive – 2006/113/EC the Kyle Rhea site’s overall result was a ‘pass’ (Table 9.7) on each occasion. This demonstrates that the site complied with strict physical, chemical and microbiological requirements set out by the Directive. **Table 9.7 Compliance History of Shellfish water number 57 Kyle Rhea. Source: SEPA 2009.** | Year | Overall result | Imperative | Guideline | Guideline | |------|----------------|------------|-----------|-----------| | 2003 | Pass | Pass | Fail | Fail | | 2004 | Pass | Pass | Pass | Pass | | 2005 | Pass | Pass | Pass | Pass | | 2006 | Pass | Pass | Pass | No mussels found | | 2007 | Pass | Pass | Pass | Pass | 9.3.6 In 2003 silver concentrations found within mussel tissue exceeded safe levels set out in the Directive. In 2003 and 2004, two of the six mussel tissue samples contained faecal coliform levels that exceeded safe levels. The unsafe levels of silver and faecal coliforms found in 2003 resulted in failure of the Kyle Rhea shellfish water to meet the standards set out in the Directive. Since 2004 results for all parameters set out in the directive have been good, demonstrating that the overall water and sediment quality within Kyle Rhea is high. 9.3.7 Two other areas, currently classified as designated shellfish waters, exist approximately 7km to the north of Kyle Rhea. **Designated bathing waters** 9.3.8 The Kyle Rhea site is not classified as a Bathing Water. ### Impact assessment **Do nothing scenario** 9.4.1 If the Project is not realised it can be assumed that water quality within the vicinity of the Project will remain as described in Section 9.3 Existing Environment. Potential impacts during the construction phase Impact 1: Marine pollution from installation 9.4.2 There is potential for pollution to occur from spills or leaks of fuel, oil and lubricants during installation, from installation materials that may enter the water column during drilling and grouting during installation, and from the vessels used. 9.4.3 Installation vessels have the potential to affect marine water quality through spills or leaks of oil and fuel. The potential impacts will be localised to the immediate vicinity of the spill. 9.4.4 The risk of pollution events will be minimised by following standard good practice, such as the Pollution Prevention Guidelines (PPG) issued by SEPA (e.g. PPG 5: Works and maintenance in or near water). Additionally all vessels associated with the Project will comply with International Maritime Organisation (IMO)/Maritime Coastguard Agency (MCA) codes for prevention of oil pollution and, where appropriate, will have onboard Ship Oil Pollution Emergency Plans (SOPEPs) (i.e. vessels over 400GT). 9.4.5 Best practice measures will be adopted during installation to minimise risk of pollution of the marine environment. 9.4.6 Prior to construction works commencing, site Environmental Management Plans (EMP) and Pollution Control and Spillage Response Plans that will be developed and agreed with the relevant statutory bodies. With respect to potential pollution from vessels, the site specific EMP will augment each vessel’s own Environmental Management Plan. These plans aim to reduce the potential for accidental pollution and in the unlikely event of a pollution incident, will ensure a rapid and appropriate response. 9.4.7 Given these management strategies and controls, it is expected that even should a spill occur, the scale and the nature of the contaminant will result in a temporary and localised impact of low magnitude to the receptor of medium sensitivity value. The impact of contamination by accidental spillages will be of minor adverse significance to water quality. Impact 1: Suggested Mitigation 1. All vessels associated with the Project will comply with IMO/MCA codes for prevention of oil pollution and, where appropriate, will have onboard SOPEPs (i.e. vessels over 400 Gross tonnes (GT)). 2. All contracted vessels will carry oil and chemical spill mop up kits. 3. Vessels with an established track record of operating in waters where the conditions can become severe over a short period of time will be used where possible. These vessels will be made aware of local operating conditions and will adhere to the appropriate navigational standards and practices. 4. Installation and major routine (planned) maintenance activities will only occur when Sea Generation (Kyle Rhea) Ltd is confident there is limited risk associated with bad weather, avoiding activities with an increased risk of accidental/non routine contamination. Residual impact: 9.4.8 Following mitigation the residual impact will be reduced to negligible significance. Impact 2: Introduction of marine non-native species 9.4.9 Invasive marine non-native species pose a significant threat to biodiversity as they may have negative impacts on native species and threaten regional ecosystems (SNH, 2011). The risk of introduction of marine non-native species is greatest with the use of installation vessels, such as jack-up barges. These vessels may be used worldwide, increasing the risk of potential contamination from species introduced from foreign waters that may impact indigenous species at the Project site. 9.4.10 Potential invasive species would need to be tolerant of the environmental conditions of the Kyle e.g. temperature, salinity, suspended sediment, and current speed, existing food sources, (e.g. organic content of sediment, prey species), and be able to outcompete the native species. Non-native fish species are unlikely to establish a viable population, due to the extreme and tidal environment that characterises Kyle Rhea. 9.4.11 The impact of invasive marine non-native species could extend, in the long term, over a large area leading to a high theoretical ranking for magnitude of impact. However information from the recommendations section of the Ballast Water Project (Macdonald & Davidson, 1997) states ‘vessels travelling between continental Europe and Scotland do not travel through oceanic water, but through regional seas in which the origin and discharge areas are not sufficiently different in terms of species composition of water to make a significant difference’. Therefore it is deemed unlikely that the vessels used in the Project will transmit non-native species and as discussed above it is unlikely that non-native species would establish in the extreme conditions at Kyle Rhea. The magnitude of the impact is therefore predicted to be negligible. 9.4.12 The introduction of non-native species could result in a deterioration of the Loch Alsh water body under the Water Framework Directive. 9.4.13 The sensitivity of receptor is considered to be high, as the Project is located within the Lochs Duich, Long and Alsh Special Area of Conservation (SAC). A negligible magnitude and a high sensitivity results in an impact of minor adverse significance. **Impact 2: Suggested Mitigation** 1. Once the installation vessels are confirmed, a risk assessment will consider; vessel activities, previous locations, and planned routes that could introduce marine non-native species. The assessment will recommend proactive management measures to minimise risk of introduction of alien species. The approach and measures will be developed with the contractors and agreed with Marine Scotland prior to works commencing. If the risk assessment identifies a concern, further consultation with be undertaken with SNH and SEPA, with the aim of compliance with Water Framework and Marine Strategy Framework Directive objectives. 2. Guidance will be taken from other industries within the marine environment, such as those produced by the Oil & Gas industry (IPIECA 2010) 3. Vessels will adhere to Marine Guidance Note 363: The Control and Management of Ships’ Ballast Water and Sediments, where applicable. **Residual impact:** 9.4.14 If the suggested mitigation is implemented the chance of marine non-native species becoming established within the Kyle Rhea area is reduced and therefore the impact is likely to be of negligible significance. **Potential impacts during the operation phase** **Impact 1: Marine pollution due to accidental spillage** 9.4.15 During the operational phase of the Project, there is a small chance of a potential impact on water quality as a result of accidental spillages of materials during maintenance. Paints, resins and lubricants selected for use in installation and during operation will preferentially be low in Volatile Organic Compounds (VOCs). Wherever possible external coatings of offshore elements will be surface tolerant epoxy coatings which have low toxicity to the marine environment. 9.4.16 The unexpected nature of pollution incidents means that it is difficult to predict the probability of their occurrence or the scale of contaminant releases. However, given low levels of on-site activity and commitment to best practice, the risk of pollution during maintenance is expected to be low. 9.4.17 During installation and commissioning all contractors will be required to adhere to standard good practice guidance such as Construction Industry Research and Information Association (CIRIA) Guidance note C692 (good practice on site) and SEPA PPG 5. 9.4.18 Any use and discharge of chemicals during maintenance will be subject to controls as part of consent requirements. It is expected that should a spill occur, the scale and nature of the contaminant will result in a temporary, localised negligible magnitude impact to the medium value receptor, resulting in an impact of minor adverse significance. In a high energy marine environment, contaminants can be expected to rapidly disperse. **Impact 1: Suggested Mitigation** 1. An Environmental Management Plan will be produced which will incorporate operation and maintenance (O&M) activities. **Residual impact:** 9.4.19 As no mitigation is required, the residual impact will remain of minor adverse significance. **Impact 2: Introduction of marine non-native species** 9.4.20 It is unlikely that jack-up barges, sourced from global locations, will be required during O&M. Vessels used for operation and maintenance will be locally or regionally sourced. The risk of transporting marine non-native species to the site, during O&M is therefore considered negligible. 9.4.21 As previously discussed non-native species would need to be tolerant of the strong tidal flow in Kyle Rhea to become established and are not expected to be able to out-compete the existing specialist species in this environment to colonise either the seabed or the devices. As a result of the improbability of transporting non-native species and the unlikelihood of non-native species becoming established, the magnitude of this impact is predicted to be negligible. 9.4.22 The coastal waters around the Project site are considered to be of high sensitivity. This constitutes an anticipated impact of minor significance. **Impact 2: Suggested Mitigation** 1. Antifouling on the pile and rotor blades is proposed to prevent colonisation of the device and prevent the structure forming a stepping stone for non-native species. **Residual impact:** 9.4.23 Following the suggested mitigation, the residual impact will be of negligible significance. Potential impacts during the decommissioning phase 9.4.24 The potential impacts experienced during decommissioning are anticipated to be of similar significance to those predicted during the installation phase. 9.4.25 A full Decommissioning Plan will be produced and agreed with the Regulatory Authority prior to decommissioning activities commencing. Potential cumulative impacts 9.4.26 No cumulative impacts are anticipated to water quality as a result of the Project. 9.5 Summary 9.5.1 The existing water bodies within the vicinity of the Project are all considered by SEPA to be in good condition and therefore must be considered to be of medium sensitivity to impacts caused by the Project. Anticipated impacts include pollution to freshwater (see Chapter 8, Geology, hydrology and non-marine surface water) and marine environments. These impacts have been assessed as of minor adverse significance. Once details on vessels are confirmed, a risk assessment will be conducted to minimise the risk of transporting marine non-native species to the site. With appropriate mitigation it is anticipated that all impacts can be reduced enough to become non-significant. 9.6 References CIRIA (2001) C 532 Control of water pollution from construction sites. Available at ciria.org CIRIA (2006) C 650 Environmental good practice on site. Available at ciria.org EMEC and Xodus (2010) Consenting, EIA and HRA Guidance for Marine Renewable Energy Developments in Scotland. Part four wave and tidal annex. Environment Agency (2007) Pollution Prevention Guidelines. Works and maintenance in or near water: PPG 5. Available at http://publications.environment-agency.gov.uk/ Environment Agency (2010) Pollution Prevention Guidelines. Working at construction and demolition sites: PPG 6. Available at http://publications.environment-agency.gov.uk/ IPIECA (2010) Alien invasive species and the oil and gas industry: Guidance for prevention and management www.ogp.org.uk/pubs/436.pdf. Macdonald E., and Davidson R., 1997. Ballast Water Project, Final Report March 1997. Report to SOAEFD, Marine Safety Agency and Scottish Natural Heritage. Fisheries Research Services Report Number 3/97. Available at: http://www.scotland.gov.uk/Uploads/Documents/Coll0397.pdf. Marine Current Turbine (MCT) (2010). Installation of tidal turbine array at Kyle Rhea, Scotland; Scoping Study. SEPA RBMP Interactive Map. Available via: http://gis.sepa.org.uk/rbmp. SEPA (2010a) Water body information sheet for Loch Alsh. Available at http://apps.sepa.org.uk/rbmp/pdf/200352.pdf SEPA (2010b) Water body information sheet for Sound of Sleat. Available at http://apps.sepa.org.uk/rbmp/pdf/200109.pdf 10.1 Introduction 10.1.1 This chapter of the Environmental Statement (ES) describes the existing environment within the proposed Kyle Rhea Tidal Stream Array (“the Project”) and associated study area, in relation to terrestrial and intertidal ecology. 10.1.2 Subsequently, it presents the findings of an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project, with particular reference to the drilling platform, substation and associated onshore infrastructure. Full details of the onshore works are discussed Chapter 5, Project Description. 10.1.3 Related chapters include Chapter 11, Ornithology, Chapter 12, Marine Mammals and Basking Sharks and Chapter 13, Benthic Ecology. Study area 10.1.4 The onshore study area is shown on Figure 1.1 in Chapter 1, Introduction. 10.1.5 Statutory designated nature conservation sites within 5km of the onshore study area (see Figure 10.1) and locally designated sites within 1km have been considered in the assessment. 10.1.6 The study areas for the desk based assessment and surveys vary according to what is appropriate for the habitat of species being considered and is therefore discussed within the baseline environment for each species (Section 10.3). 10.1.7 The limit of the assessment with respect to the coastline is the Mean Low Water Spring (MLWS), i.e. where the Project footprint terminates. Species and habitats within the intertidal zone are therefore included. Overview of potential impacts 10.1.8 The following potential impacts have been identified: - Permanent physical loss and temporary disturbance of important terrestrial habitats and species; - Pollution to water bodies; - Pollution and change of composition of intertidal habitat; - Damage, destruction, obstruction, of resting and breeding sites, reckless killing, injury and/or disturbance of protected species; and - Potential spread of non-native invasive species. Policy, legislation and guidance in relation to terrestrial and intertidal ecology 10.1.9 For an overview of policy, legislation and guidance please refer to Chapter 2, Policy and Legislation. Specific policies and legislation relevant to the Project are outlined in the Table 10.1. Table 10.1 Relevant legislation, policy or plan – terrestrial and intertidal ecology | Legislation, Policy or Plan | |----------------------------| | **Legislation** | | Habitats Directive (Council Directive 92/43/EEC on the Conservation of natural habitats and of wild fauna and flora) as transposed into Scots law by the Conservation (Natural Habitats &c.) Regulations 1994 (the “Habitats Regulations”);(as amended) | | Water Framework Directive (Directive 2000/60/EC of the European Parliament and of the Council of 23 October 2000 establishing a framework for Community action in the field of water policy), as transposed into Scots Law by the Water Environment and Water Services (Scotland). Act (WEWS) 2003 and the Water Environment (Controlled Activities)(Scotland) Regulations 2011 | | Wildlife and Countryside Act (1981) as amended by the Nature Conservation (Scotland) Act (2004) | | Nature Conservation (Scotland) Act (2004) (as amended) | | Town and Country Planning (Scotland) Act 1997 (Section 57 (2)) | | Electricity Works (Environmental Impact Assessment) (Scotland) Regulations 2000 | | Marine Works (EIA) Regulations 2007 | | The Electricity Act 1989; | | The Environmental Impact Assessment (Scotland) Regulations 1999 | | Marine (Scotland) Act 2010 | | **Plans & Policies** | | UK Biodiversity Action Plan (UK BAP) | | Highland Biodiversity Plan | | Skye and Lochalsh Local Biodiversity Action Plan (LBAP) | | Scottish Government’s Scottish Planning Policy (SPP) 2010 | | Scottish Government’s National Planning Framework (NPF2) 2009 specifically: | | • Restoration of vacant land to green space; | | • Expansion and improvement of woodlands; | | • Reduction in loss of woodlands; and | | • Increase in green networks and movement towards national ecological networks. | ### Legislation, Policy or Plan West Highland and Islands Local Plan, specifically: - Policy 4: Natural, built and cultural heritage - Policy 11: Protected species - Policy 12: Other important species - Policy 13: Important habitats Highland Wide Local Development Plan (proposed plan 2010), specifically: - Policy 50: Coastal development - Policy 52: Trees and development - Policy 58: Natural, built and cultural heritage - Policy 59: Protected species - Policy 60: Other important species - Policy 61: Other important habitats SEPA Policy 21 – Strategy for implementing actions under the UK Biodiversity Action Plan (UK BAP) SNH Policy 0203– Wilderness in Scotland’s Countryside SNH Policy 0102 SNH’s Policy on Renewable Energy NPPG 14 (Natural Environment) PAN 60 (Planning for Natural Heritage) PAN 58 (Environmental Impact Assessment) SNH, 2002a, A Handbook on Environmental Impact Assessment, Guidance for Competent Authorities, Consultees and others ### Special Areas of Conservation 10.1.10 Article 3 of the Habitats Directive allows the designation of important areas for conservation as SACs, and affords them a strict level of protection. Annex I and II of the Directive lists the most important habitats and species in need of conservation. The UK has 78 of 189 habitats identified in Annex I and 43 of 788 species of Annex II. ### European Protected Species 10.1.11 The Habitats Directive required the protection of EPS from: - deliberate or reckless capture, injury or killing of an EPS; - deliberate or reckless destruction or taking of EPS eggs; - from obstruction, damage or destruction of a breeding site or resting place; - deliberate or reckless harassment of an EPS or group of EPS; and - offences in relation to disturbance of an EPS. Sites of Special Scientific Interest 10.1.12 SSSIs are designated in the Wildlife and Countryside Act 1981 (as amended) and are sites considered to be valuable at a national scale for their biological, geological and physical features. Sites may extend to Mean Low Water of Spring tides in Scotland, covering the intertidal area. The Acts mentioned above protect these sites from intentional or reckless damage. UK Biodiversity Action Plan 10.1.13 The UK Biodiversity Action Plan (UKBAP) is the response of the UK Government to the Convention on Biological Diversity (CBD) 1992, in Rio de Janeiro, of which the UK is a signatory. The UK BAP contains national strategies and associated action plans to identify, conserve, protect and enhance existing biological diversity. Local Biodiversity Action Plan 10.1.14 The Skye and Lochalsh Local Biodiversity Action Plan was published in 2003, and was prepared by the Highland Biodiversity Project. It is one of a suite of local action plans for the Highlands Council area. The action plan lists a series of habitats and species of particular concern for Management on the Isle of Skye and surrounding area. European otter and upland heathland are included within the document. Scottish Natural Heritage (SNH) Priority Marine Features 10.1.15 The recommended Priority Marine Features (PMFs) list\(^{19}\) contains habitats and species which SNH consider to be of greatest conservation importance in Scottish territorial waters. Otter and the intertidal biotope *Fucoids in tide-swept conditions* LR.HLR.FT are priority marine features. Guidance 10.1.16 The following guidance has been considered within this chapter. Where relevant to this development, wind farm guidance has been included. Full details of all references used for field surveys are provided in Appendices 10.1 - 10.3. - SNH, 2002a: A Handbook on Environmental Impact Assessment, Guidance for Competent Authorities, Consultees and others; - Institute of Ecology and Environmental Management (2006) Guidelines for Ecological Impact Assessment in the United Kingdom (version 7 July 2006). http://www.ieem.org.uk/ecia/index.html; - Institute of Ecology and Environmental Management (2006) Guidelines for Ecological Impact Assessment in the United Kingdom – Marine and Coastal (Final version 5 Aug 2010). http://www.ieem.net/ecia.asp; - JNCC, (2010), Handbook for Phase 1 habitat survey - a technique for environmental audit, ISBN 0 86139 636 7; - SEPA (2010) Land use planning system SEPA guidance note 4; Planning Guidance on wind farm developments (including guidelines for groundwater unit staff and ecologists when assessing the impacts of wind farms on groundwater and associated receptors); \(^{19}\) http://www.snh.gov.uk/protecting-scotlands-nature/safeguarding-biodiversity/priority-marine-features/priority-marine-features/ SR, SNH, SEPA & FC (2010): Good practice during wind farm construction (version 1); SNH Scottish Wildlife Series: Otters and Development. Available from: http://www.snh.org.uk/publications/on-line/wildlife/otters/default.asp; Department for Transport’s Design Manual for Roads and Bridges; Available from: http://www.dft.gov.uk/ha/standards/dmrb/index.htm; SNIFFER (2009) WFD95 – A Functional Wetland Typology for Scotland; CIRIA C692 (2010). Environmental good practice on site (third edition) CIRIA C584 (2003). Coastal and marine environmental site guide SEPA PPG 5 Works and maintenance in or near water. ### Methodology #### 10.2.1 This section reports the consultation, data collection, including review of existing information as well as commissioned surveys, approach and rationale behind the impact assessment. **Consultation in relation to the Project details** #### 10.2.2 The following stakeholders were consulted in regard to potential impacts of the Project upon terrestrial and intertidal ecological receptors. - Scottish Natural Heritage (SNH); - Marine Scotland (MS); and - Scottish Environment Protection Agency (SEPA). #### 10.2.3 Table 10.2 presents the relevant issues raised below (and originally detailed in the Scoping Opinion – see Appendix 4.1 and Chapter 6: Consultation) along with the response from the consultee. **Table 10.2: Summary of consultation relating to terrestrial and intertidal ecology** | Key issues raised | Response | |-------------------|----------| | **Consultation in relation to Statutory Nature Conservation Designations:** | | | SNH noted that the location and extent of the Project and its proximity to the Kinloch and Kyleakin Hills SAC and Site of Special Scientific Interest (SSSI) and the Lochs Duich, Long and Alsh Reefs Special Area of Conservation (SAC) was a concern. SNH recommended siting the Project outwith the sites. | Issues relating to site selection are detailed in Chapter 1: Introduction. In summary, the required exploitable tidal resource is not sufficient at locations outside the Loch Duich Long and Alsh Reefs SAC. The Project is situated outwith (adjacent to) the Kinloch and Kyleakin Hills SAC and Site of Special Scientific Interest (SSSI) Potential impacts are discussed in section 10.4: Impact Assessment. | | SNH noted the prevalence of otter in the coastal area, its mobility and ability to move outside of designated areas raised the concern that otter could be affected by the Project. SNH reminded the applicants that otter is a qualifying feature of the Kinloch and Kyleakin Hills SAC. | A full otter survey was conducted by Royal Haskoning ecologists and is provided in Appendix 10.2. A detailed assessment of the potential impacts of the Project on otter has been made in section 10.4: Impact Assessment. | | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | SNH noted that SAC qualifying features (of woodland and heathland) could be affected by the Project. | Potential impacts are discussed and assessed in section 10.4: Impact Assessment. | | SNH - Advised that if the Project is located within the Kinloch and Kyleakin Hills SAC, then the following report should be consulted to inform the siting of onshore developments: Averis, B & James, P (2002). A Botanical assessment for the Kinloch Hills Wilderness Forest Project, Isle of Skye, Scotland. Forestry Commission commissioned report contract 02/17 (unpublished report). | Report has been considered and potential impacts are discussed in section 10.4: Impact Assessment. | | SNH suggested that ‘the EIA include all of the terrestrial aspects of the proposals, such as grid connection, substation, construction compound, laydown areas and access tracks, because these may also be key aspects, particularly if development takes place within Kinloch and Kyleakin Hills SAC’. | These are considered in impact assessment section (10.4) below. | | SNH noted that The Kinloch and Kyleakin Hills (Monadh Chaoil Acainn is Cheann Loch) SSSI boundary is contiguous with the boundary of Kinloch and Kyleakin Hills SAC, however, in addition to the SAC features, the SSSI is designated for its bryophytes and lichens associated with ancient deciduous woodlands. Should these be affected by the terrestrial development of the Project, then the ES should consider them. | Potential impacts discussed in section 10.4: Impact Assessment. There will be no impact to ancient deciduous woodland or associated bryophytes and lichens. | | **Consultation in relation to EPS:** | | | SNH stated that coastal areas within 250m of significant disturbance (such as the substation, construction compounds, and SeaGen devices) should be surveyed for otter, to update the Cottis, R (2000) Kirloch otter *Lutra lutra* survey and to follow SWT guidance ‘Otters and Development’. | Full otter survey including maps undertaken by Royal Haskoning is provided in Appendix 10.2. The location of sensitive otter habitat has been considered in Section 10.4, Impact Assessment. | | SNH also noted that mapping and identification of suitable otter foraging habitat was required during the EIA. | | | SNH stated that the Project “is likely to affect otter, as a qualifying feature of the Kinloch and Kyleakin Hills SAC, and is therefore likely to require an appropriate assessment by Marine Scotland”. | Information to support and Appropriate Assessment by Marine Scotland is provided by Royal HaskoningDHV (2012). | | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | SNH recommended that the following impacts be considered as they may arise as a result of the Project: | These impacts are considered in section 10.4: Impact Assessment. | | • Disturbance to otters caused by the installation, maintenance, operation and decommissioning of the Project; | | | • Damage to otter breeding and resting sites from the terrestrial development; | | | • Direct and indirect loss of otter foraging habitat and prey species; | | | • Collision risk to otters caused by the device (we suggest the assessment in section 4.4.2 of the scoping report should be reconsidered). | | | SNH commented that all species of bats are EPS and consideration should be given to whether a bat survey is required, in relation to the terrestrial development aspects, as part of the proposed walkover surveys | Potential bat roosts and habitat were searched for as part of the Extended Phase 1 Habitat Survey report undertaken for this EIA (Appendix 10.1). | | Consultation in relation to cumulative impacts: | | | Cumulative impact assessment should engage Marine Scotland, SNH, marine developers and other relevant stakeholders. (SNH) | No cumulative impacts were identified, see section 10.4: Cumulative impacts. | | SNH noted that although other SSSIs and GCR sites are listed in the scoping document and they agree that no further consideration is required in the ES. | Other SSSIs and GCR have undergone no further consideration in this ES. | | SNH noted that Phase 1 habitat survey is sufficient for areas outside the SAC. | Phase 1 Habitat Survey undertaken by Royal Haskoning (Appendix 10.1) | | SEPA advised that the cumulative impact assessment should “consider the footprint of the cabling and onshore works alongside the existing coastal development and activities already present within the water body in which landfall occurs”. | See section 10.4 potential cumulative impacts. | | SEPA requested information and a map showing the intertidal area likely to be affected by shoreline infrastructure development in the cumulative impact assessment. | Intertidal zone unlikely to be affected by this development see section 10.4, Impact Assessment. | | SEPA – recommended that the Project be designed as far as possible, to avoid development within the water environment, in order to meet the objectives of the Water Framework Directive (WFD). | The tidal array is located within coastal waters. Impacts in relation to the WFD are discussed in Chapter 8, Geology, hydrology and non-marine surface water, and Chapter 9, Marine water quality. | | Consultation in relation to pollution prevention: | | | SNH recommended that a pollution prevention package be drawn up in addition to following best practice guidance. | The development of an Environmental Management Plan (EMP) is recommended; see section 10.4, Impact Assessment. | ### Key issues raised | Key issues raised | Response | |-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | SEPA recommended that ‘All potential pollution risks associated with the proposals and all aspects of site work that might impact on the environment should be systematically identified, as well as preventative measures and mitigation… This information can also usefully provide the basis for a more detailed environmental management plan and construction method statements’ | Potential pollution risks identified and assessed in section 10.4 and Chapter 7, Water Quality. The development of an Environmental Management Plan (EMP) is recommended, see section 10.4, Impact Assessment. | ### Consultation in relation to the project description | Consultation in relation to the project description | Response | |-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | SNH advised that a number of details should be provided about the Project, particularly the amount and type of maintenance and how this will be undertaken (number/type of vessels, vehicles, number of days, etc.); and Details of the construction process and timing, including duration of the key stages. | See Chapter 5 Project Description | --- ### Data collection #### 10.2.4 The following data sets were used to inform this chapter of the ES (Table 10.3). **Table 10.3: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |----------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------|--------| | Kinloch otter *Lutra lutra* survey | The study area covers approximately 70 square kilometres with 25 kilometres of coastline. The boundary extends from the north to south, from the southern shore of Loch na Béiste to the northern shore of Camus nam Mult, and passes along the shores of Kyle Rhea, the Sound of Sleat and Loch na Dal. | Cottis, R | 2000 | | A botanical assessment for the Kinloch Hills Wilderness Forest Project, Isle of Skye, Scotland | The study area covers the Kinloch hills, approximately 73.84 square kilometres in the eastern part of the island of Skye, Scotland. | Averis, B & James, P | 2002 | | National Biodiversity Network (NBN) Gateway | UK coverage | Various, principally comprised of records from local biological records centres | Accessed 2012 | | Highland Biological Recording Group | A one kilometre search area for existing records of protected and notable species, as well as local wildlife sites was undertaken. | MacDonald M. (HBRG) | 2012 | | Extended Phase 1 Habitat Survey and Otter Survey | Approximately 94ha. See Figure 1.1 of Extended Phase 1 Habitat Survey Report (Appendix 10.1) | Royal Haskoning | 2012 | | Intertidal survey | Approximately 1.8km. See Figure 1.1 | Royal Haskoning | 2012 | Nature Conservation Designations 10.2.5 A desk study was undertaken using SNH Sitelink (http://gateway.snh.gov.uk/sitelink/) to locate any nature conservation designations and their level of importance. The sites searched for are given in Table 10.4 below. Table 10.4. Nature Conservation Designations of international, national and local importance. | Statutory designations | Non statutory designations | |-----------------------|----------------------------| | International Importance | National Importance | Local Importance | | Special Area of Conservation (SAC) | Site of Special Scientific Interest (SSSI) | Local Wildlife Site (LWS) / Local Nature Conservation Site (LNCS) | | Special Protection Area (SPA) | National Nature Reserve (NNR) | | | RAMSAR sites. | Local Nature Reserve (LNR) | | 10.2.6 Statutory nature conservation designations are sites protected by international, European or UK law or treaties (see section 10.1), and include SACs, SPAs, Ramsar sites, SSSIs, NNRs and LNRs. 10.2.7 Non-statutory designated sites have a lower level of protection than statutory sites, with protection at the local planning authority level. Non statutory sites for nature conservation include Local Wildlife Sites, which are briefly described below. 10.2.8 Local Wildlife Sites (LWS) and Local Nature Conservation Sites (LNCS) are of local or community scale importance. They have previously been known as Sites of Importance to Nature Conservation (SINCS), Sites of Nature Conservation Importance (SNCIs) and include County Wildlife Sites (CWS). These sites are designated usually jointly through the local planning authority and the local Wildlife Trust. They aim to protect locally or nationally threatened habitats or species, with priority UK Biodiversity Action Plan habitats and species being influential. Species Records 10.2.9 Species records were provided on request from the Highland Biological Recording Group (HBRG), as well as the National Biodiversity Network (NBN) Gateway website\(^{20}\) for records of protected and notable species within 1km of the Project. 10.2.10 Species records are an indication of which species may occur in an area, but should not be taken as a definitive list of the species that are actually present. \(^{20}\) http://www.nbgateway.co.uk/ Survey 10.2.11 In addition to the data gathering described above, a number of surveys were undertaken for the onshore element of the Project, and are briefly described below. All surveyors involved were professional experienced ecologists. The full technical reports of all the surveys can be read in Appendices 10.1 – 10.3. The results of these surveys are summarised in Section 10.3: Existing Environment of this chapter. The following surveys were undertaken: Extended Phase 1 Habitat Survey and Otter Survey 10.2.12 The Extended Phase 1 Habitat Survey used the JNCC methodology for the mapping of habitats, invasive species and includes the assessment of habitats for the presence of protected species (Figures 10.2 – 10.5). This survey was undertaken by two Royal Haskoning ecologists between the 7th and 8th of May 2012 and again on the 27th November 2012. Details of the Extended Phase 1 Habitat Survey can be found in Appendix 10.1. 10.2.13 An Otter Survey was undertaken concurrently with the Extended Phase 1 Habitat Survey. The methodology used conformed to SNH guidance (Scottish Wildlife Series: Otters and Development) and was designed to inspect potential resting site locations (i.e. coastal fringe, burn banks, exposed peat faces or rock piles) throughout the survey area. Details of the Otter Survey can be found in Confidential Appendix 10.221. Intertidal Phase 1 10.2.14 An Intertidal Phase 1 survey was undertaken based upon techniques specified in the Countryside Council for Wales (CCW) report ‘CCW Handbook for marine intertidal Phase 1 mapping’ (Wyn et al., 2000) and the ‘Marine Nature Conservation Review: Rationale and methods’ (Hiscock, 1996). The survey includes the assessment of important habitats, communities, rare or protected species including non-native species and biotopes are characterised and described. 10.2.15 The survey was completed by two experienced Royal Haskoning ecologists during low water spring tides on the 7th and 8th of May 2012. The full report with figures can be found in Appendix 10.3. Vantage point surveys 10.2.16 The one year vantage point survey was conducted from two vantage points. These were chosen for the optimal view they gave of Kyle Rhea. The vantage points fully encompassed the proposed development area (lease boundary in Figure 3.4). A detailed survey methodology is given in the full report by NRP (2012). Survey Limitations 10.2.17 The surveys described provide adequate baseline data on which to base a robust Impact Assessment; however, they are subject to certain limitations as outlined in the following paragraphs. 10.2.18 The Extended Phase 1 Habitat Survey was composed of two separate site visits to assess options 1 and 2 respectively. While the first survey for option 1 was conducted at the optimal time of year, i.e. between the months of April to September, the second survey for option 2 was conducted at a sub-optimal time of year. As the first survey was undertaken within the optimal period, the species list recorded for this survey is more comprehensive, and is --- 21 This document will only be made available to Marine Scotland and Scottish Natural Heritage anticipated as being representative of the study area. The second survey, later in the year, has meant that some later flowering species where identified where they were not apparent earlier in earlier survey. 10.2.19 Part of the study area was inaccessible for the extended phase 1 and otter surveys, as access was not permitted; the area was Kylerhea village south of the Option 2 proposed drilling area. There were no restrictions to access for the intertidal survey. **Impact assessment** 10.2.20 The methodology used to ascertain the significance of impacts upon ecological receptors is discussed below. **Evaluation of receptors** 10.2.21 Each key ecological receptor is described in terms of its nature conservation importance. In addition an assessment of the likely sensitivity of the feature / resource is also made. These methods are based on professional judgement and best practice guidance. 10.2.22 The assessment of impact significance methods draws on published guidance, where applicable (e.g. IEEEM Guidelines for Ecological Impact Assessment in the UK, 2006, IEEEM Guidelines for Ecological Impact Assessment in Britain and Ireland Marine and Coastal, 2010 and SNH’s ‘A Handbook on EIA’, 2009), and expert judgement of suitably qualified terrestrial and intertidal ecologists. Once identified, the ecological impacts are ranked according to the comparative severity of their impact on the ecological feature / receptor. In defining and predicting impact significance, consideration is given to a range of parameters including whether the impact is adverse or beneficial, along with receptor sensitivity / value, impact magnitude, extent, duration, reversibility and timing / frequency. The degree of confidence of the predicted impacts (pre-mitigation and residual) is also discussed in the assessment where appropriate. **Valuation of receptors** 10.2.23 Each key ecological receptor is described in terms of its nature conservation importance. In addition an assessment of the likely sensitivity of the feature / resource is also made. These methods are based on professional judgement and best practice guidance. 10.2.24 Examples of the criteria used to define the sensitivity of nature conservation receptors relevant to the Project are outlined in Table 10.5 below. Table 10.5: Definition of terms relating to the sensitivity and value of ecological receptors | Value / Sensitivity | Definition | |---------------------|------------| | High | Habitats or species that form part of the cited interest within an internationally protected site or candidate site (e.g. SAC, cSAC, SPA, pSPA, Ramsar site etc.). | | | A feature (e.g. habitat or population) which is either unique or sufficiently unusual to be considered as being one of the highest quality examples in a international / national context that the site is likely to be designated as an SAC / SPA. | | | Species designated as European Protected Species (EPS), e.g. otter. | | | No capacity to accommodate the proposed form of change. | | | Habitats or species that form part of the cited interest within a nationally designated site (e.g. SSSI, NNR). | | Value / Sensitivity | Definition | |---------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | | A feature (e.g. habitat or population) which is either unique or sufficiently unusual to be considered as being one of the highest quality examples in a national / regional context for which the site could potentially be designated as an SSSI. | | Medium | Habitats or species that form part of the cited interest of a Local Nature Reserve, or some local-level designated sites depending on specific site conditions. Viable areas of internationally or nationally important habitats (e.g. Annex I habitats, priority BAP habitats) or Annex II species present in quality and extent at a regional or relevant biogeoclimatic zone (i.e. SNH natural heritage zone), level of importance. Population of a species which is either unique or sufficiently unusual to be considered as being of nature conservation value at up to a county context (e.g. Nationally Scarce). Sites supporting critical habitats for a regularly occurring, regionally significant number of a nationally important species (e.g. priority UK BAP). Very low capacity to accommodate the proposed form of change. | | Low | Sites meeting the criteria for Scottish Council area designation, Wildlife Sites, which may include amenity and educational criteria in urban areas. Sites containing viable areas of any priority habitat identified in the Local Authority LBAPs. Sites supporting viable breeding populations of species known to be Scottish LA rarities (e.g. included in the LBAP), and / or supplying critical elements of their habitat requirements. Any regularly occurring, locally significant population. Features / habitats or species which are not considered to qualify for non-statutory designation but which provide locally important semi-natural habitats in the context of the immediate surrounding area (e.g. species-rich hedgerows, small ponds, etc.). Populations of any species of conservation importance in the context of the immediate surrounding area. Low capacity to accommodate the proposed form of change. | | Negligible | Commonplace feature of little or no habitat / historical significance and with less than local importance. Loss of such a feature would not be seen as detrimental to the ecology of the area. Receptor has some tolerance to accommodate the proposed change. | **Nature and magnitude of impact** 10.2.25 The impacts (both adverse and beneficial) of the construction and operation of the Project, and any potential cumulative impacts associated with other proposals for the wider area, are assessed for their potential impact on the ecological interests. The impact magnitude is determined by the interaction between the scale of the impact in time, area and intensity and the sensitivity of the species being impacted. Guideline criteria for different levels of impact magnitude are given in Table 10.6 below, including a definition of the duration of impacts considered. Table 10.6: Definition of terms relating to the magnitude of ecological receptors | Magnitude | Definition | |-----------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | High | Major impacts on the feature / population, which would have a sufficient effect to alter the nature of the feature in the short-long term and affect its long-term viability. Impact certain or likely to occur. | | | Major impacts on the feature / population, which would have a sufficient effect to alter the nature of the feature in the short-long term and affect its long-term viability. For example, more than 20% habitat loss or damage. Impact certain or likely to occur. | | Medium | Impacts that are detectable in short and long-term, but which should not alter the long-term viability of the feature / population. For example, between 10 - 20% habitat loss or damage. Impact certain or likely to occur. | | Low | Minor impacts, either of sufficiently small-scale or of short duration to cause no long-term harm to the feature / population. For example, less than 10% habitat loss or damage. Impact will possibly occur. | | Negligible| A potential impact that is not expected to affect the feature / population in any way, therefore no impacts are predicted. Impact unlikely or rarely to occur. | **Duration definitions:** - Long-term (more than 15 years) - Medium-term (5 - 15 years) - Short-term (< 5 years) **Significance of impacts** 10.2.26 Following the determination of nature conservation value and impact magnitude, the significance of the impact is determined by combining the two. Table 10.7 illustrates the relationship between impact magnitude and nature conservation value. This table is for guidance only as in practice the assessment of impact significance involves judgment based on the nature of the potential impacts and detailed understanding of the sensitivity of the ecological features affected. 10.2.27 Significance is assessed factoring in the implementation of all mitigation by design and other mitigation measures identified to reduce predicted impacts, creating the residual impact significance. Only those impacts of moderate to major level are considered to be significant (i.e. considered to be “significant impacts” in terms of the EIA Regulations). Although only significant impacts require mitigation, lesser impacts may also need to be addressed depending on specific circumstances. Table 10.7: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | High | Medium | Low | Negligible | |-------------|-----------|------|--------|-----|------------| | High | Major | Major| Moderate| Minor | | Medium | Major | Moderate| Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible | Negligible | 10.3 Existing environment General overview 10.3.1 The onshore study area and the Project area are depicted in Figure 1.1, Chapter 1: Introduction. The onshore study area is the area which has been used to conduct desk studies and field surveys to inform the assessment of the potential impacts of the Project. The Project area is where the potential drilling rig and substation are be located. 10.3.2 The onshore works are likely to be located in either of two options. The options. Option 1 is to locate the substation and potential drilling area along an existing track within the Forestry Commission Scotland (FC)’s Kylerhea site, and near to an existing car park and picnic site. The predominant habitats across the onshore study area are immature conifer plantation, wet heathland and exposed bedrock and boulders coastland. 10.3.3 Option 2 is to locate the substation within an existing building next to the ferry slipway in the east of the onshore study area, and to locate the potential drilling area just north of Kylerhea village in the south of the onshore study area. The substation will be located next to exposed bedrock and the road leading to the slipway, whilst the potential drilling area is likely to be located within an area of acid grassland. Statutory nature conservation designations 10.3.4 Two statutory designated sites are considered within this ES, as agreed with SNH during the consultation process of the EIA. These are Kinloch and Kyleakin Hills, which is an SAC and an SSSI, and Lochs Duich, Long and Alsh Reefs SAC. No NNRs or LNRs were found within 5km of the onshore study area. 10.3.5 Kinloch and Kyleakin Hills SAC and SSSI have an area of 5267ha hectares. The site is located immediately to the west of the Project area, as well as running north to south along the coastal edge of the onshore study area. 10.3.6 The Kinloch and Kyleakin Hills SAC qualifying features are old sessile woodlands with Ilex (holly) and Blechnum (a fern), northern Atlantic wet heaths with Erica tetralix. Priority habitats include European dry heaths, alpine and boreal heaths, blanket bogs and Tilio- Acerion forests of slopes, screes and ravines. Otter are another important qualifying feature, and is likely to be the reason for the designation covering the coastal area and overlapping the Lochs Duich, Long and Alsh Reefs SAC. 10.3.7 The SSSI qualifying features include; otters, blanket bog, bryophyte assemblage, lichen assemblage, alpine heath, subalpine dry heath, sub alpine wet heath, Torridonian geology and upland oak woodland. 10.3.8 The location of the Kinloch and Kyleakin Hills SAC and SSSI in relation to the Project can be seen in Figure 10.1. 10.3.9 Lochs Duich, Long and Alsh Reefs SAC is located to the east of the onshore study area. This SAC is 2377 hectares and reefs (including overlap with the intertidal area) are the sole qualifying feature of this SAC. **Non statutory nature conservation designations** 10.3.10 The Scottish Wildlife Trust was contacted with regard to information about Local Nature Conservation Sites (LNCSs) and none are located within 1km of the Project. **Terrestrial habitats** *Desk study* 10.3.11 The study area covers a very steep hillside sloping from Beinn Bhuidhe in the north and west, down to the western shore of Kyle Rhea. Several short streams drain the steep topography from both sides of the Kyle. 10.3.12 The south of the study area has a different composition of habitats being dominated by marshy grassland followed by frequent bracken and acid grassland. Small pockets of heath are interspersed throughout this area. 10.3.13 The Highland Local Biodiversity Action Plan identifies the coasts of Kyle Rhea as a complex of heather moorland, coniferous woodland and broadleaved mixed woodland. *Field survey* **General study area** 10.3.14 The northern part of the study area (Figure 10.2) was on a very steep hillside sloping from Bheinn Bhuidhe in the west, down to the western shore of Kyle Rhea. A number of small burns flow down the slope. At the time of the first survey, water levels in these burns were low. An access track runs north – south approximately through the middle of the study area, and provides access for the public through Forestry Commission land to a wildlife hide. A small car park and public toilets are located along this track. Benches and information boards are located at regular intervals along the track. 10.3.15 The southern part of the study area was on a relatively flatter area in comparison to the northern part of the onshore study area. Here there was a gentler slope going south towards Kylerhea village and west towards Kyle Rhea. The village is small and the houses scattered. The predominant land use in the village appeared to be for crofting. A small road passes east to west towards the slipway and another small track runs south into the main part of Kylerhea village. A number of shallow drains run east to west and into a small stream flowing out into Kyle Rhea. 10.3.16 The Extended Phase 1 Habitat Survey found several dominant habitat types across the proposed study area (Figures 10.3 – 10.5). These were wet heath, conifer plantation marshy grassland and dry heath acid grassland mosaic, and semi-improved to poor semi-improved acid grassland. The conifer plantation and wet heath was located in the central and northern areas. The conifer plantation is activity managed, and is a modified and changing landscape. Dry heath and acid grassland mosaic were located between the forestry and the coastline. Marshy grassland and semi-improved and poor-semi-improved acid grassland was present in the southern part of the study area in and around the settlement village of Kylerhea. This habitat was confined to fenced areas that are used for agricultural purposes. Scattered deciduous trees were also present. Accompanying target notes can be read in the Appendix 10.1. Coniferous plantation 10.3.17 Much of the study area (terrestrial habitats north of the road to the Skye Ferry slipway) is owned by FC and contains a plantation that is mostly pine species Pinus sp. but also includes spruces Picea sp. and larch Larix sp with a number of different deciduous species such as silver birch Betula pendula, goat willow Salix caprea and rowan Sorbus aucuparia growing on the periphery of the main plantation (Figures 10.3 – 10.4). Trees line the existing access track to the wildlife hide and small burns flow down towards the coastline. 10.3.18 The trees are tightly packed and planted on a relatively steep hillside, which made access difficult; however, from a number of vantage points it was observed that no significant understory was present. This was attributed to the lack of light penetrating down to ground level. 10.3.19 Much of the habitat between the plantation and the coastline is characterised as dry heath, with mosaic of bracken and scattered deciduous trees present throughout. Due to the steep nature of the terrain this habitat was well drained and a number of small burns crossed it. Many of the burns were found to have dried up, despite the survey following a period of heavy rain. Marshy grasslands 10.3.20 In the north of study area, which is owned by the FC, the watercourses were being managed, particularly the Allt Grainach burn which had been diverted to direct water away from a recently dried out pond to a newer pond. 10.3.21 Across parts of this habitat clumps of deciduous trees were clustered loosely together. Beneath the trees, grasses and wild flowers were common amongst an acid grassland habitat. 10.3.22 This habitat also occurred in narrow strip along either side of the track to the otter hide. It was more evident on the western side of the track. 10.3.23 In the southern part of the study area marshy grassland was the dominant habitat. Across this habitat a couple of drains appear to converge and run into the stream near the coast which runs into Kyle Rhea (Figure 10.5). Wet heath with scattered trees 10.3.24 The remainder of the study area north of the road on the slopes of Beinn Bhuidhe was a wet heathland habitat that was scattered with young rowan, silver birch and willow trees; the steep slopes of the hillside provided good drainage. Heathers (mainly bell Erica cinerea and ling Calluna vulgaris with Erica Tetrilix also present) dominated this habitat but many other species were also present including purple moor grass Molina caerulea and bog asphodel Narthecium ossifragum. Areas of bracken were also present across the wet heath area. Watercourses 10.3.25 Two main running water bodies, were present within the study area. These were the Allt Grianach and the Allt a’Choire Bhidhe, which both cross the study area in the north of the site. Additionally, several smaller drains, many of which were dry at the time of the survey, flow across the site in a west to east direction. 10.3.26 The topography of the study area is characterised by the steep slopes of Beinn Bhuidhe with areas of flatter ground in the most southern parts of the study area. Summary 10.3.27 A summary of the habitats found, alongside the varying levels of protection they have, are provided in Table 10.8 below. 10.3.28 The survey identified UK BAP habitat of lowland heathland within the study area. Table 10.8 Summary of habitats within the study area and associated relevant information. | Community type | Phase 1 classification (JNCC, 2010) | EC Habitats Directive (JNCC, undated) | UK BAP (Brig 2008) | LBAP | Potential groundwater Dependant Terrestrial Ecosystem (SNIFFER 2009) | |---------------------------------|-------------------------------------|---------------------------------------|--------------------|------------------------------|------------------------------------------------------------------| | Marshy grassland/rush and pasture | Marshy grassland | N/A | N/A | Rough pasture, wet pasture, dry pasture | Yes | | Wet heath communities | Wet heath | 4010 Northern Atlantic wet heaths with *Erica tetralix* | Priority UK BAP habitat (lowland heathland) | Heath | Yes | | Woodland and scrub | Coniferous plantation | N/A | N/A | Coastal woods | No | | Bracken | Bracken | N/A | N/A | N/A | No | | Acid grassland communities | Semi improved acid grassland, coastal grassland | N/A | N/A | Acid grassland | No | | Tall herb and fern | Tall ruderal | N/A | N/A | Field margins and boundaries | No | | Rock exposure | Basic exposed rock | N/A | N/A | Rocky shore | No | | Running water | Running water | N/A | Rivers | Upland streams | No | | Standing open water | Standing open water | N/A | UK BAP broad habitat (standing open waters and canals) | Temporary ponds, | No | 10.3.29 The survey concluded that the habitats of most importance within the site were the wet heath of Beinn Buidhe, running water bodies and the standing open water bodies. The running water bodies provide a wildlife corridor for mobile terrestrial species. The standing open water bodies in the north of the site are surrounded by an acid grassland/wet heathland. --- 22 http://jncc.defra.gov.uk/page-1523 complex that supports a wide variety of flowering plants and a number of different micro habitats in a small area. *Groundwater dependent terrestrial ecosystems (GWDTEs)*. 10.3.30 GWDTEs are types of wetland as defined by SNIFFER (2009) WFD95, A Functional Wetland Typology for Scotland. SEPA is required to monitor and regulate any activities which may affect GWDTEs, which originates from the Water Framework Directive (WFD). 10.3.31 The following National Vegetation Classification (NVC) communities, as determined in the 2002 FC report by Averis & James were identified within the onshore study area during the Extended Phase 1 Survey. These communities do not represent all the NVC communities found within the onshore study area, as no NVC survey has been commissioned for this assessment. These communities are of note because they are likely to be GWDTEs. - M15a *Scirpus cespitosus* – *Erica tetralix* wet heath *Carex panacea* sub-community - M15b *Scirpus cespitosus* – *Erica tetralix* wet heath Typical sub-community - M15c *Scirpus cespitosus* – *Erica tetralix* wet heath *Cladonia spp.* Sub community - U20 *Pteridium aquilinum* – *Galium saxatile* community - H10a *Calluna vulgaris* – *Erica cinerea* heath **Intertidal habitats and species** *Desk study* 10.3.32 The intertidal study area overlaps with the Lochs Duich, Long and Alsh Reefs Special Area of Conservation (SAC) and the Kinloch and Kyleakin Hills SAC (which is also a Site of Special Scientific Interest (SSSI)) (see Figure 10.1). 10.3.33 The LBAP identifies a small area of Machair-like habitat at Glenelg, approximately 1km south of the proposed study area (http://www.magic.gov.uk). Machair is an Annex I habitat and UK BAP habitat; however this area of Machair is not mentioned in the citations for the SAC. Approximately 5km to the south of the proposed scheme, the BAP species *Ascophyllum nodosum ecad mackaai* has also been recorded (SNH 2010); however, this species has strong preference for very sheltered locations and is not expected to be present in the Kyle. *Field survey* 10.3.34 The shores of Kyle Rhea are predominantly comprised of bedrock and boulders, with occasional small gravelly embayments. The coastline is steep-sided, leading up to a series of small vegetated coastal cliffs above the intertidal zone. 10.3.35 The intertidal zone within the study area was found to be relatively uniform throughout the site, with no features or habitats regarded as being rare or particularly sensitive. The substrates ranged from solid bedrock in the more exposed locations through to cobbles and pebbles in more sheltered areas. The most common substrate was a mixture of boulders and bedrock. 10.3.36 Where algal communities were present, clear biological rocky shore zonation was observed, typically comprising of a lichen zone at the top of the shore followed by *Pelvetia canaliculata*, and then fucoid zones in the mid shore, with a kelp zone in the lower shore. This zonation was present across much of the study area and was only absent where the substrate was exposed bedrock or mobile gravel and/or shingle. 10.3.37 In the southern section of the site the shore opens out to wide beaches of mobile pebble and cobble substrata, with fins of exposed bedrock. Bedrock was dominated by faunal communities, with on the shore limited algae communities were established of larger substrata in the mid – lower shore. **Terrestrial plants** **Desk study** 10.3.38 HBRG provided no records of protected or notable plant species within 1km of the Project. NBN provided one record for eyebright *Euphrasia ostenfeldii*, a UK BAP and LBAP priority species within 2km of the Project. **Field survey** 10.3.39 A number of protected species were identified during the survey, including native bluebell, *Hyacinthoides non-scripta* (Schedule 8, WCA) and yellow flag iris *Iris pseudacorus*, and eyebright (LBAP priority species, though the latter was not identified to species level in the field). However, only bluebell was located in the vicinity of the proposed drilling area or substation. **Invasive non-native species** **Desk study** 10.3.40 The LBAP identifies terrestrial invasive species present within the region, including Japanese knotweed *Fallopia japonica*, rhododendron *Rhododendron ponticum* and American mink *Neovison vison*. 10.3.41 HBRG did not provide any records for vascular plants within 1km the onshore study area and records from NBN for Japanese knotweed, giant hogweed, *Rhododendron ponticum* and Himalayan balsam were greater than 10km from the proposed site. 10.3.42 *Rhododendron ponticum* has been identified in the LBAP as an invasive species. The plan states that “The spread of invasive species such as *Rhododendron ponticum* presents a threat to biodiversity, and rhododendrons should be controlled where they are found in the natural environment.” 10.3.43 The HBRG provided 5 records of American mink within 1km of the Project. The records can be seen in Table 10.9 below. **Table 10.9. American mink records provided by HBRG.** | Location | Grid reference | Date | |----------|----------------|------------| | Kylerhea | NG789212 | 10/06/2001 | | Kylerhea | NG789211 | 16/06/2003 | | Kylerhea | NG789212 | July 2002 | | Kylerhea | NG789212 | July 2000 | | Kylerhea | NG789207 | October 2002 | **Field survey** 10.3.44 During the Extended Phase 1 Habitat Survey a small number of isolated *Rhododendron ponticum* bushes were recorded at number of locations within the study area. **Terrestrial mammals** **Otter** 10.3.45 In addition to being an EPS and on schedule 5 of the Wildlife and Countryside Act 1981, as outlined in the Legislation section, the otter is also a: - UK BAP priority species; - LBAP priority species, and - Listed in the UK Red Data Book. 10.3.46 Otters are also protected by: - Appendix II of the Bern Convention; and - The Wild Mammals Protection Bill, 1996. 10.3.47 UK otter populations are internationally important, especially since their widespread decline across much of their western European range (JNCC, 2004). Populations in coastal areas utilise shallow, inshore marine areas for feeding but also require fresh water for bathing along with suitable terrestrial habitats for resting and breeding holts (JNCC, 2004). Otters living in coastal areas (particularly in Scotland) tend to have a diurnal habit, live in group territories, and have home ranges below 5 km (Kruuk, 1996). 10.3.48 Otters are listed as Annex II species (present but not the primary feature for designation) for the Kinloch and Kyleakin Hills SAC, and are a qualifying feature of the Kinloch and Kyleakin Hills SSSI. **Desk study** 10.3.49 The National Biodiversity Network (2008) identifies Kyle Rhea as a noted location for otter sightings in the region on both shores, particularly between the ferry crossing and the lighthouse. Otters are recorded in Kyle Rhea on the following databases: - Mammal records from Britain for the Atlas of Mammals (1993) with subsequent records, Scotland - Otter Survey Database and HBRG Vertebrates (not badger) datasets (SNH, 2010). 10.3.50 A Forestry Commission owned otter hide is present on the Isle of Skye (shown by a red cross on Figures 10.2 – 10.3) and overlooks Kyle Rhea from an elevated viewing platform. 10.3.51 HBRG provided multiple records of otter from the dedicated 1km records search, which is detailed in Table 10.10 below. **Table 10.10. Otter records within 1km of the Project** | Location | Grid reference | Date | |--------------|----------------|------------| | Mudalach | NG72 | 09/03/1998 | | Sron an Tairbh | NG72 | 09/03/1998 | | Lochan na Saile | NG72 | 12/04/2000 | | Kylerhea | NG7820 | 12/05/2000 | | Mudalach | NG72 | 14/07/1998 | | Kyle Rhea | NG790213 | 15/02/2001 | | Location | Grid reference | Date | |--------------------------|---------------|------------| | Highland | NG72 | 1913 - 1939| | Highland | NG72 | 1940 - 1970| | Kylerhea Minor Light | NG789222 | 20/03/1997 | | Kyleakin | NG72 | 2004 | | Kylerhea | NG789222 | 21/05/2002 | | Kylerhea otter hide | NG789222 | 26/07/2002 | | Allt an Daraich | NG72 | 28/06/2000 | | Kylerhea | NG7820 | 28/07/2002 | | Kylerhea | NG789218 | 01/07/2005 | | Kylerhea | NG789218 | 14/07/2005 | | Kylerhea | NG789218 | 21/04/2005 | | Kylerhea | NG789218 | 22/10/2004 | | Kylerhea | NG789218 | 24/10/2004 | | Kylerhea | NG789218 | 25/08/2005 | | Kylerhea | NG789218 | 28/10/2004 | | Kylerhea | NG7821 | 29/08/2005 | | Kylerhea | NG7820 | 03/10/2005 | | Kylerhea | NG7821 | 03/10/2005 | | Kylerhea Hide | NG789218 | 03/09/2005 | | Kylerhea | NG7821 | 04/09/2005 | | Kylerhea | NG789218 | 05/04/2005 | | Kylerhea | NG789218 | 05/07/2005 | | Kylerhea | NG789218 | 09/10/2004 | | Kyle Rhea | NG790213 | 09/01/2003 | | Kylerhea | NG72 | 18/05/2008 | | Kylerhea | NG72 | 10/10/2010 | 10.3.52 The Isle of Skye together with the Western Isles provides an important stronghold for otters in the British Isles (Barne et al., 1997), and the otter is a qualifying feature of the Kinloch and Kyleakin Hills SAC and a notified feature of the Kinloch and Kyleakin Hills (Monadh Chaol Acainn Is Cheann Loch) SSSI, both of which overlap the study area. 10.3.53 A study was commissioned by SNH for otters within the Kinloch and Kyleakin Hills SAC (Cottis, R (2000) Kinloch otter *Lutra lutra* survey, SNH unpublished report). The survey was undertaken in 2000, and identified 135 holt sites within the SAC. This included 1 natal holt; 9 nursery holt; 6 high use holt; 35 moderate use holt; 59 low use holt; 1 disused holt; 1 high use rest site; 2 moderate use rest sites; 21 low use rest sites. The study estimated a population of 20 – 25 adult otters in this area. **Field survey** 10.3.54 A large number of otter signs were recorded within the study area during the Otter Survey indicating extensive use of the site by otters. Signs included faeces (spraint), prints, pathways, feeding remains, resting places (lie-ups or holt). All recorded signs are displayed in a confidential annex of the Extended Phase 1 and Otter Report (Appendix 10.1 & 10.2). 10.3.55 All of the otter signs were located in coastal parts of the study area, less than 50m from the mean high water mark. The survey obtained results that may indicate a small movement north in terms of otter use of the site, in comparison to the study made in Cottis in 2000. However, this could not be ratified without substantial further work. 10.3.56 The watercourses and area around the proposed drilling rig location for option 1, were searched for signs of otter. However, at the time of search no evidence was found of otters coming up this section of the hillside. 10.3.57 No signs of otters were recorded south of the ferry slipway, and habitat potential (suitable locations for holt or freshwater sources) was limited in this section of coast. 10.3.58 A one year survey of marine mammals was conducted to support the Kyle Rhea Tidal Array EIA. The survey was undertaken by Natural Research Projects (NRP) Ltd, using a fully trained surveyor and local resident of Kyle Rhea and included observations of otters sighted in the water. 10.3.59 Otters were mostly recorded along the shore, with a very small number recorded towards the centre of the strait. No otters were recorded in the area of peak currents around the proposed development site (see Figure 2.2). Studies have found that otters tend to feed within 100m of the coast (Conroy & Jenkins 1986 cited by MacCafferty, 2004). 10.3.60 Otter were recorded regularly, throughout the year, with 105 individuals recorded during 91 sighting events. 88.5% of individuals were adults, with 3% immature and 8.5% juveniles. Otter were recorded along the western shore with most sightings to the north of the proposed array. A small number of otters were also recorded towards the centre and east side of the strait. Most of the sightings were of otter swimming slowly, but other behaviours recorded were of fast swimming, dives and being on land. All sighting of otter crossing the strait were considerably north of the proposed development. 10.3.61 Several sightings were made of otter cubs. 10.3.62 One mink was recorded close to the otter hide. **Pine marten** 10.3.63 Pine martens *Martes martes* are listed on Schedule 5 of the Wildlife and Countryside Act 1981 (as amended). Various methods of capturing or killing pine martens are also listed in the Conservation (Natural Habitats, &c.) Regulations 1994 (as amended). The pine marten is also a LBAP priority species. **Desk study** 10.3.64 From the desk study, pine marten have been recorded within the Kinloch and Kyleakin Hills SAC & SSSI (SNH 2002b). One record from NBN for grid square NG72 to resolution of 100m on the eastern bank of Kyle Rhea, in 2005-6, this record was provided by the HBRG. No further records were provided by HBRG in the dedicated 1km records search. Field survey 10.3.65 During the Extended Phase 1 Habitat Survey, pine marten scat was recorded along a track to an existing wildlife hide. The coniferous plantation that covered a large area of the onshore study area was also considered to provide suitable habitat for pine marten. Pine marten are known to be present in the Forestry Commission plantation within the study area. Bats 10.3.66 All bat species found in Scotland are classed as European protected species and are fully protected under the Conservation (Natural Habitats, &c.) Regulations 1994 (as amended). The common pipistrelle *Pipistrellus pipistrellus* is a UK BAP priority species and is found in the area encompassed by the LBAP. Additionally all bats are LBAP priority species. Desk study 10.3.67 NBN and HBRG provided no records of bats within the 1km search area. The nearest record for bat was provided by NBN and approximately 4km from the Project. Field survey 10.3.68 Pipistrelle bats and possibly brown long-eared bats have been observed in the area (NRP pers comm); however, no potential bat roosts were found during the Extended Phase 1 Habitat Survey. Badger Desk study 10.3.69 Badgers *Meles meles* are protected under the Protection of Badgers Act 1992 and are also listed on Schedule 6 of the Wildlife and Countryside Act 1981 (as amended). 10.3.70 NBN provided two records of badger more than 10km east of proposed development, on the Scottish mainland. Field survey 10.1.1 The Extended Phase 1 Habitat Survey did not find any evidence of badger activity and this species is not considered further in the impact assessment as no impact is anticipated. Wildcat 10.3.71 Wildcat *Felis sylvestris* is listed on Schedule 5 of the Wildlife and Countryside Act 1981 (as amended), and schedule 2 of the Conservation (Natural Habitats, &c.) Regulations 1994 (as amended). It is a UK BAP priority species and is listed on the Scottish Biodiversity List. It is also of least concern on the IUCN Red List of Threatened Species. Desk study 10.3.72 The nearest record of wildcat from NBN was over 8km from the onshore study area. Records of wildcat were provided by HBRG (Table 10.11): 10.3.73 The Scottish Wildcat Association suggests the number of individuals may be as low as 35 throughout Scotland (www.scottishwildcats.co.uk/index.html). 10.3.74 Additionally, wildcat are known to be very elusive, and the Project is located along an existing track with regular visitors to the otter hide as well as FC activities. Therefore it this species is not considered further in the impact assessment as no impact is anticipated. Table 10.11. Records provided by HBRG of wildcat | Date | Location | Grid reference | |------------|----------|---------------| | 1913 - 1939| Highland | NG72 | | 1940 - 1970| Highland | NG72 | Field survey No evidence for wildcat was recorded during the Extended Phase 1 Habitat Survey. Other mammals The records search performed by HBRG found other records for mammals. They are provided in Table 10.12 below. Table 10.12. Other mammal records within 1km of the onshore study area. | Scientific name | Common name | Date | Location | Grid reference | |---------------------|---------------|------------|------------------|----------------| | Mustela erminea | Stoat | 1960 - 1993| Highland | NG72 | | Mustela nivalis | Weasel | 1960 - 1993| Highland | NG72 | | Sorex minutus | Pygmy Shrew | 31/07/2005 | Kylerhea | NG78852118 | | Sorex minutus | Pygmy Shrew | 31/05/2000 | Kylerhea | NG78902115 | | Cervus elaphus | Red Deer | 04/08/2004 | Kylerhea | NG7821 | | Cervus elaphus | Red Deer | 09/03/1998 | Mudalach | NG72 | | Cervus elaphus | Red Deer | 12/04/2000 | Lochan na Saile | NG72 | | Cervus elaphus | Red Deer | 14/07/1998 | Mudalach | NG72 | | Cervus elaphus | Red Deer | 18/05/2000 | Kyle Rhea | NG7922 | | Cervus elaphus | Red Deer | 28/06/2000 | Allt an Daraich | NG72 | | Cervus elaphus | Red Deer | 25/06/2003 | Mudalach | NG72 | | Cervus elaphus | Red Deer | 21/06/2006 | Kylerhea | NG783217 | | Cervus elaphus | Red Deer | 30/09/2009 | Kylerhea | NG7821 | | Capreolus capreolus | Roe Deer | 21/07/2011 | Kyle side road/Skye Bridge | NG72 | ### Amphibians 10.3.77 Great crested newts *Triturus cristatus* are fully protected under the Wildlife and Countryside Act 1981 (as amended) and the Conservation of Habitats and Species Regulations (2010), whereas other amphibians are only partially protected by the Wildlife and Countryside Act 1981 (as amended). No amphibians are present within Skye and Lochalsh of UK BAP priority. Common toad *Bufo bufo*, palmate newt *Lissotriton helveticus* and common frog *Rana temporaria* are local priority species. **Desk study** 10.3.78 The NBN gateway does not identify the area to be important for EPS great crested newts, SNH advised that great crested newt were unlikely to be present. NBN provided records for common frog and common toad, the nearest records being within 5km and 6km of the onshore study area respectively. **Field survey** 10.3.79 No amphibians were recorded during the Extended Phase 1 Habitat Survey. ### Reptiles 10.3.80 Reptiles are partially protected under section 9(5) of the Wildlife and Countryside Act (1981). All reptile species are listed as priority species for conservation on the UK BAP. Adder *Vipera berus*, slow worm *Anguis fragilis* and common lizard *Zootoca vivipara* are also listed on the Skye and Lochalsh LBAP. **Desk study** 10.3.81 NBN provided the nearest record of common lizard within 1km, slow worm within 2km and adder within 6km of the Project. 10.3.82 Records for within 1km for adder were provided by the HBRC (Table 10.14). Adder is protected under Schedule 5 of the Wildlife and Countryside Act 1981 (as amended). Table 10.14. Adder record provided by HBRG. | Scientific name | Common name | Date | Location | Grid reference | |-----------------|-------------|----------|------------|---------------| | Vipera berus | Adder | 18/05/2008 | Kylerhea | NG72 | **Field survey** The Extended Phase 1 Habitat Survey did not record any reptiles. However, the immature coniferous plantation is likely to provide suitable habitat for adders since they have cover as well as clearings in which to warm themselves. The woodland edges are also likely to be suitable for the same reason (Forestry Commission website\(^{23}\)). Edges of tracks are often suitable as well as open moorland and heathland habitat (Natural England website\(^{24}\)). **Invertebrates** Certain species of invertebrates have full or partial protection under the Wildlife and Countryside Act (1981). Many invertebrates are also UK BAP or LBAP priority species. **Desk study** HBRG provided the following records for invertebrates (Table 10.15); which are partially protected under Schedule 5 of the Wildlife and Countryside Act 1981 (as amended) as well as being UK BAP priority species. Table 10.15. Records of invertebrates found within 1km of the onshore study area | Scientific name | Common name | Date | Location | Grid reference | |-------------------------|------------------------------|----------|---------------------------------|---------------| | Boloria selene | Small Pearl-bordered Fritillary | 12/06/1992 | Easan Dubh,Kyle of Lochalsh | NG72 | | Coenonympha tullia | Large Heath | 11/06/1992 | Easan Dubh,Kyle of Lochalsh | NG72 | | Coenonympha tullia | Large Heath | 12/06/1992 | Easan Dubh,Kyle of Lochalsh | NG72 | | Coenonympha tullia subsp. scotica | Large Heath | 1970 - 1988 | 10km square NG72 | NG72 | **Field survey** No protected invertebrate species were recorded during the Extended Phase 1 Habitat Survey. --- \(^{23}\) http://www.forestry.gov.uk/forestry/Adder \(^{24}\) http://www.naturalengland.org.uk/ourwork/conversion/biodiversity/iyb/adder.aspx 10.4 Impact assessment 10.4.1 The impact assessment presented below considers the potential impacts the onshore component of the Project may have on terrestrial and intertidal ecological receptors. **Do nothing scenario** 10.4.2 Intertidal habitats are unlikely to change from existing conditions, as outlined above, in the absence of the Project. 10.4.3 Terrestrial habitat within the Project area is currently being managed by the FCS’s Kylerhea site. There are some features of the Kinloch and Kyleakin Hills SAC & SSSI within this area, and it is expected that the site is being managed to maintain these features. **Potential impacts during the construction phase** 10.4.4 Pollution from drilling fluids or spills and leaks of oil, fuel or other potentially polluting substances are addressed in Chapter 8 Geology, hydrology and non-marine surface water, which, following mitigation, are assessed to be of negligible significance on groundwater or nearby surface waters. With adherence to these mitigation measures, an adverse impact on terrestrial or intertidal ecology receptors is not anticipated. 10.4.5 Pollution events in the marine environment arising from the devices themselves or construction vessels are fully assessed within Chapter 9 Marine Water Quality. **Impact 1: destruction or damage to sensitive terrestrial habitats** 10.4.6 An Appropriate Assessment will be undertaken to provide further detail on the potential impacts of the Project upon otters and reef (including intertidal reef), as SAC qualifying features. **OPTION 1** 10.4.7 As discussed in Chapter 5: Project Description, the onshore works may require a small amount of levelling to provide sufficient angle for the directional drilling (see Figure 5.1). 10.4.8 The SAC and SSSI includes the qualifying features particularly northern Atlantic wet heaths with *Erica tetralix*, which was identified during the Extended Phase 1 Habitat Survey, and is located around the Project. To avoid impacts to the features within the SAC and SSSI, the substation and the footprint for the drilling rig are anticipated to be located outside of the SAC and SSSI boundary, using the existing car park hardstanding and access track, wherever possible. An Appropriate Assessment is not deemed to be required for the northern Atlantic wet heath as the Project development will not occur within the footprint of this SAC. 10.4.9 Northern Atlantic wet heath is a EC Habitats Directive, UK BAP and LBAP priority habitat and outside the SAC boundary is considered to be of medium value and sensitivity. 10.4.10 The drilling area is estimated to require 40m$^2$ of land, the majority of which will be situated upon the existing car park hard standing, however some additional hardstanding may be required to the east around an existing picnic table area onto wet heath, acid grassland and scattered scrub habitat / deciduous saplings. Given the small size of this footprint of extension, the magnitude is considered to be low. 10.4.11 The substation will be located within an existing access track area adjacent to the SAC / SSSI. It is presumed that the existing amount of hardstanding will be sufficient, however, a worst case scenario of permanent loss of a small area of habitat outside the designated area is assessed. The impact of the construction footprint is predicted to be localised, temporary and short-term, where vegetation is disturbed but is able to re-colonise the area following construction. Habitats that fall within the footprint of the substation will be permanently lost and will experience a long-term impact. This is assessed to be of low magnitude due to the small area of the habitat potentially lost. 10.4.12 Dust and pollution from construction activities have the potential to affect plants and invertebrates, since the onshore works are likely to occur within 100m of these receptors (technical guidance suggests this distance as a threshold distance within which ecological receptors may be affected by dust raising activities (IAQM, 2012)). This would be a temporary impact of low magnitude, localised and of short duration. 10.4.13 Hydrological impacts may affect species and qualifying feature of wet heath if local drainage is altered. Hydrological impacts are considered further in Chapter 8, Geology, hydrology and non-marine surface water. The zone of influence for impacts to groundwater flow is assessed to be very limited with a small localised area of groundwater catchment likely to be affected. Overall the risk of impact to hydrological function is assessed to be of low magnitude. 10.4.14 Otters are considered further in subsequent potential impacts. 10.4.15 An overall low magnitude impact is predicted for sensitive terrestrial habitats based on the small area affected. Therefore, based on the medium sensitivity of some receptors, the level of impact significance is considered to be minor adverse. 10.4.16 A licence will be obtained from FCS where felling of trees is unavoidable; and compensatory planting of trees undertaken where necessary (usually required as a condition of the felling licence). OPTION 2 10.4.17 It is anticipated that the drilling equipment will be located on the flat acid grassland adjacent to the coast, avoiding the marshy grassland habitat further west which would lead to constraints from both environmental and engineering perspectives. It is likely that drilling plant will access the site from the sea, allowing direct access to the acid grassland habitat. 10.4.18 There will be direct habitat loss in the footprint of the drilling activities of approximately 40m² of land. The acid grassland is common habitat of low value, and the magnitude is assessed to be low given the small footprint involved. 10.4.19 The substation will be located within an existing shed by the ferry slipway and no further works are anticipated at the substation. There will be 403m of cable required between the drilling area and substation. This will be in a trenched cable, approximately 2 metres wide following the road. The habitat beside the road is a matrix of wet heath continuation from the hillside, which is of medium value and sensitivity, plus acid grassland of low value. This is assessed to be of low magnitude due to the small area of the habitat being temporarily disturbed. 10.4.20 Hydrological impacts may affect species associated with sensitive habitats if local drainage is altered. Hydrological impacts are considered further in Chapter 8, Geology, hydrology and non-marine surface water. There is potential for slow seepage into the directional drill so the activities are unlikely to act as a preferential pathway for groundwater flow. Overall, the risk of impact to hydrological function is assessed to be of low magnitude. Overall, impacts are assessed to be of minor adverse significance. Impact 1: Mitigation 5. An Environmental Management Plan will be prepared and approved by SNH and the Local Authority prior to construction activities commence. Impact 1: Mitigation 6. The construction footprint will be minimised, by using existing hard-standing and path as much as possible to minimise impacts on heath habitats. 7. Construction activities, materials, machinery and vehicles will be limited to defined routes and construction areas (path and hard standing), minimising the footprint and preventing disturbance of adjacent habitat. 8. Felling of trees and shrubs should take place outside of the nesting bird season (mid-February to August inclusive). 9. A secure tight boundary will be made around the construction footprint, including fencing off the boundary of the SAC & SSSI (Option 1 only) to avoid disturbance of this area, with exclusion zones clearly marked by weather proof signs at regular intervals. 10. During construction, good working practices and SEPA protocols should eliminate risk of exposure to oil, chemicals and other harmful materials. (see Chapter 9 Marine Water Quality). 11. Soils storage mounds and dry materials that may be a source of dust will be stored away from the SAC boundary as far as practicable and consideration given to wind direction and shelter when siting storage mounds. 12. The construction contractor shall provide and implement a construction method statement taking best practice guidance into account, including CIRIA The coastal and marine environmental site guide (C584) and CIRIA Guidance note C692 Environmental Good Practice on Site Guide (3rd edition). 13. An Ecological Clerk of Works will be appointed to act as watching brief as appropriate to ensure mitigation is complied with. 14. Habitats affected by the construction works will be re-instated to their current condition or better, using plants of local provenance. If in a worst case scenario works involve the removal/disturbance of heath habitat outside of the SAC (Option 1 only), the following will be committed to: 15. Piles of peat/heath turves will be bladed and kept moist to avoid drying out. 16. Peat turves will be stored within the construction footprint, a minimum 200m from the watercourses and sensitive (heathland) habitats. 17. Excavated peat/heath turf will be removed as intact as possible, and disturbance and movement of the turves will be minimised. 18. Best practice measures to encourage rapid stabilisation and re-vegetation of exposed peat will be implemented where required (e.g. using an appropriate nurse seed mix to stabilise the peat). Residual impact 10.4.21 Following the application of the mitigation measures given above, the residual magnitude of these impacts will remain low since permanent habitat loss may occur. Therefore the impact will remain of minor adverse significance. Impact 2:- impacts to wild plants OPTION 1 10.4.22 Eyebright, as recorded in the desk study and during the Phase 1 Habitat Survey, is a UKBAP priority species, a LBAP priority species and is thus of medium sensitivity. This plant was recorded within 160m of the Project area. There is potential for this species to be within the Project area and be affected by the Project. 10.4.23 The native bluebell is partially protected by Schedule 8 of the Wildlife and Countryside Act 1981, and is on the Scottish Biodiversity List and LBAP. Therefore this species is of national, regional and local importance and considered to be of **medium** sensitivity. 10.4.24 A healthy population of native bluebell was present across the surveyed area, including the vicinity of the proposed drilling pad and substation. The proposed drilling rig and substation are within areas of man-made ground and track; however, (depending on the area required for construction), the periphery of the footprint may overlap with ground supporting bluebell and impact this species. 10.4.25 Disturbance from the construction works will be short-term and temporary; however, some permanent or long term habitat loss may occur from within the footprint of the substation. The footprint of the substation is very small and the overall magnitude is considered to be **low**. Low magnitude and medium sensitivity suggest a **minor adverse** impact significance. **OPTION 2** 10.4.26 No plants of sensitivity were recorded surrounding the Option 2 substation location and the plants are considered to be of **negligible** sensitivity. 10.4.27 Disturbance from the construction works will be short-term and temporary; however, some permanent or long term habitat loss may occur from within the footprint of the substation. The footprint of the substation is very small and the overall magnitude is considered to be **low**. Low magnitude and negligible sensitivity suggest a **negligible** impact significance. **Impact 2: Suggested Mitigation** 1. The Option 1 construction footprint including materials, machinery and vehicles will be limited to defined routes, and construction areas will be minimised as far as practicable, to reduce the risk of affecting areas with bluebell. 2. It is recommended that native species of local provenance (including bluebell at Option 1) are replanted following construction in areas outside the permanent development footprint. **Residual impact** 10.4.28 Following the application of the mitigation measures given above, the residual impact significance will be reduced to **negligible**. This is not significant in EIA terms. **Impact 3: potential spread of invasive, non-native species.** **OPTION 1** 10.4.29 *Rhododendron ponticum* was identified by the LBAP as being present in the area of the Project, and the Extended Phase 1 Habitat Survey also identified a small number of isolated bushes within 50m south of the proposed substation. 10.4.30 Non-native invasive species are of concern for the negative impact they have on the ecological environment, and may be sensitive to disturbance. Therefore, construction activities related to the onshore transmission works may indirectly cause these species to spread. *Rhododendron ponticum* is not identified on schedule 9 of the Wildlife and Countryside Act 1981 (as amended). However, it is identified on the LBAP as being a non-native species of concern. These plants can be considered to be of **medium** sensitivity. 10.4.31 This impact is considered to be of **low** magnitude due to the small isolated area of the species. This impact is predicted to be of **minor adverse** significance. OPTION 2 10.4.32 No non-native species were identified in the vicinity of the Option 2 footprint. Non-native plants can be considered to be of medium sensitivity. This impact is considered to be of negligible magnitude due to absence of the species currently at the Option 2 development location. This impact is predicted to be of minor adverse significance. Impact 3: Suggested Mitigation 1. A terrestrial invasive species survey will be required prior to construction, to assess the extent of *Rhododendron ponticum* within the construction footprint area of Option 1 and identify any other invasive species established in the study area. 2. Management of non-native invasive species should follow guidance as laid out in the Environment Agency's Managing Invasive Non-native Plants (2010). Chemical control of non-native invasive species will require written permission from SEPA. The removal strategy for any invasive species within the construction footprint will be included within an Environment Management Plan (EMP) and agreed with SNH prior to construction. 3. Invasive plants within the construction footprint will be removed and disposed of appropriately in accordance with relevant waste regulations, following current best practice. 4. Native species of local provenance will be replanted where possible. 5. Additional information, providing detailed guidance for the management of non-native invasive plant species is provided on the Business Gateway website: http://www.business.scotland.gov.uk/ Residual impact: 10.4.33 Following the application of the mitigation measures given above, the residual impact significance will remain negligible. Impact 4: Direct impacts to otter and resting sites from onshore activities 10.4.34 As a European Protected Species, otters (and their habitat) are considered of high sensitivity. Otter activity at the coast was high and lies within 200m of the Project. This included resting sites from the 2012 survey found within 500m and a potential nursery holt identified on the 2000 survey (Appendix 10.3) within 200m. All otter signs recorded were within 50m of the coast. 10.4.35 Given the high level of otter activity in the vicinity of the Project it is likely that the construction activities will negatively affect otters. 10.4.36 For option 1, damage or destruction to resting places is unlikely, as directional drilling will be used to avoid disturbance of the coastal area. This area has been identified as the Forestry Commission car park which is of little or no functional value as an otter habitat. 10.4.37 For option 2, otter habitat in the vicinity of option 2 HDD option is also limited (see Appendix 10.2). This area was acid grassland, with a small stream running to the south of it which borders the drilling study area. There is potential for otters to use this stream as a freshwater source. This area was not fully accessible during the dedicated otter survey, however no resting places were located along the area that was accessible. Some natural screening is provided by a natural bank of bedrock and vegetation which exists between the stream and the acid grassland. Altogether, damage or destruction of resting places here is also considered unlikely. 10.4.38 Construction of the onshore infrastructure will bring additional volume of traffic to the area for a temporary period (weeks). Whilst the nature of the site would tend to result in slow moving vehicles. There remains some potential for otters to be hit by construction vehicles. In addition, there is potential for animals to be injured through falling into open excavations or underneath the drilling, exposed drains, pipe systems and electrical equipment; and becoming trapped. However, vehicles will be travelling slowly as this road is single track, and once vehicles have travelled along the existing road from the ferry landing slip to the construction area, construction activity will occur away from otter habitat or foraging grounds and away from suitable freshwater source, and therefore the importance of the construction footprint area as a habitat for otters is considered to be low in value. The potential for this impact to occur is considered to be of low magnitude, and unlikely to affect the long-term status of the otter population. The potential impact is anticipated to be of minor adverse significance. 10.4.39 Otters The potential impact of a pollution event to fish (otter prey) has been assessed in Chapter 14, Fish and Shellfish as being of minor adverse significance following mitigation. However, this is highly unlikely to occur. Should a pollution event occur it is likely to be localised, short-term, temporary, and potentially reversible. This impact could have a secondary effect on otters and may result in an impact of low magnitude. Given the unlikeliness of the impact occurring, an impact of minor adverse significance is predicted. **Impact 4: Suggested Mitigation** 1. Firstly all otter mitigation measures for the site will be agreed with SNH prior to construction. 2. A European Protected Species (EPS) Licence is likely to be required to undertake work on this site. 3. Given otters are very mobile species, a pre-construction survey 8 weeks before construction commences should be undertaken, to re-assess otter activity. Prior to the commencement of operations an otter survey should be undertaken, within the proposed footprint of construction plus a 250m buffer zone., to determine current use at the time of construction (otters may increase their use of the site in the interim period between the current survey and the commencement of construction). 4. The surveys should be undertaken in appropriate weather conditions and following guidance in the ‘New Rivers and Wildlife Handbook’ (RSFB, NRA & RNSC, 1994), Chanin (2003) and Strachan & Jefferies (1996), and SNH Scottish Wildlife Series: Otters and Development. 5. Construction works should maintain a strict footprint of works, and construction vehicles and equipment should not be active on, or stored by, the coastline for longer than is essential. It is appreciated that equipment may need to travel to site by sea and may require the slipway used by the Skye Ferry but if possible the equipment should be stored further up the hill. This will minimise disturbance to the shore. 6. A ‘no build’ buffer of 50m will be placed either side of the two small burns and the drain, to the north and south of the onshore works (Option 1), and 25m north of the watercourse at the south of the footprint (Option 2) in order to minimise risk of pollution to the watercourses or disturbance to otters using the burn to transit the hillside. The watercourse at Option 2 7. It may be necessary to install otter fencing around the construction area; this will be dependent on the final location and design of the works. 8. A pollution management plan will be included in the Environmental Management Plan and will be developed in consultation with SEPA and SNH in accordance with SEPA’s PPC guidelines PPG 5 (Works in, near or liable to affect watercourses) and PPG 6 (working at construction and demolition sites). Both Impact 4: Suggested Mitigation 9. The risks can be further reduced by following best practice and guidance including SNH Scottish Wildlife Series: Otters and Development, as well as guidance produced by Design Manual for Roads and Bridges (DMRB Volume 10 section 4). 10. If any otter fatalities occur during construction, carcasses should be retained and SNH should be notified, if non-fatal injuries occur as a result of construction then SNH should be notified immediately. 11. Where artificial light is required, lights should be directed away from the coastal area and watercourses to allow otters to migrate through the area undisturbed. 12. Environmental or ecological clerk of works is recommended to be present during the works. Work should stop should an otter holt or resting place be found within 250m (SNH 2007), and SNH consulted, as a licence may be necessary before works can continue. 13. There is limited potential for otter shelters along the coast line south of the ferry slip and around the village of Kylerhea. It has been highlighted that otters are creating holts under upturned boats and in sheds and that artificial otter habitat along this stretch of coastline could be of benefit. This will not only provide shelter for otters away from construction noises so the otters could move along the coastline, but will also draw the otters away from the village where they are at potential risk of injury from road traffic or machinery. Residual impact 10.4.40 Following the application of the mitigation measures given above, the residual magnitude of these impacts is predicted to be low and the impact will be of minor-adverse significance. In regard to the EIA regulations, this impact is not considered significant. Impact 5 Air borne noise and vibration disturbance to otter 10.4.41 Otters are mobile species and should be able to move away from areas of disturbance as the wider area provides abundant shelter. However, resting sites and natal holts are of greater sensitivity, as an otter and/or otter cubs may be disturbed from rest, and an offence under the Habitats Directive may be committed. OPTION 1 10.4.42 Air borne noise disturbance will occur during onshore construction activities. At its closest point, the drilling rig is located 195m from the coastline, whilst the substation (including a 10m construction buffer) is located 180m from the coastline. The holts identified in the otter field survey are located a distance of greater than 250m from the footprint of the drilling rig, however a 321m stretch of coastline will be effected by noise disturbance. The proposed footprint for the substation is located 144m from the historic otter holt recorded in 2000. There will be some noise disturbance occurring from construction activities, including some levelling activities. Construction will take place over a ten week period and will coincide with works at the drilling rig. Works affecting the coastline are considered to be of low magnitude given the temporary and short term nature. Sensitivity of the coastline is considered to be high for otters, including historic holt sites, and therefore an impact of moderate adverse significance is anticipated during the period of drilling and substation construction. OPTION 2 10.4.43 The location of the drilling rig for Option 2 is adjacent to the coastline, however the habitat potential for otter in this location is limited, with one small watercourse and few other opportunities of fresh water. In addition there is limited potential for holts along this stretch of the coastline compared with further north, where rock and trees provide abundant shelter opportunities. Works affecting the coastline are considered to be of medium magnitude given the temporary and short term nature. Sensitivity of the coastline is considered to be medium for otters, as there is less potential for supporting habitat and therefore an impact of moderate adverse significance is anticipated during the period of drilling. **Both Options** 10.4.44 Increased vessel traffic, including some vessels using dynamic positioning (DP), may be a source of additional airborne noise during installation (see chapter 20). However, due to the existing comparatively high levels of background noise and the relatively limited duration of installation, the magnitude of impact is expected to be low. Vessel noise can be reduced by maintaining a consistent speed and slowing down/accelerating gradually. The otter holts recorded on the coastline are in excess of 250m from the offshore development, and there is therefore not anticipated to be an adverse noise impact on cubs who may be present in the holts. 10.4.45 The presence of ecological receptors was a considered factor in choosing the method of bringing cables ashore. HDD is generally accepted as a less intrusive and disturbing method of installing cables. The use of HDD is considered to be the most favourable method for export cable installation. The indicative export cable route is the shortest pathway between the devices and the drilling rig. The indicative export cable route for Option 1 is 170m away from the otter holt identified by Cottis 2000 and 394m metres away from the otter holt identified by Royal HaskoningDHV 2012, with the indicative export cable route for Option 2 further south (241m from the nearest nursery holt). There is not anticipated to be a potential impact of vibration through the rock disturbing otter holts. The magnitude of this potential impact is considered to be negligible. As the coastline is considered to be of high importance for otters, this gives an overall impact significance of minor adverse. 10.4.46 Noise and disturbance to otters using the offshore area of Kyle Rhea may occur as a result of the offshore installation works. Vessel options currently being considered for the installation of the SeaGen devices may include the following types of vessels (although not all of them) (Chapter 5, Project Description): - Moored barge; - Jack up vessel; - Multicat; and - Small installation DP vessel. 10.4.47 Underwater drilling operations for the offshore works have limited potential to generate noise above the surface. The drilling operations will be hydraulically driven and will operate in such a way as to reduce the duration of the period that the rig is on site. The main sources of noise will be the drilling head and the two operating generators required to power equipment and lights aboard the drilling area. The indicative locations of the devices (and offshore therefore works) are approximately 170m from the coastline. 10.4.48 The works to install the devices will take place in two periods, most likely in 2 consecutive years. The installation of the piles are likely to take 12 days per installation and the installation of the devices on to the pin piles is likely to take approximately 4 days per device. No percussive pile driving will be required however the installation can be expected to result in increased noise and disturbance in the Kyle Rhea channel. The magnitude of potential impact is considered to be low, since the work will take place in a small number of phases and noise and vibration disturbance will be limited and of short-term duration. This results in Impact 5: Suggested Mitigation 1. Firstly all otter mitigation measures for the site will be agreed with SNH prior to construction. 2. A European Protected Species (EPS) Licence is likely to be required to undertake work on this site. 3. Given otters are very mobile species, a pre-construction survey 8 weeks before construction commences should be undertaken, to re-assess otter activity. Prior to the commencement of operations an otter survey should be undertaken, within the proposed footprint of construction plus a 250m buffer zone., to determine current use at the time of construction (otters may increase their use of the site in the interim period between the current survey and the commencement of construction). 4. The surveys should be undertaken in appropriate weather conditions and following guidance in the ‘New Rivers and Wildlife Handbook’ (RSPB, NRA & RNSC, 1994), Chanin (2003) and Strachan & Jefferies (1996), and SNH Scottish Wildlife Series: Otters and Development. 5. Environmental or ecological clerk of works is recommended to be present during the works. Work should stop should an otter holt or resting place be found within 250m (SNH 2007), and SNH consulted, as a licence may be necessary before works can continue. 6. The creation of artificial hols as mentioned above is also appropriate as a mitigation measure for this potential impact. Residual impact 10.4.49 Following the application of the mitigation measures given above, the residual magnitude of these impacts remains low however the potential physical impact will remain moderate adverse. However, in regards to the EIA regulations and acknowledging the additional management measures, the very short duration of the impact, the mobility of the species and the abundant habitat resource available, combined with the additional scrutiny associated with the EPS licence process the significance in terms of EIA regulations has been reduced to minor adverse. In regard to the EIA regulations, this impact is not considered significant. Impact 6: underwater noise disturbance to otter 10.4.50 Considering impact of underwater noise arising from construction works, otters have ears designed for airborne sound and chase and catch fish under water and rely on vision and touch (vibrissae) (Amundin, 1998). They lack the adaptations of marine mammals with acute underwater hearing. 10.4.51 Kyle Rhea has a very fast flow, and subsequently background underwater noise levels can be very high (Appendix 12.5). This high level of background noise including the noise generated by existing vessel traffic in Kyle Rhea may allow animals to become habituated to the type of underwater noise associated with installation. 10.4.52 Experience from similar tidal device installations in the Falls of Warness, Orkney (Appendix 12.6) suggest that it can be anticipated that the levels of underwater noise from the drilling activity at Kyle Rhea will not be of a sufficiently high level to cause physical injury to marine mammal species. It is estimated that a strong avoidance response for harbour seals to the drilling activities would occur within 20m of each device location (Appendix 12.6). The underwater hearing sensitivity for otter is significantly lower than the hearing sensitivity of pinnipeds, consequently drilling activities are not anticipated to cause disturbance to otters. foraging in shallower waters of Kyle Rhea. The magnitude is considered to be negligible, with a precautionary impact significance assessed to be minor adverse. **Impact 6: Suggested Mitigation** 7. No mitigation is proposed. **Residual impact** 10.4.54 As no mitigation is proposed, the residual magnitude of these impacts is predicted to be low and the impact will be of minor-adverse significance. In regard to the EIA regulations, this impact is not considered significant. **Impact 7: adverse impacts to pine marten** **OPTION 1** 10.4.55 Pine marten was identified during the desk study. Evidence of pine marten (scat) was recorded on numerous occasions during the Extended Phase 1 Habitat Survey. 10.4.56 Pine martens are fully protected under schedule 5 of the Wildlife and Countryside Act 1981 (as amended) and thus are of high sensitivity. 10.4.57 The substation and HDD footprint are likely to utilise existing areas of hard-standing and are likely only to affect vegetation in the immediate vicinity of any excavation works required. The Project may affect a small area of heathland immediately adjacent to the existing track to the wildlife hide, however no plantation woodland is anticipated to be impacted. Pine martens are known to prefer woodland (Harris and Yalden 2008) and it is highly unlikely the footprint of the works will impact habitat of importance for breeding or resting. Therefore the risk of impacting pine marten in this way is low. The impact is predicted to be temporary, of short-duration of low magnitude, and of minor adverse significance. 10.4.58 Reckless killing and injury is possible in a similar way to otter as reported above. The impact is predicted to be unlikely due to the very small footprint of the substation and drilling pad which will be located on the existing track. The magnitude is considered to be low. As a result the potential impact is anticipated to be of minor adverse significance. 10.4.59 Disturbance could arise from increased noise, vibration and odours from machinery and personnel. Pine martens are a mobile species and should be able to move away from areas of disturbance as the wider area provides abundant shelter. Therefore the impact is predicted to be temporary, of short-duration and of low magnitude, and thus of minor adverse significance. **OPTION 2** 10.4.60 The development footprint for Option 2 is not adjacent or within pine marten habitat, therefore no impact is anticipated. **Impact 7: Suggested Mitigation** 1. OPTION 1 2. An 8 week pre-construction survey should be undertaken, to re-assess pine marten activity within the proposed footprint of construction plus a buffer zone to be agreed in consultation with SNH. 3. The surveys should be undertaken in appropriate weather conditions and the methodology agreed in advance with SNH. 4. Should pine marten resting or breeding places be found within or nearby the construction works footprint during the pre-construction survey, a species Impact 7: Suggested Mitigation 5. Construction activities should maintain a strict footprint of works, including access roads and lay-down areas. 6. If any pine marten fatalities occur during construction, carcases should be retained and SNH should be notified, if non-fatal injuries occur as a result of construction than SNH should be notified immediately. 7. Where artificial light is required, lights should be directed away from the woodland areas. 8. Environmental or ecological clerk of works is recommended to be present during the works. Should a pine marten resting place or breeding place be found, and SNH consulted, as a licence may be necessary before works can continue. 9. OPTION 2 10. Non required Residual impact 10.4.61 Following the application of the mitigation measures given above, the residual magnitude of these impacts is predicted to be negligible and the impact will be of negligible significance. In regard to the EIA regulations, this impact is not considered significant. Impact 8 – adverse impacts to bats. 10.4.62 Bats are protected by international and national legislation as mentioned earlier and therefore are of high sensitivity. 10.4.63 The desk study and Extended Phase 1 Habitat Survey showed that no potential bat roosts were found, although bats have been known in the area, the area is considered to be of low value for bats. Therefore impacts to bats are expected to be unlikely, and thus of low magnitude. This results in an impact of minor adverse significance. Impact 8: Suggested Mitigation 1. As a precautionary measure, branches with splits, cracks, loose bark or holes should be inspected prior to felling or pruning, to exclude the presence of concealed bats (considered unlikely). Section felling should be implemented with soft fall techniques. Any larger sections should be left on the ground overnight to allow any concealed bats that may be present to leave (considered unlikely). 2. At any stage, if bats or any evidence of bats are detected, all works in the area should cease and advice should be sought from an Ecologist. 3. Environmental or ecological clerk of works is recommended to be present during the works. Should bat roosts be found SNH should be consulted, as a licence may be necessary before works can continue. Residual impact 10.4.64 Following the application of the mitigation measures given above, the residual magnitude of these impacts is predicted to be negligible and therefore the impact will be of negligible significance. In regard to the EIA regulations, the impact upon bats is not considered significant. Impact 9 – adverse impacts to reptiles. 10.4.65 Common species of amphibians are partially protected by UK legislation through the Wildlife and Countryside Act 1981 (as amended) and are considered to be of medium sensitivity. Reptiles were not observed during the Extended Phase 1 habitat, but suitable habitat (see section 10.3) was found and it was considered that common species may be present in the study area. Recent records for slow worm and adder were found on NBN gateway within the vicinity of the Project, therefore there is a risk of injury or death for these species, especially during clearance of vegetation prior to construction. The magnitude of potential impact is predicted to be low and therefore the impact significance predicted is minor adverse. **Impact 9: Suggested Mitigation** 1. A pre-construction survey immediately preceding construction works shall be undertaken by a suitably qualified ecologist if any suitable habitat is to be removed (i.e. heathland, woodland). 2. If works are to be undertaken in winter, then a reptile survey will be required prior to vegetation clearance to determine presence/absence. This is because reptiles are less likely to be displaced if in hibernation and may require relocating as an additional measure. 3. Environmental or ecological clerk of works is recommended to be present during the works. **Residual impact** Following the application of the mitigation measures given above, the residual magnitude of this impact is considered negligible and the impact significance is negligible. In regard to the EIA regulations, this impact is not considered significant. **Impact 10: adverse impacts to invertebrates** **OPTION 1** Records were provided of small pearl-bordered fritillary and large heath butterflies within 1km of the Project by HBRC. These records are ten years old. These butterflies are of partially protected by UK legislation through the Wildlife and Countryside Act 1981 (as amended). They are also UKBAP priority species. They are therefore considered to be of medium sensitivity. The Project has the potential to affect the surrounding heathland which provide foraging, commuting, resting and breeding sites for these butterflies. Even in the worst-case scenario, the construction of substation would result in a very small area of permanent habitat loss, and temporary disturbance for construction activities of the substation and drilling rig. Butterflies are mobile species and suitable habitat for the butterflies is abundant in the immediate surrounding area. Larval food plants for small pearl-bordered fritillary are: common dog-violet (*Viola riviniana*) and marsh violet (*Viola palustris*). For the large heath butterfly, primary larval foodplants are hare’s-tail cottongrass (*Eriophorum vaginatum*). Common cottongrass (*Eriophorum angustifolium*) and jointed rush (*Juncus articulatus*) are also used (www.ukbutterflies.co.uk/species). Violets were identified within 150m of the Project during the Extended Phase 1 Habitat Survey. No larval plants for large heath were recorded within the onshore study area. Due to larval plants being located nearby for the small pearl-bordered fritillary, a precautionary assumption has been made that small pearl fritillary may still be present on site. However, the potential impact will be small scale, localised and therefore of low magnitude. This results in a **minor adverse** impact significance. **OPTION 2** 10.4.75 The development footprint for Option 2 (acid grassland) is of **low** importance for insects, whilst the magnitude remains **low**. This results in a **minor** adverse impact significance. **Impact 10: Suggested Mitigation** 1. Construction activities should be maintained within a strict footprint of works, including access roads and lay-down areas. 2. An environmental or ecological clerk of works is recommended to be present during the works. **Residual impact** 10.4.76 Following the application of the mitigation measures given above, the residual magnitude of this impact is considered **negligible** and thus the impact significance **negligible**. In regard to the EIA regulations, this impact is not considered significant. **Impact 11: Disturbance to intertidal habitats** **OPTION 1** 10.4.77 There will be **no** interaction with the intertidal habitat for Option 1. **OPTION 2** 10.4.78 If equipment for the drilling rig is brought to the site by sea, there is possibility of landing at the beach in front of the proposed drilling area. This beach consists of mobile pebble and supported a limited amount of flora and fauna, mainly fucoids present rarely in the lower shore on larger substrata, and occasional grey top shells and common periwinkle, particularly at the southern end close to a small watercourse. 10.4.79 The habitat is considered to be of **low** value and quick to recover, whilst any activity on the beach will be temporary and short term in nature. The magnitude of this impact is therefore considered to be below, with an overall significance of **minor** adverse. **Impact 10: Suggested Mitigation** 1. Construction activities should be maintained within a strict footprint of works, 2. An environmental or ecological clerk of works is recommended to be present during the works. 3. Activities on the beach should take place more than 25m from the stream at the southern end. **Residual impact** 10.4.80 Following the application of the mitigation measures given above, the residual magnitude of this impact is considered to remain **low** and thus the impact significance **minor adverse**. In regard to the EIA regulations, this impact is not considered significant. **Potential impacts during the operation phase** 10.4.81 The onshore export cable will be installed within the HDD borehole. Therefore no further direct impacts are envisaged and there is no planned schedule for maintenance. Access to the substation during operation is unlikely to bring a significant increase in traffic or personnel, than already exists from Forestry Commission activities local residents and tourists. Access will be made along the existing track to the wildlife hide. 10.4.82 The following assessments assume a scenario whereby unplanned maintenance is required. And consider the operation of the offshore devices, inter-array cables, export cable and terrestrial substation. 10.4.83 If, due to cable failure there is a need to replace the export cable. The cables would need to be pulled through the HDD borehole and replaced. In the unlikely event that this operation needs to take place it can be conservatively assumed that would not exceed those already considered for cable installation. **Impact 12: disturbance to sensitive terrestrial habitats.** 10.4.84 Should non-scheduled maintenance be required, whereby the cables need to be extracted, heavy vehicles would need to access the area. Access will also be required for any O&M to the small length of buried cable linking the HDD site and the substation. The drilling rig footprint would be sufficient and no further landtake would be required for extracting the HDD inserted cables, and the small length of buried cable is underneath the existing track. Therefore **no** impact on sensitive terrestrial habitats is anticipated during this non-scheduled emergency repair operation. This is not considered significant according to the EIA regulations. **Impact 13: change to intertidal habitat.** 10.4.85 The presence and operation of the devices is predicted to cause limited, near-field impacts of low magnitude on benthic species close to the devices (see Chapter 13, Benthic Ecology), which is not anticipated to extend to the intertidal area and therefore the magnitude of impact on the intertidal environment is **negligible**. 10.4.86 The intertidal habitat of Kyle Rhea is characteristic of a tide swept area, and includes the Marine Priority Feature, the intertidal biotope *Fucoids in tide-swept conditions LR.HLR.FT*. It is also a feature of the Lochs Duich, Long and Alsh Reefs SAC and is therefore of high value but given the negligible magnitude, this ecosystem is expected to have **low** sensitivity to this change. Although just the western shore was surveyed, it is assumed similar biotopes are also present on the eastern intertidal area, where a similar arrangement of substrata is present. Although the SeaGen devices will remove a small amount of the available energy from the tidal stream, they will be located in areas of greatest velocity and the residual tidal energy in Kyle Rhea will remain very high. Chapter 7, Marine Physical Environment and Coastal Processes describes the predicted changes to hydrodynamic regime and sediment distribution. There is no change outwith natural variation anticipated in composition of intertidal habitats anticipated as a result of the operation of the devices. As a result the impact on intertidal habitats is predicted to be of **negligible** significance. **Impact 14: Collision of otter with devices** 10.4.87 The potential impact of otter colliding with the SeaGen devices themselves, and risking injury or death has been considered with this ES. A number of factors combine to indicate that direct interaction with the devices is highly unlikely, including the highly tidal environment at Kyle Rhea, the depth of water required for device installation, the depth at which the rotors operate, and the preference of otters to feed in shallower waters where water velocities are slower. 10.4.88 Otters in Scottish coastal waters generally feed on small benthic (bottom dwelling) fish and crustaceans such as crabs, and have a strong preference for hunting in areas with dense seaweed cover in shallow inshore rocky areas (SNH 2008). Studies have found that otters tend to feed within 100m of the coast, and dive around the 10m depth contour, and to an average dive depth of 10m (Conroy & Jenkins 1986 cited by MacCafferty, 2004). Otters show a strong preference for multiple short dives in shallow waters of 0-3m of depth, with evidence suggesting deep dives are less successful for catching prey (Nolet et al., 1993). Although otters occasionally swim in deeper water, and have been noted transiting straits and narrows such as Kyle Rhea, the behavioural observations outlined above suggest that they are less likely to attempt to dive to hunt on the seabed in areas where the water depth exceeds 10m. 10.4.89 As discussed in Chapter 5: Project Description, the indicative location of the devices will be in depths of 25.5 to 31.5m below Chart Datum, where it is anticipated that the rotor arm to surface clearance, i.e. the distance between the highest arc of the rotor arm and water surface, will be no less than 3.0m at lowest astronomical tide (LAT). Mean Low Water Spring (MLWS) at Kyle Rhea is 0.8m above LAT, meaning that the total clearance from rotor arm to surface at MLWS is 3.8m. At highest astronomical tide (HAT) this will increase to 9.5m clearance. As a result of their position in the deeper water of Kyle Rhea the devices are in an area where otter are unlikely to be diving to feed and any otter activity in this area is most likely to be the animals transiting the Kyle on the surface. At their shallowest point, whilst stopped due to lower tidal velocities as the tide turns the rotor tips will be beyond the preferred depth for multiple short dives by otter. 10.4.90 The Project requires a fast flowing tidal stream, and the parts of the tidal cycle exploited during power generation are the least favoured by otters to potentially cross Kyle Rhea, or forage within the main channel. Otters attempting to hunt within the main tidal stream would consume energy reserves for little gain. Therefore otters are not expected to hunt in the main in such fast flowing and deep water, preferring shallow subtidal foraging areas. 10.4.91 Evidence from the vantage point surveys indicates otters are transiting the strait to the north of the proposed locations of the devices. Analysis of Acoustic Doppler Current Profile (ADCP) data (Partrac, 2010) shows the current flow profile at the preferred location for the devices is highest around the proposed location of the devices, and otters were not observed within this area. All otters observed transiting the strait were to the north of the area of highest flow, were the effort required to swim across the current would be less. 10.4.92 In summary, although otters may cross Kyle Rhea, it is unlikely they would dive in the deeper water where the devices are installed when the tide is fast flowing. This means that otters are unlikely to interact with the rotors. 10.4.93 Any interaction with SeaGen devices is considered highly unlikely and of low magnitude. Otters are of high value and the surrounding coastal habitat is also a stronghold for otters, however, the main channel during energetic tidal flow is considered to be of low value to otters due to the speed of tidal flow and unsuitable depth for foraging. The significance of this impact is considered to be minor adverse. **Impact 14: Suggested Mitigation** 1. It maybe be necessary to monitor otters, this will be agreed with SNH. **Residual impact** 10.4.94 As no mitigation is recommended, the residual magnitude of this impact is considered to remain low and thus the impact significance is minor adverse. In regard to the EIA regulations, this impact is not considered significant. **Impact 15: impacts to protected species due to onshore maintenance** 10.4.95 A number of sites for protected species were identified during desk studies and surveys undertaken for this assessment. Those species protected under the legislation outlined in the legislation (Section 10.2). These include: bluebell, otter, pine marten, bat, adder, slow worm, small pearl-bordered fritillary, large heath as identified by the desk study and Extended Phase 1 Habitat surveys. 10.4.96 The habitats within the Project footprint are considered to be of medium value for flora species, and low value for fauna. The Project has been designed, as far as possible, to avoid direct impacts on protected species habitat during operation and maintenance. It is therefore considered unlikely that there will be any direct impacts on protected species works will be temporary of short-term duration and of low magnitude. This will result in a minor adverse impact, depending on the works required and their location. **Impact 15: Suggested Mitigation** 1. Should any necessary maintenance be required, including the extraction of cables, then this will result in potential impacts similar to the construction phase. Therefore, the mitigation associated with construction applies here also. This may include the necessity for walkover surveys prior to construction. **Residual impact** 10.4.97 Following the implementation of these mitigation measures the impact magnitude is considered to be low and therefore the impact significance is assessed as minor adverse. This is not significant under EIA regulations. **Impact 16: impacts to otters due to offshore maintenance** 10.4.98 Offshore maintenance activities will most likely be undertaken by small personal vessel, deploying from existing slipways. The number of personnel required to maintain the coastal/offshore elements of the Project will be limited, and Kyle Rhea is regularly transited by vessels, to which the otter population is habituated. 10.4.99 As previously discussed, the habitat around the devices is considered to be of low value for otters, whilst the area around the existing ferry slipway is of medium value. It is considered unlikely that there will be any direct impacts on otters as the slipway is regularly used during the seasons when the ferry is operational and a small vessel will constitute a small increase to the existing disturbance. There are no records of otter interactions with any vessel at the site, and risk of vessel collision or significant disturbance due to human presence during operation and maintenance is assessed to be unlikely and therefore low magnitude. This will result in a minor adverse impact, depending on the works required and their location. **Impact 16: Suggested Mitigation** No mitigation suggested **Residual impact** 10.4.100 As no mitigation is proposed, the magnitude remains low and therefore the impact significance is assessed as minor adverse. This is not significant under EIA regulations. **Potential impacts during the decommissioning phase** 10.4.101 After the planned lifetime of operation of the Project (25 years), SeaGeneration (Kyle Rhea) Ltd will decommission all 4 SeaGen devices and where appropriate, associated infrastructure. 10.4.102 As the exact details of the project design and the installation method are not yet finalised, a detailed decommissioning plan will be submitted for approval by the regulatory authorities. prior to construction as required by section 105 of the Energy Act 2004 and will comply with all relevant guidance and best practice of the time. 10.4.103 Should the onshore export cables require removal, then the impacts associated with this removal are anticipated to be the similar as those of construction. 10.4.104 Should the export cables remain in-situ, then no further impacts are predicted to terrestrial and intertidal receptors. **Potential cumulative impacts** 10.4.105 No projects have been identified within the vicinity of the Project which could have cumulative impacts with this proposed development. 10.4.106 Existing activities of the FCS in Kylerhea and visitors to the otter hide may add to the levels of traffic and disturbance during construction. These impacts will be minor and only occur for the duration of the construction. Therefore no significant impacts are predicted. ### 10.5 Summary 10.5.1 The main potential impacts posed by the Project relate to otters, due to their high activity in the vicinity of the Project and their very high sensitivity as an EPS and a designated feature of the nearby Kinloch and Kyleakin SAC. Information to inform an Appropriate Assessment is provided in Royal HaskoningDHV (2012). 10.5.2 Otters resting places and holts were found at the coast, informed by otter walk over, vantage point and intertidal surveys undertaken to inform the EIA, and from the historical report undertaken by Cottis (2000). Otter activity was recorded predominantly north of the ferry slipway. Since directional drilling will be used to avoid the coastal area north of the ferry slipway, the potential for direct habitat loss or destruction of holts or resting sites across this sensitive stretch is greatly reduced. Construction activities will cause temporary noise disturbance in the short term, and if drilling activities take place at Option 2, this will take place adjacent to the coastline. There potential impact to otters is assessed to be of moderate adverse significance for noise disturbance, however given the short term nature of the work and the mobility of otters, and the scrutiny required for an EPS licence, this can be reduced to minor adverse significance in EIA terms. 10.5.3 The Project has been situated outwith the Kinloch and Kyleakin SAC & SSSI, to avoid adverse impacts to the wet heath, a qualifying feature of the SAC. 10.5.4 Where hard-standing is created, there will be permanent habitat loss of and small footprint of wet heath, acid grassland and scrub at Option 1 footprint, or acid grassland at the Option 2 footprint. All other disturbance impacts will be short term and temporary during the period of construction. 10.5.5 Following the mitigation measures outlined in this impact assessment, the residual impacts to these receptors will be minor adverse, which is not significant according to EIA regulations. ### 10.6 References Amundin, M. (1998) Sound production and hearing in marine animals. Bioacoustics Journal. Volume: 9 Issue: 3. 213 – 214 Barne, J.H., Robson, C.F., Kaznowska, S.S., Doody, J.P., Davidson, N.C., & Buck, A.L., eds. 1997. Coasts and seas of the United Kingdom. Regions 15 & 16. Northwest Scotland: the Western Isles and west Highland. Peterborough, Joint Nature Conservation Committee. (Coastal Directories Series.) Brig (2008), UK Biodiversity Action Plan Priority Habitat Descriptions UK Biodiversity Action Plan; Priority Habitat Descriptions. BRIG (ed. Ant Maddock) 2008. (Updated July 2010) available at: http://jncc.defra.gov.uk/PDF/UKBAP_PriorityHabitatDesc-Rev2010.pdf accessed 26.5.2012 Chanin P. (2003) Monitoring the Otter *Lutra lutra*. Conserving Natura 2000 Rivers Monitoring. Series No.10 English Nature, Peterborough CIRIA C584 (2003) Coastal and marine environmental site guide. ISBN 978 0 86017 584 1. CIRIA C692 (2010). Environmental good practice on site (third edition). ISBN 978 0 86017 692 6 Conroy JWH & Kruuk H (1995). Changes in otter numbers in Shetland between 1988 and 1993. Oryx 29, 3, 197–204. Cottis, R. (2000) Kinloch otter *Lutra lutra* survey. Scottish Natural Heritage Commissioned Report F00/PA/44 (Unpublished report). Department for Transport’s Design Manual for Roads and Bridges. Available from: http://www.dft.gov.uk/ha/standards/dmrb/index.htm; Emu Ltd. (2006). Site Condition Monitoring: Surveys of biogenic and rocky reefs in the Lochs Duich, Long and Alsh cSAC. Scottish Natural Heritage Commissioned Report No.240 (ROAME No. F02AC409). Environment Agency (2010). Managing invasive non-native plants. Available from: http://publications.environment-agency.gov.uk/PDF/GEHO0410BSBR-E-E.pdf. Accessed 03/9/2012 Forestry Commission (2006), Practice Guide Control and Management of Rhododendron. Forestry Commission website. Adder. Available at http://www.forestry.gov.uk/forestry/Adder. Accessed 11/09/2012. Harris, S., & Yalden D.W. (2008). Mammals of the British Isles handbook (4th ed.). The Mammal Society. Southampton. ISBN 978 0 906282 65 6. Highland Biodiversity Action Plan (2010-2013). Available from: http://www.highlandbiodiversity.com/highland-bap.asp. Accessed 02/09/2012. Highland Wide Local Development Plan (proposed plan 2010). Available from: www.highland.gov.uk/yourenvironment/planning/developmentplans. Accessed 02/09/2012 Hiscock, K (ed.) (1996). Marine Nature Conservation Review: rational and methods. Coasts and seas of the United Kingdom. MNCR Series. Joint Nature Conservation Committee, Peterborough. Hundt (2012). *Bat Surveys: Good Practice Guidelines, 2nd edition*, Bat Conservation Trust. ISBN-13: 9781872745985 Institute of Ecology and Environmental Management (2006) Guidelines for Ecological Impact Assessment in the United Kingdom (version 7 July 2006). http://www.ieem.org.uk/ecia/index.html; Institute of Ecology and Environmental Management (2010) Guidelines for Ecological Impact Assessment in the United Kingdom (Marine and Coastal). http://www.ieem.net/ecia.asp; Institute of Air Quality Management (2012). Guidance on the Assessment of the Impacts of Construction on Air Quality and the Determination of their Significance JNCC (2010) Handbook for Phase 1 Habitat Survey, a technique for environmental audit. ISBN 0 86139 636 7. MacCafferty 2004. *Ecology and Conservation of Otters (Lutra lutra) in Loch Lomond and the Trossachs National Park*. University of Glasgow. National Biodiversity Network Gateway 2008 Available from: http://data.nbn.org.uk/ National Planning Policy Framework 2 (2009). Available online from http://www.scotland.gov.uk/Publications/2009/07/02105627/0. Nolet, B.A., Wansink, D.E.H., and Kruuk, H. (1993). Diving of otters (*Lutra lutra*) in a marine habitat: use of depths by a single prey loader. *Journal of Animal Ecology* 62. 22-32 Royal Society for Protection of Birds, National Rivers Authority and Royal Society for Nature Conservation (1994) New Rivers and Wildlife Handbook Partrac (2010) Vessel-Mounted Acoustic Doppler Current Profiler Survey Kyle Rhea, Skye. Royal HaskoningDHV (2012). Information to inform Habitat Regulations Appraisal. *Report in support of the Kyle Rhea Tidal Stream Array application* SEPA (2007) Pollution Prevention Guideline Works and Maintenance in or Near Water: PPG5. Available from: http://www.sepa.org.uk/about_us/publications/guidance/ppgs.aspx. Accessed 03/09/2012 SEPA (2010) Land use planning system SEPA guidance note 4: Planning Guidance on wind farm developments. SEPA (2010) Pollution Prevention Guideline Above Ground Oil Storage Tanks: PPG2. Available from: http://www.sepa.org.uk/about_us/publications/guidance/ppgs.aspx. Accessed 03/09/2012 Skye and Lochalsh Biodiversity Action Plan (2003)/. Available from: http://www.highlandbiodiversity.com/local-baps.asp. Accessed 02/09/2012 SNH (2002a): A Handbook on Environmental Impact Assessment, Guidance for Competent Authorities, Consultees and others. SNH (2002b): Kinloch and Kyleakin Hills SSSI Statement of Importance SNH (2009): A Handbook on Environmental Impact Assessment, Guidance for Competent Authorities, Consultees and others. Third edition, published 2011. SNH (2008) Scottish Wildlife Series: Otters and Development. Available from: http://www.snh.org.uk/publications/on-line/wildlife/otters/default.asp; Scottish Natural Heritage (2010). Interactive Map. Available at: http://www.snh.org.uk/snhi/map.asp SNH (2012) Recommended Priority Marine Features, available at http://www.snh.gov.uk/protecting-scotlands-nature/safeguarding-biodiversity/priority-marine-features/priority-marine-features/ SNIFFER (2009) WFD95 – A Functional Wetland Typology for Scotland. SR, SNH, SEPA & FCS (2010): Good practice during wind farm construction (version 1) Strachan, R. & Jefferies, D.J., 1996. Otter Survey of England 1991-1994. Vincent Wildlife Trust, London Wyn, G, Brazier, P and McMath, A J (2000). CCW handbook for marine intertidal Phase 1 survey and mapping. CCW Marine Sciences Report: 00/06/01 11.1 Introduction 11.1.1 This chapter of the Environmental Statement (ES) describes the existing bird interests within the proposed Kyle Rhea Tidal Stream Array ('the Project') area and adjacent marine buffer area and shorelines. This Chapter compliments the separate evaluation of potential ecological effects in Chapter 10, Terrestrial and Intertidal Ecology, Chapter 12, Marine Mammals and Basking Shark, Chapter 13, Benthic Ecology and Chapter 14, Fish and Shellfish and has been completed by Natural Research Projects Limited (NRP). 11.1.2 It presents the findings of an assessment of potential impacts arising from the installation, operation and decommissioning phases of the Project. The process used to determine the Nature Conservation Importance of the bird species present is described and the ways in which birds might be affected by the installation, operation, decommissioning of the Project are explained. The magnitude of potential impacts of the Project and the significance of those potential impacts is assessed. 11.1.3 This chapter is supported by the following technical appendix: - Appendix 11.1: Year 1 Bird surveys technical report. - Appendix 11.2: Theoretical connectivity to SPAs using generic foraging range metrics. Study area 11.1.4 The study area consists of the area surveyed. This was contiguous with the array area (an area measuring 110m x 615m that will contain the devices, indicative layout shown in Figure 5.1), plus a surrounding buffer. The buffer extends to include the rest of Kyle Rhea sound and measures approximately 700m wide (east–west) by 3km long, orientated approximately north-south (see Figure 2 in Appendix 11.1). To the east and west the buffer extends to the shorelines. To the south, the area extends to opposite Kylerhea village, where the sound widens out into Glenelg Bay, while to the north it extends to Garbhan Còsach, where the sounds joins Loch Alsh. The results of the survey (Appendix 11.1) are considered for baseline characterisation studies. Overview of potential impacts 11.1.5 The Project will comprise four 2MW devices, each with 20m diameter rotor. The devices will be secured to the sea bed near the deepest part of the sound (see Figure 5.1). A detailed project description, including indicative device layout and installation and operational procedures, is presented in Chapter 5, Project Description of this ES. 11.1.6 Ornithological interests have the potential to be affected by the following elements of the Project: Installation activities; Operational activities, including device function and maintenance works; Decommissioning; and, Cumulative effects of the Project alongside other marine renewable power developments in the region, whether operational or in application. 11.1.7 The evaluated potential impacts of the Project on birds include: - Direct sea-bed habitat loss due to the placement of the devices; - Indirect habitat loss due to the displacement of birds, in particular due to disturbance from vessels and operation of the devices; - Habitat modification due to the placement of the devices in the Project site; - Collision with the devices; - Accidental pollution and contamination; - Disturbance and habitat change on land; and - The beneficial contribution made by the Project towards countering climate change, although uncertainties regarding climate change predictions mean that it is not currently possible to quantitatively assess these effects on birds. However, climate change is widely perceived as an important long-term threat to the global environment, particularly to biodiversity and to birds. Thus, in the UK, the continued rise in mean global temperatures is predicted to affect the size, distribution, survival and breeding productivity of many bird species (Leech 2010). 11.1.8 Potential for collision of seabirds with the rotors during operation is poorly understood, as tidal technology has not yet been deployed in large scale field situations where potential for bird interactions may occur. Therefore, collision risk are assessed only semi-quantitatively. 11.1.9 Not all of the potential impacts identified are relevant to all types of bird which may be affected by the Project. Notably, impacts to terrestrial bird species are likely to be limited to land-based activities. In addition, seabirds that restrict their activities to the sea surface and air will not be at risk of collision with the submerged infrastructure. Potential impacts on SPA interests 11.1.10 The level of connectivity by birds using the survey area to SPA populations is considered to be either zero or extremely low for all species that regularly use the site and could be plausibly affected by the Project (Appendix 11.2). A screening exercise is presented in Appendix 11.2 which concludes that there is no potential for a LSE on any qualifying feature from any SPA and therefore that HRA assessment is not required for the Project. Policy, legislation and guidance in relation to ornithology 11.1.11 The following guidance and legislation was taken into account during this assessment: Legislation - Electricity Works (Environmental Impact Assessment) (Scotland) Regulations 2000 - Directive 2009/147/EC on the Conservation of Wild Birds (Birds Directive); - Directive on Conservation of Natural Habitats and of Wild Flora and Fauna 92/43/EEC (Habitats Directive); - The Wildlife and Countryside Act 1981 (as amended) (WCA); - The Conservation (Natural Habitats &c.) Regulations 1994 (as amended); (The Habitats Regulations; - The Nature Conservation (Scotland) Act 2004 (as amended); - Marine Scotland Act 2010; - Wildlife and Natural Environment (Scotland) Act 2011; Guidance - EMEC and Xodus AURORA. Report Scottish Government (2010). DRAFT Consenting, EIA and HRA Guidance for Marine Renewable Energy Developments in Scotland. Part 3 - EIA & HRA guidance. - Jackson and Whitfield (2011). Guidance on survey and monitoring in relation to marine renewables deployments in Scotland. Volume 4. Birds. Unpublished draft report to Scottish Natural Heritage and Marine Scotland - COWRIE (Camphuysen et al 2004). Towards standardised seabirds at sea census techniques in connection with environmental impact assessments for offshore wind farms in the U.K - COWRIE (Maclean et al. 2009) A review of assessment methodologies for offshore windfarms Conservation listings - UK Biodiversity Action Plan (BAP); - Birds of Conservation Concern (BoCC3) ‘Red List’ (Eaton et al. 2009); and - IUCN threatened species list. 11.2 Methodology Consultation in relation to ornithology 11.2.1 Scoping responses were received from SNH and RSPB (provided in Appendix 4.1) and these are summarised in Table 11.1. Table 11.1. Issues in the scoping opinion (Appendix 4.1). | Comment | Response | |------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | The ES needs to show that the applicants have taken account of the relevant wildlife legislation and guidance. (Scottish Ministers) | Legislation and guidance that is relevant to birds has been taken fully into account. The relevant legislation and guidance taken into consideration is listed in Section 11.4 | | The presence of protected species such as Schedule 1 Birds or European Protected Species must be included and considered as part of the application process. (Scottish Ministers) | Noted. All Schedule 1 and Annex 1 bird species occurring on or near the Project are fully considered in this chapter. In particular, Schedule 1 species are all considered to have high Nature Conservation Importance (Table 11.2). | | The list of sites of European importance potentially affected by the Project and shown in Table 4.1 of the Scoping Report is incomplete. (SNH and RSPB Scotland) | Results of screening for theoretical connectivity between Kyle Rhea and seabird breeding colonies designated as SPAs has been revised. The results are presented in Appendix 11.2 and summarised in section 11.13 | | The Project could impact birds in the following ways: indirect loss of habitat through displacement/disturbance; collision mortality, potential contamination and pollutants; lighting effects; indirect effects (e.g. reef effects). | The potential impacts on birds of habitat loss, collision mortality and pollution/contamination are each addressed in the assessment of impacts in section 11.4. The surveys collected data on where and when birds dived, with respect to tide cycle, location and bathymetry and these data are used, as far as possible, | | Comment | Response | |------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Cumulative aspects will also be important. (SNH) | estimate collision risk to diving birds. The possible impacts arising from operational disturbance, lighting and artificial reef are all considered. The potential of cumulative impacts is addressed in section 11.4. | | The methods proposed have not been agreed with SNH. The survey should record bird species, numbers, and behaviour in order to characterise the use of the site. Particular attention should be paid to diving behaviour and where and when (state and flow speed of tide) it occurs and for which species. (SNH) | The methods were further discussed in meetings with SNH and Marine Scotland on 11/11/11 and 26/06/12, and an interim report provided on 21/05/12. | | The assessment should consider how the Project would be likely to impact upon diving species at different times of the year (SNH and RSPB Scotland) | Year 1 survey work quantified season changes in abundance for all birds species using Kyle Rhea. The seasonal abundance of diving birds is presented in Appendix 11.1 and summarised in the species summary accounts in section 11.3 for medium and high priority species. Where there is a plausible concern for collision risks to a diving bird species, this is considered in the assessment of impacts presented in section 11.4 | | Suggestion to contact RSPB and Highland Bird Recorder to obtain any historical data. (RSPB Scotland) | Both RSPB and Highland Bird Recorder were contacted for historical data. | | Consideration of interactions between devices and diving birds is novel. The principle variables will be marine currents and distribution of food resource within an area, which will determine their diving depth, location and period. (RSPB Scotland) | It is correct that there is no recognised method to model the collision risk to diving birds posed by the rotors. The analysis of collision risk presented in section 11.4 includes bird behaviour and current speed variables as far as possible. | | The indirectly via effects of noise on prey species should not be scoped out at an early stage, albeit they will most likely be of a temporary nature and unlikely to lead to a significant impact. (RSPB Scotland) | The impacts of noise on fish species is considered in Chapter 14, Fish and Shellfish. The impact of changes to prey species on birds is considered in Section 11.4. | | Species identified so far seem relevant, although scoping out terns at this stage may or may not be appropriate, subject to confirmation of the tern species present, given the minimum of 3m beneath the water surface for the rotors. (RSPB Scotland) | Survey work shows that Kyle Rhea is of negligible importance for all tern species as detailed in Appendix 11.1 | | The claim that birds use vision for prey capture and therefore will see and so avoid underwater hazards | The point is noted and agreed. The whole subject of avoidance of underwater hazards by birds is considered in section 11.4. | devices may be flawed as their field of vision may be short-range, and focus on prey may lead to failure to "see" or react to a device (G. Martin pers. comm). (RSPB Scotland) birds is poorly understood and this is acknowledged in the assessment of collision risk. Nevertheless vision appears to be the most likely mechanism that diving bird would use. The uncertainty is over how effectively and at what range they can use vision to detect hazards such as turbines. 11.2.2 The following key field survey requirements were identified: - Year-round vantage point (VP) surveys to assess the use of the sea and shorelines in the study area by seabirds, waterfowl and waders; - Walkover surveys of terrestrial habitats along the Kyle Rhea coastline; 11.2.3 The scoping study also identified that the site is not part of, or immediately adjacent to, any international or national site designated for ornithological features. However, because of the ranging behaviour of some bird species it is possible that there is connectivity between the array area and some designated sites in the region (see, ‘Designated Sites’ under Section 11.3.) Data collection 11.2.4 The field survey and data analysis methods are fully described in Appendix 11.1: Year 1 Birds Technical Report and are summarised below. 11.2.5 Pilot work undertaken in July 2011 showed that shore-based survey methods were most appropriate to baseline characterisation surveys of the array area. Shore-based methods were chosen in preference to boat-based or aerial methods because, where practical, they have significant advantages in terms of the quality and quantity of data collected, organisational logistics and generally lower costs. The pilot work showed that from elevated vantage points (VPs) under reasonable conditions (sea state 4 or less) and, with the aid of x10 binoculars, it is practical to detect, identify and accurately map the location of birds seen up to at least 1km from the vantage points. The width of Kyle Rhea sound is approximately 750 m and thus these methods allow birds to be surveyed across the sound from a location on one shore. 11.2.6 Regular VP observations assessed in this chapter were made from July 2011 to July 2012, with data collection continuing at time of writing. Two VPs on the Skye side of the sound were selected to give optimal views. VP1 overlooked the southern part of the sound, including the array area. VP 2 overlooked the northern part of the sound. Together, these two VPs gave almost total coverage of Kyle Rhea sound (Figure 2. in Appendix 11.1). 11.2.7 The planned watch effort was 12 hours of observations each month from each VP. This was undertaken in a series of 3 hour watch sessions on different dates. Watches were only conducted in good conditions for detecting and identifying birds and marine mammals, which in practice meant restricting surveys to condition of sea state 4 or below, and avoiding heavy rain. In some months poor survey conditions prevented the target effort being fully achieved, in which case the shortfall was made up for the following month when conditions allowed. As far as possible watch effort was evenly spread between VPs, and across the day light hours and tidal conditions (Appendix 11.1). 11.2.8 The VP survey programme was designed to collect data on the distribution, abundance and behaviour of marine mammals as well as birds. Assessment of marine mammal results is covered in Appendix 12.2 and Chapter 12, Marine Mammals and Basking Sharks. VP surveys consisted of repeated alternating short bouts of three activities; snapshot scans (SSS) of birds and marine mammals (ca. 15 - 20 minutes); timed marine mammal watches (MMW) (15 minutes); and timed flying bird watches (FBW) (5 minutes). 11.2.9 The snap-shot scans were designed to give instantaneous samples of the distribution, abundance and behaviour of all birds (and marine mammals) using the sea and coastlines within approximately 1km of the VPs. The position of birds was recorded in terms of a compass bearing and an estimated distance. 11.2.10 The timed 5 minute flying bird watches were designed to systematically quantify the numbers of birds flying through the VP survey areas. 11.2.11 The shorelines adjacent to the marine survey area were surveyed by walkover surveys for scarce breeding birds, non-breeding birds of conservation concern and waders (Figure 3 in Appendix 11.1). Walkover surveys were conducted on six occasions at approximately bi-monthly intervals through the year, with three visits made within the breeding season. All incidental records of scarce species seen at other times were also recorded. 11.2.12 Data on vessel activity were systematically collected during VP watches to provide information on baseline vessel disturbance levels, as a source of reference for any subsequent monitoring. 11.2.13 The collection of baseline data is on-going and is planned to continue until two full years of data has been collected. **Impact assessment** 11.2.14 Evaluation follows the process set out in the Electricity Works (Environmental Impact Assessment) (Scotland) Regulations 2000 ("the EIA Regulations") and guidance on the implementation of the Birds and Habitats Directives (SERAD 2000). 11.2.15 Judgement is made against the general expectation that the Project would not have a significant adverse effect on the overall population, range or distribution of bird species; and that it would not interfere significantly with the flight paths of migratory birds. In assessing the impacts, consideration is given to the relevant populations of the species. Trivial or inconsequential impacts are excluded. 11.2.16 The assessment determines the potential impacts of the Project and the likelihood of their occurrence. In judging whether a potential impact is significant or not, two factors are taken into account: - The magnitude of the likely impact; - The Nature Conservation Importance (NCI) of the species involved. 11.2.17 The significance of potential impacts is determined by integrating the assessments of Nature Conservation Importance, magnitude and vulnerability of impacts in a reasoned way (Institute of Ecology and Environmental Management, 2010). In judging significance, consideration is given to the population status and trend of the potentially affected species. If a potential impact is determined to be significant, mitigation measures to avoid, reduce or remedy the impact are suggested wherever possible. Methods used to evaluate Nature Conservation Importance (NCI) 11.2.18 The Nature Conservation Importance (NCI) of the bird species potentially affected by the Project is defined according to Table 11.2. Table 11.2: Determining factors for Nature Conservation Importance (NCI) | Importance | Definition | |------------|------------| | High NCI | Species listed in Annex 1 of the EU Birds Directive. | | | Breeding species listed on Schedule 1 of the Wildlife and Countryside Act (WCA). | | | Species present (and in the case of seabird species making use of the area) in nationally important numbers (>1% national population). | | Moderate NCI | Other species listed in the UK Biodiversity Action Plan (BAP) | | | Other species listed on the Birds of Conservation Concern (BOCC) ‘Red’ list | | | Other species listed on the IUCN threatened list | | | Regularly occurring migratory species, which are either rare or vulnerable, or warrant special consideration on account of the proximity of migration routes, or breeding, moulting, wintering or staging areas in relation to the Project. | | | Species present (and in the case of seabird species making use of the area) in regionally important numbers (>1% regional population). | | Low NCI | All other species not covered above. | Methods used to evaluate the magnitude of impacts 11.2.19 Impact is defined as a change in the population of bird species present as a result of the Project, with change occurring either during or beyond the life of the Project. Where the response of a population has varying degrees of likelihood, the probability of these differing outcomes is considered. Note that impacts can be adverse, neutral or favourable. 11.2.20 Magnitude of impact is assessed in respect of an appropriate ecological unit. In the present case for non-seabird species the appropriate regional ecological unit is taken to be Natural Heritage Zone (NHZ) 8 ‘Western Highlands’ (Scottish Natural Heritage, 2001). For seabirds other than gannet, the appropriate regional ecological unit is considered to be north-west mainland Scotland. This is defined as the north-west coast of Sutherland, the west coast of Ross, Skye and Lochalsh and Lochaber. For gannet, a species with a very large foraging range, north western Scotland and the Outer Hebrides is considered to be the appropriate regional ecological unit. 11.2.21 Impacts are categorised in terms of their temporal magnitude (four categories) as detailed in Table 11.3. Table 11.3: Definitions of temporal scale a factor in magnitude. | Temporal scale | Definition | |----------------|------------| | Permanent | Impacts continuing indefinitely beyond the span of one human generation (taken as approximately 25 years), except where there is likely to be substantial improvement after this period. | | Long term | Approximately 15 - 25 years or longer (refer to above). | | Medium term | Approximately 5 - 15 years. | | Short term | Up to approximately 5 years. | 11.2.22 Impacts are also categorised in terms of their predicted magnitude on the bird population under consideration (four categories, Table 11.4), and the sensitivity of the receptor population in terms of its capacity to accommodate changes caused by the impact (four categories, Tables 11.5). Table 11.4: Criteria for assessing the magnitude of impacts on bird populations | Magnitude | Definition | |-----------|------------| | High | Major reduction in the status or productivity of a bird population due to mortality or displacement or disturbance. Guide: >20% of population affected, >20% change in mortality or productivity rate. | | Moderate | Partial reduction in the status or productivity of a bird population due to mortality or displacement or disturbance. Guide: 6-20% of population affected, 6-20% change in mortality or productivity rate. | | Low | Small but discernible reduction in the status or productivity of a bird population due to mortality or displacement or disturbance. Guide: 1-5% of population affected, 1-5% change in mortality or productivity rate | | Negligible| Very slight reduction in the status or productivity of a bird population due to mortality or displacement or disturbance. Reduction barely discernible, approximating to the “no change” situation. Guide: <1% population affected, <1% change in mortality or productivity rate. | Evaluating the sensitivity of impacts 11.2.23 Sensitivity and vulnerability are related but different concepts. Sensitivity as used here is a characteristic of a receptor population under consideration and is a measure of how sensitive it is to a particular impact. Sensitivity is a measure of likely size of change to a population in terms of its size, reproductive output or geographical range that would result as a consequence of it experiencing a given impact. It can also be thought of as a measure of the capacity of a population to absorb an impact. The term vulnerability as used here is a characteristic of a species, and is a measure of how likely a species is to experience a given The question of how vulnerable seabird species are to impacts caused by tidal devices has recently been reviewed by Furness et al. 2012. As part of this review species were rated on a number of criteria and the scores combined to give an overall vulnerability score, with a higher score indicating a greater level of vulnerability. These scores were then used as the basis for categorising each species into one of five generic vulnerability categories ranging from very low to very high. The criteria used included the potential for collision, response to vessel disturbance and flexibility of their foraging behaviour. The methods used by Furness et al. (2012) and their resulting generic vulnerability scores are considered to be entirely appropriate with respect to the Project and are therefore adopted. However, it should be noted that these are scores of generic vulnerability to tidal stream devices and the actual vulnerability of a species to the proposed devices at Kyle Rhea may be lower. For example, if a species has a high generic vulnerability score but does not use the tidal array area at Kyle Rhea, then its vulnerability to the devices at Kyle Rhea will be negligible. The generic vulnerability scores and categories are presented for relevant species in Table 11.5. Table 11.5. Species generic vulnerability to tidal turbine impacts ordered by vulnerability score. Based on Furness et al. 2012. | Species | Generic vulnerability score | Generic vulnerability category | |----------------------------------------------|-----------------------------|-------------------------------| | Black guillemot | 9.9 | High | | Razorbill | 9.6 | High | | Shag | 9.6 | High | | Common guillemot | 9.0 | High | | Cormorant | 7.0 | High | | Red-throated diver (also surrogate for goosander) | 3.8 | Moderate | | Black-throated diver | 3.6 | Moderate | | Slavonian grebe (surrogate for little grebe) | 2.0 | Low | | Gannet | 1.4 | Low | | Great black-backed gull | 1.0 | Very low | | Kittiwake | 0.9 | Very low | | Herring gull | 0.8 | Very low | | Common gull | 0.7 | Very low | | Lesser black-backed gull | 0.7 | Very low | | White-tailed eagle | 0.6 | Very low | 11.2.26 In determining the significance of impacts (Table 11.7), the sensitivity and ability to recover from temporary adverse conditions is considered in respect of each potentially affected population. Sensitivity is determined according to each species populations’ ecological function and behaviour, using the broad criteria set out in Table 11.6. The assessment takes account of information available on the responses of birds to various stimuli (e.g. existing marine developments such as wind farms, noise and disturbance by humans). Note, however, that behavioural sensitivity can differ even between similar species (Schueck et al., 2001; Garthe and Hüppop, 2004) and that, within a particular species, some populations and individuals may be more sensitive than others, and that sensitivity may change over time, for example due to habituation. Thus the behavioural responses of birds are likely to vary with both the nature and context of the stimulus and the experience and ‘personality’ of the bird. Sensitivity also depends on the type of activity of the bird, with, for example, a species likely to be less tolerant of disturbance whilst breeding than at other times in its life. Seabirds at sea are likely to be more vulnerable to the impacts of disturbance, displacement and barriers when they are subject to particular time and energy stresses, such as when provisioning young and during moulting. Some species, notably auk and duck species, are particularly vulnerable to disturbance during the period of annual wing moult when they are temporally flightless. **Table 11.6: Criteria for assessment of sensitivity of bird populations** | Receptor Sensitivity | Definition | |----------------------|------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Low capacity to accommodate the proposed form of change. | | Low | Some capacity to accommodate the proposed form of change. | | Negligible | Receptor is likely to have tolerance to accommodate the proposed change. | **Evaluating the level of significance of impacts** 11.2.27 The significance of an impact on a receptor population is judged by combining the category of magnitude with the category for sensitivity (Table 11.6). Table 11.7: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 11.2.28 Where the available data allow, the conservation status of each potentially affected bird species is evaluated within the appropriate regional ecological unit (as defined above). For these purposes conservation status is taken to mean the sum of the influences acting on a population, which may affect its long-term distribution and abundance. Where information on regional conservation status are unavailable, information on conservation status at a wider geographic scale is used, e.g., Forrester and Andrews et al 2007, Eaton et al. 2011. 11.2.29 Potential impacts are evaluated in respect of all species of high or moderate Nature Conservation Importance (see Table 11.2) that regularly use the study area and could be plausibly affected by the Project. 11.2.30 In considering the Nature Conservation Importance (NCI) of potentially affected species, consideration has been given to the criteria in Table 11.2. As explained in the species accounts that follow, a number of high or moderate NCI species were screened out on the basis that they only overfly the site and therefore could not be plausibly affected. These species were: golden eagle, common tern, peregrine and merlin. A few other high or moderate NCI species were screened out on the basis that numbers recorded were very small in comparison to the regional population sizes (<0.5%) and/or they were not regularly present. These included black-throated diver, starling and twite. 11.2.31 Common seabird species that do not merit a NCI categorisation of moderate or high on the basis of listing on Annex 1 of EU Birds Directive, Schedule 1 of WCA, BoCC Red List or UK BAP list, were only considered to merit moderate NCI if more than 1% of the regional population regularly used the survey area in at least one season of the year. Further, species that only exceeded the 1% threshold on account of birds flying through the site, were not considered to qualify as moderate NCI, as such transiting flying birds could not plausibly be adversely affected (i.e. they were categorised as low NCI). This meant that fulmar, gannet, kittiwake, razorbill, great-black-backed gull were all categorised as low NCI even though relatively large numbers overflew the survey area. Methods used to evaluate species priority in assessment 11.2.32 So that the EIA process can focus on relevant species and issues, each species was rated as high, medium or low priority for the EIA. If there was uncertainty as to which category was most appropriate for a species a more conservative (higher) category was chosen. 11.2.33 High priority species are those that merit the greatest level of scrutiny because the impacts on these could potentially lead to significant changes to their regional population status. 11.2.34 Medium priority species for EIA also merit detailed consideration, nevertheless it is clear that any impacts are unlikely to have potential to lead to significant change of regional populations even under pessimistic scenarios because the numbers using the site or their vulnerability to the impacts of tidal arrays are too low. Nevertheless, impacts on these species should be assessed and any adverse impacts reduced where possible through mitigation. 11.2.35 Low priority species are all species that do not merit categorisation as either high or medium priority. By definition these are species that occur at Kyle Rhea but for which Kyle Rhea has negligible importance because the numbers occurring are small in the context of their regional populations and/or they are not recognised as having particular conservation value or priority. 11.2.36 The criteria used to determine the assessment priority of species are summarised in Table 11.8, below. Table 11.8. Criteria used to categorise species priority for EIA | Category | Criteria | |----------|----------| | High | Species for which >1% of the assumed regional population uses the survey area in at least one season of the year. And that fulfil at least one of the following criteria: - Species listed on Annex 1 of EU Birds Directive or on Schedule 1 of WCA that were regularly recorded using the Array area in reasonable numbers in the context of the regional population size. - Species that have at least moderate vulnerability to the impacts of tidal arrays. - Species with at least Moderate theoretical connectivity to one or more SPA and that at times use the Array area in reasonable numbers in the context of the population size. | | Medium | Species for which >0.1% of the assumed regional population uses the survey area in at least one season. And that fulfil at least one of the following criteria: - Species that have at least moderate vulnerability to the impacts of tidal arrays. - Species with low theoretical connectivity to one or more SPA and at times use the Array area in reasonable numbers (>0.1% of the regional population) in the context of the population size. - Species with High or Medium theoretical connectivity to one or more Ramsar site or SSSI that is not otherwise designated SPA for the species, and at times use the Array area in reasonable numbers (>0.1% of the regional population) in the context of the population size. Or, - Species for which >1% of the assumed regional population uses the survey area in at least one season of the year and that have a Low or Very Low vulnerability to the impacts of tidal arrays. | | Low | All other species | 11.2.37 All high and medium priority species are considered in the assessment of predicted effects arising from the Project (i.e., the EIA). Low priority species are not thought to be plausibly affected by the Project thus obviating any further consideration under the subsequent EIA assessment process. 11.3 Existing environment Site description and bird habitats 11.3.1 Kyle Rhea sound is a sea channel approximately 3km long and 0.7km wide between the northern-eastern part of the Isle of Skye and the Scottish mainland (see Figure 1.1). The land either side rises steeply to several hundred metres and as a result the Sound is relatively sheltered from prevailing westerly winds (see photos in Appendix 11.1). The shorelines are mostly rocky. There are occasional steep-sided streams entering along the shores. The small stream that enters approximately half way along the west side by the small lighthouse is notable as it has an associated area of intertidal sand and gravels where it enters the Sound, providing important habitats for some bird species. A series of low intertidal skerries occur close to the western shores north of the same small lighthouse and these too are notable for their wildlife importance, as resting sites for seabirds and seals. The land adjacent to the shores is a mix of rough moorland with heather and bracken and commercial conifer plantations. 11.3.2 A detailed description of the terrestrial and marine (benthic) habitats in the vicinity of the Project is provided in Chapters 10 and 13, respectively. Designated sites 11.3.3 No part of the Project area lies within a site designated as a SPA, a SSSI or Ramsar site. However, there are several SPAs, SSSIs and Ramsar sites in the wider region designated for their breeding seabird populations. A Screening exercise was undertaken determine the extent of connectivity that is likely between SPAs designated for seabirds and Kyle Rhea (Appendix 11.2). 11.3.4 Information on the typical size of foraging ranges of breeding seabirds (e.g., Thaxter et al. 2012) gives a good indication of whether there is likely to be connectivity during the breeding season between a particular seabird SPA colony and a development site for given species, and if so approximately how strong it is likely to be (see Appendix 11.2). 11.3.5 Kyle Rhea sound is potentially within the foraging range of several qualifying seabird species breeding at SPAs within the region. Four SPAs are of particular relevance because Kyle Rhea is both within range for at least one of their qualifying species and this species also regularly uses the sound. The relevant SPAs are: Rum SPA (closest part 46km away), Canna and Sanday SPA (61km away), Shiant Isles SPA (86km away) and St Kilda SPA (202km away). 11.3.6 The closest SPA gannet colonies are located at Flannan Islands SPA (188km), St Kilda SPA (208km), North Rona and Sula Sgeir SPA (217km). These three SPAs lie within, but close to, the upper limit of the ‘mean maximum foraging range (MMFR) for gannet (229km, Thaxter et al 2011). The two closest designated seabird colony SPAs to Kyle Rhea are Canna and Sanday SPA (61km) and Shiant Isles SPA (86km), however, the distance to these SPAs is greater than the foraging range of the other seabird species that regularly occur in Kyle Rhea during the breeding season (Appendices 11.1 and 11.2). Summary of ornithological interest 11.3.7 The following summary of the ornithological observations is based on the results of baseline studies at the Project area and adjacent buffer areas made from July 2011 to July 2012. Full details of survey methods, effort and results are given in Appendix 11.1, together with relevant contextual information (e.g., regional population size and conservation status) for each species. 11.3.8 The area covered by the baseline survey work included the array area (described in Chapter 5, Project Description) and a surrounding buffer area that extended over almost the whole of the rest of Kyle Rhea sound and adjacent shorelines. The locations and coverage of the two vantage points used for watches and the coastal walkover survey routes are illustrated in Figure 2 in Appendix 11.1. 11.3.9 The program of year-round survey work was completed as planned and no serious problems were encountered. The results provide high quality data on the abundance, distribution, seasonal occurrence and behaviour of birds using the survey area (Appendix 11.1). 11.3.10 Twenty one species of seabirds and other water birds were regularly recorded (seen on more than three occasions) in the vantage point survey area during baseline surveys. A number of less common species were also recorded (Appendix 11.1). The status and importance of the species recorded during Year 1 baseline surveys is summarised in Table 11.9. 11.3.11 Only two species merit categorisation as high priority for the EIA under the criteria in Table 11.8, namely cormorant and white-tailed eagle. Four species merit categorisation as medium priority for the EIA, namely red-throated diver, shag, goosander and grey heron. 11.3.12 Individual species summaries are provided below for the six species that were rated as having either high or medium priority for EIA of the Project. Species rated as low priority are not given individual summarises below because, by definition, these have low relevance for the Project. Full details of Year 1 surveys results for all species, including low priority species, are presented in Appendix 11.1. Cormorant 11.3.13 The regular presence of relatively large numbers of feeding and roosting cormorant in is arguably the most important ornithological feature of the survey area. For this reason cormorant is the only seabird rated as high priority for the EIA. Cormorant is rated as having a high generic vulnerability (generic vulnerability score 7.0) to the potential impacts of tidal arrays (Furness et al., 2012). The high generic vulnerability score of this species is mainly due to the combination of the potential for collision and the species’ relatively small foraging range. Cormorant is rated as moderate Nature Conservation Importance because the survey area regularly supports >1% of the regional population. 11.3.14 Cormorants are a large diving seabird of coastal marine habitats and inland water. They have with an obligate requirement for terrestrial roosts sites (including solid structures at sea), where they spending a high proportion of their time perched. They dive from the water surface in search of fish using a combination of visual and tactile methods to locate prey, both from mid-water and the sea bed (Grémillet et al., 1998). Typically dives to water depths of less than 10 m though they are capable of diving to greater depths. 11.3.15 The distance from the survey area to the nearest SPA with cormorant as a qualifying interest (Sheep Island, Northern Ireland, 235km away) is much greater than the maximum foraging distance estimate for cormorant (35km, Thaxter et al., 2012). Therefore, it is concluded that the cormorants seen in the survey area are not from SPAs where cormorant is a qualifying feature. 11.3.16 Cormorant was recorded throughout the year in the survey area. They showed a marked seasonal variation in abundance; numbers were much greater in the non-breeding part of the year (September to February) when numbers in the study area peaked at 74 birds (Fig. 1 in Appendix 11.1). Up to approximately 10 birds were present during the breeding season (March to August). Almost all the cormorants recorded in the breeding seasons were in adult summer plumage, however, there was no evidence that these individuals were breeding birds. 11.3.17 All cormorant roost sites were located on the west shore of Kyle Rhea (both shores received equal coverage), almost entirely on the skerries between the two VPs (see Map 7 in Appendix 11.1). The large skerry at grid reference NG79250/22700 was by far the most important, accounting for 97% (2253 out of 2323 birds) of all the roosting cormorants recorded in baseline surveys. This skerry is over 600m from the closest part of the array area and over 1km from the closest device location. The most southerly skerry (closest the lighthouse) is only occasionally used by roosting cormorants and is approximately 150m from the closest part of the array area and over 600m from the closest device location. Unlike shag, cormorant were not recorded roosting on the shore rocks about 100m south of the ferry terminal on the east side, possibly suggesting they are more sensitive to human disturbance, or that they prefer skerries over shorelines for roosting. 11.3.18 Cormorants were recorded on the sea (n = 576) throughout the survey area but not uniformly so, with nearly a third of records in the Western Side Zone (WSZ). This part of the sound is closest to the regular roost sites (Map 5 in Appendix 11.1). Diving cormorant showed an almost complete avoidance of the deepest parts of the sound (areas that are approximately >25m deep) including most of the array area (Map 5 in Appendix 11.1). Out of 382 actively diving cormorants recorded during baseline surveys, only 3 individuals (0.8%) were estimated to be inside the array area boundary. The array area occupies 4.5% of the area of VP coverage. Therefore diving cormorants used the array area approximately six times less than would be expected if diving activity was spread evenly across the survey area. It is concluded that there will be very low exposure to potential collision risk from the devices, i.e., the vulnerability of cormorants to collision impacts in Kyle Rhea is very low. 11.3.19 Cormorant is a relatively uncommon breeding species on the north-west coast of Scotland and Inner Hebrides. They are also a relatively sedentary species (Wernham et al. 2002). The regional population for north-west Scotland (Sutherland to Lochaber and excluding the Outer Hebrides) is approximately 347 pairs breeding at sixteen colonies (Seabird 2000 count, Mitchel et al. 2004). Assuming that about one third of birds in the region are non-breeding immature birds, this would give a regional population of around 1000 individuals. Further assuming that this population remains in the region through the year and is not joined by individuals from other regions, this would mean that in autumn and winter Kyle Rhea survey area on average supports around 5% of the regional population, and approximately 7% when peak numbers are present. Shag 11.3.20 Shag is rated as medium priority for the EIA. Shag is considered to have a high generic vulnerability (vulnerability score 9.6) to the impacts of tidal stream devices (Furness et al., 2012). The high generic vulnerability score of this species is mainly due the combination of the potential for collision and the species’ relatively small foraging range. Shag is rated as low NCI because the survey area supports <1% of the regional population and the species has no special protection. 11.3.21 Shags are a large diving seabird of rocky coastal marine habitats. They have an obligate requirement for terrestrial roosts sites (including solid structures at sea such as buoys), where they spending a high proportion of their time perched. They dive from the water surface in search of fish using a combination of visual and tactile methods to locate prey, both from mid-water and the sea bed (Grémillet et al., 1998). Typically dives are to water depths of less than 30 m though they are capable of diving to greater depths. 11.3.22 The distance from the survey area to the nearest designated site with shag as a qualifying interest is greater than the maximum foraging distance estimate for shag (17km, Thaxter et al. 2012). Therefore, it is concluded that the shags seen in the survey area are not from designated sites where shag is a qualifying feature. 11.3.23 Shags were commonly recorded in all months of the year feeding and roosting in the survey area (Appendix 11.1). The maximum count was 54 birds in February, and at least 25 individuals were present in most months. There was no clear seasonal pattern in abundance. There was no evidence of reduced abundance during the breeding season (April to mid-July); however, many individuals present in the breeding season were in immature plumage. There was no evidence that birds present in the breeding period that were in adult summer plumage were breeding birds. 11.3.24 Shags were seen both on the sea, where they were commonly seen foraging, and on roost sites such as rocky skerries along the Kyle Rhea shores (Appendix 11.1, Maps 6 and 7). The large skerry at grid reference NG79250/22700 was by far the most important, accounting for 93% (2922 out of 3146 birds) of all the roosting shag recorded in baseline surveys. This skerry is over 600m from the closest part of the Array area and over 1km from the closest device location. The skerry closest the lighthouse and the shore rocks approximately 100m south of the east ferry landing were also regularly used by roosting shag. 11.3.25 Diving shags (n = 779) were not uniformly distributed across Kyle Rhea channel (see Appendix 11.1 Figure 2). These results suggest that shags showed a preference for foraging in the shallow parts of the sound along the west and eastern sides of the channel. However, in contrast to cormorant, shags were also seen on several occasions diving in the deepest part of the channel including sometimes in the vicinity of the proposed Array area (see Appendix 11.1 Map 6). Out of 824 actively diving shags recorded during baseline surveys, 28 individuals (3.4%) were estimated to be inside the array area. The array area occupies 4.5% of the area of VP coverage. Therefore it appears that shags used the array area about a quarter less (24% less) than might be expected if diving activity was spread evenly across the survey area. It is concluded that there will be a small potential for collision risk from the devices, i.e., the vulnerability of shags to collision impacts in Kyle Rhea is low to moderate. 11.3.26 Baseline survey observations show that diving activity by shag in parts of Kyle Rhea sound greater than 20m depth (chart datum) was least around mid-tide (9% of total in the ‘mid-tide’ third of the cycle), intermediate around low tide (21% of total in ‘low-tide’ third of the cycle) and greatest around high tide (70% of total in ‘high-tide’ thirds of the cycle) (Graph 1). The minimum current speeds are experienced around high tide and low tide. Graph 1. Variation in diving activity by shag in parts of Kyle Rhea sound greater than 20m depth in relation to tidal cycle. Tidal cycle is divided into six equal periods each of approximately two hours duration. Values are corrected for variation in effort between tidal periods. Based on 161 observations of diving shags seen during 356 snapshot scans undertaken in Year 1 of baseline surveys. 11.3.27 The shag is a relatively common breeding species on the north-west coast of Scotland and Inner Hebrides. They are also a relatively sedentary species (Wernham et al. 2002). The regional population for north-west Scotland (Sutherland to Lochaber and excluding the Outer Hebrides) is approximately 3224 pairs (Seabird 2000 count, Mitchel et al. 2004). Assuming that about one third of birds in the region are non-breeding immature birds, this would give a regional population of around 10,000 individuals. Further assuming that this population remains in the region through the year and is not joined by individuals from other regions, this would mean that the Kyle Rhea survey area on average supports around 0.4% of the regional population, and around 0.5% when peak numbers are present. On this basis, the numbers of shag present at Kyle Rhea is clearly well below 1% of the assumed regional population (by convention 1% is the threshold used to determine if a site has regional importance). Red-throated diver 11.3.28 Red-throated diver is categorised as high NCI because it is listed on Annex 1 of the Birds Directive and on Schedule 1 of the Wildlife and Countryside Act. Red-throated diver is rated as having moderate generic vulnerability to the impacts of tidal arrays (Furness et al. 2012). As this species occurred regularly during the winter and is specially protected it is rated as medium priority for the EIA. 11.3.29 A single red-throated diver (probably the same individual) was occasionally seen during baseline surveys during the winter months. Almost all diving activity observed occurred in the relatively shallow side zones of the channel (i.e., the WSZ and ESZ habitat zones as defined in Appendix 11.1). Of the 13 records of red-throated diver obtained during baseline surveys, none were within the array area. The closest record was approximately 150m of a proposed device location. Therefore it is concluded that there is little potential for this species to interact with devices and i.e., the vulnerability of birds present in Kyle Rhea to the impacts the devices is low. 11.3.30 The numbers of red-throated divers wintering in north-west Scotland is imprecisely known. O’Brien et al. (2008) estimated the number wintering in the north-west Scotland (excluding the Outer Hebrides) to be in the region of 50 individuals, but this may be an underestimate because there has been no systematic survey work undertaken in the region. However the occasional presence of a single red-throated diver in Kyle Rhea is likely to indicate that this area is no more than locally important for the species. 11.3.31 Red-throated divers wintering in western Scotland are likely to be from sub-arctic and arctic breeding grounds such as Greenland, rather than from Scottish breeding population which winters further south (Wernham et al. 2002). Although, small numbers of red-throated divers breed in Skye and Lochalsh and could theoretically forage in Kyle Rhea during the breeding season, the baseline survey work provided no evidence that they do so. Goosander 11.3.32 In view of the numbers present in July and their assumed moderate vulnerability, goosander is rated as a medium priority species for EIA. 11.3.33 Goosander was generally scarce during baseline surveys but a relatively large number (28) was intermittently present for at least ten days in mid-July 2012, shortly after the breeding season. These 28 birds comprised a mix adult females (the minority) and juveniles and probably represented the amalgamation of several broods of local breeding origin. Goosander is a relatively scarce, but probably increasing, breeding species in north-west Scotland and mainly occurs on freshwater (Forrester and Andrews, 2007). The Scottish population is estimated to be at least 2000 – 3000 pairs (Forrester and Andrews, 2007). There is no recent assessment of the numbers breeding in individual Natural Heritage Zones, but probably less than 10% of Scottish total breed in north-west Scotland (based on density maps in Gibbons et al. 1993). The occurrence of a moderate-sized flock in the survey area was unexpected and may not be a regular occurrence. Nevertheless, even if the juvenile birds are disregarded (because breeding population size is measured in number of pairs of adults), the numbers at times present in the survey area are likely to approach 1% of the regional breeding population. 11.3.34 All the goosander diving activity observed occurred in the relatively shallow side zones of the channel (i.e., the WSZ and ESZ habitat zones as defined in Appendix 11.1), away from the deeper water where devices are proposed. All records of goosanders diving were well outside (at least 200m) the array area and in relatively shallow parts of the sound. Only one of the 17 records of goosander was within the array area but these birds were not diving; they were seen to fly in and land within the array area and then swim north to outside it and closer the shore without diving. It is concluded that there is little potential for this species to interact with devices and i.e., the vulnerability of birds present in Kyle Rhea to the impacts the devices is low. 11.3.35 Goosander was not considered in the review of vulnerability to impacts of tidal arrays by Furness et al. (2012), presumably because this species does not typically occur in marine areas with strong tidal currents. Its vulnerability can be inferred from other species with similar behaviour. Goosander is a fish eating duck that preys on small fish by pursuit diving in relatively shallow (typically <10m deep) water. On this basis the vulnerability of goosander is likely to be similar to that of diver species; these are categorised as having moderate vulnerability by Furness et al. (2012). The sea duck species considered by Furness et al. (all categorised as low vulnerability) are not likely to be good predictors of goosander vulnerability because they are not pursuit divers. Grey heron 11.3.36 Even though grey heron almost certainly has a very low vulnerability to tidal arrays it is categorised as medium priority for the EIA because the survey area is assumed to support >1% of the regional breeding population. 11.3.37 Small numbers of grey heron were regularly present feeding along both shorelines throughout the year with up to eight individuals present at times. They were slightly more abundant in the winter (October to February), when the resident population is augmented by migrants from Scandinavia. A small heronry (at least six nests in 2012) is located in conifer trees close to the western shore in the southern part of the survey area at grid reference NG 7870 2156 (see also Kyle Rhea Extended Phase 1 Survey Report, August 2012). 11.3.38 Although grey heron is a common and widespread species across Scotland, the total Scottish population size is modest; it is estimated to be 4200 pairs (Forrester and Andrews 2007). There has been no assessment of regional populations but the densities in north-west Scotland are generally lower than in the lowlands (Gibbons et al. 1993). On the basis of the number of birds regularly feeding in the sound and the presence of the small heronry, it is concluded that Kyle Rhea is likely to be regularly used by >1% of the regional population. 11.3.39 Grey heron was not considered in the review of vulnerability to impacts of tidal arrays by Furness et al. (2012). The appropriate vulnerability category is almost certainly very low; based on the category assigned by Furness et al. to other species that they considered also mainly use terrestrial and littoral zone habitats, in particular white-tailed eagle and common gull. White-tailed eagle 11.3.40 White-tailed eagle is categorised as of high Nature Conservation Importance because it is listed on Annex 1 of the Birds Directive and on Schedule 1 of the Wildlife and Countryside Act. However, white-tailed eagle is rated as having very low vulnerability to the impacts of tidal arrays (Furness et al. 2012) as they do not dive. White-tailed eagle is rated as high priority for the EIA because it has special protection and because of the regular presence of >1% of the UK breeding population in the survey area. 11.3.41 Single adult white-tailed eagles were seen during baseline surveys, hunting and flying over the study area on several occasions through the year, particularly during the breeding season. All the birds seen are almost certainly of the pair that breeds locally (a few km away). This pair is closely monitored by RSPB and is known to have bred successfully in 2012, rearing a single chick. 11.3.42 It is also known that this pair regularly forages in Kyle Rhea sound and Glenelg Bay. White-tailed eagles mostly forage in Kyle Rhea sound during certain flood tide conditions, when it appears that fish are brought closer to the surface on the flood tide and that seals chasing them push the fish to the surface and into shallower water where the gulls and white-tailed eagle are able to catch them with relative ease. The general area at Kyle Rhea where white-tailed eagles are observed foraging and catching prey for themselves is limited to about 200 metres south of the ferry to around the 1.2km further north to approximately level with the small lighthouse. This wide area includes the device locations. However, within this area observations suggest that fish prey is mostly taken away from the deepest parts, probably because fish are pushed up into the shallower areas by currents and seals, especially near the route of the ferry. A high proportion of the fish seen eaten by white-tailed eagles at Kyle Rhea are kleptoparatisitised (stolen) from great-black-backed gulls. 11.3.43 In 2010 (when they also bred successfully (Alison MacLennan RSPB, personal communication)) and 2012 they were observed by local residents and the ferrymen feeding in the sound almost daily during the summer, mostly on the flood tide. It is reported that at times an adult would take fish thrown from boats. White-tailed eagle is a rare breeding species in Scotland with a total population of around 66 breeding pairs in 2012 (Alison MacLennan RSPB, personal communication). Thus even a single pair represents over 1% of the national breeding population. This population is the result of the successful re-introduction campaign (Bainbridge et al. 2003). Kyle Rhea is clearly an important breeding season feeding area for one of the productive breeding pairs. | Species | EIA priority | NCI category | Generic vulnerability category (Furness et al. 2012) | Importance of Kyle Rhea to foraging, breeding birds | Importance of Kyle Rhea to foraging, non-breeding birds | |-------------------------|--------------|-----------------------|------------------------------------------------------|-----------------------------------------------------|--------------------------------------------------------| | Red-throated diver | Medium | High (A1, S1) | Moderate | None (not recorded) | Low single bird wintered | | Little grebe | Low | Low | Low (assumed) | None | Low | | Gannet | Low | Low | Low | Very low | Very low | | Cormorant | High | Moderate (>1% reg. pop.) | High | None or Very low | Moderate (5% of reg. pop.) | | Shag | Medium | Low | High | None or Very low | Low (locally important) | | Herring gull | Low | Moderate (BOCC Red List) | Very low | Very low | Low | | Lesser black-backed gull| Low | Low | Very low | None or Very low | Very low | | Great black-backed gull | Low | Low | Very low | Very low | Low | | Common gull | Low | Low | Very low | Very low | Low | | Kittiwake | Low | Low | Very low | None | Very low | Table 11.9: Summary of EIA priority, Nature Conservation Importance (NCI), vulnerability to tidal arrays and status of bird species regularly recorded using the survey area during Year 1 baseline surveys. | Species | EIA priority | NCI category | Generic vulnerability category (Furness et al. 2012) | Importance of Kyle Rhea to foraging, breeding birds | Importance of Kyle Rhea to foraging, non-breeding birds | |--------------------------|--------------|--------------------|------------------------------------------------------|-----------------------------------------------------|-------------------------------------------------------| | Great skua | Low | Low | Very low | None | Very low | | Common tern | Low | High (A1) | Very low | None | Very low | | Common guillemot | Low | Low | High | None | Very low | | Razorbill | Low | Low | High | None or Very low | Very low | | Black guillemot | Low | Low | High | None | Very low | | White-tailed eagle | High | High (A1, S1, >1% reg. pop.) | Very Low | Moderate | Low | | Grey heron | Medium | Moderate (prob. >1% reg. pop.) | Very low (assumed) | Moderate, small heronry present | Low | | Wigeon | Low | Low | Very low (assumed) | None | Low | | Red-breasted merganser | Low | Low | Moderate (assumed) | None | Very low | | Goosander | Medium | Moderate (prob. >1% reg. pop.) | Moderate (assumed) | None | Moderate | Table 11.9: Summary of EIA priority, Nature Conservation Importance (NCI), vulnerability to tidal arrays and status of bird species regularly recorded using the survey area during Year 1 baseline surveys. | Species | EIA priority | NCI category | Generic vulnerability category (Furness et al. 2012) | Importance of Kyle Rhea to foraging, breeding birds | Importance of Kyle Rhea to foraging, non-breeding birds | |--------------------|--------------|--------------|-----------------------------------------------------|-----------------------------------------------------|-------------------------------------------------------| | Oystercatcher | Low | Low | Very low (assumed) | Low | Low | | Curlew | Low | Low | Very low (assumed) | None | Low | | Common sandpiper | Low | Low | Very low (assumed) | Low | Low | 11.4 Impact assessment Do nothing scenario 11.4.1 In a ‘do nothing’ scenario the range of bird species and their abundance in the areas potentially affected by the Project would not be expected to remain constant over the next 20 years for a number of reasons. However, the range of bird species and their abundance are expected to remain broadly similar to that recorded in baseline surveys. There is a wealth of long term monitoring data on bird populations in the UK (e.g. JNCC seabird colony monitoring programme, Mitchell et al. 2004), and these show populations can fluctuate markedly and ranges change in their extent. Seabird foraging distribution is influenced by prey availability, and this will vary, sometimes considerably, from year-to-year and season-to-season in response to natural changes in the marine environment such as sea temperature, currents, and plankton density. Similarly, on land, the areas chosen by birds for breeding and feeding will vary from year-to-year and season-to-season in response to vegetation structure and food availability (amongst other factors), which in turn reflect natural and man induced changes to the environment. Potential impacts during the installation phase Impact 1: Disturbance of breeding birds 11.4.2 No birds species listed on Schedule 1 of the Wildlife and Country Act was located during baseline surveys breeding within the survey area, including within 500m of the areas where onshore works are proposed. Nevertheless the possibility that a Schedule 1 species may in future settle to breed within 500m of the areas where shore works are proposed cannot be ruled out. 11.4.3 The small heronry located at grid reference NG 7870 2156 is potentially vulnerable to disturbance during the breeding season (April to August) as it is located close to the shore station and access track. Grey heron is not listed on Schedule 1 of the WCA. The Kyle Rhea heronry is likely to have a few per cent of the regional breeding population, therefore the potential disturbance is rated as an impact of low magnitude. 11.4.4 Assuming no Schedule 1 species have settled to breed within 500m of onshore installation works, the potential impacts of disturbance on breeding terrestrial bird species will non-Schedule 1 species. Grey heron is the only species identified as potentially affected. The impact on this species would be of **low magnitude** and short term. The regional grey heron population is considered to have a **low sensitivity** to disturbance impacts. The impact of disturbance on grey heron is therefore of **minor significance** under the terms of the EIA Regulations. | Impact 1: Suggested Mitigation | |--------------------------------| | 19. No specific mitigation is required for any species. 20. Should onshore construction works (currently expected to be during winter months) occur during the bird breeding period (April to August), surveys to locate the nests of birds listed in Schedule 1 of the WCA will be undertaken prior to installation (and prior to decommissioning) works in the areas affected by shore works buffered to 500m. If an active nest of a Schedule 1 species is discovered, then, to comply with WCA legislation, shore activities within a distance of the nest that could lead to disturbance (following recommendations in Whitfield et al. 2008) would be halted immediately. A disturbance risk assessment would be prepared under a Breeding Bird Protection Plan (BBPP). | Impact 1: Suggested Mitigation for the site that would identify measures considered necessary to safeguard breeding attempt of Schedule 1 species (e.g. exclusion zones or restrictions on timing of works) and would be submitted to SNH for agreement before recommencing work. 21. Good practice - to prevent disturbance to breeding grey herons there would be a no-stopping rule for vehicles within 250m of the heronry during the breeding season. To reduce the chance of disturbance to the heronry, the BBPP will advise installation workers to keep themselves and machinery more than 250m away from the heronry during the breeding season. Residual impact: 11.4.5 The BBPP, if required, will ensure there will be no infringement of the legislation concerning the disturbance of Schedule 1 species. The mitigation measures to reduce disturbance impacts at the heronry would lower the magnitude of the potential impact on this species to negligible and this would then mean this impact was of negligible significance under the terms of the EIA Regulations. Impact 2: disturbance from marine habitats 11.4.6 It is likely that noise and disturbance foraging or resting seabirds from marine habitats and shorelines. The potential for adverse impacts from vessels associated with installation activities would temporarily displace some is greatest in the vicinity of the lighthouse skerries situated along the western side of the sound, particularly the large skerry at grid reference NG79250/22700 located approximately 650m north of the cormorant and shag. These same skerries are also important haul-out sites for seals and these too are potentially vulnerable to disturbance (Chapter 12, Marine Mammals array area, due to the high importance of these skerries for roosting birds, particularly and Basking Shark). 11.4.7 Disturbance effects on seabirds during installation would be confined to routes travelled by installation and survey vessels, and the vicinity of devices. Installation is anticipated to last for up to three months for the foundations and a up to three months the following year for the devices, as described in Chapter 5, Project Description. The proposed route for vessels moving to and from the array area is the middle of the Kyle Rhea channel, i.e., following the line of deep water (Chapter 17, Shipping and Navigation and Appendix 17.1). This route passes more than 200m from the lighthouse skerries and is therefore unlikely to lead to disturbance of birds on the skerries. Observations of vessels of many types transiting Kyle Rhea sound during baseline surveys showed that seabirds (in particular shags, cormorant and gulls) roosting on the lighthouse skerries are not disturbed by slow moving (approximately <10 knots) vessels transiting mid channel. 11.4.8 There are no breeding seabird colonies in or close to the areas that will be potentially affected by installation vessel disturbance. Therefore the effects at seabird breeding sites due to vessels during the installation period are likely to be nil. The impact of disturbance on breeding seabirds (low to medium sensitivity depending on species) is judged to be an impact of negligible magnitude and short term duration. It is therefore of minor significance under the terms of the EIA Regulations. 11.4.9 A review paper of vulnerability to effects of windfarms by Garthe and Huppop (2004) gave red-throated diver, cormorant scores of 4 out of 5 for vulnerability to vessels disturbance. This suggests that the high and medium priority seabird species (red-throated diver, cormorant and shag) that forage in the areas likely to be affected by installation vessel disturbance have a relatively high vulnerability to vessel disturbance. However, numerous incidental observations of the response of these species to approaching vessels during baseline survey work, and similar observations at other similar sites elsewhere in Scotland, suggests that actual vulnerability of these species to vessel disturbance is not particularly high. This is probably because birds using Kyle Rhea already commonly experience transiting vessels and ferries, and are therefore likely to be partially habituated to vessel disturbance. The observations at Kyle Rhea and elsewhere show that, provided vessels are travelling relatively slowly, the normal response by foraging birds is to respond when vessels are relatively close (<250m away), typically relocating no more than a few hundred metres away. 11.4.10 It is concluded that provided vessels are travelling relatively slowly and that as far as possible vessels take a mid-channel route, installation disturbance would affect only a minority of birds present in the sound and then only temporarily. Furthermore, the birds present in Kyle Rhea comprise a small proportion only of the regional populations of each species. It is concluded that the disturbance (including by noise) would be an impact of negligible magnitude and short term duration on regional populations of seabirds. The species of seabird occurring in Kyle Rhea are all considered to have low sensitivity to disturbance. Therefore, for all species the predicted impacts are of negligible significance under the terms of the EIA Regulations. **Impact 2: Suggested Mitigation** 1. No specific mitigation is required for any species. 2. Good practice - aim to minimise disturbance to seabirds using Kyle Rhea and approach routes associated with the Project by avoiding where possible preferred feeding and resting areas and adopting voluntary speed restrictions. Studies elsewhere indicate the severity of disturbance by boats is related to speed (Ronconi and Cassady St. Clair, 2002). Vessel speed limits are commonly used to limit disturbance to seabirds in the vicinity of colonies and feeding sites; however there is no accepted maximum permissible speed. A maximum vessel speed of 15km/hr (approximately 8 knots) is likely to give most seabird species time to move away from an approaching vessel without resorting to flight. 3. Good practice - installation and survey vessels to stick to the defined routes as far as possible, between ports and the Project areas as a means of reducing disturbance of seabirds. Studies have shown that disturbance is reduced if birds can predict where the disturbance will occur (Schwemmer et al. 2010). **Residual impact** 11.4.11 The good practicemeasures will reduce vessel disturbance, the residual impact will, as initially, remain of negligible significance for all species. **Impact 3: habitat loss** 11.4.12 The land take due to the Project will result in negligible loss of terrestrial habitat, and restricted to a temporary HDD footprint of up to 40m x 40m and of approximately 6m x 3m coinciding with the footprint of the substation (option 1). The option 2 substation will be in an existing building (see Chapter 5, Project Description). The area lost is of low value to birds and is not part of the breeding territories of any high or medium priority species. 11.4.13 The loss of seabed habitat caused by the installation of devices is considered in detail in Chapter 13, Benthic Ecology. The overall area of seabed occupied by the array, including the four devices and inter-array cabling, amounts to approximately 115m$^2$ (see Chapter 5, Project Description). This represents approximately 0.01% of Kyle Rhea seabed. 11.4.14 Direct habitat loss, both terrestrial and marine sea bed, will be long term, but an impact of negligible magnitude to all regional populations of terrestrial and seabird species regularly using Kyle Rhea. All species are considered to have negligible sensitivity to the scale of habitat loss predicted. Therefore the impacts of direct habitat loss due to sea-bed take and land take are deemed of negligible significance for all species under the terms of the EIA Regulations. **Impact 3: Suggested Mitigation** 1. No mitigation is required for any species. **Residual impact:** 11.4.15 Impacts of habitat loss will remain of **negligible significance** for all species. **Potential impacts during the operation phase** **Impact 4: vessel disturbance of seabirds** 11.4.16 For all medium and high priority species there is potential for operational activities to cause disturbance of foraging and resting individuals in the array area and immediate vicinity, principally by maintenance and vessel activity. The frequency and duration of disturbance caused during the operation will be much less than during installation. Based on the same reasoning used to assess the impacts of vessel disturbance during the installation phase (Impact 2), it is predicted that likely impacts of vessel disturbance on medium and high priority species during the operation will be of **negligible magnitude** and long-term. The species of seabird occurring in Kyle Rhea are all considered to have **low sensitivity** to disturbance. Therefore, for all species the predicted impacts are of **negligible significance** under the terms of the EIA Regulations. **Impact 4: Suggested Mitigation** 1. No specific mitigation is required for any species. 2. Good practice measure - see Impact 2 for good practice protocols aimed at minimising vessel disturbance. **Residual impact** 11.4.17 The good practice measures will reduce vessel disturbance, the residual impact will, as initially, remain of **negligible significance** for all species. **Impact 5: displacement of seabirds from marine habitats** 11.4.18 There is a paucity of studies on how seabirds will respond to the presence of operational devices of the design proposed for Kyle Rhea. Studies of birds in the vicinity of the SeaGeneration device installed in Strangford Lough, Northern Ireland, found that seabird there showed only small or indiscernible displacement effects (Marine Current Turbines 2011). 11.4.19 There is, of course, a wealth of experience on how seabirds respond to static man-made marine structures such as fixed lights, buoys, fish cages and moored vessels. The proposed device design will have a surface piercing tower extending to approximately 18m above chart datum. The devices will be highly visible to birds when on the water and flying. The devices will create a wake when there is a current running in the Sound. The visibility of the devices could cause some bird species to avoid the immediate vicinity. Observations of cormorants and shags show they commonly forage very close to man-made structures in the marine environment, and as these species commonly perch on man-made structures hence no avoidance of the vicinity of the devices is considered likely. There is less evidence available for red-throated diver, it is possible that individuals would avoid areas close to the towers. However, even if all seabird species were entirely displaced from an area extending to 100m around the devices this would amount to the loss of <5% of the area of Kyle Rhea Sound. Furthermore, the baseline surveys show that all the high and medium priority seabird species preferentially forage in the shallower parts of the sound, yet the devices are located in areas within deep water, which is relatively unattractive to foraging seabirds. It is concluded that displacement could occur at a small scale but the only high or medium priority species likely to be affected is red-throated diver. It is predicted that the likely impacts of displacement caused by the presence of the operational devices on all seabird receptor populations will be of negligible magnitude and long term. 11.4.20 The device towers will be fitted with appropriate lighting to comply with rules for marking navigation hazards. The specifications for this lighting have not been finalised. Although lighting can potentially cause displacement (including disorientation) of nocturnal birds. The extent to which this is likely and lead to adverse effects will depend on the intensity and amount of lighting, and whether or not the birds are already use to lighting from other sources. There are already several navigation lights along Kyle Rhea sound, including a small lighthouse, channel markers and hazard lights on electricity pylons. In addition there is shore-based lighting at the ferry terminals and Kyle Rhea village. It is concluded that the birds using Kyle Rhea already experience multiple sources of a range of lighting types. Furthermore, there is no evidence or expectation that the existing lighting causes any adverse effects to birds (indeed it may have beneficial effects on some species). For the purposes of assessment it is assumed that the choice of lighting for towers and other infrastructure will be commensurate with existing lighting in terms of its brightness and number of sources. Therefore, although differing in its detail, the overall affect perceived by birds will be one of a modest increment to what they already experience rather than something that is well outside their current experience. The sea birds using Kyle Rhea are predominantly diurnal species, though some such as gulls and ducks may be active at night also, with the numbers of seabirds present in Kyle Rhea forming a small proportion of species’ regional populations. Thus the impacts on seabirds of displacement would be negligible in magnitude and long term. 11.4.21 It is concluded that the predicted impact of displacement (including that caused by lighting) on seabirds in the operational phase are of negligible magnitude and long term. The regional populations of the seabird species potentially affected are all considered to have either negligible or low sensitivity to displacement impacts. Therefore the impact of disturbance is of negligible significance under the terms of the EIA Regulations. 11.4.22 The presence of the towers could attract birds, either because the wake provides new foraging opportunities or because the towers provide elevated safe perches. Cormorant, shag, gull and tern species and white-tailed eagle are all likely to be attracted to towers. Thus the towers are likely to lead to beneficial impacts for some high and medium priority species. Nevertheless these beneficial impacts are likely to be of negligible magnitude to receptor populations. **Impact 5: Suggested Mitigation** 1. No mitigation is required for any species. 2. Good practice - it is inevitable that birds will perch on the towers. Therefore, good practice measures will be taken to ensure that all potential perching locations are safe for birds. 3. The potential adverse effects of lighting on birds will be taken into consideration in the Impact 5: Suggested Mitigation design and final choice of lighting used on towers and other infrastructure. Residual impact: 11.4.23 The residual impact will remain of negligible significance for all species. Impact 6: displacement of foraging white-tailed eagle 11.4.24 The Project consists of four 18m surface piercing towers within the relatively restricted area at Kyle Rhea regularly used by foraging white-tailed eagles. It is possible that the presence of these towers could displace foraging eagles from this foraging area, and, in a worst case scenario cause them to have insufficient prey resource. There is no evidence from other sites concerning the likely reaction of white-tailed eagle to the presence of the devices, and in any case the response is likely to vary between individuals. However, white-tailed eagles are clearly used to, and closely approach, other structures of similar or greater height, for example trees. In the specific case of Kyle Rhea, the regularly used foraging area contains a small lighthouse (approximately 12m tall) and there are large pylons carrying cables across the sound only a few hundred metres to the north. The fact that the eagles use Kyle Rhea despite these structures suggests that the local pair is not especially sensitive to tall man-made structures and that the risk of these birds becoming totally displaced from their preferred foraging area and undergoing a shortage of food as a result is low. Nevertheless, it is recognised that there is uncertainty about how the local pair may respond to the towers, and that should displacement occur then this could lead to reduced feeding opportunities. Erring on the side of caution, it is concluded that the predicted impacts of displacement on foraging white-tailed eagle during operation are likely to be of low magnitude. White-tailed eagle has low sensitivity to displacement and therefore the impact is of minor significance under the terms of the EIA Regulations. Impact 6: Suggested Mitigation 1. No specific mitigation is required for any species. 2. Good practice - although the likelihood of it occurring is considered very low, the worst case scenario for this impact is that displacement leads to food shortage for the local breeding pair of white-tailed eagles. This impact could be prevented by a programme of supplementary feeding. Supplementary feeding would only be instigated if RSPB monitoring of the eagles showed that displacement had occurred and was causing a shortage of food, for example as shown by chick provisioning rates. It is known that this particular pair of eagles accepts fish thrown out by fishing boats, so it is entirely reasonable to conclude that this pair would probably take well to supplementary feeding, especially if they were genuinely short of food. 3. Good practice - if monitoring does show that supplementary feeding is merited, the protocols to be used will be developed in consultation with statutory authorities and white-tailed eagle experts at RSPB and NRP. Residual impact: 11.4.25 The residual impact of displacement on white-tailed eagles after mitigation is of negligible significance. Impact 7: collision risk to diving seabirds 11.4.26 Tidal devices pose a theoretical collision risk to actively diving seabirds, potentially leading to death or injury. However, there is currently no empirical evidence to indicate whether tidal devices pose a real and significant collision risk to seabirds. This information gap requires investigation (Shields, 2009). 11.4.27 Year 1 survey results (Appendix 11.1) show that the array area is relatively little used by diving seabirds and underutilised compared to other parts of Kyle Rhea survey area. In the case of cormorant, the only high priority seabird species, the array area was proportionally underutilised by a factor of approximately six, compared to the rest of the Kyle Rhea survey area. Less than 1% of all cormorant diving activity was within the array area boundary. Goosander was not recorded in the array area, and red-throated diver was only recorded once. By far the greatest potential for collision is for shag. This species was commonly seen diving in the array area, with 3.4% of all records of diving individuals within the boundary. Furthermore, shags typically forage on or near the seabed (Harris & Wanless 1991, Wanless, Burger & Harris 1991, Grémillet et al. 1998) so birds diving within the array area were likely to be diving to depths that will be occupied by rotors. It is concluded therefore that the potential for collision is very low for all high and medium priority species, except for shag for which there is a significant theoretical risk of collision, that merits more detailed consideration. 11.4.28 Until devices are deployed the risk to shags cannot be precisely quantified. However, some basic calculations are presented in Appendix 11.3 that give an approximate indication of the number of dives that might be at risk of collision per year. The calculations are based on eight 20m-diameter rotors operating in the array area. The calculations in Appendix 11.3 are necessarily basic, however, until there is a better understanding of dive paths in the array area, rotor avoidance behaviour, strike rates and effects of collisions strike there is little point in over-refining the values used and assumptions made. 11.4.29 The results of the collision risk calculations undertaken in Appendix 11.3 are presented for a combination of avoidance rates and collision ‘harm rates’ (the proportion of collisions resulting in death or serious injury) Table 11.10. Table 11.10 The predicted number of shag collisions per year resulting in death or serious injury for a range of combinations of avoidance rate and harm rate (this is a copy of Table A11.3.2, see Appendix 11.3 for full details). | Avoidance rate | 100% of collisions harmful | 75% of collisions harmful | 50% of collisions harmful | 25% of collisions harmful | |----------------|----------------------------|---------------------------|--------------------------|--------------------------| | No avoidance | 96 | 72 | 48 | 24 | | 90% | 9.6 | 7.2 | 4.8 | 2.4 | | 95% | 4.8 | 3.6 | 2.4 | 1.3 | | 98% | 1.9 | 1.4 | 0.96 | 0.48 | | 99% | 0.96 | 0.72 | 0.48 | 0.24 | 11.4.30 The lack of experience of operating rotors in marine environments means there is currently no empirical evidence concerning actual avoidance rates and collision harm rates for diving birds. The likely magnitude of these parameters for diving seabirds is discussed briefly in Appendix 11.3 and this concludes that avoidance rates are likely be lower than for flying birds encountering wind turbines and that it is likely that a substantial proportion of collisions will not be harmful. Recognising the desire for additional caution where there is significant uncertainty it is judged that the most appropriate scenario for assessment purposes is to assume an avoidance rate of 90% and a harm rate of 75%. Under these assumptions it is predicted that approximately seven adult shags might be killed or seriously injured each year (Table 11.10). 11.4.31 The death of seven adult shags per year would equate to the loss of approximately 0.11% of the regional population of approximately 6448 adults. This would cause the assumed adult mortality rate of 12.20% p.a. to increase to 12.31%, an increase of around 1.0% in the baseline rate. On this basis the impact of collision mortality is cautiously evaluated as an impact of **low magnitude** and long term. The regional shag population has **low sensitivity** to additional mortality and therefore the impact is of **minor significance** under the terms of the EIA Regulations. 11.4.32 It is further concluded that for all other species of diving seabird collision mortality will be an impact of **negligible magnitude** and long term and that these species have **low sensitivity** to additional mortality. It is judged this impact is of **negligible significance** under the terms of the EIA Regulations. **Impact 7: Suggested Mitigation** 1. No specific mitigation is required for any species. 2. Results of research related to collision will be followed. If evidence of mortality/injury is observed at Kyle Rhea mitigation measures will be investigated. 3. Good practice - Sea Generation (Kyle Rhea) Ltd will share collision risk data with stakeholders to promote greater understanding of the collision risk to diving birds with tidal devices. **Residual impact:** 11.4.33 Unless new methods are found to reduce collision risk or studies show that the collision risk is different to that predicted, the impacts of collision will remain of minor significance for shag and **negligible significance** for all species. **Impact 8: marine pollution and contamination** 11.4.34 The release of oil and other marine pollutants could have lethal and sub-lethal effects on seabirds and their prey. It is well known that oil slicks can kill seabirds. The regulations and codes of practice covering the safe use of oil, lubricants, chemicals and antifouling paints in the marine environment will be fully complied with. The risk of marine contamination will be limited to accidental release. The Project will adopt an explicit policy to deal rapidly and effectively with any accidental release of pollutants. 11.4.35 When combining the contingency policy, with the following factors: - that the potential quantities of any oil or chemicals accidentally released is relatively small (Chapter 9, Marine Water Quality); - wave and tidal action would quickly disperse and dilute any contaminants (Chapter 9, Marine Water Quality); and - numbers of seabird using Kyle Rhea are small in the context of species’ regional population size. 11.4.36 The impact of the project on regional seabird populations is assessed as negligible spatial magnitude and short term. The species of seabird occurring in Kyle Rhea are all considered to have low sensitivity to pollution and contamination. It is judged that this impact is negligible significance under the terms of the EIA Regulations. **Impact 8: Suggested Mitigation** 1. No specific mitigation is required for any species. 2. Good practice - the risk of pollution events will be minimised by following standard good practice, such as the Pollution Prevention Guidelines issued by SEPA (e.g. PPG 5: Works and maintenance in or near water). Additionally, any chemicals used during installation will require prior approval through the licensing process. Lubricants will be non-toxic, biodegradable and capable of dispersal in seawater. **Residual impact:** 11.4.37 Provided good practice guidelines are adhered to, the impacts of pollution and contamination on marine birds populations will remain of **negligible significance** for all species. **Impact 9: Indirect effects on prey** 11.4.38 The distribution and abundance of seabirds, especially diving species, is strongly influenced by the availability of their prey, in particular small fish of a variety of species. White-tailed eagle (high priority) and gull species (low priority) are known to exploit the flow dynamics of the existing tidal regime during flood tide, as these appear to facilitate feeding by concentrating fish prey in certain relatively shallow areas. If the Project changed prey availability, this would affect the use of the site by birds. Changes to prey availability could be caused by changes in; - flow dynamics (e.g. the velocity and distribution of tidal currents) - underwater noise - submerged infrastructure acting as artificial reef habitat 11.4.39 Changes to flow dynamic will be limited in scale (see Chapter 7 Marine Physical Environment and Coastal Processes) and may have limited neutral, adverse or beneficial effects on prey availability. Underwater noise is likely to have negligible impacts on fish and shellfish. Colonisation may lead to neutral or beneficial effects. 11.4.40 Chapter 7, Marine Physical Environment and Coastal Processes, considers the likely magnitude of changes to the hydrodynamic regime during operation and finds that “evidence suggests that the Project will have minor near-field impacts on tidal flow disturbance and increased turbulence. Impacts are expected to reduce rapidly with distance away from the devices and not extend further than the near-field (300m from the device). The impacts of energy extraction on flow velocities will be negligible.” Chapter 7 concludes that changes to the wave regime and tidal currents are anticipated to be low magnitude and of negligible significance. 11.4.41 The impact of the potential changes to prey resource on regional seabird populations is assessed as of negligible spatial magnitude and long term. All regional populations of seabird species using Kyle Rhea are considered to have negligible sensitivity to local effects on prey availability. It is judged that this impact is of negligible significance under the terms of the EIA Regulations. 11.4.42 The impact of the potential changes to prey resource on regional white-tailed eagle population is assessed as of minor spatial magnitude and long term. Although the white-tailed eagle that regularly uses Kyle Rhea is considered to have low to moderate sensitivity to local changes in prey availability within their foraging range, the sensitivity of the regional population as a whole to this potential impact is low. It is judged that the impact on the regional white-tailed eagle population is of minor significance under the terms of the EIA Regulations. **Impact 9: Suggested Mitigation** 1. No specific mitigation is required for any species. 2. Good practice - although considered very unlikely, the predicted localised impacts on flow regimes could potentially have an adverse impact on food Impact 9: Suggested Mitigation availability for white-tailed eagle, and in a worst case scenario lead to food shortage. If RSPB monitoring demonstrates an impact that leads to food shortage for white-tailed eagle a supplementary feeding programme will be considered. Residual impact: 11.4.43 The adoption of the good practice measures designed for white-tailed eagle would result in the potential impact of changes in prey availability on this species being revised to negligible significance. Potential impacts during the decommissioning phase Impact 10: Vessel disturbance 11.4.44 Disturbance effects during decommissioning are anticipated to be of lower intensity than during installation. Decommissioning effects are anticipated to be similar in nature but lower magnitude than those associated with installation. 11.4.45 The decommissioning phase is predicted to be of similar duration to the installation phase. It is predicted that the effects of any disturbance will be medium term and of negligible spatial magnitude. All the species potentially affected have either negligible or low sensitivity to disturbance. Therefore, the impact is predicted to be of negligible significance for all bird species under the terms of the EIA Regulations. Impact 10: Suggested Mitigation 1. No mitigation is required for any bird species. 2. Good practice - the same good practice methods proposed for Impact 2 (vessel disturbance in the installation phase) will be followed during decommissioning. Residual impact: 11.4.46 The good practice measures will reduce vessel disturbance, the residual impact will remain not significant for all bird species. Impact 11: habitat reinstatement 11.4.47 Habitat (marine and terrestrial) reinstatement requirements would be set out in consultation with the statutory authorities at the time of decommissioning. It is anticipated that devices would be decommissioned after 25 years). The magnitude of the impacts upon bird species resulting from the reinstatement of habitats after decommissioning is considered likely to be of negligible magnitude and medium term. These impacts are assessed to be not significant for all bird species under the terms of the EIA Regulations. Impact 11: Suggested Mitigation 1. No mitigation is required for any species. 2. The most recent good practice guidance on habitat reinstatement will be followed. Residual impact: 11.4.48 The good practice measures will make it more likely that habitat reinstatement measures provide benefits to bird species. Nevertheless given the small size of the areas that would require reinstatement, the residual impacts are likely to remain **not significant** for all species. **Potential cumulative impacts** 11.4.49 The EIA Regulations require that the Project is assessed for cumulative impacts with other projects or plans. Guidance on assessing cumulative effects (King *et al.* 2009) has been followed. In considering cumulative effects it is necessary to identify any effects that are minor in isolation but which may be major additively. 11.4.50 ‘Target’ species are those species of high and moderate NCI for which there has indication of a potential impact as a result of the Project, which may be exacerbated cumulatively. The only three target species thus identified are white-tailed eagle, red-throated diver, and herring gull. However the impact arising from the Project on red-throated diver and herring gull are so small as to be not plausible they could contribute materially to a wider cumulative effect of significance. Thus white-tailed eagle remains as the only target species for which cumulative impact assessment is needed. The Glenelg and Arnisdale Community Development Plan (GADT, 2012) identifies the following projects: - Ardintoul Wind - Arnisdale River Hydro, - A’Mhaoile 900KW community-owned wind turbine. 11.4.51 In all cases these are in early conceptual stages and so it is not possible to determine the likely level of cumulative impacts. 11.4.52 As discussed in Chapter 4, EIA Methodology it is understood that a scoping report was submitted for another tidal array in Kyle Rhea but that this has not been progressed and so this is not considered to be a likely foreseeable project. ### Summary 11.5.1 Twenty one species of seabirds and other water birds were regularly recorded (seen on more than three occasions) in the vantage point survey area during baseline surveys. A number of other, less common, species were recorded irregularly. 11.5.2 During the breeding season the numbers of individuals of each seabird species using the survey area for foraging are small (<1%), or very small (<0.1%), in the context of the size of their regional breeding populations. It is concluded that the survey area is of negligible importance for foraging seabirds during the breeding season. 11.5.3 Except for three species, the numbers of individuals of seabird species using the survey area for foraging in the non-breeding part of the year (e.g. autumn and winter) are also small (<1%), or very small (<0.1%), in the context of their regional population size. The numbers of cormorant and shag regularly foraging in the survey area during the non-breeding period, approach or slightly exceed 1% of the regional (mainland north-west Scotland) population. Occasionally the numbers of goosander foraging in the survey area, in the late summer, also approach or slightly exceed 1% of the regional population. 11.5.4 A high proportion of seabirds seen during survey work were simply flying through the marine survey area and not using it in any other way. 11.5.5 Several terrestrial bird species use the shorelines and adjacent land along the edge of the marine survey area. These include small numbers of oystercatcher, common sandpiper, curlew, heron and wigeon. Small numbers of oystercatcher, common sandpiper, and heron also breed at the site. 11.5.6 A wing-tagged adult white-tailed eagle, the male of the pair from a local breeding territory, regularly hunts in the survey area, especially during the summer when provisioning young. This eagle often closely approached fishing boats to take fish thrown out to it, suggesting the pair are relatively tolerant and habituated to benign human activity at Kyle Rhea. 11.5.7 Impacts during operation and decommissioning are considered in relation to disturbance installation, collision risk, and accidental release of contaminants. Overall the impacts are considered to be of negligible or low magnitude for all bird species and are of negligible or minor significance. 11.5.8 It is also concluded that the likely cumulative effects of the Project on regional populations of all bird species are negligible significance under the terms of the EIA Regulations. 11.5.9 The available information indicates, beyond reasonable scientific doubt, that the Project will not, either alone or in combination, have a significant effect on any classified or proposed SPAs. 11.6 References Bainbridge, I. P., Evans, R. J., Broad, R. A., Crooke, C. H., Duffy, K., Green, R. E., Love, J. A. & Mudge, G. P. 2003. Reintroduction of white-tailed eagles *Haliaeetus albicilla* to Scotland. In: Birds of prey in a changing environment. (Ed. by D. B. A. Thompson, S. M. Redpath, A. H. Fielding, M. Marquiss & C. A. Galbraith), pp. 393-406. Edinburgh. The Stationary Office. Birdlife International. 2011. Birdlife Seabird Foraging Database. Birdlife International. http://seabird.wikispaces.com. Accessed on 20 October 2011 Camphuysen, C.J., Fox, T., Leopold, M.F. & Petersen, I.K. 2004. Towards standardised seabirds at sea census techniques in connection with environmental impact assessments for offshore wind farms in the UK. A report for COWRIE. Eaton, M.A., Brown, A.F., Noble, D.G., Musgrove A.J., Hearn, R., Aebischer, N.J., Gibbons, D.W., Evans, A. and Gregory, R.D. 2009. Birds of Conservation Concern 3: the population status of birds in the United Kingdom, Channel Islands and Isle of Man. British Birds 102: 296-341. Forrester, R. and Andrews, I. et al. (eds) 2007. The Birds of Scotland. Scottish Ornithologists' Club. Aberlady. Furness, R. W., Wade, H. M., Robbins, A. M. C., and Masden, E. A. 2012. Assessing the sensitivity of seabird populations to adverse effects from tidal stream turbines and wave energy devices. - ICES Journal of Marine Science, 69: 1466-1479. Garthe, S. and Hüppop, O. 2004. Scaling possible adverse effects of marine windfarms on seabirds: developing and applying a vulnerability index. J. Ap. Ecol. 41: 724-734. Gibbons, D.W., Reid, J.B., and Chapman, R.A., 1993. The New Atlas of Breeding Birds in Britain and Ireland: 1988-1991. T & A.D. Poyser Ltd., London. Glenelg and Arnisdale Development Trust (2012). Glenelg and Arnisdale Community Development Plan. Available at: http://www.glenelg.co.uk/news/glenelg-and-arnisdaleGrémillet, D., Argentin, G., Schulte, B. & Culik, B. M. 1998. Flexible foraging techniques in breeding Cormorants *Phalacrocorax carbo* and Shags *Phalacrocorax aristotelis*: benthic or pelagic feeding? *Ibis*, 140, 113-119 Harris, M. & Wanless, S. 1991. The importance of the lesser sandeel *Ammodytes marinus* in the diet of the shag *Phalacrocorax aristotelis*. *Ornis Scandinavica*, 375-382. Institute of Ecology and Environmental Management. 2010. Guidelines for ecological impact assessment in Britain and Ireland: marine and coastal. Institute of Ecology and Environmental Management. Jackson and Whitfield. Guidance on survey and monitoring in relation to marine renewables deployments in Scotland. Volume 4. Birds. Unpublished draft report to Scottish Natural Heritage and Marine Scotland King, S., Maclean, I. M. D., Norman, T. & Prior, A. 2009. Developing guidance on ornithological cumulative assessment for offshore wind farm developers. COWRIE. Leech, D.I. 20010. The Effect of Climate Change on Birds. British Trust for Ornithology. www.bto.org/research/advice/ecc/index.htm Maclean, I. M. D., Wright, L. J., Showler, D. A. & Rehfisch, M. M. 2009. A review of assessment methodologies for offshore windfarms. British Trust for Ornithology commissioned by Cowrie Ltd. Mitchell, P.I., Newton S.F., Ratcliffe, N. and Dunn, T.E. 2004. Seabird populations of Britain and Ireland. Christopher Helm, London. O’Brien, S.H., Wilson, L.J., Webb, A. and Cranswick P.A. 2008. Revised estimate of numbering of wintering Red-throated Divers *Gavia stellata* in Great Britain. *Bird Study* 55, 152-160. Ronconi, R. and Cassady St. Clair, C. 2002. Management options to reduce boat disturbance on foraging black guillemots (*Cepphus grylle*) in the Bay of Fundy. *Biological Conservation* 108, 265-271. Schwemmer, P., Mendel, B., Sonntag, N., Dierschke, V. & Garthe, S. (2010) Effects of ship traffic on seabirds in offshore waters: implications for marine conservation and spatial planning. *Ecological Applications*. Scottish Natural Heritage (2001) Natural Heritage Zones: a national assessment of Biodiversity (Habitats). http://www.snh.gov.uk/docs/A337647.pdf Scottish Natural Heritage. 2005a. Cumulative effect of wind farms. SNH Guidance Note. Scottish Natural Heritage. Scottish Natural Heritage. 2006. Assessing significance of impacts from onshore wind farms on birds outwith designated areas. SNH Guidance Note. Scottish Natural Heritage. Scottish Natural Heritage. 2009. Monitoring the impact of onshore wind farms on birds. SNH Guidance Note. Scottish Natural Heritage. Scottish Natural Heritage. 2009. Guidance on methods for monitoring bird populations at onshore wind farms. SNH Guidance Note. Scottish Natural Heritage. Scottish Natural Heritage. 2010. Survey methods for use in assessing the impacts of onshore wind farms on bird communities. SNH Guidance Note. Scottish Natural Heritage. Marine Current Turbines 2011. SeaGen Environmental Monitoring Programme. Final Report. http://seageneration.co.uk/files/SeaGen-Environmental-Monitoring-Programme-Final-Report.pdf SERAD (Scottish Executive Rural Affairs Department), 2000. “Habitats and Birds Directives, Nature Conservation: Implementation in Scotland of EC Directives on the Conservation of Natural Habitats and of Wild Flora and Fauna and the Conservation of Wild Birds (“The Habitats and Birds Directives”).” Revised Guidance Updating Scottish Office Circular No 6/1995. Shields, M.A., Dillon, L.J., Woolf, D.K., and Ford, A.T. 2009. Strategic priorities for assessing ecological impacts of marine renewable energy devices in the Pentland Firth (Scotland, UK) Marine Policy 635-642. Thaxter, C. B., Lascelles, B., Sugar, K., Cook, A. S. C. P., Roos, S., Bolton, M., Langston, R. H. W. & Burton, N. H. K. 2012 (in press). Seabird foraging ranges as a tool for identifying Marine Protected Areas. Biological Conservation. Wanless, S., Burger, A. E. & Harris, M. P. 1991. Diving depths of Shags Phalacrocorax aristotelis breeding on the Isle of May. Ibis, 133, 37-42. Whitfield, D.P., Ruddock, M. and Bullman, R. 2008. Expert opinion as a tool for quantifying bird tolerance to human disturbance. Biological Conservation 141, 2708-2717. Wildlife and Countryside Act 1981. http://www.jncc.gov.uk/page-131010 Accessed April 2010 12.1 Introduction 12.1.1 This chapter of the Environmental Statement (ES) describes the existing environment within the proposed Kyle Rhea Tidal Stream Array ('the Project') and associated study area. 12.1.2 The findings of an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project are discussed in Section 12.4. 12.1.3 This chapter has links with Chapter 14, Fish and Shellfish and Chapter 17, Shipping and Navigation through potential interaction and indirect impacts with marine mammals (including cetaceans (porpoise, dolphins and whales) and pinnipeds (seals)) and basking sharks *Cetorhinus maximus*. **Study area** 12.1.4 The survey area for site specific vantage point surveys (shown in Appendix 12.2) encompasses the majority of Kyle Rhea, including the proposed array location. 12.1.5 The study area for the marine mammal and basking shark impact assessment includes Kyle Rhea and surrounding waters, including the Sound of Sleat, Loch Alsh, the Inner Sound, and the Little Minch. 12.1.6 For assessing impacts at a population level the wider geographical context is also considered. Section 12.3, Existing environment, discusses appropriate reference populations for each species as well as potential connectivity with Special Areas of Conservation (SAC). **Overview of potential impacts** 12.1.7 A number of potential impacts of the Project on marine mammals and basking sharks have been identified, including: 12.1.8 **Collision** between marine mammals and the device rotors or with vessels associated with the installation and maintenance of the Project. 12.1.9 **Underwater noise** associated with installation, operation, maintenance and decommissioning of the array could influence the normal activities of marine mammals. Many species of marine mammal use sound for detection of prey, communication and navigation. Auditory injury, physical injury or fatalities are unlikely to be caused by the level of noise associated with the Project. Key noise sources include vessels, drilling during installation and mechanical noise during operation. *(Appendix 12.6)* 12.1.10 **Barrier effects** caused by the presence of the devices are considered, however the layout of the array (shown in Figure 5.1) does not present a complete physical barrier across the strait. 12.1.11 Disturbance caused by increased human activity in the area, could displace seals from the haul out sites within Kyle Rhea. 12.1.12 Electromagnetic fields have the potential to interfere with marine mammal behaviour. The use of directional drilling of the export cable reduces the potential for this impact to occur. However, the small amount of inter-array cabling has some potential to affect marine mammals and basking shark. 12.1.13 Changes to water quality through accidental release of contaminants such as fuel from vessels associated with the Project, as well as increased suspended sediments associated with installation. Chapter 8, Marine Water Quality describes the low likelihood of contaminants entering the environment and the high dispersal that would occur following an incident due to the strong currents. As a result it is not predicted that such negligible changes to water quality would have a detectable impact on marine mammals. This potential impact is not considered further. 12.1.14 Indirect impacts from changes to prey resource. Impacts such as noise, habitat loss and electromagnetic fields (EMF) on fish and shellfish have the potential to alter the availability of prey available to marine mammals in the study area. Potential impacts on fish are discussed in Chapter 14, Fish and Shellfish. The importance of Kyle Rhea as a foraging ground for marine mammals is discussed in Section 12.3, Existing environment. Policy, legislation and guidance in relation to marine mammals 12.1.15 This section identifies the key legislation, policies and guidance relevant to marine mammals and basking shark. 12.1.16 All cetaceans are European Protected Species (EPS) under Annex IV of the Habitats Directive (European Union (EU) Directive 92/43/EEC) because they are classified as being endangered, vulnerable or rare. Interim guidance for local authorities is provided in Scottish Government (2001) and provides transparency in the requirements of an EPS license. 12.1.17 Harbour porpoise *Phocoena phocoena* and bottlenose dolphin *Tursiops truncatus* along with grey seal *Halichoerus grypus* and harbour seal *Phoca vitulina* are listed as Annex II of the directive as species for which a network of Special Areas of Conservation are to be designated. 12.1.18 The Habitats Regulations 1994 (as amended in Scotland in 2004, 2007, 2008(a) and 2008(b)) implement the species protection requirements of the Habitats Directive in Scotland on land and inshore waters (0-12 nautical miles). Part II of the Habitats Regulations outlines protection for Special Areas of Conservation, designated for habitats listed under Annex I of the Habitats Directive or species listed under Annex II of the Habitats Directive. Part II of the Habitats Regulations details the protection given to EPS. 12.1.19 A license is required if the risk of injury or disturbance to EPS is assessed as ‘likely’ under regulations 41(1)(a) and (b) in The Conservation of Habitats and Species Regulations and 39(1)(a) and (b) in The Offshore Marine Conservation (Natural Habitats, &c.) Regulations 2007 (amended in 2009 and 2010). 12.1.20 The Convention on the Conservation of Migratory Species (The Bonn Convention) aims to conserve migratory species and their habitats. The common dolphin is afforded strict protection as an endangered migratory species, listed under Appendix 1 of the Convention. This has been ratified in the UK by the Wildlife and Countryside Act (1981). The Nature Conservation (Scotland) Act 2004 amends and improves the species protection provided by the Wildlife and Countryside Act 1981 to provide extension to existing protections for cetaceans from intentional disturbance to encompass protection from reckless disturbance as an offence. Basking sharks have full protection from intentional or reckless disturbance in Scottish waters (up to 12 miles offshore) under Section 6. 12.1.21 Under the Marine (Scotland) Act 2010 it is an offence to kill, injure or take a seal at any time of year, except to alleviate suffering or where a licence has been issued to do so by the Scottish Government. It is an offence to harass seals at haulout sites which have been identified for protection under Section 117 of the Marine (Scotland) Act 2010. Appendix 12.1, Section 2.4 provides further detail on the management of seals in Scotland both in terms of licensing shooting, conservation areas and protected haul out sites. 12.1.22 Grey seal and harbour seal are also listed on Annex V of the Habitats Directive, which requires their exploitation or removal from the wild to be subject to management measures. 12.1.23 The site characterisation surveys undertaken to inform this EIA for the Project followed the SNH guidance on survey design and methodologies in relation to marine renewables (MacLeod et al., 2011 and Sparling et al., 2011). 12.1.24 The impact assessment follows the latest, appropriate, guidance on Environmental Impact Assessment (EIA) (EMEC and Xodus group in press; Cefas, 2004 and IEMA 2006) and draws experience from recent examples of similar renewable energy projects in the UK and Europe. 12.2 Methodology 12.2.1 The existing environment outlined in Section 12.4 provides the baseline for impact assessment. 12.2.2 The impact assessment uses a “Rochdale envelope approach” to project description (see Chapter 5, Project Description and Chapter 4, EIA Methodology) and in line with best practice ensures that the realistic worst case scenario (WCS) is considered for each potential impact on marine mammals and basking shark. Consultation in relation to marine mammals 12.2.3 A Scoping Opinion (Appendix 4.1) was sought in April 2010 and a short summary of the key issues raised in relation to marine mammals is provided in Table 12.1. Table 12.1: Summary of consultation relating to marine mammals | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | The presence of protected species such as European Protected Species must be included and considered as part of the application process, not as an issue which can be considered at a later stage. (Scottish Ministers, Scoping opinion) | Section 12.1 discusses relevant EPS, Section 12.3, Existing Environment outlines the key species for consideration in the impact assessment. An EPS licence application will be made. | | Cumulative impacts on protected sites and EPS. (SNH, Scoping opinion) | Section 12.4 considers cumulative impacts. | | Key issues raised | Response | |----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | When considering the potential impacts of noise on cetaceans and other marine mammals we recommend the applicant refer to the following references: | Appendix 12.6 provides a technical report on noise modelling for construction and operation of the array and prediction of the marine mammal perception of noise from the Project. Appendix 12.6 references Southall et al. 2007 and Richardson et al., 1995. | | • Marine Mammals and Noise, Richardson et al 1995 AcademicPress; | | | • Marine Mammal Noise Exposure Criteria: Initial Scientific recommendations, Southall et al 2007, Aquatic Mammals Vol 33, Issue 4. (SNH, Scoping opinion) | | | We (SNH) advise that the applicant establishes the distribution and usage throughout the year of the proposed deployment area by harbour and grey seals as part of the marine mammal surveys. In particular, consideration of whether this area is important as a feeding area for either species. This data should be used to make an assessment of any potential adverse impacts. It would be helpful to interpret the significance of those impacts in the context of the recently published Special Committee On Seals advice on the management of seal populations: http://www.smru.st-and.ac.uk/documents/341.pdf We do not consider aerial surveys and tagging of seals (as proposed in section 4.5.3) to be necessary in this case. (SNH, Scoping opinion) | Section 12.3, Existing environment pulls together information from the year 1 data collection (Appendix 12.2) and a literature review of available information, including SCOS (Appendix 12.1). All information is used to determine the importance of the site for feeding and breeding. | | Basking sharks are known to use the area and are protected against reckless disturbance under Schedule 5 of the Wildlife and Countryside Act (1981) (as amended) and the Nature Conservation (Scotland) Act 2004. They are also listed under CITES Appendix III in UK waters. We recommend that distribution and use of the area by basking sharks should be incorporated within the marine mammal surveys, and an assessment made of any potential adverse impacts. (SNH, Scoping opinion) | Section 12.3 Existing environment discusses basking shark records for the site and considers the potential for the species to be significantly impacted by the project. | | A series of letters discussing the vantage point survey methodology have been exchanged between SNH and Royal Haskoning | Approach agreed. | ### Key issues raised Two meetings with SNH and Marine Scotland discussed the approach to application and surveys. Agreed that interim reporting would help decision as to whether 2 years of survey data is necessary. ### Response Interim report provided in March 2012 and Year 1 report provided in Oct 2012. ### Data collection #### 12.2.4 The existing environment characterisation is informed by vantage point surveys carried out for the Project from July 2011 to July 2012 (Appendix 12.2) and DMP Statistical Solutions was commissioned to analyse the year 1 data (Appendix 12.3). To provide spatial and temporal context to the site specific surveys the Hebridean Whale and Dolphin Trust (HWDT) was commissioned to review their dataset for the area (Appendix 12.4). Baseline information of harbour and grey seal is provided in as a literature review to provide additional context to the site characterisation (Appendix 12.1). #### 12.2.5 Subacoustech was commissioned to carry out site specific noise investigation of baseline conditions (Appendix 12.5) and modelling of noise associated with the Project (Appendix 12.6). #### 12.2.6 The key data sources used are provided in Table 12.2. ### Table 12.2: Data sources used to inform the existing environment | Data Source | Spatial coverage | Author | Years of data coverage | |--------------------------------------------------|-----------------------------------------|---------------------------------------------|------------------------| | Appendix 12.1 Baseline seal | West Scotland Seal Management Area | RHDHV | 1991-2010 | | Various | | | | | Appendix 12.2 Year 1 vantage point survey | Kyle Rhea | Royal Haskoning – data source NRP | 2011-2012 | | Appendix 12.3 Statistical analysis of the year 1 survey data | Kyle Rhea | DMP Statistical Solutions | 2011-2012 | | Appendix 12.4 HWDT data analysis | Waters around south east Skye | HWDT | 2003-2011 | | Appendix 12.5 Baseline noise | Kyle Rhea | Subacoustech | 2012 | | Appendix 12.5 Noise Modelling | Kyle Rhea | Subacoustech | 2012 | | JCP Phase II Report | Celtic Sea, Irish Sea, west coast of Scotland | Paxton et al., 2011 Report to JNCC. | 1985-2010 | | Scientific Advice on Matters Related to the Management of Seal Populations | UK | SCOS | 2003-2011 | | Small cetaceans in the | UK | SCANS II | 2005 | Impact assessment 12.2.7 The significance of the impact is a combination of the sensitivity of the receptor and the magnitude of the impact. The impact assessments are made following JEEM guidelines for assessment (see Chapter 4, EIA Methodology), using the expert judgement of suitably qualified and experienced marine mammal specialists. 12.2.8 The sensitivity of the receptor is characterised as one of four levels high, medium, low or negligible. The definition of each level is given below in Table 12.3. Table 12.3: Definition of terms relating to the sensitivity to an impact | Value / Sensitivity | Definition | |---------------------|------------| | High | Individual receptor has no capacity to avoid, adapt to, accommodate or recover from the anticipated impact | | Medium | Individual receptor has very limited capacity to avoid, adapt to, accommodate or recover from the anticipated impact. | | Low | Individual receptor has limited capacity to avoid, adapt to, accommodate or recover from the anticipated impact | | Negligible | Individual receptor is generally tolerant to and can accommodate or recover from the anticipated impact. | 12.2.9 The magnitude of the impact from the Project is based on the intensity or degree of disturbance to baseline conditions and is categorised into four levels of magnitude, high, medium, low and negligible. The definitions of each of these are given in Table 12.4 (based on Faber Maunsell, 2007). Table 12.4: Definition of magnitude of an effect upon receptors | Magnitude | Definition | |-----------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | High | Permanent irreversible change to exposed receptors or feature(s) of the habitat which are of particular importance to the receptor. Assessment indicates that >1% of the reference population are anticipated to be exposed to the impact. OR Temporary impact (limited to phase of development or Project timeframe) to the exposed receptors or feature(s) of the habitat which are of particular importance to the receptor. Assessment indicates that >=10% of the reference population are anticipated to be exposed to the impact. | | Medium | Permanent irreversible change to exposed receptors or feature(s) of the habitat of particular importance to the receptor. Assessment indicates that >=0.5% or <1% of the reference population anticipated to be exposed to impact. OR Temporary impact (limited to phase of development or Project timeframe) to the exposed receptors or feature(s) of the habitat which are of particular importance to the receptor. Assessment indicates that >=5% or <10% of the reference population anticipated to be exposed to impact. | | Low | Permanent irreversible change to exposed receptors or feature(s) of the habitat of particular importance to the receptor. Assessment indicates that <0.5% of the reference population anticipated to be exposed to impact. OR Intermittent and temporary impact (limited to phase of development or Project timeframe) to the exposed receptors or feature(s) of the habitat which are of particular importance to the receptor. Assessment indicates that >=1% or <5% of the reference population anticipated to be exposed to impact. | | Negligible| Intermittent and temporary impact (limited to phase of development or Project timeframe) to the exposed receptors or feature(s) of the habitat which are of particular importance to the receptor. Assessment indicates that <1% of the reference population anticipated to be exposed to impact. | 12.2.10 Table 12.5 combines the definitions of magnitude with the level of sensitivity of receptor to provide a prediction of overall significance of the impact. Red and orange cells indicate impacts which are considered to be significant within an EIA. Table 12.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 12.3 Existing environment 12.3.1 This section provides the key information relevant to the impact assessment for marine mammals and basking shark. Appendix 12.1 provides a detailed literature review in relation to seals in waters surrounding Skye and wider in the UK. Appendix 12.2 provides the results from site specific surveys for the project and shows harbour seal was the most commonly recorded species during the year 1 vantage point surveys (Appendix 12.2, Plot 3). Grey seal was the second most abundant species and a small number of harbour porpoise were also recorded. Three basking sharks were recorded in the summer of 2012. These are the key species considered for the impact assessment. Appendix 12.4 provides contextual data held by the HWDT and shows that the region holds important habitat for harbour porpoises and seals. 12.3.2 Appendix 12.4, Figures 5 and 6 show sightings throughout the waters off western Scotland for minke whale *Balaenoptera acutorostrata*, common dolphin *Delphinus delphis*, Risso’s dolphin *Grampus griseus*, and white-beaked dolphin *Lagenorhynchus albirostris*. There are no sightings in Kyle Rhea however these species have potential to pass through Kyle Rhea. Few incidental dolphin sightings (common and bottlenose *Tursiops truncatus*) and a minke whale were recorded between July 2011 and July 2012 (Appendix 12.2). **Seals** 12.3.3 There are two species of seal indigenous to the UK; grey seal and harbour (common) seal. 12.3.4 Seals spend a large portion of their time on land in order to rest, moult and breed. During this time surveys of the number of seals hauled out can be routinely conducted. In the UK seals are regularly monitored by the Sea Mammal Research Unit (SMRU). Grey seals are monitored by surveying the number of pups born during their annual breeding season (September to December). Harbour seals are monitored during their annual moult (August). Occasional pupping season (June/July) surveys are also conducted. During harbour seal surveys the number of grey seals hauled-out is also counted. Regional and population estimates are then extrapolated based on this survey data. Further information on methods for surveys both species of seal can be found in Appendix 12.1. 12.3.5 Additional information on sightings of seals is provided in Appendix 12.4. HWDT seal sightings collected on surveys between 2003 and 2011 around the west coast of Scotland show both harbour and grey seal are sighted across the region, and in close proximity to Kyle Rhea (Appendix 12.4). The data are analysed as sightings per unit effort per 0.05 degree$^2$ grid cells. For survey years 2005 to 2011 for both species of seal combined are presented in Appendix 12.4 Figure 18.1.1 to 18.1.8. During 2005, 2008, 2009, 2010 and 2011 seals were sighted in the grid cell encompassing Kyle Rhea (and Glenelg Bay) at relatively high rates. 12.3.6 There was a high degree of spatial and temporal variation in seal sightings across the region during the HWDT surveys. When totalled across all years, Kyle Rhea had one of the highest sighting rates (at 0.34 to 2.78 seals per nautical mile, Appendix 12.4, Figure 18). Sightings rates were highest in April, May, July, August and September (Appendix 12.4, Figures 18.2.1 to 18.2.7). 12.3.7 Kyle Rhea falls within the Central portion of the West Scotland Management Area (WSMA) for both harbour and grey seal (Appendix 12.1, Section 1.2.3). The Central region extends from Ardnamurchan point in the south to Rubha Reidh (between Gairloch and Loch Ewe) in the north. **Harbour seal** 12.3.8 Harbour seal has a circumpolar distribution and is widespread throughout the Northern Hemisphere. Around 4% of the world’s harbour seals are found in the UK, with approximately 80% of the UK’s harbour seal population located in Scotland (Defra, 2010). 12.3.9 Harbour seal use haul out sites throughout the year, but greatest concentrations onshore are seen during the summer months when breeding (June and July) and moulting (August). **Population status** 12.3.10 Appendix 12.1 outlines the Management Areas used to manage seal populations around Scotland. The most recent complete survey of harbour seals around the coast of Scotland was completed between 2007 and 2009. In recent years the number of harbour seals counted during these moult surveys has declined in many of the Management Areas, including Orkney and the North coast, Shetland, the East coast, the Outer Hebrides, and West Scotland South (Strathclyde) (Figure 4, Lonergan *et al.*, 2007). Numbers counted in the wider Moray Firth and West Scotland North and Central (Highland) have shown a more stable trajectory or population growth (Appendix x, Figure 4). 12.3.11 The most recent minimum estimate of population size for the WSMA includes the current estimates from two survey regions: west Scotland Highland (Cape Wrath to Ardnamurchan Point) of 4,696 (from 2007 and 2008) and west Scotland Strathclyde (Ardnamurchan Point to Mull of Kintyre) of 5,834 (from 2007 and 2009; Duck *et al.*, 2011). This gives a total minimum estimate for the WSMA for harbour seal of 10,530. 12.3.12 The potential biological removal (PBR) in 2012 for harbour seals in the WSMA is 442. PBR provides the maximum number of animals which can be removed from a population by anthropogenic causes and allow the population to be sustainable. 184 licences have been granted for the shooting of harbour seals in 2012. (Scottish Government, 2012) 12.3.13 Within central WCMA region the closest important haul out sites include six haul out sites which are proposed as protected haul out area (Appendix 12.1, Table 1). Five of the sites are within 60km of Kyle Rhea, and the closest is Pabay at 14km to the north west of Kyle Rhea, in the Inner Sound (Appendix 12.1, Figure 2). 12.3.14 Within the WCMA there are three SAC for harbour seal: Ascrib, Isay and Dunvegan, Eileanan agus Sgeiran Lios mór (Lismore) and South-East Islay Skerries, These are approximately 91km, 118km, and 195km from Kyle Rhea respectively. **Foraging distribution and diet** 12.3.15 In the UK, adult harbour seal generally forage within approximately 60km of their haul out sites (e.g. Thompson *et al.*, 1996). Data presented in Sharples *et al.*, (2012) suggest an average foraging range of <40km in the Outer Hebrides; the closest regional tagging deployment to Kyle Rhea. Foraging ranges reached a maximum of 150km in this region. The SACs mentioned previously are therefore likely to be at or beyond the average foraging range for this species in this region. 12.3.16 Between September 2003 and March 2005 SMRU deployed 24 satellite tags known as satellite relay data loggers (SRDLs) on harbour seals on the west coast of Scotland. These deployments were centred on the South-East Islay Skerries SAC (eight seals in 2003/2004 at Ardbeg Bay ad Plod Sgeirean), Jura (two seals at Lowlandmans Bay) and Ascrib, Isay and Dunvegan SAC. At the latter site a total of 14 seals were tagged in 2004/2005 at Eilean Dubh, Sgeir Nam Biast and Mingay. Individual tracks of seals tagged during these studies are shown in Appendix 12.1, Figure 6. None of the seals during these deployments hauled out or had at sea locations in or around Kyle Rhea, either to the south in the Sound of Sleat or to the north in the Inner Sound or Loch Alsh. 12.3.17 Further tagging of harbour seals in the Outer Hebrides was conducted in 2006 as part of the Strategic Environmental Assessment (SEA) process (Sharples et al., 2008). Twenty one harbour seal were tagged in the Outer Hebrides, captured in the Sound of Harris (10) and the Sound of Barra (11). Appendix 12.1, Figure 7 shows the individual tracks from this deployment. None of the tagged animals in this study are shown to move between SACs and Kyle Rhea. Analysis is currently underway of a more recent tagging deployment in the vicinity of Kyle Rhea and the Sound of Jura, funded by the Scottish Government. Data from this study were not available to inform the present impact assessment but it is anticipated that this information will be available to SNH and Marine Scotland during their review of the application for the Project. 12.3.18 There have been limited studies on the diet of harbour seal on the west coast of Scotland. Appendix 12.1, Section 4.3 provides an overview of studies to date, indicating that harbour seal are opportunistic and feed on a range of prey species. 12.3.19 Common prey species include scad, herring, whiting, cod, haddock, ling, mackerel and sandeel as well as squid and octopus. Site specific surveys 12.3.20 Between May and September in 2004 and 2005, land based counts were made at low tide haul out sites in Kyle Rhea as part of an investigation into the effects of temporal, tidal and environmental covariates on the number of seals hauled out (Cunningham, 2007). Data were collected over 45 days in 2004 and 36 days in 2005. The maximum number of seals (excluding pups) counted was 85 in June. 12.3.21 Five haul out sites in Kyle Rhea (Appendix 11.1, Figure 2,) were surveyed during the site specific surveys for the Project, four to the north of the Project and one to the south. Harbour seal haul out records were predominantly associated with the four northern haul out sites (Appendix 12.2, Figure 2b). The haul out site to the south close the Kyle Rhea village is used sporadically and may be subject to more disturbance due to being close to the village compared with the other haul out sites. Appendix 12.2 shows a small number of juvenile harbour seals were recorded occasionally at haul out sites. 12.3.22 In addition to specific counts at haul out sites, the vantage point surveys for the Project included counts of harbour (and grey) seal in the water. The survey protocol has been agreed with SNH during consultation (Table 12.1). A summary of the sightings rates in Year 1 both at sea and hauled out (July 2001 to July 2012) is provided in Appendix 12.2. 12.3.23 Harbour seal were the most commonly sighted species during the marine mammal surveys, with a total of 2008 animals recorded during 1067 sightings over 144.25 hours of survey effort. A number of seals, which could not be identified to species, were also sighted (35 individuals from 12 sightings). The behaviour at the first sighting of each animal was also recorded, with the most common behaviour for harbour seals being swimming. The other key recorded behaviour was animals hauled out. (Appendix 12.2, Plot 4). 12.3.24 There appears to be a clear season pattern in the sighting of harbour seal, with the majority of sightings between April and August (Appendix 12.2, Plot 7). This reflects the normal seasonal occurrence of harbour seal around haul out sites, with low numbers in the winter months, slowly increasing towards the breeding (June and July) and moult (August) season (e.g. Thompson & Harwood, 1990) 12.3.25 The majority (1833 individuals) of harbour seals sighted during marine mammal watches were adults (Appendix 12.2, Plot 12), but 86 juvenile (young of the year) were also sighted. In 2011 harbour seal juveniles were observed at haul out sites in Kyle Rhea in July and August, but no pups were seen in 2012 (Appendix 12.2). Despite the peak in adult numbers in summer months the low number of juveniles may suggest that the haul out sites in proximity to the development are not key breeding sites. 12.3.26 DMP Statistical Solutions Ltd carried out statistical analysis of the non-hauled out sightings data, to estimate relative densities of marine mammals at sea within the study area (Appendix 12.3). Harbour seal (adults and juveniles) were sighted across the study area, but the majority of sightings were on the western shore (Skye side) of Kyle Rhea, north of the Project, in close proximity to a number of haul out sites (Appendix 12.3, Figures 3a and 3b). As discussed in Appendix 12.2 no significant distance bias is expected within the study area given the narrow width of Kyle Rhea. Appendix 12.2, Figures 1 to 5 show the visible survey area. 12.3.27 Average density of harbour seal for the study area (pooled over space and time) was 0.0244 (95% CI 0.0219 to 0.0273) per 100m x 100m grid cell (Appendix 12.3). To provide a more realistic estimate of density for the impact assessment, density of 0.09 per 100m$^2$ for harbour seal is used (based on the assumption that they spend an average of 73% of their time submerged (Lesage et al., 1999)). 12.3.28 The densities varied over time; averaging at less than 0.01 from September to the end of March, and peaking in May just above 0.08 (Appendix 12.3, Figure 10). Densities peak in proximity to the haul out sites to the north west of the Project site. (Appendix 12.3, Figure 11). Over the 13 month survey approximately 14 harbour seals and 4 grey seals were recorded per hour of effort (Appendix 12.2). **Grey seal** 12.3.29 The geographical range of the grey seal is restricted to the Northern hemisphere. In the North East Atlantic distribution is centred on breeding colonies in the UK (predominantly Scotland), Iceland, Norway, Ireland, and The Baltic Sea. Around 36% of the world’s grey seal are found in the UK, with 90% of the UK’s grey seal located in Scotland (Defra, 2010). 12.3.30 Grey seal breeding and pupping occurs during October to December along the east coast of the UK. During these months, the number of seals at sea might be expected to be low, as a large proportion of the population will be hauled out to breed. *Population status* 12.3.31 The 2010 breeding season survey provides the most recent estimate of UK wide pup production at the annual monitored colonies of 44,874, which is an increase of 6.1% on 2009 (Duck & Morris, 2011). A further 5,299 pups were estimated to be born at the less regularly monitored colonies. The increase in pup production between 2009 and 2010 is largely driven by increases at North Sea colonies and Orkney, whereas production in both the Inner and Outer Hebrides has remained fairly constant (Appendix 12.1, Table 6) 12.3.32 In the WSMA the regularly monitored grey seal breeding locations in the Inner Hebrides includes ten colonies. None of these regularly monitored colonies are within the Central region of the WSMA: - Treshnish Isles includes four of these colonies and is also the closest grey seal SAC to Kyle Rhea: - Lunga; - Fladda; - Sgeir a’Chaisteil & Eirionnach; and - the Northern Treshnish Isles. - Three colonies to the south of Colonsay; - Oronsay; - Eilean nan Ron; and - Eilean nan Eoin. - Gunna (between Coll and Tiree); - Soa (west of Mull); and - Nave Island (off the North west coast of Islay). 12.3.33 These regularly monitored colonies represent those with the greatest (historical) levels of pup production, and since monitoring in the early 1980’s pup production generally increased at most of the Inner Hebrides breeding colonies. In more recent years, since 2000, the increase in pup production at many of the sites has levelled off, with numbers become more stable overall (Appendix 12.1, Figure 2). 12.3.34 Historical telemetry data have been used to scale up counts to account for the proportion of seals that are at sea during the survey to estimate population size (Lonergan et al. (2011). The total estimate of grey seals in Scotland between 2007 and 2009 was 88,300 (95% confidence interval 75,400 – 105,700). The estimated population of the Inner Hebrides (including WSMA and South-West Scotland Management Area) was 9,390 (95% CI 7,100 – 12,750), approximately 10% of the Scottish population. 12.3.35 Within the WSMA the main concentrations of grey seal distribution are around the north coast of Islay the Isles of Colonsay and Oronsay, and Tiree in the south region of the WSMA, The Small Isles including Canna, Sanday and Eigg, and north west Skye. Some of these haul out sites are proposed as conservation areas (Appendix 12.1, Figure 2); all are within 100km of Kyle Rhea, the closest is Eigg at approximately 50km. 12.3.36 Within the WCMA there is one SAC for grey seal; The Treshnish Isles, however, other grey seal SACS within off the west coast of Scotland include The Monach Islands and North Rona. These are approximately 90km, 147km, and 215km from Kyle Rhea respectively. 12.3.37 The PBR in 2012 for grey seals in the WSMA is 297, with a total of 126 licenses granted in 2012 in this area to shoot individual seals. There is no available information on the number of licenses granted, which have also been used. Foraging distribution and diet 12.3.38 Grey seal are known to forage up to 145km from their haul out sites (Thompson et al., 1996), over wide estimated home ranges of 1,088 to 6,400 km² (Dietz et al., 2003). 12.3.39 It is therefore possible that seals that haul out at one of the SACs in the west coast of Scotland use Kyle Rhea to transit between foraging and haul out areas. However, the spatial segregation between these breeding colonies and Kyle Rhea would limit the potential for interaction during the breeding season. 12.3.40 Matthiopoulos et al. (2004) used telemetry data and count data to model seal behaviour in association with specific haul out sites and to generate usage maps for grey seals. Telemetry data collected by SMRU from 1991 to 2008 were collated following methods outlined in Matthiopoulos et al. (2004) to update usage maps as part of the SEA process (Murphy et al., 2009). At sea locations for all seals included in this analysis are shown in Appendix 12.1 (Figure 9 and 10). These figures show the data from a large scale tagging deployment of grey seals in the Inner Hebrides in 2003 and 2004 (McConnell, 2006), at sea locations from at least one seal are shown in close proximity to Kyle Rhea. 12.3.41 Studies of the diet of grey seal on the west coast of Scotland are limited. The most recent widespread study of grey seal diet is based on scat collected in 2002 (Hammond et al., 2006). A number of haul out sites across the whole of Scotland were surveyed either monthly or quarterly for scat. Fish otoliths and cephalopod beaks were recovered, identified and measured. Sandeel, gadoids and herring were the main prey across the sites sampled with benthic species important in the Inner Hebrides, as well as flatfish in the summer months. In the northern Inner Hebrides, dragonet, sandeel, cod and haddock were the main species in the diet. In the southern Inner Hebrides, sandeel and cod were the main prey. Site specific surveys 12.3.42 As with harbour seals, grey seals were recorded at the four haul out sites to the north west of the Project during the vantage point surveys (Appendix 12.2, Figures 3a and 3b). Only 1 juvenile (< 1 year) grey seal was recorded at a haul out site within Kyle Rhea (Appendix 12.2). 12.3.43 Grey seal was the second most common marine mammal species sighted during the vantage point surveys with 562 individuals sighted during 402 sightings. Over 99% of grey seals recorded were adults, with only 2 juveniles recorded (Appendix 12.2, Plot 11). 12.3.44 As with harbour seals, the greatest density of grey seal at-sea sightings are close to the four northern haul out sites, although there are sightings throughout the survey area, including at the array site (Appendix 12.3, Figure 6). The majority of the recorded behaviours for grey seals (229 individuals) when first seen was bottling, while hauled out (167 seals) and swimming (165 seals) were the remaining recorded behaviours. A high number (28.6 per hour effort) of grey seals was recorded in July 2011 compared with other summer months, including August 2011 and May to July 2012, which all had less than 10 animals per hour effort. September to November 2011 and March to April 2012 had very few sightings (less than four per hour effort) and December to February had no grey seal sightings (Appendix 12.2 Plot 8). The low sightings during the breeding season further supports the view that grey seal are not likely to be breeding in the area. 12.3.45 Statistical analysis of grey seal vantage point data (excluding hauled out animals), provides an average density of grey seal for the study area (pooled over space and time) of 0.006 (95% CI 0.0053 to 0.0069) per 100m x 100m grid cell. As with harbour seals, densities peak in proximity to the haul out sites to the north west of the Project site (Appendix 12.3, Figure 19). To provide a more realistic estimate of density for the impact assessment, densities of 0.04 per 100m$^2$ have been estimated for grey seal (based on the assumption that they spend an average of 86% of their time submerged (Thompson et al., 1991)). Cetaceans 12.3.46 In the wider study area as defined in Appendix 12.4 (Figure 1) species of cetacean that have been observed (either visually or acoustically) during HWDT surveys include harbour porpoise, bottlenose dolphin, short-beaked common dolphin, Risso’s dolphin, white-beaked dolphin and minke whale. Only harbour porpoise and minke whale were observed in the grid cell which encompasses Kyle Rhea during surveys between 2003 and 2011 (Appendix 12.4). Analysis of the HWDT and additional data over the Celtic Sea, Irish Sea and West Coast of Scotland, has been undertaken as part of the data analysis for the Joint Cetacean Protocol (JCP) Data Resource (Paxton et al., 2011). This analysis provides contextual information with local area estimates for renewable energy development sites, including the Kyle Rhea and Loch Alsh area, for a number of species. The Joint Cetacean Protocol (JCP) provides abundance estimates for harbour porpoise, minke whale, bottlenose dolphin, short-beaked common dolphin, Risso’s dolphin, and white sided dolphin in the waters off the west of Great Britain. Estimates are produced by using existing data to develop a model and extrapolate for areas not surveyed. **Harbour porpoise** Harbour porpoise were the most commonly occurring species during HWDT surveys. They were also the only cetacean observed during the Project marine mammal watches although incidental sightings of other cetaceans were recorded (Appendix 12.2). The Sea Watch Foundation (undated) carried out boat based surveys along the west coast of Scotland during the month of August in 1993, 1994, 1996 and 1997. Harbour porpoise sightings were mostly recorded within 15km of the shore and between 50 and 150m depth. Porpoises are sighted in small groups or singly, frequently occurring in narrow sounds or bays. There is an apparent relationship between tidal currents and porpoise distribution (Marubini et al., 2009). Harbour porpoise are characteristically shy of boats and other anthropogenic activities; and harbour porpoises are thought to be easily disturbed. The main mating season is summer, and birth takes place 10-11 months later (usually between May and August with a peak in June). Calves are suckled for between four and eight months, and the mother usually reproduces every 1-2 years. Porpoises take three to four years to reach sexual maturity and have a relatively short life span usually of no more than 15 years, although animals have been recorded up to 24 years of age. (SeaWatch Foundation, undated) **Population status** Since 1985, the abundance of harbour porpoise in the Celtic Sea, Irish Sea and West Coast of Scotland (the study region included in the Joint Cetacean Protocol (JCP) analysis) showed an increasing trend, until peaking in 2005-2006. Since then estimated of abundance have been in decline, this trend is mirrored by local estimates at Kyle Rhea (Paxton et al., 2011). Abundance in 2010 for the JCP study region peaked in August, at around 60,000 porpoise (Paxton et al., 2011). Among the local area estimates generated, the lowest estimates of harbour porpoise abundance were for the Kyle Rhea and Loch Alsh area (333km$^2$); estimates of abundance here also peaked in August, at approximately 150 (100-250, 95%CI) porpoise. Estimates of density for harbour porpoise across the region are shown in Figure 12.1. Density in the Kyle Rhea area is estimated at between 0.1 and 1 animals per km$^2$. Figure 12.1: Predictions for harbour porpoise density for August 2010. Colours indicate densities (animals/km$^2$) Paxton et al., 2011. 12.3.55 HWDT harbour porpoise visual and acoustic detections were spatially widespread throughout the waters around the south of Skye and both visual and acoustic detections occurred in every year (2005 to 2011) and month (surveys April to October); however sightings within Kyle Rhea were more variable (Appendix 12.4). 12.3.56 Sightings were too infrequent to determine any seasonal trends from the site specific survey and the HWDT surveys focus only on summer months. The highest concentrations of harbour porpoise within the waters around the south of Skye were found in the Sound of Sleat. The Sound of Sleat has been identified as an area of high importance to harbour porpoise (Embling et al. (2010) and by Booth (2010), cited in Appendix 12.4). Harbour porpoise are highly mobile and are thought to move widely across the Hebrides using corridors to travel between foraging locations and high-use areas. The narrow passage at Kyle Rhea is likely to be an important corridor between core habitats in the Sound of Sleat and the Inner Sound. Foraging distribution and diet 12.3.57 The diet of harbour porpoise in Scottish waters is uncertain but available information indicates prey species are dominated by small demersal and pelagic shoaling fish, such as sandeel and whiting (Santos et al., 2004). The distribution of these prey species is discussed further in Chapter 14, Fish and Shellfish. Site specific surveys 12.3.58 Thirty eight harbour porpoise were recorded during nine sightings events. Pod sizes ranged from two to five animals (Appendix 12.2). Harbour porpoise were recorded towards the centre of Kyle Rhea along the full length of the strait (Appendix 12.2 Figure 5). 12.3.59 Over 75% of harbour porpoise recorded were adults, however, it can be difficult to determine accurate ages in a pod, therefore some were recorded as a mix of adults and juveniles or as unknown age groups (Appendix 12.2, Plot 12). 12.3.60 Insufficient harbour porpoise sightings were made to generate estimates of density within the study area. Risso’s dolphin 12.3.61 Risso’s dolphin is distributed across north-east European waters. The shelf waters off north-west Scotland, and particularly around the Inner and Outer Hebrides (Faber Maunsell, 2007). No population assessment exists for Risso’s dolphins in north-east Atlantic waters. The SCANS II survey found no Risso’s dolphins (SCANS II, 2006). This means that the present status of Risso’s dolphins occurring in UK waters is not known sufficiently to estimate population and trends (WDCS, undated). 12.3.62 The ecology of Risso’s dolphin is not well known. In the UK, Risso’s dolphin seems to be equally common throughout the year in some areas, and show no evidence of seasonal migration (Evans et al., 2003). The key prey species of Risso’s is believed to be squid and occasionally small fish (Seawatch Foundation, undated a). The JCP (Paxton et al., 2011) predicted the number of Risso’s dolphin around Kyle Rhea was 8 (CI: 1 to 8) in 2010. No sightings of Risso’s dolphin were recorded during the Project specific surveys. Short beaked common dolphin 12.3.63 Short beaked common dolphin is distributed in the North Atlantic and is abundant in continental shelf waters off the west of the UK, particularly the Celtic Sea, and off the south east of England and south east of Ireland. SCANS II (2006) provides an abundance estimate of 63,366 (95% CI=26,973-148,865) for the SCANS survey area (the west of the UK) based on 2005 aerial and boat based surveys. 12.3.64 Short beaked common dolphin is also abundant in the offshore waters of the Scottish west coast. Density maps provided in SCANS II (2006) show an area of high density to the south of the Western Isles. 12.3.65 Common dolphin migrates northwards in summer and is frequently seen in the Sea of the Hebrides (south and west of Skye) in the warmer months (Faber Maunsell, 2007). Common dolphin prey is generally small schooling fish (Faber Maunsel, 2007). 12.3.66 The JCP (Paxton et al., 2011) estimates that abundance in Kyle Rhea in 2010 was approximately 2 animals. There were no sightings of common dolphin made from the vantage points during the Project specific surveys however an incidental sighting of a pod of at least 4 animals was recorded in June 2012 (Appendix 12.2). White beaked dolphin 12.3.67 White beaked dolphin appear to have Scottish coastal waters at the centre of their distribution in the north east Atlantic and are predicted to be the second most abundant cetacean below harbour porpoise (Northridge et al. 1995 cited in Faber Maunsell, 2007). The JCP (Paxton et al., 2011) estimates that abundance around the Kyle Rhea area in 2010 was inconsistent throughout the year, fluctuating between 25 and 0 throughout the year, with a peak of around 50 in December 2010. No white-beaked dolphins were recorded during the vantage point surveys. 12.3.68 SCANS II (2006) provides an abundance estimate of 22,664 (95% CI=10,341-49,670) based on 2005 aerial and boat based surveys. 12.3.69 White-beaked dolphins are believed to eat a variety of prey, such as cod, whiting, hake, haddock, mackerel, and herring, various species of sandeels, gobies, flattfishes, and scaldfishes (Seawatch Foundation, undated b). **Bottlenose dolphin** 12.3.70 Bottlenose dolphins are found throughout tropical and temperate seas worldwide in a wide range of habitats, from shallow coastal locations, offshore continental shelf and beyond (Reid *et al.*, 2003). They are found throughout Scottish waters, with a key population in the north east at the Moray Firth for which they are a primary feature of the Special Area of Conservation (SAC). The JCP (Paxton *et al.*, 2011) estimates abundance of bottlenose dolphin at Kyle Rhea to be very low, at one or two individuals in 2010. An incidental sighting of a pod of around 6 bottlenose dolphin was recorded in May 2012, associated with the site specific surveys. 12.3.71 Bottlenose dolphin breed throughout the year, however, Anderwald & Evans (2010) report peaks between May and October. 12.3.72 Bottlenose dolphin feed on demersal or benthic fish (e.g. eels, flounder, dab, sole, turbot, haddock, hake, mullet, and cod), mid-water fish (e.g. salmon, trout, bass, horse mackerel, herring, blue whiting), and marine invertebrates (cephalopods and shellfish; Anderwald & Evans, 2010). **Minke whale** 12.3.73 Minke whale occurs throughout the year on the north west European continental shelf, however, most sightings off Scotland occur between May and September (Faber Maunsell, 2007). Reid *et al.* (2003) shows a high number of sightings off the west coast of Scotland. The JCP (Paxton *et al.*, 2011) provides abundance estimates, with a peak of six minke whales in February 2010 around Kyle Rhea. This area is not shown to be a hotspot for minke whales. The low number of sightings limits the ability to calculate reliable density estimates. No minke whale were recorded during the vantage point surveys however an incidental sighting was recorded in the area (*Appendix 12.2*). 12.3.74 SCANS II (2006) provides an abundance estimate of 18,614 (95% CI=10,445-33,171) for the SCANS II survey area based on 2005 aerial and boat based surveys. Evans *et al.* (2003) reports that sighting rates of minke whales increased in west, north and east Scotland since the early 1990s until 2002 (the latest available data at the time of reporting). 12.3.75 Minke whale feed on schooling prey, typically fish or crustaceans (Faber Maunsell, 2007). The two confirmed sightings during the vantage point survey showed no evidence of feeding as far as could be ascertained from the vantage point; the whales appeared to be transiting through the site. **Basking sharks** 12.3.76 The basking shark is a widely distributed pelagic species. It is the largest fish in British waters (second largest in the world) growing up to approximately 10m in length and is predominantly recorded off the west coast. 12.3.77 Basking sharks generally live in open water, but migrate towards the shore in summer, when they can be seen ‘basking’, or swimming slowly, at the surface with their mouth wide open. They are known to migrate over large distances in both offshore and coastal waters at depths from the surface to over 750m. They are particularly associated with tidal fronts on the continental shelf and shelf edge where they feed on plankton (Scottish Government, 2011). Tagging work has shown that they make extensive horizontal and vertical migrations to locate feeding hotspots, often associated with frontal systems (Faber Maunsell, 2007). 12.3.78 Two areas where significant numbers of sharks can be seen at the surface, on a regular basis include the islands of Hyskeir and Canna in the Sea of the Hebrides, and the island of Coll in the Inner Hebrides (Speedie et al. 2009, cited in Appendix 12.4). Other areas of high sighting rates include the waters off the west coast of Mull, around the Treshnish Isles and the south east coast of the Outer Hebrides (Appendix 12.4, Figure 7). During HWDT surveys between 2003 and 2011 basking shark were sighted in the wider study area. No sightings were made in the grid cell encompassing Kyle Rhea (and Glenelg Bay) all sightings were to the southern tip of Skye, at Aird of Sleat (Appendix 12.4, Figure 17 to 19). 12.3.79 In west Scottish waters, basking sharks are frequently encountered between May and October (Appendix 12.4). Single basking sharks were recorded in May, June and July 2012 (4 sightings in total). These were incidental sightings recorded by the surveyor for the site specific vantage point surveys (Appendix 12.2). 12.3.80 UK-wide basking shark sightings data are collated by the Marine Conservation Society (MCS), producing annual sightings reports. The latest available annual report is for 2009 which provides sightings distribution maps. In 2009 the number of sightings in the Inner Hebrides declined, however, across the whole of the UK 2009 saw a slight increase in the number of sightings (1150) from 2008 numbers (891). In 2006 to 2008 sightings decreased and so 2009 is approximately half the number of the record high in 2006 (2,273, Figure 12.2). The total number of sharks sighted in 2009 was 2806. ![Graph showing number of reports and total number of sharks per year 1987-2009](image) **Figure 12.2:** Number of reports and total number of sharks, per year 1987-2009 (Source: MCS (2009)) 12.3.81 OSPAR (2009) report 50-90% population wide declines in recent years although there are limited data to validate these trends. As a result of the declining numbers recorded, the basking shark is listed as threatened and/or declining under the OSPAR convention (OSPAR, 2009). Underwater noise 12.3.82 Appendix 12.5 provides the baseline noise conditions in Kyle Rhea from a site specific survey carried out in July 2012. High levels of high frequency broadband noise (between 20 kHz and 150 kHz) were recorded. This high frequency noise was significantly greater when the tide was flowing and peaked approximately 100 to 200m north of the Project. 12.3.83 The unweighted Root Mean Square (RMS)\(^{25}\) noise levels recorded during the baseline noise survey across the study area are presented in Appendix 12.5, Tables 4-1 to 4-4. The RMS levels ranged from 95.9 to 135 dB re 1µP. 12.3.84 The baseline noise has been assessed against the likely perception for relevant species, measured in dBht. The following dBht categories are discussed further in Appendix 12.5. - 0 – 50 dBht, low likelihood of avoidance; - 75> dBht, mild avoidance with potential for habituation; and - 90> dBht strong avoidance expected. 12.3.85 The baseline noise conditions for harbour seals ranged from 18 to 59.9 dBht perception levels. It is therefore unlikely that the existing baseline noise conditions in Kyle Rhea cause disturbance to seals. For harbour porpoise the high levels of high frequency noise results in perceived noise of 47.2 to 95.5 dBht, falling within the mild to strong avoidance category. As harbour porpoise were recorded within the Kyle it is likely that some habituation already exists to this level of noise. 12.4 Impact assessment Do nothing scenario 12.4.1 During a ‘do nothing scenario’ grey seals and harbour seals will continue to have stable populations in the WSMA and will continue to use haul out sites within Kyle Rhea. Kyle Rhea will continue to be used for hauling out but not as an important feeding or breeding area. Harbour porpoise will continue to transit through the site infrequently. Potential impacts during construction Impact 1: Collision risk 12.4.2 The increase in vessels in the study area presents a potential risk of marine mammals being struck by the hulls of the installation vessels. If dynamic positioning (DP) vessels with ducted propellers are used (see Chapter 5, Project Description) there may be an additional potential collision risk in line with the seal spiral injuries described in Appendix 12.1 may also occur. 12.4.3 Foundation drilling and installation for the Project will involve a DP vessel, moored or jack up barge for. Installation of the SeaGen devices on to the foundations will involve either a jack up barge, moored anchor barge, or DP vessel (see Chapter 5, Project description). The use of barges will require up to two support tug vessels and a multicat vessel may also be required if an anchor barge is used. A small crew transfer vessel will be required throughout installation. Equipment and materials will be brought to the site by sea using a large flat top barge. 12.4.4 Chapter 17, Shipping and Navigation outlines the existing level of shipping in the area. \(^{25}\) an “average” value when calculating the level of continuous sound and vibration During winter months approximately 5 vessels per day were recorded and in summer months an average of 23 vessels per day were recorded. The increase is mainly a result of increased recreational vessels (e.g. yachts) in summer months. Other vessels recorded include fishing vessels and fish farm support vessels (approximately 3 to 4 per day year round), cargo vessel (approximately 1 per day), and occasional (less than 1 per day) military vessels, tankers, tugs, and a passenger ferry. As a result marine mammals in this area are already accustomed to the presence of vessels travelling through Kyle Rhea. Installation vessels will be manoeuvring at very slow speeds within the Kyle. **Hull impacts** 12.4.5 During installation period, increased vessel traffic within Kyle Rhea and between Kyle Rhea and the local port (likely to be Kyle of Lochalsh) has the potential to increase the risk of collision with marine mammals. 12.4.6 Worldwide, shipping collision is a recognised cause of marine mammal (particularly cetacean) mortality (Faber Maunsell, 2007). Due to the number of vessels already using Kyle Rhea and the relatively limited duration over which vessel activity will increase as a result of installation it is considered that the likelihood of collision is low. There is no current evidence of on-going collisions with marine mammals in the area. 12.4.7 Studies, such as the Dolphin Space Programme (DSP) (2009) suggest that maintaining a steady speed allows dolphins to move away from vessels. A protocol will therefore be established to ensure installation vessels travelling into the area maintain a suitably safe speed, moving at a steady speed in a predictable and planned manner throughout the installation period. 12.4.8 Based on high existing levels of vessel activity in the Kyle, the limited scale and timeframe for installation, as well as the lack of any evidence of collision risk from other tidal turbine installation works, a low magnitude is predicted. 12.4.9 Grey seal and harbour seal are the most likely species to be affected by collision risk having the greatest density in the study area, however both populations have some tolerance to accommodate change, at a population level based on the PBRs discussed in Section 12.3, Existing environment which provides a low sensitivity based on the definitions provided in Table 12.3. Collision risk is therefore predicted to be of **minor** significant effect. **Ducted propellers** 12.4.10 In the UK since 2008 large numbers of harbour and juvenile grey seal carcasses have been found with spiral injuries. The distinctive spiral injuries are consistent with animals having encountered a single, rotating right-angled blade, which are thought to be caused by the seals being drawn through ducted propellers (Thompson *et al.*, 2010). The limited existing data tends to support the view that ducted propellers may be the cause of these injuries, and the total number of seals that may have been injured or killed is unquantifiable. 12.4.11 Vessels with ducted propellers may be used during the installation phase of the Project. Guidance in assessing the potential risk of spiral injuries has been provided by the Statutory Nature Conservation Agencies (SNCAs, April 2012). The risks are considered in relation to harbour and grey seal, with higher potential risk for harbour seal due to the widely declining populations of harbour seal around the UK. Given the distance between the Project site and the closest harbour seal (>30 nm nautical miles) and grey seal (>4nm) SACs the risk in relation to the Project is considered low based on the guidance provided by SNCA (April 2012). 12.4.12 The majority of carcasses found to date have been of adult harbour seals and so the sensitivity of individual harbour seals is classified as high. Although carcasses of juvenile grey seal have also been recorded with spiral injuries, given the low number of juvenile grey seal recorded at the site and the relatively large distance from any breeding site, grey seal sensitivity is assessed as medium based on the definitions provided in Table 12.3. 12.4.13 In the context of the stable populations of both harbour and grey seal in the study area and the resultant high PBR levels, as well as the guidance provided by SNCA (April 2012) that the risk is low due to the distance from SACs, the magnitude of the impact to the harbour and grey seal populations is negligible. 12.4.14 Assuming vessels with ducted propellers are used in the installation, the resulting impact significance will be minor for both seal species. Available information and understanding of the factors involved in seal spiral injuries is limited at the time of writing and this assessment may alter in light of new information or guidance. **Impact 1: Suggested Mitigation** Work is on-going to understand the mechanism behind these fatalities and to investigate potential mitigation measures. SeaGeneration (Kyle Rhea) Ltd will seek to engage fully and comply with recommendations and good practise as they develop. No mitigation is currently suggested, or recommended, following JNCC guidelines. **Residual impact:** 12.4.15 In the absence of any proven or agreed mitigation measures to date, the residual impact for collision with hulls and ducted propellers remains as minor. **Impact 2: Noise and vibration** **Percussive drilling** 12.4.16 Appendix 12.6 provides detailed information on a modelling study of installation noise (percussive drilling of device foundations and vessel noise) carried out by Subacoutech. 12.4.17 The noise levels for modelling percussive drilling are taken from measurements gathered at the EMEC Falls of Warness tidal test facility. This is more comparable to the potential noise for the Project than the previous SeaGen installation methodology at Strangford Lough (see Appendix 12.6, Section 4.2). 12.4.18 The source level for percussive drilling is predicted to be 183dB re. 1µPa @1m under maximum operating power and 179 dB re. 1µPa @1m under normal operating power. It is not expected that this level of noise will result in fatalities, physical injury or auditory injury to marine mammals or basking shark. 12.4.19 Distances at which seals could be expected to exhibit mild avoidance (75dBht) are 58m at normal operating power and 93m at maximum operating power. Strong avoidance (90dBht) is expected at 19m for seals during maximum power and at 12m for normal operating power. 12.4.20 Mild avoidance (75dBht) for harbour porpoise is expected at a distance of 770m for normal operating power and 1.3km for maximum operating power, however it should be noted that background noise conditions at Kyle Rhea ranged from 46 to 95.5 dBht for harbour porpoise. Strong avoidance (90dBht) is expected at 210m for harbour porpoise at maximum power and 130m at normal power). As discussed in Section 12.3, Existing environment, harbour porpoise are recorded in Kyle Rhea despite background noise levels reaching greater than 90dBht and therefore some habituation can be expected. 12.4.21 With approximately 400m to the east of the array and 100m to the west (see proposed array layout in Figure 5.1), the potential noise footprint using 90dBht for maximum power (210m range for harbour porpoise and 19m for seals) is therefore unlikely to present a potential barrier as there will be a section of the Kyle which is not insonified by noise levels likely to evoke strong avoidance. Any small scale displacement from this noise footprint is unlikely to cause a significant impact e.g. on feeding success during the temporary drilling works. 12.4.22 The sensitivity of both species of seals, as well as harbour porpoise is predicted to be low based on the definitions provide in Table 12.3. There is limited understanding of the impact of underwater noise on basking shark, however as with other fish species, they are predicted to have much less sensitivity than marine mammals and so negligible sensitivity is predicted. 12.4.23 Installation of the device foundations will take up to 72 days in total\(^{26}\) (18 days per device) with continuous drilling for up to 30 hours per pile (worst case). This will be interspersed with periods of approximately 78 hours in between drilling of each pile while non-drilling activities such as grouting the piles in place (Chapter 5, Project Description). 12.4.24 The relatively short timescale of installation works, the low proportion of drilling works (<30% of the 72 days for foundation installation), and the findings of the noise modelling, all show that marine mammals are not expected to be excluded from Kyle Rhea due to drilling noise. Magnitude is predicted to be negligible, giving negligible impact significance. **Vessel noise** 12.4.25 Increased vessel traffic can provide a significant source of noise during installation. However, due to the number of vessels already using Kyle Rhea, the relatively limited duration over which increased levels of vessel activity will occur, and the existing levels of background noise, the impact is expected to be relatively low. 12.4.26 Appendix 12.6 provides predicted perception of vessel noise (based on a jack up barge) at a distance of approximately 90-140m. Average dBht for harbour porpoise is 75 and for seals is 57 and so this is lower than some measurements made for background noise. 12.4.27 The magnitude of vessel noise is therefore negligible and sensitivity of marine mammals low, giving and impact of negligible significance. **Impact 2: Suggested Mitigation** No mitigation suggested **Residual impact:** In the absence of mitigation the impact of noise on marine mammals will remain negligible. **Impact 3: Disturbance** 12.4.28 Noise disturbance and visual presence of vessels equipment and personnel during the installation works could potentially displace seals from haul out sites within Kyle Rhea. However aerial surveys pre- and post-installation of the SeaGen device in Strangford Lough showed no evidence of significant between year changes in the seal use of haul out sites in the vicinity of that device. Any short term displacement which may have occurred during installation was therefore unlikely to have had a significant effect on the population and a similar level of effect is anticipated for Kyle Rhea. The use of directional drilling for the \(^{26}\) Excluding potential weather delays routing of the export cable (as was done at Strangford Lough) avoids direct disturbance to the intertidal area and further minimises the potential impact. 12.4.29 This potential disturbance will be temporary, occurring throughout the installation phase, during summer months only, for up to two years. The magnitude of this impact is low under the definitions provided in Table 12.3. 12.4.30 Section 12.3, Existing environment, describes the use of seal haul out sites at Kyle Rhea. It is not expected that these sites are significant breeding areas, based on evidence collected during the first year of site specific survey. In addition, there are also no proposed designated haul out sites at Kyle Rhea, therefore sensitivity is deemed to be low. This results in an impact of minor significance. **Impact 3: Suggested Mitigation** No mitigation suggested **Residual impact:** In the absence of mitigation the impact of disturbance on seal haul out sites will remain minor. **Potential impacts during operation** **Impact 4: Collision risk** 12.4.31 The moving rotors of the devices pose a potential collision risk for marine mammals and basking shark. Quantifying the likelihood and consequences of such an interaction is difficult, due to a lack of understanding and empirical data relating interactions between seals and cetaceans with tidal devices. 12.4.32 Data from the detailed Environmental Monitoring Programme (EMP) collected during the first 3 years of operation of the SeaGen project at Strangford Lough suggest that harbour seal have changed their behaviour in response to the operation of the device. Seals tagged during the operational phase have exhibited small scale differences in transit routes and transit rates, when compared to pre-installation, possibly indicating device avoidance (Royal Haskoning, 2012). In summary, those data indicate an awareness of the device by seals in Strangford Lough, as would be expected, with animals showing slight changes in their behaviour to go around the device. To date no evidence of a direct interaction between the operating device at Strangford Lough has been observed, with SeaGen currently shut down by remote active sonar operators when a “marine mammal target”\(^{27}\) is detected within 30m of the operational device. 12.4.33 This impact assessment has used the encounter rate model developed by Marine Scotland Science (MSS) (Davies & Thompson, 2011) for the key species in Kyle Rhea (i.e. harbour seal, grey seal and harbour porpoise), in order to present modelling results in this impact assessment which are in turn compatible with those the Regulators will use to inform a consenting decision. For other species including basking shark, minke whale and dolphin species the very limited numbers in Kyle Rhea result in a predicted negligible impact magnitude. These species are all predicted to have a high sensitivity based on the definitions provided in Table 12.3, resulting in low significance. \(^{27}\) Given the resolution of the active sonar technology a number of false targets (e.g. drift wood and clumps of seaweed) trigger a shutdown. 12.4.34 The MSS model framework is based on the approach pioneered by Band (2000, 2007), and covers; the behaviour (including diving and avoidance behaviour) of the vulnerable species, the physics of collision with the rotors, and the consequences for the populations concerned. The MSS model is used in this assessment to estimate the numbers of potential collisions between seals, harbour porpoise, and the rotors. Further detail on the assumptions and figures used in the model are provided in Appendix 12.7. 12.4.35 Limited diving behaviour was observed for harbour and grey seal during the vantage point surveys (Appendix 12.2), however a precautionary approach, using dive rates provided by SMRU (shown in Table 12.7), has been used in the assessment. If seals are spending a large amount of time at the surface while in the study area, as indicated by the vantage point surveys, then the potential for interactions between seals and the device will be significantly reduced. 12.4.1 Seal density estimates described in Section 12.3, Existing environment are used in the collision model. The density estimate of 0.45 per km$^2$ provided in Paxton et al. (2011) is used in the assessment, however, a study of the use of Kyle Rhea by harbour porpoise (Wilson et al., 2012), shows that they generally occur in very low densities in areas of high tidal flow. This suggests that this density estimate used for the model may be an overestimate at the fine scale around the high tidal currents of Kyle Rhea. During the vantage point surveys an average sightings rate of 0.06 harbour porpoise per hour was recorded (Appendix 12.2). Operational noise levels may also cause avoidance behaviour, which would reduce the density of animals in close proximity to the device. However, this factor is captured in the use of estimated avoidance rates, discussed below. 12.4.2 To date, there are limited data which can inform avoidance rates for seal and porpoise. Data from telemetry studies at Strangford suggest that seals may be exhibiting a degree of avoidance, with peaks in transit approximately 250m either side of the device (Lonergan et al., 2010). Noise studies, detailed in Appendix 12.6 also show that mild avoidance (75dBht) could be expected at 100m and strong avoidance (90dBht) at 8m for seal and 90m for harbour porpoise. This suggests that seals will have the ability to detect the rotors and take evasive action. The model uses an estimate of avoidance rates, which reflects the degree to which the behaviour of the animal in the absence of the devices acts to reduce the risk of collision (for example, taking account of reduced rate of foraging at the times of highest tidal velocity), and behavioural changes that may be introduced by awareness of the presence of the devices. The MSS model suggests a range of avoidance rates between 95% and 99.8%, following the rates typically used in the assessment of collision risk in birds. 12.4.3 There are a number of significant limitations with the use of the MSS model, related firstly to the difference in the characteristics of tidal turbines, compared to wind turbines, and secondly to the extrapolation of marine mammal avoidance behaviour from the behaviour of birds encountering wind turbines,(on which the Band model is based). The additional uncertainty in the effects of the complex flow patterns of water around tidal devices adds to the levels of uncertainty within the model, however, it is not expected that marine mammals (or any objects) could be drawn into the rotors. The MSS model is highly likely to present high probabilities for collision for large animals such as seals, and can be considered highly precautionary despite its other limitations. 12.4.4 Results of the encounter model are summarised in Table 12.7 for harbour and grey seal, as well as harbour porpoise. The avoidance rates presented include a range of values in order to reflect the uncertainty in the true rates. Likely avoidance rates have not been subject to rigorous scientific study and remain difficult to quantify as it is not possible to determine how seals may respond to the presence of a device or how the interaction of devices within the array could change the avoidance rates due to acoustic cues or displacement. As previously discussed, Marine Scotland routinely use 95% to 99.8% avoidance rate as a default standard. It should also be noted that avoidance rates could be 100% given the ability of marine mammals to manoeuvre efficiently in the marine environment and detect existing natural and anthropogenic features without collision. Table 12.7: Result of the collision risk modelling. | | Harbour seal | Grey seal | Harbour porpoise | |------------------|--------------|-----------|------------------| | **dives per hour** | 12 | 6 | 60 | | **Avoidance rate (%)** | | | | | 95 | 128 | 36 | 40 | | 98 | 51 | 14 | 16 | | 99 | 26 | 4 | 8 | | 99.5 | 13 | 7 | 4 | | 99.8 | 5 | 1 | 2 | 12.4.5 Individual harbour seal and grey seal are considered to have high sensitivity to this impact based on the definitions provided in Table 12.3. Potential collision rates from the modelling exercise indicate that at 95% avoidance rate approximately 1.2% of the harbour seal population could be impacted, and approximately 0.7% of the grey seal population could be impacted. The impacts for harbour porpoise at this avoidance rate are <0.2% of the regional population. Given the precautionary nature of the MMS model these levels of impact provide a precautionary impact assessment. It should be noted that given the slow tip speed of 12m/s (27mph) at full power and less for a large proportion of the time, as well as the rounded leading edge of the rotors, a collision may not result in a fatality. 12.4.6 The results of the collision risk modelling for seals can also be compared to the PBR for the WSMA, of 442 for harbour seal and 297 for grey seal. Based on the existing number of issued licences (184 for harbour seal and 126 for grey seal), the population has the capacity to accommodate the potential impact, using avoidance rates of 95% or greater. The impact magnitude is considered to be low for harbour seal, and negligible grey seal and for harbour porpoise. The significance is therefore moderate in harbour seal, and minor in harbour porpoise and grey seal. **Impact 4: Suggested Mitigation** 1. No mitigation is suggested at this stage - but an adaptive management approach to this potential impact will be agreed post consent, informed by anticipated near field behaviour data for seals from Strangfrod Lough, where imminent removal of shutdown protocols is expected. 2. SeaGeneration (Kyle Rhea) Ltd is committed to working with Marine Scotland and SNH to develop an appropriate Environmental Monitoring Plan to monitor for collisions and will reassess the need for a mitigation strategy if collisions are identified. **Residual impact:** In the absence of specific mitigation the residual significance remains minor for grey seal and harbour porpoise and moderate in harbour seal. **Impact 5: Noise and vibration** 12.4.7 Measurements of operational noise from previous devices (SeaFlow and SeaGen) were used to model the operational noise at Kyle Rhea and scale up for an array of four 2MW devices (see Appendix 12.6). 12.4.8 As previously discussed, strong avoidance (90dBht) is predicted at 8m for seals and 90m for harbour porpoise. Mild avoidance (75dBht) is predicted at 100m for seals and 1.1km for harbour porpoise although, as previously discussed Kyle Rhea existing background noise levels reach up to 95.5dBht (strong avoidance) for harbour porpoise and yet they are still observed occasionally. These predicted avoidance responses will minimise any potential risk of long term cumulative exposure impacts for seals spending a long amount of time in close proximity to the devices. The sensitivity of individual marine mammals to this level of noise is predicted to be low. As previously discussed this level of operational noise may allow marine mammals to detect and avoid the array. 12.4.9 Given 400m to the east of the array and 100m to the west (see proposed array layout in Chapter 5, Figure 5.2) in which marine mammals could pass the array, the predicted levels of strong avoidance are unlikely to exclude animals from using Kyle Rhea or transiting through. Any small scale displacement is predicted to cause an impact of low magnitude. The impact significance is therefore deemed to be minor. **Impact 5: Suggested Mitigation** 1. No mitigation suggested 2. An EMP will be established to monitor potential impacts **Residual impact:** In the absence of specific mitigation the residual significance remains minor. **Impact 6: Barrier effects** 12.4.10 The physical presence of the array could potentially displace marine mammals from preferred migratory and transit routes within Kyle Rhea. 12.4.11 During ongoing operation of the SeaGen device in Strangford Lough no significant barrier effect has been observed. Passive acoustic monitoring (using TPODS) for 3 years during operation indicates that harbour porpoise are able to pass through the narrows where the device is located. Visual and tagging surveys of seals show continued use of the area with no significant barrier effect or long term change to seal haul out usage (SMRU data presented in Royal Haskoning, 2012). 12.4.12 Section 12.3, Existing environment shows that harbour porpoise appear to mainly be using Kyle Rhea for transit from north to south (or vice versa). Seals appear to mainly be using haul out sites to the north west of the Project site but may come in from the south and therefore need to transit past the array. The sensitivity is predicted to be medium based on the definitions provided in Table 12.4. Basking sharks, minke whale and dolphin species may use Kyle Rhea for transit although the numbers recorded within the Kyle are very low. Therefore the sensitivity for these species is predicted to be low. An array of devices could have more potential to act as a barrier than the single SeaGen device in Strangford Lough; however the array takes up approximately 140m of Kyle Rhea with 100m of clearance to the west and 400m to the east and so no physical barrier effect is expected for any marine mammal species. The magnitude of this impact is therefore predicted to be negligible. 12.4.13 The receptor sensitivity is predicted to be low and therefore the impact is predicted to be of Impact 6: Suggested Mitigation No mitigation suggested Residual impact: In the absence of mitigation the residual impact remains of minor significance. Impact 7: EMF 12.4.14 There may be potential for marine mammals and basking shark to exhibit behavioural changes including displacement due to the presence of electromagnetic fields (EMF) around inter-array cables (Gill et al. 2005). There is currently limited information on this effect but it is widely believed that marine mammals use the geomagnetic field to navigate long distance migrations (Kirschvink et al. 1986; Klinowska, 1985). 12.4.15 Although it is assumed that harbour porpoise are capable of detecting small differences in relative magnetic field strength, this is unproven and is based on circumstantial information (Marine Scotland, 2011). There is also, at present, no evidence to suggest that existing cables have influenced cetacean movements. Harbour porpoise move in and out of the Baltic Sea with several crossings over operating subsea high voltage direct current cables in the Skagerrak and western Baltic Sea without any apparent effect on their migration pattern (Faber Maunsell, 2007). There is no evidence that pinnipeds respond to electromagnetic fields EMF and therefore marine mammal sensitivity is deemed to be negligible. 12.4.16 Gill et al. (2009) provides evidence that benthic elasmobranch species showed some response to the presence of EMF emitted by a subsea cable, however the basking shark is a pelagic species and therefore less likely to be affected. 12.4.17 The estimated length of inter-array cabling is 595m of 33kV (surface laid). This is a very small amount of low voltage cabling compared with large offshore wind projects, for example. It is therefore predicted that the impacts of EMF will be of negligible magnitude. As a result the significance is predicted to be negligible. Impact 7: Suggested Mitigation 1. No mitigation suggested Residual impact: In the absence of mitigation the residual impact remains of negligible significance. Impact 8: Indirect impacts from changes to prey resource 12.4.18 The presence of a tidal array has the potential to alter the fish numbers and distribution in the vicinity and therefore have indirect impacts on marine mammals by changing the available prey resource. Chapter 14, Fish and Shellfish predicts impacts of minor to negligible significance and therefore the magnitude of this impact on marine mammals is predicted to be negligible. 12.4.19 As discussed in Section 12.3, Existing Environment, Kyle Rhea does not appear to be a significant feeding area for marine mammals, based on 1 year of site specific survey data (Appendix 12.2). The sensitivity of marine mammals is therefore predicted to be negligible, resulting in an impact of negligible significance. **Impact 8: Suggested Mitigation** No mitigation suggested **Residual impact:** In the absence of mitigation the residual impact remains of negligible significance. **Potential impacts during the decommissioning phase** 12.4.20 The potential impacts arising from decommissioning activities are expected to be of similar nature and magnitude as those predicted for the installation phase, with the exception of drilling which will not occur during decommissioning. Therefore the impacts to marine mammals will at worst have the same significance as those assessed during installation and therefore be of negligible to minor significance. **Potential cumulative impacts** 12.4.21 At the time of writing there are no foreseeable projects which could contribute to cumulative impacts on marine mammals in Kyle Rhea or the wider area around Skye, in the inner Sound, Sound of Sleat, or the Little Minch. Given the low level of impacts predicted for the Project cumulative impacts from any projects further afield are unlikely. ### 12.5 Summary 12.5.1 A variety of sources were used to characterise the existing environment in relation to marine mammals and available data from the detailed EMP in Strangford Lough as well as other project examples as appropriate were used to carry out the impact assessment. 12.5.2 The key species in Kyle Rhea is harbour seal with high numbers recorded during the Project specific surveys. The region (the central West Scotland Management Area) supports a stable harbour seal population which is in contrast to declining numbers at a number of sites around the UK. There were also a high number of grey seals recorded at the site, with this population also stable as it is across the UK. Occasional harbour porpoise sightings and incidental common dolphin, bottlenose dolphin, minke whale and basking sharks were recorded within Kyle Rhea. The findings of the Project specific survey report were broadly consistent with available literature for the site and wider study region. 12.5.3 The greatest potential impacts include collision risk during installation, in particular seal collision risk/interaction f with DP vessels, and during operation, with moving rotors. However harbour and grey seal populations are stable in the study area and so are relatively robust to potential changes. This impact was assessed as moderate significance for harbour seals and minor for other marine mammals. SeaGeneration (Kyle Rhea) Ltd is committed to working with Marine Scotland and SNH to develop an appropriate monitoring and mitigation strategy. All other impacts were assessed as minor or negligible. 12.5.4 Given the high levels of background noise measured at the site (Appendix 12.5) the magnitude of installation and operational noise (Appendix 12.6) is relatively low and is not expected to cause any significant displacement or barrier effects. 12.6 References Band, W., 2000. Windfarms and Birds: calculating a theoretical collision risk assuming no avoiding action. Scottish Natural Heritage Guidance Note. http://www.snh.gov.uk/planninganddevelopment/renewable-energy/onshore-wind/assessing-bird-collision-risks/ Band, W., Madders, M. and D.P. Whitfield, 2007. Developing field and analytical methods to assess avian collision risk at windfarms. In: De Lucas, M., Janss, G. and Ferrer, M. (eds) ‘Birds and Wind Power’. www.quercus.pt Davies, I., & Thompson, F. 2011. Assessment of collision risk for seals and tidal streams. ICES Annual Science Conference 19-23 September 2011. Defra (2010). Charting Progress 2; Healthy and Diverse Seas, Seals Available at: http://chartingprogress.defra.gov.uk/seals Dietz, R., Teilmann, J., Henrissken, O.D. Lairde, K. (2003). Movements of seals from Rodsand sanctuary monitored by satellite telemetry. Relative importance of the Nysted Offshore Wind Farm are to seals. NERI, Denmark. Report No. 429: Page 44 Dolphin Space Programme (DSP) (2009). Codes of Conduct. Available at: http://www.dolphinspace.org/index.asp?pageid=10448 Duck C.D. & C.D. Morris. (2011) Grey seal pup production in Britain in 2010. In SCOS 2011, Scientific Advice on Matters Related to the Management of Seal Populations: 2010. Available at www.smru.st-and.ac.uk Duck, C. D., Morris, C. D., Thompson, D., & Malone, D. 2011. The status of British harbour seal populations in 2010. In Scientific Advice on Matters Related to the Management of Seal Populations: 2011 Gill, A.B, Huang, Y, Gloyne-Phillips, I, Metcalfe, J, Spencer, J and Wearmouth, V. 2009. COWRIE 2.0 EMF Phase 2. Gill, A.B., Gloyne-Phillips, I., Neal, K.J. and Kimber, J.A. (2005). COWRIE 1.5 Electromagnetic Fields Review. The potential effects of electromagnetic fields generated by sub-sea power cables associated with offshore wind farm developments on electrically and magnetically sensitive marine organisms – a review. Commissioned by COWRIE. Available at http://www.offshorewindfarms.co.uk/Assets/COWRIE_Final_compiled.pdf. Hammond P.S., Grellier K. & Harris R.N. (2006). Grey seal diet composition and prey consumption in the North Sea and west of Scotland. In Scientific Advice on Matters Related to the Management of Seal Populations: 2006. Hammond, P.S. and Grellier, K. (2006). Grey seal diet composition and prey consumption in the North Sea. Final report to Department for Environment Food and Rural Affairs on project MF0319. Ian M Davies and Fiona Thompson (2011). Assessment of collision risk for seals and tidal stream turbines Kirschvink, J. L., A. E. Dizon, and J. A. Westphal (1986). Evidence from strandings for geomagnetic sensitivity in Cetaceans, J. Exp. Biol. 120, 1–24. Klinowska, M. 1985. Cetacean live stranding sites related to geomagnetic topography. Lesage, V., M. O. Hammill and K. M. Kovacs. 1999. Functional classification of harbor seal (*Phoca vitulina*) dives using depth profiles, swimming velocity, and an index of foraging success. *Canadian Journal of Zoology* 77(1):74-87. Lonergan, M., C. Duck, C. Morris & D. Thompson. (2011). Harbour seal (*Phoca vitulina*) abundance has declined in Orkney: an assessment based on using ARGOS flipper tags to estimate the proportion of animals ashore during aerial surveys in the moult. In SCOS 2011, Scientific Advice on Matters Related to the Management of Seal Populations: 2010. Lonergan, M., Sparling, C. E., Isojunno, S., and McConnell, B. J. 2010. Using telemetry to investigate the effect of SeaGen on harbour seal behaviour and movement at Strangford Lough, Northern Ireland. SMRU Ltd report prepared for Marine Current Turbines. Macleod, K., Lacey, C., Quick, N., Hastie, G. and Wilson J. (2011). *Guidance on survey and monitoring in relation to marine renewables deployments in Scotland. Volume 2. Cetaceans and Basking Sharks*. Unpublished draft report to Scottish Natural Heritage and Marine Scotland. Marine Conservation Society. 2009. Basking Shark Watch 2009 Annual Report. Marubini F., Gimona A., Evans PGH., Wright PJ., & Pierce GJ (2009). Habitat preferences and interannual variability in occurrence of the harbour porpoise *Phocoena phocoena* off northwest Scotland. *Marine Ecology Progress Series* vol. 381:297-310 Matthiopoulos, J., McConnell, B., Duck, C. & Fedak, M. (2004) Using satellite telemetry and aerial counts to estimate space use by grey seals around the British Isles. *Journal of Applied Ecology*, 41, 476-491 McConnell, B. (2006). Summary of grey seal satellite telemetry haulout data available to parameterise population size models. In Scientific Advice on Matters Related to the Management of Seal Populations: 2006. Murphy, S., J.C.D. Gordon, B. McConnell, J. Matthiopoulos, S. Isojunno, and P.S. Hammond (2009). Background information on marine mammals for Offshore Strategic Environmental Assessment. Produced as part of the UK Department for Business, Enterprise and Regulatory Reform’s [BERR] offshore energy Strategic Environmental Assessment programme. OSPAR (2009). Background Document for Basking shark *Cetorhinus maximus*. Available at: http://qsr2010.ospar.org/media/assessments/Species/P00419_basking_shark.pdf Paxton C.G.M., Mackenzie M., Burt M.L., Rexstad E. & L. Thomas L. (2011). Phase II Data Analysis of Joint Cetacean Protocol Data Resource. Centre for Research into Ecological and Environmental Modelling. University of St Andrews, August 2011. Report to Joint Nature Conservation Committee, Contract number C11-0207-0421 Santos MB., Pierce GJ., Learmonth JA., Reid RJ., Ross HM., Patterson IAP., Reid DG & Beare D. (2004). Variability in the diet of harbour porpoise *Phocoena phocoena* in Scottish waters 1992-2003 *Marine Mammal Science* 20:1-27 Scottish Government (2012). Seal Licensing http://www.scotland.gov.uk/Topics/marine/Licensing/SealLicensing Scottish Government (2011). Consultation on seal haul-out sites. Available at: http://www.scotland.gov.uk/Publications/2011/03/22093944/1 SeaWatch Foundation (undated). The harbour porpoise in UK waters. Available at: http://seawatchfoundation.org.uk/wp-content/uploads/2012/07/Harbour_Porpoise.pdf, Accessed November 2012 Sharples R.J., Moss S.E., Patterson T.A., and Hammond P.S. (2012). Spatial Variation in Foraging Behaviour of a Marine Top Predator (Phoca vitulina) Determined by a Large-Scale Satellite Tagging Program. Sparling, C., Grellier, K., Philipott, E., Macleod, K., and Wilson, J. (2011). *Guidance on survey and monitoring in relation to marine renewables deployments in Scotland. Volume 3. Seals*. Unpublished draft report to Scottish Natural Heritage and Marine Scotland. Statutory Nature Conservation Agencies (SNCAs, April 2012), Guidance for staff advising on the potential risk of seal corkscrew injuries. Thompson P.M., McConnell B.J., Tollit D.J., Mackay A., Hunter C., Racey P.A. (1996) Comparative distribution, movements and diet of harbour and grey seals from the Moray Firth, NE Scotland. Journal of Applied Ecology 33 1572-1584. Thompson, D., Hammond, P.S., Nicholas, KS and Fedak, MA, 1991. Movements, diving and foraging behaviour of grey seals (*Halichoerus grypus*). Journal of Zoology, 224, 223-232. Thompson, P. M., & Harwood, J, 1990. Methods for estimating the population size of common seals, *Phoca vitulina*. Journal of Applied Ecology, 27; 924-938. Wilson, B., Benjamin, S., Gordon, J., Calderan, S., van Geel, N., and Elliot, J. 2012. Are Scottish tidal-stream energy sites also porpoise hot-spots? Poster presented at 26th European Cetacean Society Conference, March 2012. Galway, Ireland. 13.1 Introduction 13.1.1 This chapter of the Environmental Statement (ES) describes the character and sensitivity of seabed communities within the vicinity of the proposed Kyle Rhea Tidal Stream Array ('the Project') and associated study area. 13.1.2 It presents the findings of an assessment of potential impacts arising from the construction, operation and decommissioning of the Project. 13.1.3 This chapter has links with Chapter 7, Marine Physical Environment and Coastal Processes, Chapter 14, Fish and Shellfish and Chapter 15, Commercial fisheries. Potential impacts to the intertidal environment are considered in Chapter 10, Terrestrial and Intertidal Ecology. Study area 13.1.4 The benthic ecology study area is displayed in Figure 13.1 and is determined by the boundaries of Kyle Rhea. A drop down video survey was undertaken to characterise the existing environment within this study area, however due to the fact that the survey team completed the survey of the initial study area with time to spare an extended study area was also included (shown in Figure 13.1). Overview of potential impacts 13.1.5 A guidance document produced for Marine Scotland providing advice on the Environmental Impact Assessment (EIA) for Wave and Tidal developments (EMEC and Xodus, 2010) lists the potential impacts on benthic ecology as: - Substratum / habitat loss / damage. - Smothering. - Scour around devices and other subsea infrastructure (including mooring cables as result of movement with wave and tides). - Increased suspended sediment and turbidity from installation of devices and other subsea infrastructure. - Disturbance of contaminated sediments. - Decrease in water flow and/or wave exposure. - Pollution from routine and accidental discharges. - Colonisation of subsea infrastructure. Policy, legislation and guidance in relation to benthic ecology 13.1.6 The Council Directive 92/43/EEC on the conservation of natural habitats and of wild fauna and flora ('The Habitats Directive') aims to conserve biodiversity, providing a list of priority habitats (Annex I of the Directive) and species (Annex II of the Directive) to be protected by a Network of 'Natura 2000' protected areas including Special Areas of Conservation (SAC). Where a project has potential to significantly affect a Natura 2000 site the competent authority (in this case Marine Scotland, advised by Scottish Natural Heritage) will undertake a Habitats Regulations Appraisal (HRA). The Conservation (Natural Habitats, & c.) Regulations, 1994 (as amended in Scotland) transpose the Habitats Directive into national law and outline the designation and protection required for ‘European Sites’ and European Protected Species’ (EPS). 13.1.7 The Nature Conservation (Scotland) Act 2004 places duties on public bodies in relation to the conservation of biodiversity and outline the required protection for Sites of Special Scientific Interest (SSSI). 13.1.8 The 1992 Convention on Biological Diversity in Rio de Janeiro called for the creation and enforcement of national strategies and action plans to conserve, protect and enhance biological diversity. In 1994 the UK government outlined the UK Biodiversity Action Plan (UK BAP) in response to the Rio Convention. 13.1.9 The application for the offshore elements of the development plus substation (there will be no works in the intertidal) will be made under Section 36 of the Electricity Act 1989, currently managed by Marine Scotland Licencing Operating Teams (MS-LOT). A Marine Licence under the Marine (Scotland) Act, 2010, will also be required for the placement of materials on the seabed, including the device foundations and any mooring blocks / anchors required during installation. Further details regarding the legislative context for this application are provided in Chapter 2, Policy and Legislation. 13.1.10 Site specific baseline benthic characterisation surveys were informed by recent draft guidance on survey and monitoring for marine renewables developments in Scotland, commissioned by Scottish Natural Heritage (SNH) and MS-LOT (Saunders et al., 2011). Although no works are planned in the intertidal zone, intertidal surveys were also completed and are discussed in Chapter 13, Terrestrial and Intertidal ecology. 13.1.11 A number of guidance documents have been produced with regard to the assessment of the impacts of renewable energy projects, which can be applied to tidal developments. Guidance for offshore wind farm EIA produced by CEFAS (2004), highlights the need for potential impacts to be identified prior to commencement of benthic survey in order to inform survey design. That guidance indicates that the main impacts to benthic ecology are likely to occur during the construction period of any development and may include physical disturbance of seabed substrata and alterations to the local habitat, as well as indirect effects arising from the re-distribution of sediment. The assessment of the magnitude and significance of changes to hydrodynamics at a site are also suggested. 13.1.12 The European Marine Energy Centre (EMEC) has produced high level EIA Guidance for wave and tidal test sites in Orkney (EMEC, 2005), which has also been considered in this chapter. That guidance outlines legal and consenting requirements and also summarises survey and additional data requirements to inform the impact assessment. 13.1.13 A series of documents commissioned by Marine Scotland also advise on the application requirements for a Marine Licence. Part four of that advice (Wave and tidal annex) provides specific guidance on the assessment of benthic ecology (Emec and Xodus, 2010). Relevant aspects of this guidance are also considered throughout this chapter. 13.1.14 SNH has recently been undertaking a review of marine habitats and species to identify those considered to be of greatest marine nature conservation importance in Scottish Territorial waters – referred to as ‘Priority Marine Features’. This has resulted in the production of a recommended list of Priority Marine Features (SNH & JNCC, 2012). This list will be used to support the advice that SNH gives on marine biodiversity, playing a role in the delivery of new marine planning and licensing systems set out in the Marine (Scotland) Act (2010), and is a relevant document for assessing habitats and species of conservation importance within the study site. 13.1.15 The Institute of Ecology and Environmental Management (IEEM) released their guidelines on ecological impact assessment in Britain and Ireland for the Marine and Coastal environment (IEEM, 2010). These guidelines provide a detailed methodology on ecological impact assessment, and much of the advice from this document is incorporated into this chapter. However, the suggested method for assessment has been adapted slightly to take into account other guidance as well as past experience. 13.1.16 The Scottish Environment Protection Agency (SEPA) recommends that applicants consider the risks of introducing non-native species as part of the EIA process, including best-practice steps by which they can manage those risks. 13.1.17 The International Maritime Organisation (IMO) has produced guidelines which provide useful recommendations on general measures to minimise the risks associated with biofouling (including introduction of non-native species) for all types of ships. Guidance for the prevention and management of invasive species in the oil and gas industry has also been recently produced (2010) by IPIECA (www.ipieca.org/publication/alien-invasive-species-and-oil-and-gas-industry). 13.2 Methodology Consultation in relation to benthic ecology 13.2.1 Consultation with statutory bodies and key stakeholders was undertaken through a formal EIA scoping process. The scoping response is provided in Appendix 4.1 and the key items of relevant to benthic ecology are outlined in Table 13.1, below. 13.2.2 The drop down video survey plan was provided to SNH and Marine Scotland and was further discussed and agreed at a meeting on 20th June 2012. 13.2.3 The survey results were also provided to SNH, Marine Scotland and the Highland Council. Feedback has been received outlining that the data collected is satisfactory to inform the EIA and HRA. Table 13.1 Summary of consultation relating to benthic ecology | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | The ES needs to show that the applicants have taken account of the relevant wildlife legislation and guidance namely, Coast Protection Act 1949 section 34, Council Directives on The Conservation of Natural Habitats and of Wild Flora and Fauna, Scottish Executive Interim Guidance on European Protected Species, Development Sites and the Planning System and the Scottish Biodiversity Strategy and associated Implementation Plans. (Scottish Ministers) | Section 13.1, Introduction (including policy, legislation and guidance) and Section 13.4 Impact Assessment | | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | The applicant has suggested using drop down video and/or diver surveys to provide detailed data; we recommend that ROV video transects and still photography using a weighted drop frame also be considered. We look forward to discussing the detail of the survey techniques with the applicant and Marine Scotland. It would also be useful to schedule in a review after early analysis in case further work is required. (SNH) | ROV and stills were considered, however due to the strong tidal currents these methods would not have been appropriate. In addition, the purpose of the survey was seabed mapping and characterisation. The methods used for benthic survey were agreed with SNH and Marine Scotland. | | It is worth highlighting that the reef feature includes rocky, stony and biogenic reef. The Joint Nature Conservation Committee JNCC have recently clarified what constitutes stony reef: Irving, R., (2009), The identification of the main characteristics of stony reef habitats under the Habitats Directive, JNCC Report 432, and ISSN 0963 8091 available via the JNCC website at: http://www.jncc.gov.uk/page-5023 (SNH) | This information has been taken into account throughout this chapter. | | Particular attention should be given to the site’s conservation objectives and the following aspects should also be considered: Damage/disturbance caused by boat moorings, cables and other ancillary aspects; Consideration of hydrodynamic changes; Accidental release of hydraulic fluids and potential pollutants including the use of anti-foulants and sacrificial anodes. (SNH) | These potential impacts have been considered in Section 13.4 of this Chapter. | | In principle, we support proposals for directional drilling for cables because this offers an opportunity to minimise the benthic impacts of cable laying. Providing best practice is followed and a pollution prevention package is drawn up, the effects from potential pollutants may be minimised. We advise that environmental practices and management for hydraulic fluids and potential pollutants are detailed within the ES. (SNH) | Pollution prevention is discussed in Chapter 9, Water Quality. | | The evidence presented, either new or existing, should ensure that the surveys conducted satisfactorily establish the location of any reef habitats, including biogenic reefs such as *Modiolus modiolus*, and any listed species in respect to the proposed positions of the 4 devices. (Marine Scotland) | The site specific survey covers the whole Kyle Rhea site, but specifically focuses on the proposed positions of the devices themselves. | | It would be extremely useful to know if the quality of the reef structures associated with Kyle Rhea represents the very best of the habitats within the SAC. If they are, it should be considered how this would change the assessment, if at all, in terms of site suitability, additional data collection, array design, installation methodology, etc. This information will also guide the methodologies for site preparation and the installation of the devices and associated cabling. Alterations to the current methodologies will be required as a result of newly acquired information. (Marine Scotland) | It was not practical to sample the entire SAC. The reefs found within Kyle Rhea are good examples of rocky reef and therefore the impacts to these features are assessed using appropriate sensitivity in section 13.4. | | The installation, replacement and maintenance of undersea cables have the potential to cause direct loss of reef habitat as well as local deterioration of reef habitats and communities. (Marine Scotland) | This impact is considered with Section 13.4 of this Chapter. | ### Key issues raised The developer should provide evidence of the presence or absence of qualifying habitats or species in the vicinity of the marine devices and cable routes especially *Modiolus modiolus* beds. Existing surveys or data may be acceptable if they can provide sufficient detail of the species and habitats present. Considerable disturbance to benthic habitats will occur from laying the inter-device cables by trench. Other less disturbing methods should be considered in the ES. (Marine Scotland) ### Response A site specific survey was undertaken which showed no evidence of *Modiolus modiolus* beds within the study area. Details of the survey data collected, including seabed habitat maps are provided in this chapter and associated appendices. Methods for cable laying and other installation works are detailed in Chapter 5, Project Description. However, it is noted that and cables would be laid directly onto the seabed, with no trenching, the method with least potential to disturb benthic habitats. --- ### Data collection 13.2.4 A large number of resources have been used to acquire data to inform the existing environment within Kyle Rhea and the wider study area. Additional data sources have been used within the impact assessment (Section 13.4). Table 13.2 contains a list of main data sources that have been used within this chapter. #### Table 13.2 Data sources to inform the benthic ecology existing environment and assessment | Data Source | Spatial coverage | Author | Year | |--------------------------------------------------|-------------------------------------------------------|-------------------------|------| | Site condition monitoring of the SAC | Lochs Duich, Long and Alsh Reefs SACs | Emu Ltd. | 2006 | | Underwater video surveys report | Wave and tidal energy sites in Scottish waters | More and Robertson | 2011 | | Marine Scotland Interactive. | Wave and tidal energy sites in Scottish waters | Marine Scotland | 2011 | | Scottish Marine SEA | North and West Scotland | Faber Maunsell | 2007 | | Appendix 13.1 Benthic survey | The benthic environment of the study area. | Envision mapping | 2012 | | Marine Life Information Network (Marlin) | UK wide | Various | 2012 | --- ### Desk based study 13.2.5 To inform both the scope of the benthic survey and the impact assessment within this chapter, a desk based study was conducted. The study used a variety of resources including the site conditioning monitoring of the area (Emu, 2006), overview reports of the wider area (Wilding et al., 2005) and the results of benthic surveys designed to identify species and habitats within potential sites for wave and tidal energy production (Moore and Robertson 2011). 13.2.6 In 2010 a geophysical survey of the Kyle Rhea strait was commissioned by Sea Generation (Kyle Rhea) Ltd. The study included multibeam swath bathymetry, side scan sonar and magnetometer surveys of Kyle Rhea. More detail is provided in (Chapter 7, Marine Physical Environment and Coastal Processes). 13.2.7 Further to the desk based study, and building upon geophysical data collected in 2010, a drop down video benthic survey was commissioned by Sea Generation (Kyle Rhea) Ltd. The survey was designed by Royal Haskoning and Envision Mapping Ltd, and was carried out by Envision Mapping Ltd in June 2012. As previously discussed the approach and results for this survey have been discussed and agreed with Marine Scotland and Scottish Natural Heritage (SNH). The results of this survey are used to define the existing environment and inform the impact assessment in Section 13.4. 13.2.8 The objectives of the benthic survey were to characterise the seabed within the study area (Figure 1.1) in terms of: - Distribution and abundance of marine habitats and communities; - Identify habitats or species of conservation importance; and - Determine the substrate type at all locations sampled. 13.2.9 Prior to the drop down video survey, the data from the geophysical survey in 2010 and other available habitat data were used to provisionally map the study area into habitat types, following methods described in guidelines by Mapping European Seabed Habitats (MESH, 2008). This provided a framework within which the sample locations were selected to ground-truth each habitat class a minimum number of times with the locations spread throughout the survey area. 13.2.10 The analysis suggested that Maerl (currently listed under Annex V of the EU Habitats Directive) might also be present. In addition, the eelgrass *Zostera marina* could potentially have been found in the shallow sediment. Eelgrass is a Habitat Action Plan species and a component of a number of priority habitats in the EC Habitats Directive. It was recognised that neither Maerl nor Eelgrass had been recorded in Kyle Rhea, but it was felt that the sampling should be vigilant for these habitats. 13.2.11 In their scoping opinion (Appendix 4.1) Marine Scotland expressed the need to combine video sampling with grab sampling as part of the benthic survey. However due to the predominantly hard nature of the seabed (Chapter 7, Marine Physical Environment and Coastal Processes) it was subsequently agreed (with Marine Scotland and SNH, during meeting 20th June 2012) that grab sampling would be inappropriate for the site and that video sampling would be the primary method used to ‘ground truth’ acoustic data. 13.2.12 The benthic survey report is presented in Appendix 13.1. Fifty video samples were proposed and 54 were eventually collected from within the study area. An additional 16 samples were collected from an extended study area (Figure 13.1) to the south of the Kyle as time allowed for additional stations. The focus of the sampling was designed to target the area where the devices are to be installed with additional samples to be taken north and south (in line with the tidal flow) of the proposed installation sites. Note also that some samples were located south of the Kyle for completeness especially considering the nearness of the devices to the southern entrance to Kyle Rhea (Figure 13.3). 13.2.13 The data from analysis of drop video was combined with the geophysical data to create a habitat map. This was done by creating a small buffer zone around each sample point from which geophysical data were extracted. These data were associated with habitat and biotope classes and used to create statistical signatures (separately) for habitats and biotopes. These two statistical signature sets were then used to interpret the complete coverage to estimate the distribution of habitats and biotopes. **Impact assessment** 13.2.14 The significance of the impact imposed by the Project is based on the intensity or degree of disturbance to baseline conditions and is categorised into four levels of magnitude, high, medium, low or negligible. The definitions of each of these are given in Table 13.3. **Table 13.3 Definition of magnitude of an impact upon receptors** | Magnitude | Definition | |-----------|------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. And / Or Impact certain or highly likely to occur. | | Medium | Significant, permanent / irreversible changes, over the majority of the feature / asset, and / or noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. And / Or Impact likely to occur. | | Low | Noticeable, temporary (during the Project duration) change, over a minority of the feature / asset, and / or limited but noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. And / Or Impact may possibly occur. | | Negligible| Noticeable, temporary (for part of the Project duration) change, or barely discernible change for any length of time, over a small area of the feature or asset, and/or slight alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. And / Or Impact unlikely to occur or will occur only rarely. | 13.2.15 The sensitivity/value/importance of the receptor for each impact is characterised as one of four levels, high, medium, low or negligible. The definition of each level is given below in Table 13.4. Table 13.4 Definition of terms relating to the sensitivity to a receptor to an impact | Value / Sensitivity | Definition | |---------------------|------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Very low capacity to accommodate the proposed form of change. | | Low | Low capacity to accommodate the proposed form of change. | | Negligible | Receptor has some tolerance to accommodate the proposed change. | 13.2.16 Table 13.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the impact. The boxes shaded in red and orange represent an impact which is likely to be considered significant within an EIA. Table 13.5 The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | The significance of the impact is a combination of the sensitivity of the receptor and the magnitude of the impact. The impact assessments are made following IEEM guidelines for assessment (see Chapter 4, EIA Methodology), using the expert judgement of suitably qualified and experienced specialists. 13.3 Existing environment The wider region 13.3.1 Kyle Rhea is part of a network of sea lochs and tidal narrows comprising three interlocking loch systems of Loch Duich, Loch Long and Loch Alsh, that support a wide range of habitats and species. Many of these hold high conservation value and as such the area has been designated as the Loch Duichs, Long and Alsh Reefs SAC (further detail is provided below). Key habitats within this system include the following: - Very sheltered, rocky reefs subject to variable salinity in Loch Long; - Deep sublittoral bedrock cliffs supporting communities characterised by brachiopods and anemones in Loch Duich; - Dense beds of the normally cryptic brittlestar *Ophiopholis aculeata* within the centre of the loch system; and 13.3.2 The diversity of habitat type within the wider area is a function of the variety in oceanographic conditions experienced and the habitats available. The convoluted nature of the coastline creates a range of conditions, from sheltered enclosed lochs with little tidal current, to exposed shores and tidal narrows with some of the fastest tidal flows in the UK. The study area Marine Scotland surveys 13.3.3 Marine Scotland commissioned a number of surveys that were designed to investigate the benthic ecology of potential sites for wave and tidal energy developments (Moore and Robertson, 2011). The positions of the video samples collected from the site are displayed in Figure 13.2. During those surveys a number of important benthic habitats and species were identified in the vicinity of Kyle Rhea: 13.3.4 The tall seapen *Funiculina quadrangularis*, which is a PMF species (see paragraph 13.1.14), was found to be abundant at the southern entrance to Kyle Rhea, at sample station KR1/10. Also in the same area, a tide-swept *Laminaria hyperborea* (kelp) park on mixed substrata (IR.MIR.KR.LhypTX.Pk) was recorded at sample locations KR2/10 and KR3/10 (Moore and Robertson 2011). 13.3.5 Neither of the features discussed above was located within the study area, although they were both present within the extended study area (Figure 13.2). It is unlikely that the tall seapen is present within the study area as the mud habitat it requires is not present there (Appendix 13.1). No evidence of the tall sea pen was found during the site specific surveys (see below). Benthic survey - 2012 13.3.6 As outlined earlier in this chapter, a site specific benthic mapping survey was commissioned by Sea Generation (Kyle Rhea) Ltd., building upon data from an earlier acoustic survey. Details of the survey methodology are presented in Section 13.2 of this chapter and the survey report is provided in Appendix 13.1. 13.3.7 During this survey 82 taxa were recorded during analysis of the video collected. The dominant species in the circalittoral areas in the centre of the main channel were the oaten pipes hydroid *Tubularia indivisa*, dead man’s fingers *Alcyonium digitata*, and the anemones *Sagartia elegans*, *Corynactis viridis* (jewel anemone) and *Metridium senile* (plumose anemone). These species formed almost 100% coverage of the substrate at several stations surveyed. These species are characteristic of accelerated tidal stream environments and might be expected in the tidal current regime and in the depths that occur at Kyle Rhea. 13.3.8 In shallow water towards the edges of the Kyle, where the tidal flow is reduced compared to that experienced in the centre, the dominant species were the kelp *Laminaria hyperborea*, hydroids such as *Nemertesia* spp. and *Sertularia* sp., and foliose red algae. This composition of habitats is similar to those found in Strangford Lough prior to and after installation of the SeaGen device (Royal Haskoning, 2011). 13.3.9 Other obvious and widespread species, such as the sea urchin *Echinus esculentus*, starfish *Asterias rubens* and velvet swimming crab *Necora puber*, were present throughout the depth range surveyed. The sponge *Pachymatisma johnstoni*, also a species characteristic of areas of high tidal current, was frequently observed in the circalittoral zone of Kyle Rhea. Seabed substrate mapping 13.3.10 Twelve different categories of seabed substrate were recorded across the study area and extended study area (Figure 13.4). The deeper areas, in the central channel, were comprised mainly of bedrock. Surrounding these was a mix of sediment categories, from boulders through to coarse sand. The rugged bedrock and boulder area ‘reef’ is included in the Habitats Directive Annex 1 list of habitat types (JNCC, undated [a]). Further detail on the rocky reef habitat is provided under the title “Lochs Duich, Long and Alsh Reefs marine SAC” below. 13.3.11 Much of the eastern side of Kyle Rhea is categorised as “boulders and gravel” with small amounts of “bedrock, boulders and gravel” and “bedrock and coarse sand” present at the northern end of the study area. The western side of the Kyle is a complex mix of many different substrates but is mainly dominated by the “bedrock, boulders and gravel” category and the “boulders and gravel” category (Figure 13.4). 13.3.12 The substrate in the ‘extended study area’ at the southern end of Kyle Rhea was characterised using only video samples, as geophysical data for this area were not available. The rugged bedrock which characterises the lower central section of the Kyle appears to continue for some distance into the extended study area (Figure 13.4), however the main substrate type has been identified as “bedrock and boulders”. At the extreme south eastern edge of the extended study area gravel was identified. This is likely to be present as a result of the lower velocity tidal currents that are present within this area, allowing the settlement of sediment. Biotope mapping 13.3.13 Thirteen different biotope categories were allocated during the mapping process (Appendix 13.1). The distribution of the biotopes appears to reflect the pattern of the natural contours of the site. Those based on the presence of kelp occur towards the edges of the channel in the shallower water; those with large densities of foliose red algae occupy the next lower ‘shelf’; below this, in deeper water, encrusted (with Corallinaceae and Pomatoceros) cobble and gravel is found, and, finally, the *Alcyonium/Tubularia* biotopes tend to occur on bedrock forming the deeper ‘basin’ of the channel. 13.3.14 The dominant biotope was ‘*Alcyonium digitatum* with dense *Tubularia indivisa* and anemones on strongly tideswept circalittoral rock’, occurring in 25 of the 70 samples. 13.3.15 All biotopes found within the Study Area and Extended Study Area are presented in Table 13.6, with accompanying descriptions based on Conner et al 2004. Figure 13.5 presents the location and extent of each of the habitats detailed in Table 13.6. ### Table 13.6 Biotopes within the study area and extended study area | Biotope code | Description | Study area images | |--------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------| | CR.HCR | This habitat complex occurs on extremely wave-exposed circalittoral bedrock and boulders subject to tidal streams ranging from strong to very strong. Typically found in tidal straits and narrows. The high energy levels found within this habitat complex are reflected in the fauna recorded. Sponges such as *Pachymatisma johnstonia*, *Halichondria panicea*, *Esperiopsis fucorum* and *Myxilla incrustans* may all be recorded. Characteristic of this habitat complex is the dense ‘carpet’ of the hydroid *Tubularia indivisa*. The barnacle *Balanus crenatus* is abundant on the rocky substrata and *Alcyonium digitatum* is often present on rocky outcrops. | ![Image](image1) | | CR.HCR.FaT.CTub | This biotope is typically found on the vertical and upper faces of strongly tide-swept, wave-exposed circalittoral bedrock and boulders. It is characterised by a dense carpet of *Tubularia indivisa*. The barnacle *Balanus crenatus*, where present, is recorded as common. The accompanying species in the community are determined by tidal stream strength. On the more sheltered sides of headlands, where tidal streams are accelerated, sponges such as *Pachymatisma johnstonia*, *Esperiopsis fucorum*, *Myxilla incrustans* and *Halichondria panicea* proliferate forming the CTub.CuSp sub-biotope. There may also be a scattered bryozoan turf, formed by crisid bryozoans. Other species recorded in this biotope include the anemones *Sagartia elegans*, *Actinothoe sphyrodetta*, *Corynactis viridis* and *Urticina felina*. There may be scattered clumps of hydroids such as *Sertularia argentea* and *Nemertesia antennina*. Where ‘relative shelter’ is afforded by the topography of the seabed, the bryozoans *Flustra foliacea*, *Alcyonidium diaphanum* and the crab *Cancer pagurus* may be found, *Asterias rubens* and *Calliostoma zizyphinum* may also be present. | ![Image](image2) | | Biotope code | Description | |--------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | SS.SCS.CCS | Tide-swept circalittoral coarse sands, gravel and shingle generally in depths of over 15-20m. This habitat may be found in tidal channels of marine inlets, along exposed coasts and offshore. This habitat, as with shallower coarse sediments, may be characterised by robust infaunal polychaetes, mobile crustacea and bivalves. Species of holothurian such as *Neopentadactyla mixta* may also be prevalent in these areas along with the lancelet *Branchiostoma lanceolatum*. | | SS.SMp.Mrl | Beds of maerl in coarse clean sediments of gravels and clean sands, which occur either on the open coast or in tide-swept channels of marine inlets (the latter often stony). In fully marine conditions the dominant maerl is typically *Phymatolithon calcareum* (SMP.Pcal), whilst under variable salinity conditions in some sealochs beds of *Lithothamnion glaciale* (SMP.Lgla) may develop. | | Biotope code | Description | |--------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | SS.SMx.CMx | Mixed (heterogeneous) sediment habitats in the circalittoral zone (generally below 15-20m) including well mixed muddy gravelly sands or very poorly sorted mosaics of shell, cobbles and pebbles embedded in or lying upon mud, sand or gravel. Due to the variable nature of the seabed a variety of communities can develop which are often very diverse. A wide range of infaunal polychaetes, bivalves, echinoderms and burrowing anemones such as *Cerianthus lloydii* are often present in such habitat and the presence of hard substrata (shells and stones) on the surface enables epifaunal species to become established, particularly hydroids such as *Nemertesia* spp and *Hydrallmania falcata*. The combination of epifauna and infauna can lead to species rich communities. Coarser mixed sediment communities may show a strong resemblance, in terms of infauna, to biotopes within the SCS complex. However, infaunal data for this biotope complex is limited to that described under the biotope MysThyMix, and so are not representative of the infaunal component of this biotope complex. | Species of conservation importance 13.3.16 Some of the individual species recorded in the video survey are of particular note, having conservation importance. These are discussed below: Maerl 13.3.17 Maerl was recorded at Stations 52, 53 and 55 (Figure 13.3 and Figure 13.5). There are two common species of maerl in Scotland: *Phymatolithon calcareum* is widespread, and *Lithothamnion glaciale* is more northern in its range. It is not easy to tell them apart. Both species form beds, which UK BAP Priority habitats (JNCC, 2012). Maerl is an important habitat for a wide variety of marine animals and plants, and further detail on the importance of maerl as a habitat is provided below in the “Habitats of conservation importance” section. 13.3.18 The sample stations at which maerl was identified are to the south of the Study Area and are all in excess of 770km from the nearest device location. Sand eels 13.3.19 Sandeel *Ammodytes* sp. was identified at station 62 (Figure 13.1). The two *Ammodytes* species present in UK waters are difficult to distinguish underwater and so it is not clear which species was recorded in Kyle Rhea. Both *A. marinus* and *A. tobianus* are included in the ‘Recommended list of Priority Marine Features in Scottish Territorial Waters’ (SNH and JNCC, 2012). In addition, *Ammodytes marinus* is also a Priority Species in the UK Biodiversity Action Plan for Scotland (JNCC, 2012). This species is also considered within Chapter 14, Fish and Shellfish. Other species 13.3.20 Spurdog (or Spiny dogfish) *Squalus acanthias* and harbour seal *Phoca vitulina* were also observed during the benthic survey at stations 52 and 63 respectively (Figure 13.3). These species are considered in Chapter 14, Fish and Shellfish and Chapter 12, Marine mammals & basking shark, respectively. 13.3.21 No evidence was found during the benthic surveys of the presence of any species listed in Schedule 5 of the Wildlife and Countryside Act 1981 (as amended in Scotland through the Nature Conservation (Scotland) Act 2004). Habitats of conservation importance 13.3.22 Two habitats of conservation importance were identified in the study area. Maerl 13.3.23 As previously discussed maerl was recorded during the drop down video survey. This forms the maerl bed habitat (biotope SS.SMp.Mrl) and was found at station 55 which is approximately 1000m south of the device locations and is within the extended survey area (Figure 13.1 and Figure 13.5). This habitat is included within the ‘Recommended list of Priority Marine Features in Scottish Territorial Waters’ (SNH and JNCC 2012). Maerl beds are also a UK BAP Priority habitat (JNCC, 2012). 13.3.24 Maerl beds typically develop in tidal environments, such as in the narrows and rapids of sea lochs, or the straits and sounds between islands. They are an important habitat for a wide variety of marine animals and plants which live amongst or are attached to ‘branches’ of maerl, or burrow in the coarse gravel of dead maerl beneath the top living layer. 13.3.25 Potential threats to maerl beds include obstruction to water flow, building of barrages, causeways and bridges are potential blockages to water flow, particularly in sea lochs and between islands, causing fine sediment particles to accumulate between the maerl fragments and smother the bed. *Laminaria hyperborea on tide-swept infralittoral mixed substrata* 13.3.26 *Laminaria hyperborea* on tide-swept infralittoral mixed substrata (biotope IR.MIR.KR.LhypTX) was identified at stations 18, 21, 31, 38, 41, 54 and 68. These sample stations are all located around the edges of the narrows and the closest to proposed position of the devices are 21 and 31 which are located 99m and 154m from the nearest devices respectively. This biotope is included in the ‘Recommended list of Priority Marine Features in Scottish Territorial Waters’ (SNH and JNCC 2012). *Tide-swept channels* 13.3.27 Tide-swept channels are also listed under UK BAP Priority habitats (JNCC, 2012), where the habitat action plan uses the term ‘tidal rapids’ to cover a broad range of high energy environments including deep tidal streams and tide-swept habitats. The following biotopes, recorded within the survey area, are associated with tideswept conditions: - CR.HCR.FaT.CTub - IR.MIR.KR.LhypTX.Ft - CR.HCR.FaT.CTub.Adig - IR.MIR.KR.LhypT.Pk - IR.MIR.KT.XKTX - IR.MIR.KR.LhypT.Ft - SS.SMp.Mrl 13.3.28 Current and potential threats to tide-swept channels listed on the UK BAP documentation (JNCC, 2012) include: - Obstruction to the water flow - Tidal power generation *Designated sites* 13.3.29 The entirety of the study area and approximately half of the extended study area is within the Lochs Duich, Long and Alsh Reefs marine SAC. 13.3.30 The SAC is designated for its reef interest an Annex 1 habitat. The advice produced by SNH under Regulation 33 of the Habitats Regulations is considered within the document “Information to inform habitat regulations appraisal” (Royal Haskoning, 2012), which accompanies this assessment in support of the application. A summary of this information is provided below. 13.3.31 The description of the SAC reef features in Annex B to the Regulation 33 advice, is: “The reefs of Lochs Duich, Long and Alsh and the tide-swept sound of Kyle Rhea are part of an integral fjordic system of high habitat diversity and one of the very best examples of the 40 such systems in Scotland. The site includes extensive representative examples of reef communities that are characteristic of Scottish fjordic lochs, in addition to several which are rare elsewhere in Scotland. The reefs are also some of the finest examples of their kind in the EU and as such they are of international importance.” 13.3.32 The tidal energy within Kyle Rhea is also noted as follows: “Exceptionally strong tidal streams flow through Kyle Rhea…. 13.3.33 Aspects of the reef interest within Kyle Rhea are also referenced as: “Bedrock in Kyle Rhea supports rich communities characteristic of such localised areas of very strong water flow and is typically dominated by the hydroids Tubularia indivisa and Sertularia argentea, the barnacle Balanus crenatus, anemones, sponges and ascidians Ascidia virginea, Botlenia echinata and Pyura squamulosa.” 13.3.34 A wide range of topographical reef forms meet the EU definition of this habitat type. Rocky reefs are extremely variable, both in structure and in the communities they support. (Irving, 2009 and the JNCC website (JNCC, undated[b])). These range from vertical rock walls to horizontal ledges, sloping or flat bed rock, broken rock, boulder fields, and aggregations of cobbles. Reefs are characterised by particular communities which vary according to local conditions. In strong tidal streams there are communities of barnacles, the soft coral Alcyonium digitatum, massive sponges and hydroids. It is on the basis of these descriptions that parts of the seabed in Kyle Rhea are thought likely to be classified as ‘reef’. 13.4 Impact assessment Do nothing scenario 13.4.1 Due to the lack of detailed historical datasets or on-going monitoring in this area, it is not possible to understand how the benthic community has changed naturally over time. However, in high energy environments, such as Kyle Rhea, natural changes will occur frequently within benthic communities. 13.4.2 Work undertaken for the SeaGen device in Strangford Lough, Northern Ireland to monitor benthic ecology of a similar SAC designated reef feature uses a control site out with the area of potential impact from the device and supports the suggestion that natural changes to benthic ecology will be significant in a tidal narrow such as Kyle Rhea (Kennedy et al, in submission). 13.4.3 During a ‘do nothing scenario’ the benthic communities in the area are not be expected to show any detectable non-natural change. However, in a dynamic environment such as Kyle Rhea large natural changes in benthic communities are expected. Potential impacts during construction 13.4.4 This section considers potential impacts to benthic ecology that may occur during construction of the Project. Impact 1: Habitat loss 13.4.5 Installation of the Project will have a direct impact of removing benthic habitat. This impact will occur in the construction phase of the Project and will continue through the operation phase, it is however only considered here (in the potential impacts during construction section) to avoid repetition. The primary operations that will result in the direct loss of habitat will include installation of the four devices and laying of the inter-array cables. Each device will have a worst case footprint of 15.2m$^2$ (assuming a quadropod foundation structure) and a maximum length of 595m of inter-array cable with a diameter of 0.108m will be surface laid (Chapter 5, Project Description). This provides a total potential permanent footprint of approximately 125m$^2$. 13.4.6 The indicative locations of the devices as well as the array area are displayed along with the benthic habitats in Figure 13.5. Although the devices are likely to be situated at the indicative locations, there is potential for the devices to be located anywhere within the array area. Therefore the biotopes which may be affected by permanent habitat loss include: CR.HCR.FaT.CTub, CR.HCR.FaT.CTub.Adig, SS.SMx.CMx, IR.MIR.KR.LhypT.Pk and CR.HCR. 13.4.7 The maximum possible impact would occur if the entire 125m$^2$ of the Project were to be placed within one of these biotopes. If this unlikely scenario were to arise, the maximum percentage loss of known (through benthic mapping) habitat would occur within the biotope CR.HCR, which would represent less than 0.6% of the known extent of this biotope mapped extent (Table 13.7). In addition, the actual extent of the habitats mapped may extend beyond the surveyed area, potentially reducing further the percentage of habitat affected. **Table 13.7** Biotopes within the study area and the percentage of each that may be taken in the worst case scenario. | JNCC biotope code | Footprint as a % of habitat | |----------------------------|-----------------------------| | IR.MIR.KR.LhypT.Pk | 0.27 | | SS.SMx.CMx | 0.11 | | CR.HCR.FaT.CTub | 0.21 | | CR.HCR.FaT.CTub.Adig | 0.19 | | CR.HCR | 0.55 | 13.4.8 Therefore the magnitude of this impact is considered to be **negligible**, relative to the known or mapped area. Following the temporary installation impacts and during operation of the Project the foundations of the devices and the cables are likely to be colonised by new species and habitats, this point is discussed further in impact 10 below. 13.4.9 Given the conservation importance of these biotopes all of which apart from SS.SMx.CMx can be considered to be reef biotopes, (which is one of the primary features of the SAC designation) the sensitivity of the receptor is considered to be **high**. 13.4.10 A negligible magnitude of impact combined with a high sensitivity leads to an impact of **minor adverse** significance. **Impact 1: Suggested mitigation** 22. Localised habitat loss during the installation of the Project is an unavoidable consequence of the Project. Best practice guidance will be followed to ensure that potential habitat loss is minimised throughout the proposed works. 23. Sea Generation (Kyle Rhea) Ltd will work with Marine Scotland and SNH to develop an appropriate Environmental Monitoring Programme. **Residual impact:** 13.4.11 Implementation of the above mitigation is likely to reduce the magnitude of the impact, however, the sensitivity of the receptor will remain the same and therefore the impact, although reduced, is likely to remain of **minor adverse** impact. Impact 2: Habitat disturbance 13.4.12 There will be an area of seabed that will be temporarily directly disturbed by the installation of the Project. Activities that will directly disturb benthic species and habitats will be primarily associated with the methods used to hold construction vessels in place during installation. Of the methods currently under consideration (Chapter 5, Project description), the scenario which will cause the largest area of disturbance (and is therefore the worst case scenario) is using an anchored barge. The use of a jack up barge will create a smaller area of disturbance and the use of a Dynamic Positioning (DP) vessel would greatly reduce the size of this impact on the seabed. It is important to note, however, that on more detailed investigation, it may not be possible to use DP vessels or jack up barges in the Kyle Rhea site. 13.4.13 An anchored barge will maintain its position using between four and eight anchors and an eight point anchor spread is therefore considered to provide the worst case for habitat disturbance. Repositioning of two of the anchors is also likely to be required in order to access the four device locations, therefore 10 anchor footprints are considered. Anchor options include gravity anchors, each of approximately 5x5m (25m$^2$) or drag anchors of 3x5m (15m$^2$). A 5m buffer has also been assumed to allow for potential movement of the anchor during manoeuvring. The seabed footprint of each anchor with the conservative buffer is a maximum of approximately 177m$^2$. There is some potential for catenary of the anchor chain as the barge manoeuvres, with some of the resulting ‘slack’ chain resting on the seabed. This is estimated to result in a worst case scenario for seabed abrasion of up to 80m of seabed along the line of each of the chains, with a corridor 1m wide. It should be noted that the footprint of a proportion of the anchor chain catenary will also overlap from some of the worst case anchor footprint (Figure 13.6). The maximum estimated footprint of seabed impact for all anchors and chain catenary, for a large anchor barge installing all four devices is approximately 4171m$^2$, with a conservative 5m buffer around the anchors and 1m buffer around the chains. 13.4.14 In addition to the disturbance caused by moorings, it is possible that once the inter-array cables have been installed they may exhibit some limited movement on the seabed. Over time they will become stationary within the reef as they become encrusted with benthic species, which will reduce the chance of any further movement. For the purpose of this assessment it is has been assumed that the cables will move on average up to 5cm in either direction along their entire length, resulting in a temporary disturbed area of 59.5m$^2$. 13.4.15 Indicative device, inter-array cable and anchor positions are displayed in Figure 13.6. These are subject to change depending on detailed geotechnical studies which will be carried out prior to the installation and the eventual positions of the devices may be anywhere within the ‘array area’ (the red box in Figure 13.6). The positioning of the devices will determine the final anchor spread and anchor locations. In order to quantify the approximate levels of disturbance to the different habitats a simple model has been created using Arc GIS V10. 13.4.16 Figure 13.6 illustrates the anchor spread and catenary locations assuming the devices are positioned in the indicative locations. The GIS model assumes that the anchor and catenary layout is relatively fixed in relation to the devices. The model also assumes that the layout of the devices is fixed in relation to each other. The model places the devices in a number of different locations and then calculates the area of each biotope which would be impacted upon in each different position. The model calculated the impact through 16 different device locations and the largest possible area of impact to each biotope was recorded. The 16 different scenarios used in the model are displayed in Appendix. 13.2. 13.4.17 The model used cannot reveal the actual final impact but does allow the calculation of a theoretical worst case scenario for each biotope. Importantly, the eventual impact is likely to be far smaller in magnitude than the results of the model. 13.4.18 Table 13.8 below presents the maximum / worst case area of impact (as calculated using the model) for each biotope and provides the area of potential disturbance as a percentage of each biotope. **Table 13.8** Biotopes within the study area and extended study area and the percentage of each habitat that may be disturbed in the worst case scenario | JNCC biotope code | Total within Footprint Area (m²) | Worst case % of disturbance | |----------------------------|----------------------------------|-----------------------------| | IR.MIR.KT.XKTX | 149.1 | 0.39 | | IR.MIR.KR.LhypTX.Ft | 582.4 | 0.80 | | IR.HIR.KFaR.FoR | 632.6 | 0.23 | | IR.MIR.KR.LhypT.Pk | 786.3 | 1.70 | | SS.SMx.CMx | 1704.9 | 1.54 | | CR.HCR.FaT.CTub | 1328.5 | 2.19 | | CR.HCR.FaT.CTub.Adig | 977.0 | 1.50 | | CR.HCR | 488.8 | 2.15 | | CR.MCR.EcCr.FaAlCr.Pom | 788.1 | 1.29 | | IR.MIR.KR.LhypT.Ft | 167.9 | 0.65 | 13.4.19 As shown in Table 13.8 the maximum percentage area of impact of any biotope found using the model is just over 2% and occurs in the biotope CR.HCR therefore the magnitude of the impact is considered to be **negligible**. The impacts will be temporary and it is expected the impacted habitat would rapidly recover from the disturbance. Based on sensitivity information provided by the Marine Life Information Network website\(^{28}\) for these biotopes, similar biotopes and the key species for each biotope (MarLIN has only directly assessed one (CR.MCR.EcCr.FaAlCr.Pom) of the biotopes that may be impacted) the sensitivity to abrasion and physical disturbance is generally low with high recoverability. However, given the conservation value of the benthic ecology within Kyle Rhea, as described in Section 13.3, the sensitivity of the receptor is considered to be **high**. 13.4.20 Following the assessment matrix (Table 13.5) and using expert judgement the impact is considered to be of **minor adverse** significance. **Impact 2: Suggested Mitigation** 1. Localised habitat disturbance during the installation is an unavoidable consequence of the Project. Best practice guidance will be followed by minimising the area of habitat disturbance as far as is practicable throughout the proposed works. 2. Where it is practicable and safe to do so attempts will be made to avoid siting anchors within the reef biotopes. This however may not be possible as the majority of the site could be considered to be reef biotope. 3. Sea Generation (Kyle Rhea) Ltd will work with Marine Scotland and SNH to develop an appropriate Environmental Monitoring Programme. This will further --- \(^{28}\) [http://www.marlin.ac.uk/](http://www.marlin.ac.uk/) Impact 2: Suggested Mitigation reduce the impacts where possible. Residual impact: 13.4.21 Implementation of the above mitigation is likely to reduce the magnitude of the impact, however the sensitivity of the receptor will remain the same and therefore the impact is likely to remain as a minor adverse impact. Impact 3: Increased suspended sediments/ smothering 13.4.22 The following installation activities may increase the turbidity of the surrounding water: - Drilling the holes for the pin-piles which will hold the base in place; - Placing the quadropod onto the pins; - Laying of the inter-array cables (See Chapter 5, Project description for explanation of the inter-array cable options); - Horizontal Directional Drilling (HDD) of the boreholes for the export cable(s) at the breakout point; - Placement of anchors to hold the installation barge in place. 13.4.23 An increase in suspended sediment has the potential to impact upon benthic species through smothering (sediment being deposited on the organism thereby burying it) or has the potential to interfere with the filter feeding mechanisms impairing the organisms ability to feed (Lohrer et al., 2006). 13.4.24 Chapter 7, Marine Physical Environment and Coastal Processes, considers potential for proposed drilling, cable laying and anchor positioning work to lead to increased sediment dispersion and siltation. Chapter 7 considers that the low volumes of sediment expected to be mobilised during these activities mean that there will only be low levels of material displaced around the foundations inter-array cables and anchors. The coarse material will settle within a close proximity to the activities following disturbance. Finer material will generally remain in suspension longer and given the high tide velocities these will disperse rapidly. The magnitude of potential impact was considered to be negligible. 13.4.25 As indicated in (Chapter 7, Marine Physical Environment and Coastal Processes) increases to suspended sediment will be small scale and localised. Therefore installation of the devices and inter-array cables will have potential to increase the suspended sediment within biotopes: CR.HCR.FaT.CTub, CR.HCR.FaT.CTub.Adig, SS.SMX.CMX, IR.MIR.KR.LhypT.Pk and CR.HCR which are located within the ‘Array Area’ 13.4.26 MarLIN has not made a direct assessment of the sensitivity of the any of these biotopes within the array area or for the key species *Tubularia indivisa*. *Alcyonium digitatum* which was commonly identified within the study area has intermediate intolerance to a decrease in flow rate and smothering, and low intolerance to an increase in suspended sediment. Recoverability is considered to be high to very high (Budd 2008). Given the conservational importance of these biotopes (all could be considered to be reef habitats, the primary features of the SAC designation, the sensitivity of the receptor is considered to be high. 13.4.27 Following the assessment matrix (Table 13.5), a combination of negligible magnitude and high sensitivity suggests an impact with potential for minor adverse significance. Impact 3: Suggested Mitigation 1. Allow sufficient time for any increases in turbidity to clear between drilling operations 2. Allow sufficient time for any increases in turbidity to clear between positioning of Impact 3: Suggested Mitigation anchors for securing of installation barge if used. Residual impact: 13.4.28 If the proposed mitigation is implemented the magnitude of the impact may be reduced, however, the sensitivity of the receptor will remain the same therefore the impact is likely to remain of **minor adverse** significance. Impact 4: Release of contaminated sediment 13.4.29 Installation activities that may result in the release of sediment bound contaminants include the placing of the devices and anchors on the seabed and the laying of the inter-array cables (See Chapter 5, Project description). If sediment borne contaminants are released into the water column they may have detrimental impacts on benthic species. 13.4.30 The water and sediment quality within Kyle Rhea is reported as being good (Chapter 9, Marine Water Quality). The area was designated as a Shellfish Water in 2002 which triggered a monitoring program that was implemented between 2003 and 2007. Contaminants were found in the tissue of the sampled mussels in 2003. The contamination source was believed to be a small number of septic tank point source discharges into Kyle Rhea as well as a discharge from the Glenelg public septic tank (Chapter 9, Marine Water quality). Since 2004 the results for all parameters set out in the Water Framework Directive have been good, demonstrating that the overall water and sediment quality within Kyle Rhea is high. 13.4.31 The majority of the array area in which the four tidal devices will be located contains substrate described as either “rugged bedrock and boulders” or rugged bedrock (Figure 13.4). Small sections in the south and north of the array area contain “coarse sand”. As these areas are very small it is unlikely that there will be large quantities of sediment disturbed by placing the devices or inter-array cables on the seabed. There is however potential for the anchors associated with the positioning of the installation barge to be located within areas of sediment. The level of disturbance is anticipated to be small (Chapter 7, Marine Physical Environment and Coastal Processes) and as only one anchor will be positioned at a time and any contaminated suspended sediment will be rapidly dispersed the impacts will be temporary. This coupled with the generally high water quality indicates that the magnitude of this impact will be negligible. 13.4.32 Due to the conservation value of the habitats that may be affected the sensitivity of the receptor is considered to be **high**. Following Table 13.5 results in an impact of **minor adverse** significance for a high sensitivity and low magnitude of impact. Impact 4: Suggested Mitigation 1. Allow sufficient time for any increases in turbidity to clear between drilling operations 2. Allow sufficient time for any disturbed contaminated sediment to clear between positioning anchors for the construction barge if used. Residual impact: 13.4.33 If the suggested mitigation measures are implemented the sensitivity of the impact will be reduced as the receptor will have greater capacity to accommodate this particular impact (Table 13.3) and the residual impact is likely to be reduced to **negligible** significance. Impact 5: Pollution from routine and accidental discharges. 13.4.34 The installation process will involve the use of a number of fluid substances (see Chapter 5, Project Description), some of which may have the potential to have detrimental impacts on benthic species if contact is made. The majority of such substances would only enter the marine environment accidentally. However the release of some substances to the marine environment will be unavoidable, this will include: drilling fluids released at the point of HDD breakout as the drilled hole is cleared and filled with the cable and its housing, and grout released as the pin piles are secured. 13.4.35 The drilling fluids used in the HDD process will be non-toxic and will be rapidly dispersed in the energetic tidal environment, and will therefore have very little potential for impact on benthic organisms after discharge. The drilling of the pin-pile sockets will use seawater to lubricate the drill bit thus removing any harmful substances from that operation. 13.4.36 During the grouting process (see Chapter 5, Project Description) some grout will also be lost to the marine environment; however, the type of grout used will also be cementitious nontoxic and will again be rapidly dispersed by tidal currents. The magnitude of pollution caused by routine discharges is therefore assessed as negligible. 13.4.37 The installation of the devices will involve a number of vessels, which could include: a barge or dynamic position (DP) vessel, an installation vessel and a number of tugs, all of which carry fuel, oils, and lubricants, and are coated in antifouling paint (Chapter 5, Project Description). The risk of these substances being released to marine environment as accidental discharges is small (as risks are managed at a minimum by shipboard Environmental Management Systems (EMS)) and all discharges would be rapidly dispersed by the strong tidal currents that are a feature of the site. A Navigational Risk Assessment (Appendix 17.1) outlines mitigation measures to avoid vessel collisions. 13.4.38 A large DP vessel could carry up to 3,000,000 litres of marine diesel stored in a number of separate tanks (Technip web site). The worst case scenario from a single tank rupture is likely to result in approximately 600,000 litres of marine diesel released into the marine environment over a short period of time. Hydrocarbon based spills can have a number of environmental impacts. Actual impacts will vary depending on a wide range of factors including; the volume, type of liquid spill, the sea state and weather conditions at the time of the spill. Any spill would be rapidly dispersed and the risk of such a spill occurring is considered to be very low, therefore the magnitude of this potential impact is considered to be negligible. 13.4.39 The conservation value of the habitats potentially affected by release of contaminants means that the sensitivity of the receptor is considered to be high. This results in an impact of minor adverse significance. **Impact 5: Suggested Mitigation** 1. All vessels associated with Project operations will comply with IMO/MCA codes for prevention of oil pollution and any vessels over 400 GT will have onboard Ship Oil Prevention Emergency Plans (SOPEPs). 2. All vessels associated with Project operations will carry on-board oil and chemical spill mop up kits. 3. Where possible vessels with a proven track record for operating in tidal races will be used. 4. Vessel activities associated with installation, operation, routine maintenance and decommissioning will occur in suitable conditions to reduce the chance of an oil Impact 5: Suggested Mitigation spill resulting from the influence of unfavourable weather conditions. Residual impact: 13.4.40 If the above mitigation is implemented the magnitude of the impact will be reduced, as the potential for an accidental spill to occur will decrease however the impact will remain of minor adverse significance. Impact 6: Noise and vibration 13.4.41 The installation phase will create underwater noise and vibration with the potential to physically damage benthic species or affect their behavioural patterns. The main sources of noise associated with installation will be from drilling activities and installation vessels. The noise emitted from vessels can be generated by propeller blade rotation, engine noise and flow through the water. (appendix 12.6) 13.4.42 In support of this EIA, Sea Generation (Kyle Rhea) Ltd. commissioned a survey of the baseline underwater noise conditions at Kyle Rhea (Appendix 12.5). This report concluded that due to the high velocity tidal currents and turbulent nature of the area, high background noise levels are present particularly during the middle of the tidal cycle when the currents were running at the greatest speeds. 13.4.43 The majority of sessile benthic species such as tube worms, barnacles, hydroids, cnidarians and bryozoans are believed to be far less sensitive to noise or vibrations than the less noise sensitive fish species. As the vast majority of organisms recorded during the benthic surveys (Appendix 13.1) were sessile, the benthic habitat is considered to be insensitive to noise impacts. Mobile species such as crabs and lobsters may be temporarily displaced from an area experiencing high levels of noise or vibration, but this impact is considered to be of negligible magnitude. 13.4.44 As discussed previously it is unlikely that benthic species will be capable of detecting the noise produced by installation activities against the high levels of background noise, unless they are in very close proximity to drilling operations. Sensitivity of the receptor is therefore considered to be low. A negligible magnitude and a low sensitivity lead to an impact significance that is negligible. Impact 6: Suggested Mitigation 1. No mitigation measures are suggested Residual impact: 13.4.45 As no mitigation measures are suggested the impact will remain of negligible significance. Impact 7: Introduction of non-native marine species 13.4.46 Chapter 9, Marine Water Quality discusses the potential for non-native marine species to be introduced to Kyle Rhea and the surrounding environment by vessels and equipment that have been used in other parts of the UK and around the world; contaminated ballast water is a particular risk. 13.4.47 Invasive marine non-native species pose a potential threat to biodiversity as they may have negative impacts upon native species and consequently threaten regional ecosystems (SNH, Concerns were also raised about the possible introduction of non-native species by the Scottish Environment Protection Agency (SEPA) during the scoping process (See Table 13.1). As discussed in Chapter 9 it is unlikely that non-native species could become established in the extreme tide-swept conditions at Kyle Rhea and outcompete the specialist species present in this environment. In addition, modern antifouling techniques make it less likely that non-native species would be able to travel to the area attached to the hull of the vessel. Vessels used during installation will also be sourced from the, UK or from northern European as much as is practicable, reducing the potential for movement of invasive species. Therefore the magnitude of the impact is considered to be **negligible**. It is difficult to determine the receptors sensitivity to the introduction of marine non-native species, however, given the conservational importance of benthic communities within Kyle Rhea, sensitivity has been assessed as **high**. High sensitivity and negligible magnitude result in an impact of **minor adverse** significance. **Impact 7: Suggested Mitigation** 1. Mitigation is discussed in Chapter 9, Marine Water Quality and follows appropriate guidance. A risk assessment will be completed with the aim of compliance with the Water Framework Directive and Marine Strategy Framework Directive objectives. **Residual impact:** If the suggested mitigation is implemented the chance of marine non-native species becoming established within the Kyle Rhea area is reduced and therefore the impact is likely to be of **negligible** significance. **Potential impacts during the operation and maintenance phase** **Impact 8: Pollution from routine and accidental discharges.** When the array is operational there are two main ways in which pollutants may enter the marine environment and therefore impact upon the benthic ecology. The first is through accidental spills from maintenance vessels, and the second is through antifouling which has been applied to the devices and infrastructure. The vessels to be used during operations and maintenance will be the same size or smaller than those during installation and will therefore have similar inventories of potential pollutants. The lower number of required vessels during operation compared with installation reduces the likelihood of spillage, mitigation measures and residual impacts are considered separately and in greater detail in Chapter 9, Marine Water Quality and Chapter 17, Shipping and Navigation. Vessel spillage during installation is discussed earlier in this chapter (Impact 5), and the same **minor adverse** impact significance predicted for accidental discharges is applied here. Antifoulants will be applied to the rotor blades and a 3m strip of the sub-sea tower (Chapter 5, Project Description). Sea Generation (Kyle Rhea) Ltd is committed to choosing the Best Practicable Environmental Option (BPEO) for the use of antifoulants, and will decide which methods will be used nearer to the construction date. It is however likely that a teflon based antifoulant, which is non-leaching and works through physical properties as opposed to the presence of biocides, will be used. Any active components associated this product or any other antifoulant used will on entering the water column be rapidly dispersed in the strong tidal currents that are a feature of the area. The exposure, if any, of benthic species to active components will therefore be limited. Due to the small area likely to be treated with antifoulants, Sea Generation (Kyle Rhea) Ltd’s commitment to use the BPEO, and the dispersive nature of the site, the magnitude of this impact is considered to be negligible. 13.4.55 Based on the importance of the potential reef habitats receptor, a precautionary, high sensitivity has been assumed. A low magnitude and a high sensitivity indicates a minor adverse impact significance. **Impact 8: Suggested Mitigation** 1. See mitigation measures, Impact 5 for pollution through accidental discharges. 2. When a decision is made prior to construction, on the BPEO for antifouling for the devices, the sensitivity of the benthic species in the area should be taken into account. **Residual impact:** 13.4.56 Following the implementation of the suggested mitigation, it is likely that the potential impacts associated with routine and accidental discharge can be reduced to negligible impact significance. **Impact 9: Electromagnetic Fields (EMF)** 13.4.57 The electric current that is carried in the inter-array cables will generate magnetic fields that have the potential to interact with benthic species and to affect their behaviour. 13.4.58 In addition to visual cues, some species use the magnetic field of the earth to orient (Fisher & Slater, 2010). The magnetic component of EMF in close proximity to large export or transmission cables may be of similar strength to that of the Earth’s magnetic field and so may have the potential to affect magneto-sensitive species (Inger et al., 2009). It should be noted that the power transmission potential from the export cables for the Project is far lower than offshore wind farms or major power transmission links between some Scottish islands and mainland grid, and as a result, the potential for impacts of this nature caused by the Project will be far less than existing installed cables. 13.4.59 EMF may have the potential to affect some benthic species, for example the larvae of barnacles and the embryonic stages of sea urchins (Fisher & Slater, 2010). However, the scale of any impact, would be limited to a small area in the ‘near field’ around the cables, and given the rapid dispersion of any larvae away from their point of origin and potential EMF exposure, the potential for impact will be limited. Chapter 14, Fish and Shellfish describes the possible impacts of EMF in greater detail. 13.4.60 At a worst case the cabling for the array could include 595m of surface laid subsea inter-array cabling between the devices. This would cover a maximum area of approximately 59m² which is less than 0.01% of the benthic study area. The potential magnitude of impacts on benthic ecology due to EMF exposure is therefore considered to be negligible. 13.4.61 It is very unlikely that benthic species will be affected by EMF and the sensitivity of benthic ecology to EMF is considered to be low. Following the impact assessment matrix detailed in Table 13.5 a negligible magnitude and a low sensitivity indicates a potential impact of negligible significance. Impact 9: Suggested Mitigation 1. No mitigation suggested Residual impact: 13.4.62 No mitigation measures have been suggested and the impact significance will remain negligible. Impact 10: Introduction of new habitat 13.4.63 The physical presence of the devices and associated infrastructure will introduce additional hard substrate to the study area. Benthic organisms will be able to colonise this new substrate which may increase local populations of certain species. 13.4.64 The devices will be located on existing substrate that has been categorised as “rugged bedrock and boulders” or rugged bedrock (Figure 13.4) and therefore the introduced substrate will be broadly similar to the surrounding area. 13.4.65 There is growing evidence that renewable energy developments in the marine environment are rapidly colonised (Wilhelmsson, 2009). Monitoring at the Horns Rev offshore wind farm indicated that within two years of completion, the monopiles and scour protection were colonised by 11 species of algae and 65 invertebrate taxa. In addition the mobile invertebrates (decapods and molluscs) were found on the scour protection with the sessile species settling on the monopiles (Bio/Consult, 2004). At the Egmond aan Zee wind farm in The Netherlands (Daan et al., 2009), 33 species were found to have colonised the monopiles with 17 species on the scour protection after two years of monitoring. 13.4.66 Information from the SeaGen tidal device in Strangford Lough shows that some, but not all, of the hard structures below the surface had experienced marine growth after 3 years of installation. Studies commissioned by Marine Current Turbines Ltd. and reported by Royal Haskoning (2011), show that those parts of the SeaGen device which were closest to the attachment point with the seabed, became colonised by the main species associated with the underlying natural biotope CR.HCR.FaT.BalTub (*B. crenatus* and *T. indivisa* on extremely tide-swept cirralittoral rock). This was the dominant biotope at that location prior to installation of SeaGen. This indicates that the device (or at the least some major structural parts of the device) provides additional habitat which has some similar characteristics to that which existed pre-installation. At the Kyle Rhea site the same CR.HCR.FaT.BalTub biotope is found within the array area and the indicative device locations are either within it or in close proximity to this biotope (Figure 13.5). 13.4.67 The major immobile elements of the device structures (pin-piles, quadropod structure and lower tower) of the Strangford SeaGen were colonised by the blue mussel biotope CR.MCR.CMus.CMyt (*Mytilus edulis* beds with hydroids and ascidians on tide-swept exposed to moderately wave-exposed circalittoral rock) (Royal Haskoning, 2011). This biotope was not recorded in Strangford Narrows during previous marine biological surveys although it may have been present in tide swept shallow areas which were not surveyed. Royal Haskoning (2011) reported that this biotope provides a food source for some fish species, echinoderms and crustaceans. Given the similarity with the structures proposed at the Kyle Rhea site and the previous records of *Mytilus* in the Kyle it may be assumed that mussels could colonise the devices in Kyle Rhea in the same way, so the intention would be to limit colonisation of new biotopes by applying non toxic antifouling coatings on the upper areas of the devices (see Chapter 5, Project description for details) and with supplementary clearance of any significant growth identified, to prevent colonisation. 13.4.68 The colonisation of new hard structures is likely to be limited to the devices, acting as an artificial reef, but could extend to the surrounding seabed area. New substrate will promote local increases in abundance of some species with colonising species likely to be the same species already present in Kyle Rhea and nearby areas. Additionally, as some parts of the structures deployed for this project will be treated with antifouling to limit colonisation, the magnitude of potential impact is considered to be **negligible**. 13.4.69 The sensitivity of the receptor to increased habitat availability is difficult to qualify, however it is thought that the receptor will tolerate this impact, and may benefit positively from the habitat addition and therefore the sensitivity to this impact is considered to be **low** (Table 13.3). A negligible magnitude and a low sensitivity result in an impact of **negligible** significance. **Impact 10: Suggested Mitigation** 1. No mitigation measures are suggested **Residual impact:** As no mitigation measures are suggested it is likely that the impact of the introduction of new habitat will remain of **negligible** significance. **Impact 11: Hydrodynamic change and changes in sediment** 13.4.70 Changes in current regime and coastal processes have the potential to alter the parameters within which benthic habitats exist, therefore potentially altering the communities that can survive in the area. 13.4.71 Chapter 7, Marine Physical Environment and Coastal Processes, describes the predicted changes to hydrodynamic regime and sediment distribution. The presence and operation of the devices is predicted to cause limited, near-field effects of low magnitude. The proportion of habitats affected will therefore be **negligible**. 13.4.72 The benthic community is deemed to be of **high** sensitivity given the SAC site designation resulting in an impact of **minor adverse** significance. **Impact 11: Suggested Mitigation** Mitigation for this impact is associated with reducing changes to the coastal processes and is discussed in Chapter 7, Marine Physical Environment and Coastal Processes **Residual impact:** The impact will remain of **minor adverse** significance. **Potential impacts during the decommissioning phase** 13.4.73 The impacts produced during decommissioning are expected to be of similar nature and magnitude as those predicted for the construction phase with the exception of drilling which will not occur during decommissioning. Therefore the impacts to benthic ecology will at worst have the same significance as those assessed during installation. A detailed decommissioning plan will be produced prior to the decommissioning date, which will seek to minimise the impacts. This will include consultation with the regulator and depending on how the foundations of the devices have been colonised it may be decided that it is environmentally advantageous to leave the foundations of the devices in place. 13.5 Summary 13.5.1 Site specific studies were used to supplement the existing knowledge of the benthic species and habitats that exist within Kyle Rhea. These studies provide a high level of detail increasing confidence in the accuracy of the impact assessment. 13.5.2 Impacts were predicted to be of highest significance during construction through drilling and anchoring of vessels. 13.5.3 Less significant potential impacts are predicted during operation and maintenance, with those that do occur, predicted to be less severe than those associated with installation. The potential impact of routine and accidental discharges would be of a lower magnitude than predicted for installation but remains within the same significance category during operation and maintenance as during installation. 13.5.4 Although a number of impacts are predicted to affect benthic ecology, these effects are limited. Colonisation of the device may have a beneficial impact on benthic ecology. 13.6 References Hill, J.M. 2008. Burrowing anemones in sublittoral muddy gravel. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 13/09/2012. Available at: <http://www.marlin.ac.uk/habitatsensitivity.php?habitatid=8&code=2004> Bio/Consult (2004). Hard Bottom Substrate Monitoring Horns Rev Offshore Wind Farm Annual Status Report 2003. Report to Elsam Engineering Ltd, published May 2004 Budd G (2008). *Alcyonium digitatum*. Dead man’s fingers. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Available at www.marlin.ac.uk/speciessensitivity.php?speciesID=2442. Accessed 03/12/2012 Daan, R., Mulder, M. and Bergman, M. J. N (2009). Impact of windfarm OWEZ on the local macrobenthos community Koninklijk Nederlands Instituut voor Zeeonderzoek (NIOZ) Report EMEC and Xodus (2010) Consenting, EIA and HRA Guidance for Marine Renewable Energy Developments in Scotland. Part four wave and tidal annex. Emu Ltd. (2006). Site Condition Monitoring: Surveys of biogenic and rocky reefs in the Lochs Duich, Long and Alsh cSAC. Scottish Natural Heritage Commissioned Report No.240 (ROAME No. F02AC409). Entec (1997) Broad scale survey and mapping of the seabed and shore habitats and biota: Lochs Duich Long and Alsh pSAC. Scottish Natural Heritage Commissioned Report F97PA05 (unpublished). Faber Maunsell (2007). Marine renewables SEA environmental report. Section C7 Benthic Ecology. Fisher, C. & Slater, M. (2010). Effects of electromagnetic fields on marine species: A literature review. Available at: http://www.oregonwave.org/wp-content/uploads/1-Effects-of-electromagnetic-fields-on-marine-species-Aliterature-review.pdf Hiscock, K. 2008. *Molgula manhattensis* and *Polycarpa spp.* with erect sponges on tide-swept moderately exposed circalittoral rock. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 17/09/2012. Available at: www.marlin.ac.uk/habitatsensitivity.php?habitatid=305&code=2004 IEEM (2010). Guidelines for Ecological Impact Assessment in Britain and Ireland, Marine and Coastal. Accessed: 12/09/2012 Available at: www.ieem.net/data/files/Resource_Library/Technical_Guidance_Series/EcIA_Guidelines/Final_EcIA_Marine_01_Dec_2010.pdf Inger, R., Attrill, M.J., Bearhop, S., Broderick, A.C., Grecian, W.J., Hodgson, D.J., Mills, C., Sheehan, E., Votier, S.C., Witt, M.J. & Godley, B.J. (2009). Marine renewable energy: potential benefits to biodiversity? An urgent call for research. Journal of Applied Ecology. 46(6), 1145-1153. Irving, R. 2009. The identification of the main characteristics of stony reef habitats under the Habitats Directive. Summary report of an inter-agency workshop 26-27 March 2008. JNCC Report No. 432 JNCC undated [b] Habitat account - Marine, coastal and halophytic habitats. Reefs. Accessed 11/09/2012. Available at: http://jncc.defra.gov.uk/protectedsites/sacselection/habitat.asp?FeatureIntCode=H1170 Joint Nature Conservation Committee (JNCC) (2012). UK BAP list of priority habitats web page. Accessed: 11/09/2012 Available at: http://jncc.defra.gov.uk/page-5706 Kennedy, R. and Savidge, G, in submission. Consistent relative spatial pattern in highly variable epifaunal communities following the installation of a marine current turbine indicates no deleterious effect. Marine Environmental Research. Lohrer A.M, Hewitt J. E. and Thrush S.F. (2006) Assessing far-field effects of terrigenous sediment loading in the coastal marine environment. Marine Ecological Progression Series 315 13-18 Marine Scotland (2011). Marine Scotland Interactive. Accessed: 10/09/12 available at: www.scotland.gov.uk/Topics/marine/science/MSInteractive/datatype/TV MESH Project. 2008. MESH Guide to Habitat Mapping. Joint Nature Conservation Committee, Peterborough, UK Accessed: 11/09/2012 Available at: http://www.searchmesh.net/pdf/MESH%20Guide%20Synopsis%20(web).pdf Moore, C. G. and Roberts, J. M. (2011). An assessment of the conservation importance of species and habitats identified during a series of recent research cruises around Scotland. Scottish Natural Heritage Commissioned Report No. 446. Offshore Wind Farms. Guidance note for Environmental Impact Assessment in respect of FEPA and CPA requirements. Version 2. Accessed 12/9/2012. Available at: www.cefas.co.uk/publications/files/windfarm-guidance.pdf OSPAR (2012) Species and Habitats web page Accessed: 11/09/2012 available at: www.ospar.org/content/content.asp? Royal Haskoning (2011). SeaGen Environmental Monitoring Programme. Final Report. MCT, 16th January 2011, 9S8562/R/303719/Edin. Royal HaskoningDHV (2012). Information to inform Habitat Regulations Appraisal. Report in support of the Kyle Rhea Tidal Stream Array application Saunders, G., Bedford, G.S., Trendall, J.R., and Sotheran, I. (2011). Guidance on survey and monitoring in relation to marine renewables deployments in Scotland. Volume 5. Benthic Habitats. Unpublished draft report to Scottish Natural Heritage and Marine Scotland. Scottish Executive (2007). Scottish Marine SEA: Environmental Report Section C SEA Assessment: Chapter C6 Benthic Ecology. Accessed 10/09/2012. Available at: www.seaenergyscotland.net/public_docs/ER_C6_BenthicEcology_Final.pdf Scottish Natural Heritage (2011) Marine non-native species web page accessed 4/09/2012 available at: http://www.snh.gov.uk/land-and-sea/managing-coasts-and-sea/marine-nonnatives/ SNH and JNCC (2012) Recommended list of priority marine features in Scottish territorial waters. Accessed 22/10/2012. Available at: http://www.snh.gov.uk/docs/B1064114.pdf Tecnip website 2012. Available at http://www.technip.com/en/our-business/fleet-facilities/vessels Accessed 21/10/2012 Wilding, T. A., Hughes, D. J. and Black, K. D. (2005) The benthic environment of the North and West of Scotland and the Northern and Western Isles: sources of information and overview. Report 1 to METOC. Scottish Association for Marine Science, Oban, Scotland, PA37 1QA. Wilhelmsson D. (2009) Aspects of offshore renewable energy and the alterations of marine habitats. Department: Stockholm University, Faculty of Science, Department of Zoology 14.1 Introduction 14.1.1 This chapter of the Environmental Statement (ES) describes the existing environment with regards to fish and shellfish within the study area (as defined below). 14.1.2 The chapter reviews the distribution and seasonal abundance of fish and shellfish species, which have been recorded within the study area and across the wider region. This description draws upon data collected through site specific and/or regional surveys, in the published and grey literature, as well as original data collection. 14.1.3 Subsequently, it presents the findings of an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project. 14.1.4 This chapter has links to and therefore should be read in conjunction with Chapter 11, Ornithology, Chapter 12, Marine Mammals & Basking Shark, Chapter 13, Benthic Ecology and Chapter 15, Commercial Fisheries in order to gain a full overview of baseline conditions and potential impacts. Study area 14.1.5 Two scales of study area have been identified, within which the majority of potential impacts on fish and shellfish will be considered. These are displayed in Figure 14.1 and are: - The Local Study Area (LSA) which encompasses Kyle Rhea and contains the proposed array site (see Figure 14.1); and - The Wider Study Area (WSA) which is defined by International Council for Exploration of the Sea (ICES) rectangle 43E4 (see Figure 14.1). 14.1.6 Due to the importance of Scotland in terms it’s Atlantic salmon (and to a lesser extent sea trout) population and concerns raised during consultation relating specifically to this species, a Regional Study Area (RSA) which incorporates the west and north coast of Scotland is also considered when assessing impacts to that species. Overview of potential impacts 14.1.7 Guidance produced to aid the consenting process for marine renewables in Scotland (EMEC and Xodus, 2010) lists the potential impacts that wave and tidal energy developments may have on fish and shellfish as: - Barrier to movement/interruption of known migratory routes; - Collision risk; - Substratum loss, in particular in relation to benthic spawning fish and shellfish, loss of nursery grounds and the potential loss of or damage to habitat supporting food supply and providing shelter; - Disturbance/injury as a result of noise, vibration etc. - Pollution from routine and accidental discharges; - Changes in suspended sediment levels and turbidity; - Electric and magnetic field effects; - Disruption of feeding and spawning; and - Displacement from spawning and feeding areas. 14.1.8 The guidance also highlights that any negative impacts on fish and shellfish species may have a negative impact upon commercial fisheries with potential knock on effects to the local economy. Chapter 15, Commercial fisheries assesses the potential knock on impacts to commercial fishermen from changes in fish and shellfish abundance. 14.1.9 All of the potential impacts listed above are addressed within the impact assessment section of this Chapter (Section 14.4, Impact assessment). **Policy, legislation and guidance** **Legislation** 14.1.10 There are a number of regulatory frameworks which will be taken into account when assessing the impacts of the development on fish and shellfish. These include: - EC Directive 92/43/EEC on the Conservation of Natural Habitats and of Wild Flora and Fauna (the Habitats Directive). - Marine Scotland Act 2010. - Conservation (Natural Habitats &c) Regulations 1994 (the Habitats Regulations), as amended in Scotland. - Wildlife and Countryside Act 1981. - OSPAR Convention. The Convention for the Protection of the Marine Environment of the North-East Atlantic. - Nature Conservation (Scotland) Act 2004 14.1.11 Non-statutory measures are outlined in the following: - The UK Biodiversity Action Plan, - The recommended List of Priority Marine Features (PMFs) (SNH 2012) - Western Isles Biodiversity Action Plans. **EIA guidance** 14.1.12 The European Marine Energy Centre (EMEC) and Xodus Group (2010) were commissioned by Marine Scotland to produce a guidance document to help developers with consenting, Environmental Impact Assessment (EIA) and Habitats Regulations Appraisal (HRA) for marine renewable energy developments in Scotland. The draft version of this document provides the following advice with regards to fish and shellfish. 14.1.13 The baseline assessment should identify the presence, distribution, seasonality and abundance of fish and shellfish both at the site and in the surrounding area and indicate the relative importance of these species. The baseline assessment should include consideration of the following: - The nearest protected habitats; - Species of fish/shellfish, that are of conservation importance; - Species of fish/shellfish in the area that are of most importance to recreational and commercial fisheries; - Species that have restricted geographical distribution and are locally abundant; Species of elasmobranch fish (as these considered sensitive to marine developments); and Identification of migratory and spawning fish that may be affected by the development. 14.1.14 In identifying the above species, the baseline assessment should include the following aspects for each: - Spawning areas and seasons; - Nursery grounds; - Feeding grounds; - Over-wintering areas for crustaceans such as lobster/crab; and - Migration routes. 14.1.15 EMEC (2011) has also developed EIA guidance for wave and tidal energy developers seeking consent within the EMEC test site on Orkney. These guidelines give an overview of the potential impacts of marine energy development on fish and shellfish resources, but do not discuss detailed EIA reporting requirements. The guidance suggests that the following potential impacts on fish resources may also be relevant in other locations, such as Kyle Rhea: - Behavioural changes and altered well-being associated with noise, light and other disturbances; - Changes in fish health resulting from release of contaminants; and - Entrapment / collision with underwater devices. 14.2 Methodology 14.2.1 This assessment follows the latest, appropriate, guidance on Environmental Impact Assessment (EIA) (EMEC and Xodus, 2010; Cefas, 2004 and IEMA 2006) and draws on experience from recent examples of similar renewable energy projects in the UK and Europe. 14.2.2 A baseline for fish and shellfish within the study area (as defined below) was established through a desk based review. An impact assessment was then conducted to predict the potential significance of the impacts of the development upon that baseline. 14.2.3 The impact assessments use a Rochdale envelope approach (see Chapter 4, EIA Methodology), where any uncertainty regarding aspects of the project description leads to the use of a realistic worst case scenario for each of the potential receptors assessed. 14.2.4 No site specific dedicated fish surveys were undertaken for this project; however, a benthic survey was completed primarily to inform Chapter 13, Benthic Ecology. The survey consisted of 70 drop down video tows, located strategically, to firstly identify the benthic ecology within the vicinity of the Project and secondly to characterise the habitats within the Kyle Rhea study area. The survey also identified a number of shell fish species and those results have been incorporated within this chapter. **Consultation in relation to fish and shellfish** 14.2.5 A Scoping Opinion was sought from the Scottish ministers on the 1st of April 2010 (Appendix 4.1). Key issues identified which were pertinent to fish and shell fish are presented in Table 14.1. Subsequent to the Scoping Opinion further consultation, primarily through the projects Fisheries Liaison Officer (FLO), regarding fish and shell fish was carried out (See Chapter 6, Consultation for further detail). Summaries of these consultations are also included within the Table 14.1. Table 14.1 Summary of consultation relating to fish and shellfish | Key issues raised | Response | |----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | **During scoping** | | | Marine Scotland informed the project team that the following wildlife legislation and guidance should be taken into account. Namely; Coast Protection Act 1949 section 34, Council Directives on The Conservation of Natural Habitats and of Wild Flora and Fauna, and on Conservation of Wild Birds (commonly known as the Habitats and Birds Directives), the Wildlife & Countryside Act 1981, the Nature Conservation (Scotland) Act 2004, the 1994 Conservation Regulations, Scottish Executive Interim Guidance on European Protected Species, Development Sites and the Planning System and the Scottish Biodiversity Strategy and associated Implementation Plans. | These pieces of legislation have been taken into account in both Section 3 (Existing Environment) and Section 4 (Impact Assessment) of this chapter. | | The presence of species on Schedules 5 (animals) and 8 (plants) of the Wildlife & Countryside Act 1981 should be considered where there is a potential need for a licence under Section 16 of that Act. (Marine Scotland) | As above | | Marine Scotland indicated that baseline noise data is useful provided the developer repeats the surveys once the device is in situ for comparison. Potential limitations to fishing opportunity and effects on catches should be emphasised | A baseline noise study was carried out by Subacoustech and the results are incorporated within Section 14.4 of this chapter. Fishing opportunities are considered in Chapter 15, Commercial Fisheries. | | Marine Scotland stated that impacts on migratory fish including salmon, sea trout, lamprey and sandeels must be considered. Potential impacts may include physical or avoidance reactions at both the individual and population level and there may also be avoidance due to electromagnetic sensitivity at both adult and juvenile stages. | Impacts to these species are considered in Section 4 of this chapter | | Marine Scotland indicated that it may be necessary for the developer to implement a monitoring strategy to assess the influence on salmonid fish populations. The expected levels of noise production must be identified within the ES and by using published literature, decide what impact, if any, this will have on fish movements through the area. | Post consent the project team will work closely with Marine Scotland to develop an EMP. This will consider all receptors which Marine Scotland require post-installation monitoring following consideration of the ES. | | Marine Scotland believes that offshore renewable developments have the potential to directly and indirectly impact diadromous fish of freshwater fisheries interest including Atlantic salmon, anadromous brown trout (sea trout) and European eel. These species use the coastal areas around Scotland for feeding and migration and are of high economic and / or conservation value. As such they should be considered during the EIA process. | These species are all considered within the chapter of the ES. The impacts considered are based upon the scoping opinion received and current knowledge of potential impacts. | ### Key issues raised Marine Scotland state that in the case of Atlantic salmon information will be required to assess whether there is likely to be any significant effect of developments on rivers which are classified as Special Areas of Conservation (SACs) for Atlantic salmon under the Habitats Directive. Where there is the potential for significant impact then sufficient information will be required to allow Marine Scotland to carry out an Appropriate Assessment. **Response** Impacts to Atlantic salmon are considered within the impact assessment (section 14.4) and potential threats to populations within SACs are considered within a separate document that will be submitted as part of the application (Royal HaskoningDHV, 2012). ### Subsequent to the scoping consultation The Secretary of the Glenelg & Arnisdale fishing club contacted the project’s FLO, requesting that the EIA include an assessment of the impacts of the array acting as a barrier to fish migration to and from the Glenmore river in Glenelg. An assessment of the potential for the Project to act as a Barrier to Salmon is provided in Section 14.4 impact assessment and includes the potential for barrier effects caused by noise, EMF and collision risk. Concerns about the Project acting as a barrier for fish species migrating through the Kyle Rhea were also raised by the Wester Ross Fisheries trust through phone correspondence. The potential for the Project to act as a barrier to fish is considered in Section 14.4 of this chapter. --- ### Data collection #### 14.2.6 The principal data sources relevant to fish and shellfish are shown below in Table 14.2 **Table 14.2 Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------------------------------------------------------|-------------------------------------------------------|---------------------------------------------|-----------------------| | Spawning and Nursery Grounds | UK | Cefas (Ellis et. al. 2012) | 2012 | | Spawning and Nursery Grounds | UK | Cefas (Coull et. al.1998) | 1998 | | Landings data | ICES Rectangles 45E3, 45E4, 46E3 and 46E4 | Marine Scotland Science | 2006-2010 | | Benthic Survey Report | Local Study Area | Envision | 2011 | | National Biodiversity Network (NBN) Gateway | UK | NBN | 1990-present | | Marine Scotland report on migratory fish | Scotland | Malcolm et al., 2010 | All available data up to 2010 | | Scottish marine renewables strategic environmental assessment (SEA) | Scottish waters | Faber Maunsell and Metoc plc | Produced in 2007 and compiles a series of relevant data sources | | Rod and Line, Net and Cobble and Fixed Engine Salmon catch data | Northwest Scotland, Outer Hebrides | Marine Scotland | 1952-2011 | | Stakeholder consultation/scoping opinions; | Kyle Rhea | NA | 2012 | | Marine Life Information Network (MarLIN) | UK | Various | All available | 14.2.7 The above data were interrogated as part of a desk study to compile a list of all species that may be present within the study areas. **Impact assessment** 14.2.8 The impact assessment follows the standard methodology as presented in Chapter 4, EIA Methodology in assessing impacts on the Project as presented in Chapter 5, Project Description. However for the assessment of certain receptors there is a requirement to develop specific criteria for the ‘sensitivity of receptor’ and ‘magnitude of impact’. For fish and shellfish, the significance and magnitude criteria are displayed in Tables 14.3 and 14.4 respectively. 14.2.9 Table 14.3 defines the sensitivity and conservation value or importance fish and shellfish receptors to potential impacts, based on the degree to which the receptors are valued nationally, regionally, or locally as well as their capacity to accommodate impacts. **Table 14.3 Definition of terms relating to the sensitivity of fish and shellfish receptors** | Value / Sensitivity | Scale | Definition | |---------------------|----------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | High | International/ National | Species which have been designated for their international or nationally importance i.e. UK BAP species /OSPAR designations/ IUCN Red list (listed as endangered and critically endangered). Sensitivity: The receptor has no or very limited capacity to accommodate the proposed form of change and the impact may cause death of permanent damage. The change affects the whole population. | | Medium | Regional | Species that have been designated for their regionally important biodiversity or habitat (Local BAP species). Sensitivity: Receptor has limited capacity to accommodate the proposed form of change or it may result in behavioural changes affecting a significant proportion of the population. | | Low | Local | Species that have been designated as having local importance Sensitivity: Receptor has some tolerance to accommodate the proposed change. Small proportion of the population only is affected. | | Negligible | | Species with little or no local importance Sensitivity: Receptor is generally tolerant and can accommodate the proposed change | 14.2.10 The level of magnitude of an impact on each receptor is defined in Table 14.4 and can be described in terms of the extent, duration, frequency, severity and probability. Table 14.4 Definition of terms relating to the magnitude of impacts on fish and shellfish | Magnitude | Definition | |-----------|------------| | High | Fundamental change to the baseline condition of fish and shellfish ecology, resulting in major alteration to the population density, diversity or abundance. | | Medium | Detectable but non-fundamental temporary or permanent consequential changes to the baseline condition resulting in noticeable alteration of the size and/or quality of habitats, species or biodiversity. | | Low | Minor change with only slight detectable changes, which do not (or only temporarily) alter the baseline condition of the receptor. | | Negligible| An imperceptible or no change to the baseline condition of the fish community | 14.2.11 Table 14.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the impact. The categories highlighted in red are considered to be significant in the context of the EIA. Table 14.5 The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major| Major | Moderate | Minor | | Medium | Major| Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible | Negligible | 14.2.12 The significance of the impact is a combination of the sensitivity of the receptor and the magnitude of the impact. The impact assessments are made following IEEM guidelines for assessment (see Chapter 4, EIA Methodology), using the expert judgement of suitably qualified and experienced specialists. 14.3 Existing environment 14.3.1 This section describes the existing environment of the LSA in which the Project will be located and considers the WSA as illustrated in Figure 14.1 and explained in Section 14.2 Methodology. 14.3.2 Distribution patterns of fish and shellfish are determined by a number of factors. Over broad spatial areas, the main abiotic factors that affect the distribution of fishes and fish communities are water temperature, salinity, depth, local scale habitat features and substrate type. Biotic factors include predator-prey interactions, competition and anthropogenic factors. For example, the presence of artificial structures in the marine environment and practice of fisheries activities are important factors at various temporal and spatial scales. Species present 14.3.3 In order to compile a list of fish and shellfish species potentially present within the study areas, and therefore with potential to be impacted upon by the Project, it is necessary to interrogate a number of resources including: landings data covering the WSA (provided by Marine Scotland Science); the Scottish Renewable Energy Strategic Environmental Assessment (SEA) (Faber Maunsell, 2007); Spawning and nursery data provided by Cefas (Coull et al., 1998 and Ellis et al., 2012) and knowledge acquired through consultation with local stakeholders that use the study area for fishing (both Angling and commercially). 14.3.4 In order to identify the main species potentially present within the WSA, landings data from ICES rectangle 43E4 from 2007 to 2011 has been interrogated. A summary of the species for which more than 10 tonnes were landed (which is also the top 8 most landed species) is provided in Table 14.6. A complete list of all species landed within that area by year (including 2006) is also displayed in Appendix 14.1. Table 14.6 Landings of the top eight species by quantity between 2007 and 2011 from within ICES rectangle 43E4 (the WSA). | Species | Scientific Name | Quantity (tonnes) | |--------------------------|-----------------------|-------------------| | Nephrops (Norway Lobster)| *Nephrops norvegicus* | 1788 | | Scallops | *Pecten Maximus* | 1097 | | Edible Crabs | *Cancer pagurus* | 392 | | Razor Clam | *Solen spp.* | 145 | | Sprat | *Sprattus sprattus* | 104 | | Velvet swimming crabs | *Necora puber* | 90 | | Mackerel | *Scomber scombrus* | 20 | | Lobsters | *Homarus gammarus* | 10 | 14.3.5 It is recognised that fishing methods and species targeted are largely market driven and landings may not be completely representative of all species within the area. In addition to landings data, other sources of information have been used to determine the presence of fish and shellfish species and to assess their relative importance. Two other data sources are described below. 14.3.6 The Scottish Marine Renewables Strategic Environmental Assessment (SEA) (Faber Maunsell, 2007) contains a list of finfish and shellfish species. This list draws together several sources and considers much of the west coast of Scotland, including the study areas. The SEA list can be found in Appendix 14.2. 14.3.7 A third method for identifying which species may be impacted by the Project considers those species which are known to spawn or have nursery grounds in the area. To complete these exercises two main data sets were acquired from Cefas (Coull et al., 1998 and Ellis et al., 2010). Both data sets contain information on the geographical locations of spawning and nursery grounds of many fish species around the UK. Spawning and nursery grounds are assigned a level of intensity (high, undetermined or low) depending on the level of activity thought to occur at each location. The first data set (Coull et al., 1998) was produced in 1998 and has largely been superseded by the second data set (Ellis et al., 2010). However some species which were included by the Coull et al., (1998) were not assessed by Ellis et al. (2010) and therefore both data sets have been interrogated. It should however be noted that as Ellis et al. (2010) data is more recent it is likely to be more reliable than the Coull et al. (1998) data, which is 14 years old at time of writing. 14.3.8 It should also be noted that both the Coull et al., (1998) and Ellis et al.(2010) data are broadscale and are more indicative of areas where a species may spawn or use as a nursery ground rather than presenting a definitive distribution. Therefore they often include areas that are not of importance, within the wider areas identified. 14.3.9 Spawning and nursery grounds relevant to the study areas can be seen in Figures 14.3 to 14.6. The proximity of these spawning and nursery grounds to the LSA is presented in Table 14.7. Table 14.7 Species with spawning and/or nursery grounds within the LSA | Common name | Scientific Name | Spawning ground distance from LSA (km) | Nursery ground distance from LSA (km) | |-----------------|-----------------------|----------------------------------------|--------------------------------------| | Anglerfish | *Lophius piscatorius*| NA | 0* | | Blue Whiting | *Micromesistius poutassou* | NA | 23*** Northwest | | Cod | *Gadus morhua* | NA | 0** | | Common skate | *Dipturus batis* | NA | 0* | | European hake | *Merluccius merluccius* | NA | 0* | | Haddock | *Melanogrammus aeglefinus* | NA | 80** North | | Herring | *Clupea harengus* | 57 north | 0*** | | Ling | *Molva molva* | NA | 23*** Northwest | | Mackerel | *Scomber scombrus* | NA | 0* | | Nephrops | *Nephrops norvegicus* | 0** | 0** | | Norway pout | *Trisopterus esmarkii*| NA | 90 West | | Plaice | *Pleuronectes platessa*| 26 north | | | Saithe | *Pollachius virens* | NA | 0** | | Sandeel | *Ammodytes spp* | 0* | 23*** Northwest | | Spotted ray | *Raja montagui* | NA | 0* | | Sprat | *Sprattus sprattus* | 0** | 6** East | | Spurdog | *Squalus acanthias* | NA | 0*** | | Thornback ray | *Raja clavata* | NA | 23* Northwest | | Tope | *Galeorhinus galeus* | NA | 23* Northwest | | Whiting | *Micromesistius poutassou* | 0** | 0*** | ***=high intensity, **=undetermined intensity *= low intensity 14.3.10 The only species which have spawning grounds which overlap with the LSA are sandeel, nephrops, sprat and whiting (Figure 14.3). The LSA represents 0.397% of that particular sandeel spawning ground; 0.63% of the nephrops spawning ground, 0.28% of the whiting and 0.0003% of the sprat spawning grounds. It is worth noting that the indicative spawning ground for sprat in Coull et al. (1998) covers much of UK waters, and not all locations in that area will be used for that purpose. 14.3.11 Several species of fish have nursery grounds which overlap with the LSA, however, it is only whiting, spurdog and herring that are high intensity. The majority of the west coast of Scotland and the north west coast of England has been identified as a herring nursery ground and the spurdog nursery grounds range from the Irish sea in the south, to the northern Irish coast in the west up to north Scotland and Orkney. The whiting nursery grounds vary in intensity but cover the much of UK waters (Ellis et al., 2012). 14.3.12 Nephrops, cod and saithe all have nursery grounds of undetermined intensity which overlap with the LSA. The nephrops nursery grounds are the same size as their spawning grounds and therefore the LSA represents 0.63% of their area. The saithe nursery grounds cover much of the coastal waters of Scotland (Coull et. al., 1998) and the cod grounds cover waters in the northern half of the UK as well as the Irish Sea and much of the North Sea. 14.3.13 Analysis of all of the data sources, as detailed earlier, allows compilation of a list of species that may be present within the study areas. The list is displayed in Table 14.8 and includes important species, in terms of: - Commercial value; - Sensitivity (those that have nursery and/or spawning grounds in the vicinity of the development); and - Local importance (Species that have been identified as locally important by the local fishing industry). 14.3.14 The list also includes anadromous\(^{29}\) species that have been identified as present through the consultation process (both through the Scoping Opinion and further consultation with District Salmon Fisheries Boards) and through desk based research. Anadromous species include; Atlantic salmon *Salmo salar*, European eel *Anguilla anguilla*, sea trout *Salmo trutta*, river lamprey *Lampetra fluviatilis* and sea lamprey *Petromyzon marinus*, as well as other species of high conservation concern such as the thornback ray *Raja clavata*, the spotted ray *Raja montagui*. In addition basking sharks *Cetorhinus maximus* are included within Chapter 12, Marine Mammals & Basking shark. \(^{29}\) fish species that spend part of their life at sea, but migrate up rivers in order to breed. Protected species 14.3.15 Many of the fish and shellfish identified in the species list (Table 14.8) are protected by international or national legislation, or through voluntary agreement such as: - The EU Habitats Directive 92/43/EEC (as amended); - The Oslo and Paris Conventions for the protection of the marine environment of the North-East Atlantic (OSPAR) List of Threatened and/or Declining Species and Habitats; - The International Union for Conservation of Nature (IUCN) has compiled a list of species that are endangered; - The CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora); - The Western Isles Biodiversity Action Plan which makes a contribution to the wider UK Biodiversity Action Plan; - The recommended Priority Marine Features (PMF) list which contains habitats and species which the Scottish Government believes to be of greatest conservation importance in Scottish territorial waters; and - The Wildlife and Country side act provides the cornerstone to nature conservation in the UK. Section 9 of the act allows for the protection of specifically listed wild animals, including marine species (listed in Schedule 5 of the Act). Schedules 5, 8 and 9 are reviewed every five years and revised. The next scheduled review is 2013. Trends in abundance 14.3.16 Interrogation of the landings data does not indicate any obvious trends in the quantity of fish landed from with the WSA over the past six years. However when the amount of fishing effort is taken into account (days at sea)\(^{30}\) the amount of fish taken from the WSA per day of fishing effort declined between 2006 and 2010, but recovered slightly in 2011 (Figure 14.2). As discussed in Chapter 15, Commercial Fisheries the general long term trend in landings across the WSA has been a downward. 14.3.17 The quantity of fish taken per day of effort, within this area of sea is relatively low compared with other UK waters. This may have resulted in low amounts of fishing activity occurring within this area of sea (see Chapter 15, Commercial fisheries). No commercial fishing currently takes place within the LSA. \(^{30}\) Values for fishing effort are available from the Marine Scotland Fishing Effort and Quantity and Value web page. Individual species 14.3.18 This section considers all species that have been identified above as potentially important to the LSA. A high level screening process, has been applied to remove the species that are unlikely to be present in significant numbers within the LSA therefore refining the species which will be included in the impact assessments. Species have been excluded due to reasons such as habitat preference and behaviour traits. Table 14.8 summarises why species are included or excluded from further investigation. Table 14.8 Species likely to be present in within the LSA | Species | Potential to be present within the LSA | Justification | |-------------------------------|----------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Anglerfish *Lophius piscatorius* | Low | Anglerfish are found mostly on sandy or muddy bottoms but are also present on shell, gravel and occasionally rocky areas (Reeve 2008), the latter occurring in the LSA (Chapter 13, Benthic Ecology) | | All lamprey species *Petromyzontiformes* | Low | Very little is known about the migratory patterns of Lampreys in the marine environment and therefore they cannot be discounted. | | Blue whiting *Micromesistius poutassou* | Unlikely | This species is usually found in water depths greater than those present within the LSA (Barnes 2008a; DECC 2008) | | Brown crab *Cancer pagurus* | High | Brown Crab has a habitat preference of rocky reef which are present within the LSA this species was potentially identified (although the surveyors could not be certain) at station 10 of benthic survey (Appendix 13.1) | | Cod *Gadus morhua* | High | Cod has been landed from with the WSA in every year between 2006 and 2011. Additionally there are cod nursery grounds which overlap with the LSA | | Species | Potential to be present within the LSA | Justification | |-------------------------------|---------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Common skate *Dipturus batis* | Unlikely | Although skates and rays have been landed in small amounts from within WSA between 2006 and 2011, this species live on fine sand and muddy bottoms (Neall et. al., 2008), habitats that are not found within the LSA (Chapter 13, Benthic Ecology) | | European eel *Anguilla anguilla* | Low | Due to the sensitivity of this species and the recent widespread population decline the worst case scenario approach is adopted which assumes European Eels are migrating through the LSA. | | European hake *Merluccius merluccius* | Unlikely | Adults are found in water depths between 75 and 350m (Barnes, 2008b) and although the LSA is within hake nursery grounds of low intensity (Figure 14.4) juveniles of this species show a preference for muddy sediment, where they feed on crustaceans; this habitat is not found in the LSA. | | European spiny lobster *Palinurus elephas* | Low | This species has a preference for rocky habitats, and both data from MarLIN (Jackson et al., 2009) and NBN indicate that this species could be present within the LSA, however this species tend to prefer open coast. | | Green crab *Carcinus maenas* | High | Suitable habitat for this species is widely available within the LSA. | | Haddock *Melanogrammus aeglefinus* | Unlikely | Adults occur at depths of 40m to 300m over sand and gravel; The LSA does not contain these conditions. Although there is a Haddock nursery ground of undetermined intensity approximately 80km to the north of the LSA it is recognised that haddock nursery (Faber Maunsell, 2007) grounds are generally offshore and therefore juveniles are not likely to be present within the LSA. | | Herring *Clupea harengus* | High | No herring were landed from within the WSA between 2006 and 2011. The LSA is within the herring nursery ground so theoretically juveniles may pass through the area, however due to the strong tidal currents and inability of the juvenile fish to sustain rapid movement against the current they are not expected to spend a significant amounts of time in Kyle Rhea. | | Lemon sole *Microstomus kitt* | Low | Lemon sole have been landed from the WSA in very small quantities in most years between 2006 and 2011. They have a preference for on stony substrates (Barnes 2008c) which are present within the LSA (Chapter 13, Benthic Ecology), however the extreme tidal flows experienced within the LSA are likely to deter this species | | Ling *Molva molva* | High | Ling were caught from within the WSA in 2006 and in 2011. The species has a preference for rock habitat in water depths as shallow as 10m such as is found within the LSA. | | Species | Potential to be present within the LSA | Justification | |-------------------------------|----------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Lobster *Homarus gammarus* | High | Has a habitat preference of rock reef which are present within the LSA. | | Mackerel *Scomber scombrus* | High | Mackerel were landed from the WSA in 2011; however this species was not landed from the WSA during 2006 to 2010. | | Nephrops (Norway lobster) | Unlikely | Although this species was landed consistently in relatively large quantities across all years 2006-2011, this species require fine cohesive mud which is stable enough to support their unlined burrows (Sabatini and Hill, 2008). This habitat is not present within the LSA (Chapter 13, Benthic Ecology) | | Razor clam *Solen spp.* | Unlikely | Razor clams require stable fine sediment to burrow into. This habitat is not found t within the LSA (Chapter 13, Benthic Ecology) | | Saithe *Pollachius virens* | High | Adults inhabit water depths of between 100 and 200m. There are no spawning grounds within the LSA however the LSA is within nursery ground of undetermined intensity (Figure 14.5). In addition anecdotal evidence from angling boat operators suggest that saithe are caught in close proximity to the LSA. | | Salmon *Salmo salar* | High | Salmon are likely to be present within the LSA as there are a number of salmon rivers within its vicinity (Figure 14.8). | | Sandeel *Ammodytidae* | Low | Although a single sandeel was identified within the LSA (Appendix 13.1) the Marine Renewables SEA (Faber Maunsell, 2007) highlights that this group of species have a habitat preference for stable sand or gravel which is not abundant within the LSA. | | Scallops *Pecten maximus* | Unlikely | Not observed during the benthic survey and suitable habitat is not present at the LSA. | | Sea trout *Salmo trutta* | High | NBN Gateway indicates that sea trout are present in a number of rivers that surround the LSA Figure 14.8 | | Spotted ray *Raja montagui* | Unlikely | The majority of the population are found from 100-500m. This species live on soft substrates, preferring sand (Ellis et. al., 2007) and therefore is unlikely to be regularly present within the LSA. | | Sprat *Sprattus sprattus* | High | Sprat were landed from the WSA in 2011, however this species was not landed from the WSA during 2006 to 2010, the LSA is within a sprat spawning ground of high intensity and unidentified intensity nursery grounds are located to the east in lochs Duich and Long. | | Spurdog *Squalus acanthias* | High | This species was landing in most years between 2006 and 2011 and the LSA is within a high intensity | | Species | Potential to be present within the LSA | Justification | |-------------------------------|----------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | | | nursery ground for this species. | | Thornback ray *Raja clavata* | High | This species can be found on patches of sediment among rocky outcrops and boulders and as this habitat occurs within the LSA thornback ray may be present. In addition this species was landed from the WSA in 2010 and in 2011, and has nursery grounds within 30km of the LSA. | | Tope *Galeorhinus galeus* | Unlikely | Tope were not caught within the WSA during 2006 to 2011, there is a tope nursery ground 23km to the northwest of the LSA however it is unlikely that juvenile tope would migrate to the LSA in significant numbers, nor that the development would interact with tope causing an impact. | | Velvet swimming crab *Necora puber* | High | Has a habitat preferences of rock reef which is present within the LSA and was identified in the benthic survey. | | Whiting *Micromesistius poutassou* | High | Small amounts of whiting were caught within the WSA in 2006 and in 2011. Additionally the LSA is within an area used by whiting as a spawning ground and a high intensity nursery ground. | 14.3.19 It is assumed that all species identified as likely to be present within the LSA have the potential to be affected by the development. Further information regarding the ecology of these species is provided below and is used to determine the sensitivity of the species in the impact assessment. **Shellfish** 14.3.20 Shellfish are very important to the WSA area and make up 96% of the live weight of species landed from the ICES rectangle. **Brown crab** 14.3.21 Brown crab *Cancer pagurus* (also called edible crab) is one of the three main shellfish species targeted by fishermen in the WSA (Chapter 16, Commercial Fisheries) and were the third most landed species from 2007 and 2011 (Table 14.6). 14.3.22 Brown crab are mostly found in rocky areas such as those that characterise the LSA (Chapter 13, Benthic Ecology), but may also be found on sand, gravel and mud from the intertidal to 100m depth (Niel and Wilson, 2008). During benthic surveys (Appendix 13.1) one individual was potentially identified at station 10 (Chapter 13, Benthic Ecology) within the LSA. Mating occurs in spring and summer. Females are ‘berried’ (carrying eggs under the abdomen) for 6-9 months after copulation and release the larvae in late spring/early summer (Thompson et al., 1995). Tagging studies show that edible crabs may move a few kilometres a day, and hundreds of kilometres in the long term (The Scottish Government, 2011). **Green crab** 14.3.23 The green crab or common shore crab *Carcinus maenas* is a feature of the landings from the WSA and was the 18th most landed species (Appendix 14.1). This species is common in the intertidal and subtidal zone around much of the UK and can be found in a variety of different habitats. Spawning in Scotland occurs during the spring and females are then berried for up to 4 months, depending on temperature, before the eggs hatch. **Velvet swimming crab** 14.3.24 The velvet swimming crab *Necora puber* (also known as the devil crab), is heavily targeted within the WSA. Velvet swimming crabs are mostly found in rocky areas with reefs, boulders and large stones. After spawning (in late summer or autumn), eggs are carried by the female under the abdomen until they are ready to hatch. Hatching normally takes place in early summer, and the larvae are distributed by water movements before settling to the seabed as miniature adults. Velvet crabs are rarely thought to undertake significant migrations (Fisheries Research Services, 2004) and this species was not identified during the benthic survey (Appendix 13.1). **European spiny lobster** 14.3.25 The crawfish or European spiny lobster *Palinurus elephas* was landed in very small quantities from within the WSA in most years between 2006 and 2011 (Appendix 14.1). This species may well be present within the LSA as their preferred habitat is rocky, exposed coasts (Jackson *et al.*, 2009). This species is a UK BAP species and has also been identified as a PMF by Scottish Natural Heritage on the recommended list (SNH, 2012). The main UK populations of this species are confined to the west coast of Scotland with a small population occurring in Cornish waters. **Common lobster** 14.3.26 The common lobster *Homarus gammarus* is targeted within the WSA and was the 8th most landed species (Table 14.6) between 2007 and 2011. This species have a preference for rocky reef habitats of mid to high energy environments (Galparsoro *et al.*, 2009) such as those that occur within the LSA (Chapter 13, Benthic Ecology) and therefore may be present. 14.3.27 Spawning occurs in late summer or autumn after which lobster eggs are carried by the female under the abdomen until they are ready to hatch usually in early summer. They are rarely thought to undertake any significant migrations (Fisheries Research Services, 2004). **Cod** 14.3.28 Cod *Gadus morhua* is landed from within the WSA in small numbers, typically representing less than 0.25 of a tonne in live weight and a total of 1.1 tonnes over the six year period (Appendix 14.1). This may either be an indication of declining populations; the west coast stock has been defined as collapsed, or it may a function of reductions in TACs for this species over the same time period. 14.3.29 Juvenile cod are demersal, with nursery areas located in coastal waters from the Clyde northwards. Although they exhibit a preference for rocky shores it is not thought that Juvenile cod will favour the environment within the LSA due to its very strong tidal currents. Cod is listed as vulnerable in the IUCN Redlist and has been included in the list of PMF species (SNH, 2012). **Ling** 14.3.30 Ling *Molva molva* were landed from the WSA during 2006 and 2011 (Appendix 14.1) however in both years this comprised less than a tonne a year. Ling is the largest species of the cod (gadoid) family and is widely recorded around the British Isles. It is a deep water species found at depths of up to 600m but juveniles and occasionally adults are found as shallow as 10m. This species is primarily solitary and benthic in habit, found amongst rocks, crevices and wrecks in deep water. Spawning occurs offshore between March and August (Rowley, 2008) at a depth of 100-300m and therefore will not occur within the LSA. The LSA is within a nursery ground for ling that has been identified as being of low intensity (Figure 14.4). This species has been recommended as a PMF (SNH 2012). **Saithe** 14.3.31 Correspondence with local angling vessel operators revealed that saithe, also known as coley, *Pollachius virens* are caught by anglers from within the LSA. Very small quantities of saithe were landed from the WSA in 2009 but were not landed during any other years between 2006 and 2011 (*Appendix 14.1*). 14.3.32 Saithe are an active, gregarious species occurring both inshore and offshore. They usually enter coastal waters in spring and return to deeper waters (up to 350m) in winter (Barnes and Wilding 2008). This species has been recommended as a PMF (SNH 2012). **Lemon sole** 14.3.33 Lemon sole *Microstomus kitt* is a commercially important flatfish occurring throughout Scottish waters, where it is in greatest abundance around the Outer Hebrides, Orkney and Shetland (Faber Maunsell, 2007). Less than 0.1 tonne of this species was landed from within the WSA in most years between 2006 and 2011 (*Appendix 14.1*). 14.3.34 This species is commonly found on stony substrates between depths of 20m and 200m (Barnes 2008c), conditions that do exist within the LSA (Chapter 13, Benthic Ecology). Spawning for lemon sole occurs from April to July in deep water and the pelagic eggs and larvae occupy progressively deeper water as they develop (Faber Maunsell, 2007). **Anglerfish** 14.3.35 The anglerfish, also known as monk fish *Lophius piscatorius*, features in the landings from the WSA in all years but never comprises of more than 1.5 tonnes a year (*Appendix 14.1*). It should be noted that landings of other species such as *Squatina squatina* (also known as monk fish) may also be included within these statistics. The LSA is also within a large anglerfish nursery ground Figure 14.4. 14.3.36 Anglerfish which are UK BAP and recommended PMF species (SNH, 2012) inhabit waters from the low intertidal zone down to depths of 550m. It is uncommon to see an angler fish in water shallower than 18m though they may migrate down to as deep as 2000m in offshore waters in order to spawn. This species is found mostly on sandy or muddy bottoms but is also present on shell, gravel and occasionally rocky areas (Reeve, 2008). **Herring** 14.3.37 Although Atlantic herring *Clupea harengus* were not recorded in the landings data of the WSA between 2006 and 2011 the LSA is within a nursery ground of high intensity for this species. The strong tidal currents that exist within the LSA mean that juvenile herring are unlikely to spend much time within Kyle Rhea however they may pass through with the tidal currents. 14.3.38 Atlantic herring, which are UK BAP and recommended PMF species (SNH, 2012), are pelagic in distribution and occurs in the surface waters down to a depth of around 200m. Outside of the spawning season (July to September), Atlantic herring stay away from the immediate coastal areas. They are often found in vast near-surface shoals covering an area... of several square kilometres (Barnes, 2008d). **Sprat** 14.3.39 Sprat *Sprattus sprattus* was only landed from the WSA in 2011, with no landings between 2006 and 2010 (*Appendix 14.1*). However, a relatively large amount was landed in 2011 making it the 5th most landed species (Table 14.6). This indicates that sprat occasionally frequent the study area; there is currently no TAC for this species (www.ices.dk). Sprat is a short-lived pelagic species that is widely distributed off western Scotland. They occur from the surface to about 100m depth but are generally found in shallower waters and therefore may occur across the LSA. 14.3.40 Sprat is a batch spawner that spawns throughout the summer producing pelagic eggs. The LSA is within a sprat spawning ground (Figure 14.3), however, it is unlikely that spawning occurs within Kyle Rhea as eggs and sperm would be rapidly transported out of the area by the strong tidal currents. **Mackerel** 14.3.41 Mackerel was only landed from with the WSA in 2011, however, this one year’s worth of landings resulted in them being the 7th most landed species from within the WSA between 2007 and 2011 Table 14.6. The LSA is also within a mackerel nursery ground of low intensity (Figure 14.5). 14.3.42 Mackerel is a pelagic species whose presence in Scottish waters is transitory. The spawning grounds for the western stock of mackerel lie to the south and west of the British Isles and after spawning the fish migrate northwards to feeding ground in the northern North Sea and the Norwegian Sea. The migration route generally follows the edge of the continental shelf; however, some enter coastal waters in June and remain throughout the summer (Faber Maunsell, 2007). **Spurdog** 14.3.43 The spurdog or spiny dogfish *Squalus acanthias* was 15th most landed species from within the WSA between 2006 and 2011 (*Appendix 14.1*). Landings of this species have markedly decreased over this period, which may indicate a declining trend in the abundance of this species over this time period. The species is protected under a number of pieces of legislation and international agreements. The WSA and LSA form part of a large, high intensity, nursery ground for this species (Figure 14.6). **Thornback ray** 14.3.44 The thornback ray *Raja clavata* was identified in the Scottish Marine Renewables SEA as potentially present within WSA (Faber Mansell, 2007) and if landed would have been recorded within either its own entry or within the “skates and rays” category along with common skate and the spotted ray. Skates and rays are ranked 9th in the landings data (*Appendix 14.1*). Thornback rays are found in a wide range of habitats from mud, sand, shingle and gravel. They are also found on patches of sediment among rocky outcrops and boulders, such as is present within the LSA (Chapter 13, Benthic Ecology). They are most commonly found between 10m and 60m water depth. Although mainly a non-migratory species, the fish often move closer inshore during the spring (Wilding & Snowden, 2008). 14.3.45 Spawning occurs in inshore waters between February and September, with a peak in May and June and a theoretical maximum of 140 to 160 eggs per individual laid per year (Shark Trust, 2009). Information regarding the nature of the substrate on which this species lays its eggs is not freely available and therefore it must be assumed that this species could potentially lay its eggs in the LSA. Tagging studies indicate that juveniles are non-migratory and remain on inshore nursery grounds, with adults undertaking seasonal migrations, moving into shallower water during summer, and offshore in the winter. Feeding migrations may also occur (ICES Fishmap undated). **Whiting** 14.3.46 Whiting *Merlangius merlangus* was landed from the WSA in 2006 and in 2011, but not during 2007 to 2010; however landings were relatively small (below 0.2 tonnes) during these years (*Appendix 14.1*). This indicates that the abundance of this species within the region is very patchy. ICES concluded that stocks in west of Scotland are at a historical low despite decreases in fishing mortality (through fishing) since 2010 (ICES, 2011). 14.3.47 Whiting occur throughout the northeast Atlantic from shallow inshore waters down to 200m (ICES, 2011) near mud and gravel bottoms, and also above sand and rock (Barnes, 2008e). Whiting has a prolonged spawning period from February to June and the LSA is within an indicative spawning ground identified by Coull *et al.* (1998). The eggs and larvae are pelagic, and on the west of Scotland the young, often remain pelagic until they attain a length of about 10cm when they adopt a demersal habit. The nursery grounds tend to be located inshore (including the sea lochs) with the juveniles actively migrating to the sites. Whiting remain in these areas for one or two years (Faber Mansell, 2007). The LSA is within an area of high and low intensity nursery grounds, (Figure 14.6). **Salmon** 14.3.48 Atlantic salmon *Salmo salar* is widely distributed in Scottish waters, with populations widely recognised as being of national and international importance, in terms of commercial resource and nature conservation. For these reasons a study area for this species has been identified which incorporates the west and north coast of Scotland. This study area is termed the Regional Study Area (RSA), and is approximately the extent shown in each of the boxes in Figure 14.7. 14.3.49 Atlantic salmon have been identified as a species of conservation importance; they are a UK BAP Priority species, a Scottish PMF (SNH, 2012) and are included on the OSPAR list of marine habitats and species considered to be under threat or decline in the north-east Atlantic. 14.3.50 Atlantic salmon is listed in Annex II of the EU Habitats Directive 92/43/EEC (as amended) and the nearest Special Areas of Conservation (SAC) for salmon, to the LSA is the Little Gruinard River SAC, approximately 106km north of the LSA (Figure 14.7 and Table 14.9). The Langavat, River Narver, River Thurso, Berriedale and Langwell Waters and River Bladnoch SACs are also designated for the primary reason of protection of salmon and their distances from the LSA are provided in Table 14.9. Three other SACs on the north and west coasts of Scotland also include salmon as “a qualifying feature, but not a primary reason for site selection”, these are also detailed in Table 14.9 below. Table 14.9 SACs in the north west of Scotland that have been designated with salmon as a primary feature or as a qualifying feature. | SAC | Priority | Distance by Sea (km) from LSA | |----------------------------|------------|-------------------------------| | Langavat | Primary | 190 | | North Harris | Qualifying | 115 | | Little Gruinard River | Primary | 106 | | River Borgie | Qualifying | 240 | | River Naver | Primary | 250 | | River Thurso | Primary | 280 | | Berriedale and Langwell Waters SAC | Primary | 360 | | Endrick Water | Qualifying | 350km to the south (or 220 using the Crinan Canal) | | River Bladnoch | Primary | 380 | 14.3.51 The Little River Gruinard SAC conservation objectives for Atlantic salmon are aimed at avoiding deterioration of the habitats of the qualifying species (listed below) or significant disturbance to the qualifying species, thus ensuring that the integrity of the site is maintained and the site makes an appropriate contribution to achieving favourable conservation status for each of the qualifying features; and to ensure for the qualifying species that the following are maintained in the long term: - Population of the species, including range of genetic types, as a viable component of the site; - Distribution of the species within site; - Distribution and extent of habitats supporting the species; - Structure, function and supporting processes of habitats supporting the species; and - No significant disturbance of the species 14.3.52 The condition of the Little River Gruinard SAC is currently said to be “Unfavourable, but Recovering” (http://gateway.snh.gov.uk/sitelink). The Wester Ross Fisheries Trust has developed a management plan, which was put in place in 2011 with the aim of returning the river to favourable condition and maintaining this status (Cunningham, 2011). 14.3.53 Data sourced from the NBN gateway (NBN, 2012), which provides records from the Biological Records Centre database, indicate that salmon are, or have historically been, present within several rivers in the vicinity of Kyle Rhea, although none were present within the LSA itself (Figure 14.8). The Glenmore and Glenbeag rivers are located 1.6km and 3km to the south of the LSA and the Udaiaín is located 5.9km to the north (Figure 14.8). The Glenmore and the Glenbeag rivers are both within the salmon fisheries district of Glenelg (The Scottish Government, 2012). 14.3.54 Adult salmon can enter Scottish rivers from the sea at almost any time of year, but the salmon within the Kyle Rhea area are known to enter the rivers mainly during June and July (Wester Ross Fisheries Trust Pers. Comm. and data provided by Marine Scotland). Salmon will generally then migrate into smaller spawning streams on elevated flows following rainfall in the autumn (September – November). After spawning in October to December the adult fish return seawards over a period of up to several months. 14.3.55 The juvenile life stage of salmon takes place in fresh water and typically lasts between 1 and 4 years before migrating down river to the sea as smolts. Atlantic salmon grow rapidly by feeding in the ocean but return to their native rivers to spawn. 14.3.56 There is little systematic information on the routes used by Atlantic salmon to migrate from Scotland to their distant ocean feeding grounds. Based on currently available information it is not possible to describe how migratory routes vary with river of origin, or to define the duration or extent of their initial dependence on near and off-shore areas (Malcolm et al., 2010). Information presented in Malcolm et al., (2010) indicates that salmon migrating from rivers on the west coast of Scotland travel north toward the Norwegian Sea to feed. Although the report indicates that salmon from lower on the west coast are likely to travel around the western side of Skye and through the Minches it is likely that some salmon from rivers in the Sound of Sleet area will migrate up through the LSA passing close to the Project. 14.3.57 There are a number of distinct phases to the homeward migration. The first phase occurs in the sea and is rapid and highly directed, probably involving navigation or orientation using position of sun and reference to the Earth’s magnetic field (Hansen & Quinn, 1998). The second phase is the upstream migration. Very little is understood of the phase of migration between location by salmon of the home land-mass and identification of the home river (Malcolm et al., 2010). It is, however, assumed that salmon migrating to and from their natal rivers swim along the coast seeking olfactory\(^{31}\) cues that help them identify the correct river (Lockwood, 2005). Salmon, post-smolts, originating in Scottish rivers, are thought to use near-shore areas at the commencement of their marine navigation. Based on current information it is not possible to describe how migratory routes vary with river of origin, or to define the duration or extent of their initial dependence on near and offshore areas (Malcolm et al., 2010). Studies conducted in Canada show that smolts stay relatively close to shore, (Lacroix et al., 2005); however, these studies have not been repeated in Scottish waters. 14.3.58 Smolts spend most of their time in the top 1 to 6m of the water column (Davidson et al., 2008; Plantelech Manel-La et al., 2009). Although these studies were conducted in Norwegian fjords rather than open water, the fact that many smolts are caught in surface trawls also suggests that they spend most of their time in the top few metres of the water column (Malcolm et al., 2010). In addition, artisanal fishing methods for salmon in Scotland and northern England, such as fixed engine and coastal drift netting, target fish within the top 2m of the water column, a strategy evolved over time to maximise catch and minimise effort, adding to the evidence that a significant portion of the fish tend of inhabit the upper water column. 14.3.59 Marine Scotland has provided salmon catch data, which has been used for this assessment. The data are divided into three categories, based on the method of fishing used, as follows: - **Fixed engine fisheries** are restricted to the coast and must be set outside estuary limits. Within this category are bag-nets, stake nets and jumpers; - **Net & coble fisheries** generally operate in estuaries and the lower reaches of rivers; and - **Rod and line fisheries** comprise recreational angling activities which generally take place within rivers (rod and line catch data is discussed above). 14.3.60 Data are combined geographically into 109 Districts which the Glenelg and the Sligachan are most relevant to the project. Districts correspond either to a single river catchment together with adjacent coast, or to groups of neighbouring river catchments and associated coastline (The Scottish Government, 2012). 14.3.61 For the purposes of this assessment the rod and line data has been grouped together by the six districts that surround the LSA (Sligachan, Glenelg, Arnisdale, Kilchoan, Loch Long and Croe) and these data is displayed in Figure 14.9. These data show the total number of \(^{31}\) Olfactory: Of, relating to, or contributing to the sense of smell. salmon (both caught and retained and caught and released) landed from all rivers within the six districts between 1952 and 2011. Total numbers of adult salmon and total number of grilse (a young salmon that returns to fresh water after one winter in the sea) are displayed separately. It should be noted that the distinction between caught and released and caught and retained was not included in the data collection until 1994 which may artificially affect any patterns apparent before and after 1994. 14.3.62 The data displayed in Figure 14.9 indicate that salmon abundance in Kyle Rhea area has experienced large fluctuations in the last 60 years. There was an apparent marked decline in both grilse and adult salmon during the late 1980s and the 1990s, however after 2005 the abundance has shown an increase. 14.3.63 The two closest rivers to the LSA which are known to support salmon are the Glenelg and the Glenbeag. These are both within the district of Glenelg. Catch data from this district (provided by Marine Scotland) indicates that since the early 90’s very few adult salmon and grilse have been caught from this district (Figure 14.10). This may be as a result of a declining population within this area. Figure 14.9 Rod and line collated salmon data (catch and retained and catch and release) from six districts surrounding Kyle Rhea 1952 to 2011. Data has been divided into adult salmon and grilse. Data source: Marine Scotland Historically there have been a number of salmon net fisheries (including the net and cobble and the fixed engine fisheries described above) based on the west coast of Scotland, over time these fisheries have rapidly declined to the extent that very few coastal net fisheries still operate (Malcolm et al., 2010). Catch data from these fisheries can provide an indication of the trends in salmon populations over the last 60 years. When these data are collected the maximum number of people operating the fishery is also recorded. By dividing the number of salmon caught by the number of fishermen (the effort) it is possible to approximately compare data across years and between districts. Figure 14.11 shows the number of salmon caught (per number of people operating the fishery) using net and cobble methods in the Glenelg and Sligachan districts (grouped together) as well as the Snizort district, which covers the western coast of Skye (The Scottish Government, 2012). The Snizort district is included in both Figure 14.11 and 14.12 to add context and to illustrate potential trends in salmon migrating around the island of Skye. These data show that in general catch rates per amount of effort declined over the period for which data are available. They also indicate that more salmon were caught per fishermen in rivers and estuaries on the west coast of Skye than off the east coast. Fixed engine data show that the number of salmon caught (per number of people operating the fishery) generally increased between the 1950s and 1990s on both the east and west coasts of Skye, peaking in 1974 on the east coast and in 1985 on the west coast. Then from the mid-1990s onwards there have been steady declines in the number of wild salmon caught using this method of fishing (Figure 14.12). One of the purposes of acquiring the above data was to investigate the migratory patterns of wild salmon when navigating around the island of Skye. The fixed engine data (which is best suited to answer this question) indicates that slightly more fish travel through Kyle... Rhea than around the west coast of Skye, although the difference is not great enough to be considered significant (3267 wild salmon caught per operator on the east coast compared with 2070 per operator of wild salmon caught on the west between 1952 and 2011). 14.3.70 Atlantic salmon is a host species for freshwater pearl mussels *Margaritifera margaritifera*, one of the most critically endangered molluscs in the world. Declines in salmon could therefore have a negative impact on any associated freshwater pearl mussel populations. The nearest SAC designated for freshwater pearl mussel are the River Kerry approximately 65km to the north and the River Moidart approximately 58km to the south of the LSA. **Sea trout** 14.3.71 Data sourced from the NBN gateway show that sea trout *Salmo trutta* has been recorded in most of the major rivers surrounding the LSA (Figure 14.8). Trout spawn in winter from October to January. The eggs are shed in small depressions known as redds which are cut by the female in the river gravel, usually in upstream reaches. 14.3.72 Sea trout spend a variable number of years in fresh water before migrating to sea, where they spend variable periods of time before reaching maturity. In contrast to salmon, immature sea trout often return to fresh water to over-winter. Once sea trout reach the sea they appear to remain within nearshore waters rather than undergoing extensive migrations offshore (DECC, 2009). Malcolm *et al.* (2010) concluded that no reliable inferences can be drawn as to the marine distribution of adult sea trout. However it is likely that, as they are closely related to salmon (they are both of the same genus), that they will display similar behaviours. 14.3.73 Sea trout catch data provided by Marine Scotland indicate that for the districts that surround the LSA (Sligachan, Glenelg, Arnisdale, Kilchoan, Loch Long and Croe) sea trout populations steadily decreased from the late 1950s to the early 1990’s after which they appear to show an increase in abundance. It should be noted however that caught and released data has only been recorded since 1994 and this may have artificially raised the trend from 1994 onwards (Figure 14.13). ![Graph showing collated sea trout catch data from the districts that surround the LSA](image) *Figure 14.13 Collated sea trout catch data from the districts that surround the LSA. Data* As with salmon, sea trout are also a host species for the freshwater pearl mussel and therefore decline in populations of this fish species is likely to have a negative impact upon the population of pearl mussels. **European eel** The European eel *Anguilla anguilla* has been recorded in many rivers in the vicinity of the LSA such as the Glenmore, approximately 1.6km, the Glenbeag approximately 3km and the Dalach approximately 3.5km from the LSA (Figure 14.8). European eels may therefore migrate through the LSA. The life-cycle of the European eel is partially understood; with spawning thought to occur in the vicinity of the Sargasso Sea after which the larval eels cross the Atlantic Ocean. By the time they reach the continental shelf of Europe the larvae metamorphose into un-pigmented “glass” eels, around 5cm in length. Some of these glass eels remain in the sea, some ascend the rivers of Europe, and others may move back and forth between marine, estuarine and freshwater environments. After a growth stage, which can last from 3 to 60 years depending on environmental conditions, the eels metamorphose into “silver” eels and begin the return migration to the spawning grounds. It is possible that a significant proportion of the total European population may pass through the seas around Scotland. Recruitment of juvenile eels to the European stock is presently at about 5% of levels that in the 1970s (ICES, 2009). This collapse threatens aquatic biodiversity and the socio-economic value of eel fisheries throughout its range. The problem is internationally recognized as a conservation priority: the IUCN assessed the European eel as ‘critically endangered’. The absence of regulated eel fisheries in Scotland means that there is a lack of high quality data on stock and trends in stock. In particular, there is a lack of time series data covering the crucial recent general European eel population decline (Defra, 2010). This may indicate that, because there has not been a significant eel fishery within Scotland, that the Scottish populations are higher than those across the rest of Europe. However, without data it is impossible to ascertain if this is indeed the case. **Lamprey species** The sea lamprey *Petromyzon marinus* has been recorded in the black water river and near to Stornoway on Lewis approximately 120km north and west of the LSA and 50km offshore from mainland Scotland. The River Lamprey *Lampetra fluviatilis* have been identified in the River Sheil approximately 60km to the south of the LSA. Both the sea lamprey and the river lamprey migrate up rivers to spawn and spend the larval stage buried in muddy substrates in freshwater. Both species need clean gravel for spawning, and silt or sand for the burrowing juveniles. Once metamorphosis takes place, the adults migrate to the sea where they live as a parasite on various species of fish (DECC, 2009). Both species of lamprey are highly protected and are listed in Annex II of the EU Habitats Directive 92/43/EEC (as amended). In order to meet the requirements outlined in Article 3 of the Habitats Directive, SACs have been designated in Scotland the closest of which are River Spey on the east coast of Scotland and Solway (for Sea Lamprey) over 430km by water to the north and east and to the south respectively of the LSA and Endrick water (for river Lamprey) over 350km to the south (or 220 using the Crinan Canal) of the LSA. **Underwater noise** The degree to which fish species detect noise varies greatly between species. Noise sensitive species such as herring, have elaborate specialisations of their auditory apparatus. These species are characterised by the presence of *prootic bulla*, a gas-filled sphere which is connected to the swim bladder, which enhances hearing ability. The gas filled swim bladder in species such as cod and salmon may also be related to their hearing capabilities, although there is no direct link to the inner ear. These species are able to detect lower frequency sound and are considered to be of medium sensitivity to noise. Flat fish and elasmobranchs have no swim bladders and are considered to have low sensitivity to sound pressure (Nedwell *et al.*, 2004). 14.3.83 **Appendix 12.5** provides the baseline noise conditions in Kyle Rhea from a site specific survey carried out by Subacoustech in July 2012. High levels of high frequency broadband noise (between 20 kHz and 150 kHz) were recorded and this high frequency noise was significantly greater when the tide was flowing, peaking approximately 100 to 200m north of the indicative array location. The levels of baseline noise recorded have been assessed against the likely perception for relevant species; this is measured as a dBht\(^{32}\). The following dBht categories are discussed further in **Appendix 12.5**. - 0 – 50 dBht, low likelihood of avoidance; - 75> dBht, mild avoidance with potential for habituation; and - 90> dBht strong avoidance expected. 14.3.84 The baseline noise conditions for herring (representing hearing specialist fish species) were between 5.2 and 56.5 dBht, the higher limit (which was only found in one of seven transects) falling just within the category of mild avoidance. The baseline noise conditions for cod and dab (representing hearing generalist fish species) were calculated to be a maximum of 49.2 dBht for dab and 31.6 dBht for cod indicating that these species and other hearing generalists, including salmon will not be affected by the background noise levels within Kyle Rhea. **Sensitivity** 14.3.85 The Scottish Marine Renewables SEA (Faber Maunsell, 2007) identifies the sensitivity of fish and shellfish species to impacts associated with wave and tidal developments. Table 14.10 has been adapted from the information contained in the SEA and lists those fish and shell fish species that are assumed to be present within the study areas. --- \(^{32}\) dBht is a frequency weighted scale, used as metric for the assessment of the behavioural and audiological effects on underwater animals of man-made underwater noise. It is specific to the species under consideration, in other words dBht (Salmon) is the perceived noise level by salmon. Further explanation of this metric and its uses is detailed in (Nedwell *et al.* 2007) | Species | Smothering | Change in suspended sediment | Increased turbidity | Substratum loss | Contamination | Underwater noise | |----------------------|---------------------|------------------------------|---------------------|-----------------|---------------|-----------------| | Blue whiting | This species was not assessed in the SEA | | | | | | | Anglerfish | This species was not assessed in the SEA | | | | | | | Brown crab | Low | Not sensitive | Not sensitive | Unknown | Unknown | Unknown | | Cod | Not sensitive | Not sensitive | Unknown | Not relevant | | High | | European eel | This species was not assessed in the SEA | | | | | | | European spiny lobster | Not sensitive | Not sensitive | Not sensitive | Not relevant | Unknown | Not sensitive | | Green crab | Not sensitive | Not sensitive | Not relevant | Low | Low/Very low | Not sensitive | | Herring | High (demersal eggs) | Medium (filter feeder) | Medium | High (spawning areas) | Unknown | High | | Lemon sole | Low | Low | Unknown | Not relevant | | Low | | Ling | This species was not assessed in the SEA | | | | | | | Lobster | Low | Not sensitive | Unknown | Medium | Unknown | Unknown | | Mackerel | Not sensitive | Not relevant | Unknown | Not relevant | Unknown | Unknown | | Norway pout | Not sensitive | Not sensitive | Unknown | Not relevant | | Unknown | | River Lamprey | No information | | | | | | | Saithe | Not sensitive | Not relevant | Unknown | Not relevant | Unknown | Unknown | | Salmon | Not sensitive | Not sensitive | Unknown | Not relevant | | Low | | Sea Lamprey | This species was not assessed in the SEA | | | | | | | Sea trout | Not sensitive | Not sensitive | Unknown | Not relevant | | Unknown | | Sprat | Not sensitive | Medium (filter feeder) | Unknown | Not relevant | Unknown | High | | Spurdog | Not sensitive | Not sensitive | Unknown | Unknown | Unknown | Unknown | | Thornback ray | Low | Not sensitive | Unknown | Not relevant | Unknown | Low | | Species | Smothering | Change in suspended sediment | Increased turbidity | Substratum loss | Contamination | Underwater noise | |------------------|------------|------------------------------|---------------------|-----------------|---------------|-----------------| | Velvet swimming crab | Low | Not sensitive | Unknown | Unknown | Unknown | Unknown | | Whiting | Not sensitive | Not relevant | Unknown | Not relevant | Unknown | Unknown | 14.4 Impact assessment Do nothing scenario During the do nothing scenario it is predicted that the same species as identified in Section 14.3 will continue to be present within the study area. If the Project does not proceed, it is expected that trends identified in the baseline will continue on their current path. It is likely that, providing fishing effort in the area remains low (see Chapter 15, Commercial Fisheries), abundance of commercial species will reverse the declines seen from 2006 to 2010 and will increase in line with that seen in 2011 (Figure 14.2). Although the salmon populations appear to fluctuate vastly, a trend which is likely to continue, the general declines seen since the 1950s appear to have stabilised and therefore salmon populations around the study area may remain approximately the same as they are currently. Potential impacts during construction This section contains an assessment of the impacts that the project may have on fish and shellfish during its construction. Impact 1: Loss of spawning grounds The LSA has been identified (using Coull et al., 1998 and Ellis et al., 2010 data provided by Cefas) as being within spawning grounds for nephrops, sandeel, sprat, and whiting (Figure 14.3 and Table 14.7). The Project has the potential to result in a temporary disturbance and loss of spawning grounds during installation as well as the permanent direct loss of parts of the spawning grounds during operation (considered below in Impact 10 under ‘Potential impacts during operation) for these species. Nephrops distribution is limited by the extent of suitable muddy sediment in which the animals burrow. This type of environment is not present within the LSA (Chapter 13, Benthic Ecology). After mating in early summer, the females spawn in September, and carry eggs under their tails (described as being ‘berried’) until they hatch in April or May. The larvae develop in the plankton before settling to a seabed of muddy sediment six to eight weeks later (The Scottish Government, 2011). Therefore neither berried females nor the larvae, nor potential settlement areas are likely to be impacted by the Project. There are five different species of sandeel in Scottish waters, however, by far the most abundant is the lesser sandeel *Ammodytes marinus*, which comprises over 90% of sandeel fishery catches (The Scottish Government, 2010). Sandeels require relatively stable sandy sediments in which to lay their eggs and to burrow into. Studies show that their preference tends to be for medium and coarse grained sand (Greenstreet et al., 2010). Although there are pockets of sediment within the LSA most is gravel or coarse sand (Chapter 13, Benthic Ecology), considered too coarse and unstable for sandeel inhabitation. A single sandeel was identified at station 62 during the benthic survey (Chapter 13, Benthic Ecology) in a pocket of coarse sand located outside of the array area approximately 101.5m northeast of the nearest indicative device location and unlikely to be effected by the installation process. In conclusion it is unlikely that the Project will affect the spawning activity of sandeels. The Project will be constructed within the indicative sprat spawning grounds outlined in Coull et al. (1998) of which the LSA comprises 0.0003% of the UK grounds. Sprat is a pelagic spawner releasing eggs into the water column which, when hatched as larvae remain in the water column. Eggs potentially released by female sprat into Kyle Rhea would rapidly be transported away from the area on the strong tidal currents which are a feature of the site (Chapter 7, Marine Physical Environment and Coastal Processes). 14.4.7 The LSA also overlaps with the indicative area for whiting spawning identified by Coull et al 1998, it should be noted that Ellis et al., 2012 were not able to confirm the presence of this spawning ground as there was a lack of data for this area. The LSA represents approximately 0.28% of this spawning ground. Whiting, like sprat are pelagic spawners and therefore any eggs and larvae deposited within Kyle Rhea during installation will be rapidly dispersed away from the site. 14.4.8 Despite the fact that the LSA has been identified as within the spawning grounds of nephrops, sprat, whiting and sandeel, the expert judgement regarding the ecology of these species (see Section 14.3 above) dictates that the sensitivity of the receptor is likely to be negligible. It is very unlikely that a change in spawning success of any of the four species would be on a measureable scale due to the small percentages of spawning areas which may be disturbed by the installation. Therefore the magnitude is considered to be negligible. As a result and in accordance with the matrix presented in Table 14.5 the loss of spawning grounds caused by the development is likely to be of negligible significance. 14.4.9 There is a high level of confidence in the assessment of this impact derived from the availability of spawning ground data combined with a high level of understanding of the seabed conditions across the study area. A higher level of confidence is applied to the assessment of sandeel as this species is included in the Ellis et al. (2010) data than sprat, nephrops and whiting as these species are included in the older, Coull et al. (1998) data. **Impact 1: Suggested mitigation** 24. No mitigation measures are proposed **Residual impact:** As no mitigation measures are suggested the residual impact will remain of negligible significance. **Impact 2: Loss of nursery grounds** 14.4.10 The LSA has been identified as being part of the indicative nursery grounds for eleven species of fish and shellfish. The area is part of: high intensity nursery grounds for; herring, spurdog and whiting, undefined intensity nursery grounds for; nephrops, cod and saithe and low intensity nursery grounds; for anglerfish, common skate, European hake, mackerel and spotted ray. Furthermore haddock, ling, sandeel, blue whiting, tope, thornback ray and cod all have nursery grounds within the vicinity of the WSA and LSA. Once again it should be noted that the nursery ground data are very broadscale and are more indicative of an area used as a nursery ground by the species rather than presenting a definitive distribution. 14.4.11 Many of the species described above require specific environmental conditions to progress through the juvenile stage of their lifecycles. The high energy environment and turbulent waters of Kyle Rhea are unlikely to provide high quality nursery areas for any of these species. As juveniles blue whiting, mackerel, cod, haddock, whiting, herring, ling, anglerfish, hake, thornback rays, spurdog and tope are highly mobile, and would be able to vacate the area once installation begins if affected. Because several species may be present, and taking a precautionary approach the sensitivity of the receptor has been assessed as being low. 14.4.12 The LSA represents less than 0.1% of any of the nursery grounds which overlap with the study area, and therefore the magnitude of the impact is considered to be low. Using the matrix presented in Table 14.5, a low sensitivity and low magnitude suggests that the impact of loss of nursery grounds will be of negligible significance. 14.4.13 There is a high level of confidence in the assessment of this impact due to the availability of high quality nursery ground data from authoritative sources. A higher level of confidence can be assumed using Ellis et al., (2010) data related to anglerfish, blue whiting, common skate, European hake, herring, ling, mackerel, sandeel, spotted ray, spurdog, thornback ray, tope and whiting compared to saithe and nephrops as the nursery grounds for these species have been derived from older Coull et al. (1998) data. **Impact 2: Suggested mitigation** 1. No mitigation measures are proposed **Residual impact:** 14.4.14 As no mitigation measures are suggested the residual impact will remain as negligible significance. **Impact 3: Noise- causing damage to fish or affecting migration** 14.4.15 The project installation will create noise which has the potential to affect behavioural patterns. The main noise sources associated with installation will be from; foundation drilling and the operation of installation vessels. The noise emitted from installation vessels can be generated through; propeller rotation, engine cylinder firing and flow through the water. A summary of hearing specialisation of key species potentially present in the LSA, is provided in Table 14.11. 14.4.16 Sea Generation (Kyle Rhea) Ltd. commissioned two studies into noise, the first made measurements of the background noise levels within Kyle Rhea and the second made an assessment of the potential impacts of noise created by the project on fish. These two reports can be found in Appendices 12.5 and 12.6). The assessment focusses on herring, as the most noise sensitive species potentially present in the LSA, to provide a worst case scenario. A number of less sensitive species, including salmon dab and cod, are also assessed. **Table 14.11 Summary of hearing specialisation levels in fish species potentially present in the LSA (Nedwell et al., 2004)** | Species | Family | Swimbladder connection | Sensitivity | |---------------|------------|------------------------|-------------| | Atlantic salmon | Salmonidae | None | Medium | | European eel | Anguillidae| None | Medium | | Herring | Clupeoidea | Prootic auditory bullae| High | | Cod | Gadidae | None | Medium | | Haddock | Gadidae | None | Medium | | Hake | Merlucciidae| None | Medium | | Plaice | Pleuronectidae| No swimbladder | Low | | Common skate | Rajidae | No swimbladder | Low | | Mackerel | Scombridae | None | Medium | 14.4.17 It is anticipated that the device foundations will be installed using percussive drilling, with underwater noise generated primarily by interactions of the drill teeth with the substrate and the impact of the hammer. Vibrations will be transmitted through the drill string and surrounding structures. 14.4.18 Underwater noise modelling for the Project (Appendix 12.6) provides a detailed discussion regarding possible impacts during construction and operation of the project upon fish, marine mammals & basking shark (Chapter 12) based on the indicative locations of the devices displayed in Figure 5.1. 14.4.19 The impacts of underwater noise on fish and shellfish can be broadly summarised into three categories: - Physical injury and fatality; - Auditory damage (either permanent or temporary); and - Behavioural avoidance 14.4.20 The installation of the four devices will require a maximum of 16 boreholes to receive the pin-piles that will secure the quadropods to the seabed. (Chapter 5, Project Description). The boreholes will be drilled one at a time, avoiding noise attenuation due to multiple drilling events. 14.4.21 The assessment of the underwater noise levels from drilling operations at Kyle Rhea has been based on recordings undertaken during similar drilling operations to install a prototype tidal turbine at the Falls of Warness, the European Marine Energy Centre (EMEC) tidal test facility in Orkney. The drill used at the Falls of Warness site was smaller than that proposed for the Kyle Rhea site (for further detail see Appendix 12.6). **Physical damage as a result of noise** 14.4.22 Based on the noise studies the underwater noise levels created by foundation installation at Kyle Rhea are not expected to cause physical injury, fatality or auditory damage to any fish species present in the area (Appendix 12.6). **Behavioural response to noise** 14.4.23 The noise assessment (Appendix 12.6) predicts no physical injury or auditory damage; however another possible impact is that of behavioural avoidance. 14.4.24 Various metrics have been proposed to assess behavioural avoidance in marine species. On the basis of a large body of measurements of fish avoidance of noise (Maes *et al.*, 2004), and from re-analysis of behavioural response to underwater sound, the following assessment criteria (see Table 14.12) were published by the Department of Business, Enterprise and Regulatory Reform (BERR) (Nedwell *et. al.*, 2007) to support the assessment of the potential impact of the underwater noise on marine species. **Table 14.12 Assessment criteria used in this study to assess the potential impact of underwater noise on marine species** | Level in dBht(species) | Effect | |------------------------|--------| | 0 – 50 | Low likelihood of disturbance | | 75 and above | Mild avoidance reaction by the majority of individuals but habituation or context may limit effect | | 90 and above | Strong avoidance reaction by virtually all individuals | | Above 130 | Possibility of traumatic hearing damage from single event | 14.4.25 As detailed earlier, variation in the anatomy and physiology of ears and associated structures in fish is extensive, determining the sensitivity of the species to sound and the range of frequencies at which they can detect sound. Herring has been used for assessment, as the most sensitive species present within the LSA. 14.4.26 When the drill is operating at maximum power it was concluded herring could detect the drill at a range of 120m. Therefore a mild avoidance response might be expected in herring or sprat to about 120m, however, the estimated perceived levels of noise are low enough at this range that habituation to the noise is likely, or, if animals have a strong motivation to enter the insonified area (such as to spawn) there would probably be no avoidance behaviour. Strong avoidance behaviour (90dBth) in herring is predicted at 19m from the drill when operating at maximum power. 14.4.27 As previously determined in the assessment of Impact 1, spawning of herring and sprat is not likely to occur within the LSA both species may however pass through Kyle Rhea on route to other spawning grounds. 14.4.28 Salmon have little potential to be affected by the noise of drilling operations; even at maximum power salmon would have to be within nine meters of the drilling operation to show behavioural response (Appendix 12.6). The insonified area for salmon is limited to small cross sectional area of Kyle Rhea and therefore most salmon passing through the area should bypass the construction site, without being affected by the noise made during drilling operations. 14.4.29 Because no injury to fish or shellfish species is predicted as a result of construction noise, and with only mild behavioural changes predicted, the sensitivity of the receptor is assessed as low. 14.4.30 As previously discussed herring (the most noise sensitive species considered) may exhibit a behavioural response at 120m from the project. However, as Kyle Rhea is approximately 500m wide at the narrowest point of the array area (Figure 5.1), the insonified area for herring during drilling is approximately 24% of the Kyle. As a result, herring and sprat would be able to alter their behaviour to avoid the construction site by navigating around the drilling activities. This ability coupled with the temporary nature of the impact has resulted in a medium magnitude level being assigned to this impact. This is considered as the worst case scenario. 14.4.31 The rapid tidal currents in Kyle Rhea produce a high background noise levels (Appendix 12.5). The localised noise generated by installation vessels may not be apparent to fish and shellfish, above background noise. The magnitude of impacts from construction vessels is therefore anticipated to be low. 14.4.32 The magnitude of noise associated with drilling activity and installation vessels is assessed as low, the sensitivity of the most noise sensitive species is medium. Therefore the significance of the potential impact is predicted as minor adverse. **Impact 3: Suggested mitigation** 1. No mitigation measures are proposed **Residual impact:** 14.4.33 As no mitigation measures are proposed it is likely that the impact will remain of minor adverse significance **Impact 4: Increase in turbidity** 14.4.34 The following installation activities may increase the turbidity of the surrounding water: - Placing the base of the device on the seabed; - Laying of the inter-array cables if required (See Chapter 5, Project description for explanation of the options to include inter-array cables); --- 33 insonified is the term used to describe the region within which noise from the source is above ambient underwater noise levels). drilling the boreholes for the pin-piles; and - Horizontal Directional Drilling (HDD) of the boreholes for the export cables at the breakout point. 14.4.35 Increased turbidity can have impacts on foraging, social and predator/prey interactions (Faber Maunsell, 2007). **Placing objects on the seabed** 14.4.36 The seabed across the majority of the LSA is hard (bedrock and boulders) with some coarse sediment at the northern and southern ends of the array area. Any sediment put into suspension during installation will settle out of suspension within a few meters of the disturbance (Chapter 7, Marine Physical Environment and Coastal Processes). Therefore impacts of placing objects (devices, inter-array cables and anchors) on the seabed will be short term and highly localised, creating a **negligible** impact magnitude. **Drilling foundation piles** 14.4.37 It has been calculated that the volume of drill cuttings produced for each device foundation is approximately $125\text{m}^3$ (Chapter 5, Project Description). No drilling fluids are required; seawater flush will be used for lubrication. In the worst case scenario drill cuttings will be recirculated back into the sea. Increases in turbidity caused by the drilling operations will be temporary and very localised, with the finer particles being widely dispersed and diluted rapidly. Only one pin-pile will be drilled at a time, and given the strength of the tidal currents in the area, any increases in turbidity will have time to clear between drilling operations. Assessment of the impacts to sediment transport patterns (incl. suspended sediment) in Chapter 7, Marine Physical Environment and Coastal Processes predict an impact of negligible significance. Therefore the magnitude of this impact is considered to be **low**. **Directional drilling of export cable borehole(s)** 14.4.38 During the HDD for the export cable a small amount of sediment will be released to the marine environment, however this is expected to be a very small amount and will be less than that caused by drilling the holes for the pin-piles. During HDD the majority of the material will moved back to land for appropriate disposal and it is only at the breakout point, at the very end of the HDD operation, that some cuttings will be released. At breakout, localised, temporary increases in suspended sediment will occur, with coarse material settling out rapidly and fine material swiftly being dispersed. Because of the limited scale of this impact the magnitude of the predicted impact is considered to be **low**. 14.4.39 Using Table 14.10 the species most sensitive to increases in turbidity, which may potentially be present within the study area, are herring, which are of medium sensitivity. The assessment by Faber Mansuell (2007) as detailed in Table 14.10 does not include several species, particularly shellfish, which have been identified as present within the LSA. Therefore the Marine Life Information Network website (MarLIN\(^{34}\)) has been used to fill this data gap with regards to species sensitivity to increases in turbidity. None of the species considered is likely to be as sensitive as herring. **Table 14.13 Sensitivity of species to increases in suspended sediment (source: MarLIN website)** --- \(^{34}\) http://www.marlin.ac.uk/ | Species | Sensitivity to increases in turbidity | |-------------------------|--------------------------------------| | Common shore crab | Not sensitive | | European spiny lobster | Not sensitive | | King scallop | Low | | Edible crab | Low | 14.4.40 Taking into account Tables 14.10 and 14.13 the maximum potential sensitivity of the receptors is assumed to be medium. In combination with a predicted worse case low magnitude of impact and based on the matrix outlined in Table 14.5, increases in turbidity are likely to cause impacts of minor adverse significance to fish and shellfish. **Impact 4: Suggested Mitigation** 1. Allow sufficient time for any increases in turbidity to clear between drilling operations 2. Allow sufficient time for any increases in turbidity to clear between anchor laying operations. **Residual impact:** 14.4.41 If the suggested mitigation is followed, the impact could be reduced to negligible significance. **Impact 5: Smothering** 14.4.42 Installation activities which may cause smothering of fish and shellfish species and their habitats are the same as those that may increase turbidity (see Impact 4 above). 14.4.43 Suspended sediment available to smother fish and shell fish will include: a maximum of 500m$^3$ from pin-pile borehole drilling arisings, a small amount released during breakout of the export cable, and the disturbance of existing seabed sediments through positioning structures (devices, inter-array cables and anchors for an installation barge if required) on the seabed. An assessment of the impacts of these activities upon suspended sediment levels is provided in Chapter 7, Marine Physical Environment and Coastal Processes. The assessment concludes that there will be minimal sediment displacement around the foundation inter-array cables and anchors. The coarse sediment will settle in close proximity to their source following disturbance. Finer material will remain in suspension for longer; however the high current velocities will disperse sediment rapidly. 14.4.44 Experience from the MCT project in Strangford Lough (similar in scale and energy to Kyle Rhea) was that on completion of the drilling operations sediment deposition around the device was not detectable (RPS, 2005). 14.4.45 The assessment of the impacts to sediment transport patterns (incl. suspended sediment) in Chapter 7, Marine Physical Environment and Coastal Processes concludes that the impact will be of negligible significance therefore the magnitude of impact of smothering of benthic species and habitats is considered to be negligible. 14.4.46 The MarLIN website indicates that for those species for which an assessment is available and are present within the LSA, have a low sensitivity to smothering. The Faber Maunsell (2007) study also suggests that the species present within the LSA have a low sensitivity to smothering (Table 14.10). 14.4.47 Faber Maunsell (2007) indicated that herring eggs are very sensitive to smothering, however, as discussed in Impact 1 Loss of spawning grounds, there is no herring spawning habitat within the study area, so herring eggs unlikely to be present. A negligible impact magnitude and a low sensitivity of receptor results in a **negligible** impact significance. **Impact 5: Suggested Mitigation** 1. Allow sufficient time for any increases in turbidity to clear between drilling operations, 2. Allow sufficient time for any increases in turbidity to clear between anchor laying operations. **Residual impact:** The residual impact will remain of **negligible significance** after the suggested mitigation, although the magnitude of the impact will be reduced. **Impact 6: Release of sediment bound contaminants** Installation activities that may result in the release of sediment bound contaminants include the placing of the devices in the seabed, the laying of the inter-array cables and the positioning of anchors if required (see Chapter 5, Project Description). The devices will be located on substrate types defined as rugged bedrock and boulders or rugged bedrock (Figure 13.4) and installation will result in disturbance of only small amounts of sediments. However, the inter-array cables are likely to pass through areas of coarse sand (Figure 13.4 and Chapter 7: Marine Physical Environment and coastal processes) and the anchors used to position the installation barge (if used) may also be located in areas of sediment. The worst case scenario of an 8 point anchor spread for foundation drilling is provided in Figure 13.6. This may result in the disturbance of small amounts of sediment however the majority of this area is bedrock and boulders (see Chapter 13, Benthic Ecology). If sediment bound contaminants are released into the water column they may have detrimental impacts on fish and shellfish species. The water and sediment quality within Kyle Rhea is generally good (Chapter 9, Water Quality). The area was designated as a Shellfish Water in 2002 which triggered a monitoring program that was implemented between 2003 and 2007. Contaminants were found in the tissue of the sampled mussels in 2003 believed to originate from a small number of septic tank point source discharges into Kyle Rhea, and discharge from the Glenelg public septic tank (Chapter 9, Water Quality). Since 2004 results for all parameters set out in the directive have been good, demonstrating that the overall water and sediment quality within Kyle Rhea is high. As the levels of sediment bound containments within the LSA are predicted to be low and any released contaminants will be rapidly dispersed the magnitude of the impact is likely to be **negligible**. Species likely to be present within the study area are assessed as having low sensitivity to contaminants (Table 14.10). In addition, those species which have not been assessed in Table 14.10 but are assessed by MarLIN have low sensitivity to contaminants. Therefore the sensitivity for this impact is considered overall to be **low**. In accordance with the impact matric in Table 11.5 the impact is considered to be of **negligible** significance. **Impact 6: Suggested Mitigation** 1. No mitigation measures are proposed Residual impact: 14.4.54 The impact will remain of negligible significance Impact 7: Changes to prey species 14.4.55 Many fish potentially present in the LSA feed on smaller fish such as herring, sandeels and sprat and/or on benthic invertebrates such as; polychaetes worms and crustaceans and molluscs. 14.4.56 To ascertain the magnitude of this impact it is necessary to consider the magnitude of impacts to species that are prey for fish and shellfish. These can be found in both this chapter, where the greatest magnitude is low, and in Chapter 13, Benthic Ecology where the greatest magnitude of impact is also low. Therefore it can be assumed that the magnitude for this impact will also be low. 14.4.57 Most of the species identified as being present within the LSA are highly mobile or fairly mobile in the case of crabs and lobsters, and will be able to move small distances to areas where their prey species would not affected by the Project therefore the sensitivity of the receptor is predicted to be low. A low magnitude and a low sensitivity result in a impact of negligible significance. Impact 7: Suggested Mitigation 1. No mitigation measures are proposed Residual impact: 14.4.58 As no mitigation measures are proposed and the predicted impact will remain of negligible significance Impact 8: Pollution from routine and accidental discharges. 14.4.59 The installation process will use a number of substances with the potential to have detrimental impacts on fish and shellfish species. The majority substances are unlikely to enter the marine environment and would only be released “accidentally” however other substances will be released as part of the installation process. These are described as routine discharges and include drilling fluids and grout. 14.4.60 As discussed previously the drilling fluids used for HDD will be nontoxic. HDD will create a small increase in turbidity at the point of breakthrough. Drilling of the rock sockets will use seawater flush for lubrication and will therefore have very little impact on marine organisms. During the grouting process (see Chapter 5, Project description) some grout will be lost to the marine environment. Non-toxic grout will be used and will not have a detrimental impact upon the marine environment. The amount of grout being used will be carefully calculated. Therefore the magnitude of pollution caused by routine discharges is likely to be negligible. 14.4.61 The device installation will involve a number of vessels, including an anchor barge or dynamic positioning (DP) vessel, and a number of tugs. All vessels carry fuel, oils, lubricants and are treated with antifouling paint (Chapter 5, Project description). The risk of the substances being released to marine environment as accidental discharges is small. All discharges would be rapidly dispersed by the strong tidal currents that are a feature of the site. Measures taken to reduce the risks will include: - All vessels associated with Project operations will comply with IMO/MCA codes for prevention of oil pollution and any vessels over 400 GT will have onboard Ship Oil Prevention Emergency Plans (SOPEPs). - All vessels associated with Project operations will carry on-board oil and chemical spill mop up kits. Where possible vessels with a proven track record for operating in tidal races will be used. Vessel activities will occur in suitable conditions to reduce the chance of accidental discharge as a result of unfavourable weather conditions. 14.4.62 A large DP vessel can carry up to 3,000,000 litres of marine diesel stored in a number of separate tanks (Technip web site). The worst case scenario from a single tank rupture is the release of approximately 600,000 litres of marine diesel into the marine environment. Hydrocarbon based spills have a number of potential environmental impacts depending upon a range of factors including; volume, type of hydrocarbon, location and the sea and weather conditions at the time of the spill. 14.4.63 Any spill either of a hydrocarbon or other liquid such as the drilling muds or grout would be rapidly dispersed. The risk of such a spill occurring is extremely low, and the magnitude of the potential impact is considered to be **low**. 14.4.64 Even in the event that an oil spill resulted in the loss of the entire fuel capacity of the DP vessel, fish are highly mobile, able to detect pollutants and are expected to avoid areas where pollution has occurred. Marine species are more likely to be sensitive during their juvenile life phase and as discussed earlier in Impacts 1 and 2, above, the area is not suitable for spawning or juvenile fish due to its strong tidal currents. 14.4.65 Taking all of the above into account the sensitivity of fish and shellfish is considered **medium** as fish and shellfish are to some extent able to move away from polluted areas. In the event a large spill does occur. A medium impact and medium magnitude result in a predicted **minor adverse** significance. **Impact 8: Suggested Mitigation** 1. A Safety and Environmental Management Plan will be produced to ensure that all risks of pollution are minimised and that there are robust plans to deal with any pollution events that may occur. **Residual impact:** 14.4.66 If the suggested mitigation is implemented the risk of this impact occurring and therefore the magnitude of the impact will be reduced to negligible which will decrease the significance of the impact to **negligible**. **Potential impacts during the operation phase** 14.4.67 This section of the chapter contains an assessment of the impacts that the Project may have on fish and shellfish during its operation. **Impact 9: Habitat Loss** 14.4.68 The placement of foundations and inter-array cables on the seabed has the potential for long term (life span of the project) removal of habitat that may otherwise be used by fish and shellfish species for spawning, nursery grounds and for feeding. However as shown in impacts 1 and 2, spawning and nursery grounds of the potential receptor species are not likely to be affected. In addition the area of habitat that will be lost to these species will be small (198.99m$^2$) which is less than 0.001% of the LSA. Therefore the magnitude of habitat loss is considered to be **low**. 14.4.69 As the habitat loss is likely to have little or no impact on fish spawning and nursery behaviour and many of the species present are highly mobile and will be able to move around to find other sources of food the sensitivity of the receptor is considered low. The pile and blades of each device will be treated with antifoulants (Chapter 5, Project Description) to prevent colonisation. However it is anticipated that the foundations will become extensively colonised as has been experienced with the Strangford Lough device. 14.4.70 In accordance with Table 14.5 a low magnitude and a low sensitivity results in a predicted impact of negligible significance for this impact. **Impact 9: Suggested Mitigation** 1. No mitigation measures are proposed **Residual impact:** 14.4.71 As no mitigation measures are proposed it is likely that the impact will remain of negligible significance. **Impact 10: EMF** 14.4.72 Many species of fish are able to detect Electromagnetic fields (EMF) associated with electrical cables in the marine environment. EMF will be generated by the inter-array cables, (if these are used, see Chapter 5, Project description), which will be 33kV, typically 3-core copper conductors with insulation/conductor screening and steel wire armouring. The cables will be protected by armouring (two layers of galvanised steel wire) and will be surface laid. 14.4.73 The array export cable will be directionally drilled through the bedrock from an onshore site to the array, essentially eradicating any EMF impacts produced by the export cables. Therefore only EMF effects caused by the inter-array cables will have the potential to impact on fish and shellfish species. 14.4.74 The EMF and their constituent fields; electric (E field), magnetic (B field) and associated induced electric fields (IE) produced by the inter-array cables could affect the behaviours of certain electro-sensitive species (Gill et al., 2009). A simplified overview of how induced electrical fields are produced by Alternating Current (AC) power cables is presented in Figure 14.14. ![Figure 14.14 Simplified overview of how induced electrical fields are produced by AC power cables Source: Gill et al., (2009)](image) 14.4.75 The electrolytic properties of sea water create an electrical current, which induces an iE-field (Figure 14.14). A number of fish species found in Scottish waters are known to be able to detect EMF and maybe influenced by the inter-array power cables, with elasmobranch species the main group known to be capable of detecting E-fields. They possess specialised electroreceptor pores in their skin from which they detect bioelectric emissions from prey, conspecifics\(^{35}\) and predators/competitors. Available data suggests that the thornback ray is the only elasmobranch species regularly present within the LSA. Other fish species, including migratory species, that are electro-sensitive do not possess specialised electroreceptors but are able to detect induced voltage gradients associated with water movements and geomagnetic emissions. These include European eel, cod, plaice and Atlantic salmon (Gill et al., 2005), all of which may be present in the LSA. However, open water species of fish, including salmonids, are not considered to be as reliant on this sense and are considered to be significantly less sensitive than elasmobranchs to EMF (Faber Maunsell, 2007). The effects of B and iE fields on fish species depends on their physiology. Many species are sensitive to bioelectric fields or use magnetic fields to aid migration. Salmonids and eels are known to use this ability particularly during migration. The physiology of these sensory mechanisms for the detection of EMF is poorly understood, and is likely to vary on a species by species basis (Pals et al., 1982 as cited in Gill & Bartlett, 2010). It is likely that the species listed in Table 14.14 will respond to natural levels of EMF, associated with peak tidal movements, which can create fields in the range of 8-25 µV m\(^{-1}\). These species are also likely to be affected by EMF generated by anthropogenic sources (Barber & Longuet-Higgins, 1948; Pals et al., 1982 as cited in Gill & Bartlett, 2010). However Normandeau et al (2011) indicated that the sensitivity of salmonids either to electric or magnetic fields produced by subsea cables would result in only “limited effects” on this group of fish. European eel and some salmonids are known to have magnetic material (magnetite) within their organs which facilitate magnetic detection. Telemetry studies of migratory patterns of European eel in the vicinity of Wind Turbine Generators (WTG) in the Southern Baltic by Westerberg (as cited in Öhman et al., 2007) did not show any altered migratory behaviour at a distance of 500m from the WTG. Catch statistics at eel pound nets in the area did, however, indicate a change in behaviour when the WTG was operating compare to when it wasn’t. Whether or not this should be attributed to the effect of acoustic or electromagnetic disturbances was unclear. Elasmobranchs are known to respond to magnetic fields 25-100 µTesla; (Meyer et. al., 2005) and are thought to use the Earth’s magnetic field (approximately 50 µTesla) for migration. They also respond to electric fields emitted by prey species and conspecifics\(^7\) and this has raised concerns they may waste time and energy “hunting” E fields instead of their prey (Kimber, 2008). Such effects could reduce reproductive success and have wider population effects (Kimber, 2008). Only one species of elasmobranch, the Thornback ray is regularly present within the LSA. \(^{35}\) Belonging to the same species Table 14.14 Evidence based list of electromagnetic sensitive teleost fish species and their conservation status (according to the IUCN Red list) in UK coastal waters. Superscript numbers show reference sources. E field = Electric Field; B field = Magnetic field | Species | Conservation status | Frequency in UK Waters | Evidence of response to E fields | Evidence of response to B fields | |--------------------------------|---------------------------|------------------------|---------------------------------|---------------------------------| | European eel *Anguilla anguilla* | Critically Endangered | Common | ✓ 1,2 | ✓ 3,4 | | Atlantic salmon *Salmo salar* | Least Concern | Common | ✓ 5,6x | ✓ 5,6 | | Sea trout *Salmo trutta* | Least Concern | Occasional | | ✓ 7 | | European plaice *Pleuronectes platessa* | Vulnerable | Common | ✓ 8 | ✓ 8 | | Yellowfin tuna *Thunnus albacares* | Least Concern | Occasional | | ✓ 9-12 | | European river lamprey *Lampetra fluviatilis* | Near Threatened | Common | ✓ 13,14 | | | Sea lamprey *Petromyzon marinus* | Least Concern | Occasional | ✓ 5-17 | | 1 Berge (1979); 2 Vriens & Bretschneider (1979); 3 Enger et al. (1976); 4 Westerberg (1999); 5 Moore et al. (1990); 6 Rommel & McCleave (1973); 7 Formicki et al. (2004) – juvenile fish; 8 Metcalfe et al. (1993); 9 Kobayashi & Kirschvink (1995); 10 Walker et al. (1984); 11 Walker (1984); 12 Yano et al. (1997); 13 Gill et al. (2005); 14 Akeov & Muraveiko (1984); 14 Bodznick & Northcutt (1981); 15 Bodznick & Preston (1983); 16 Bowen et al. (2003); 17 Chung-Davidson et al. (2004) Source: Gill & Bartlett, 2010 14.4.81 EMF modelling of cables at a series of wind farms (Gill et al., 2005) demonstrated that there was a linear relationship between current load and resultant B and iE fields. Therefore, when a wind farm is operating below maximum capacity (i.e. at average wind speeds) the resultant B and iE fields will be less than at full capacity. The 8MW capacity of the Project is well below that of most offshore wind farms, therefore the inter-array cables will carry far less current, and any impacts of EMF are anticipated to be significantly less than those observed in offshore windfarms. 14.4.82 COWRIE mesocosm studies into EMF effects proved inconclusive; the responses observed were not predictable and appeared to be species specific. There was no evidence to suggest any positive or negative impact on elasmobranchs that encountered the EMF (Gill and Bartlett, 2010). Research also suggests that marine species may be more likely to detect and react to magnetic fields from DC cables than AC cables (Normandeau et.al 2011). The Inter-array cables used in the Project will be AC (Chapter 5, Project description). 14.4.83 Although fish can detect EMF, the magnitude and extent of the B and iE fields generated by the inter-array cables are anticipated to be extremely localised. This is due to the fact that Electromagnetic fields are strongly attenuated and decrease as an inverse square of distance from the cable (Gill and Bartlett, 2010) meaning that the magnetic field decreases rapidly with vertical and horizontal distance from the cables (Normandeau et.al 2011). Furthermore, while the duration of the impact will be for the lifetime of the project, the intensity of EMF will vary depending on the operating capacity of the devices and will be far less than those associated with wind farm cables, on which much of the existing research has been conducted. In addition, the inter-array cables will only occupy a small section of Kyle Rhea (between the devices) and the export cable(s) will be drilled through the bedrock, significantly shielding EMF. The overall magnitude of potential impact is considered to be low. 14.4.84 Sensitive species would not always be exposed to the highest levels of EMF because EMF fluctuates with tidal conditions. The inter-array cables will be protected by armouring (two layers of galvanised steel wire) which is likely to further reduce the intensity of the EMF. Furthermore all efforts will be made to lay the inter-array cables oriented to the direction of the tidal currents (i.e. north to south), minimising the cross sectional area which will receive EMF thus reducing the barrier effects. 14.4.85 Although there is still uncertainty associated with the behavioural response to EMF (Gill and Bartlett, 2010) a precautionary assessment of receptor sensitivity is medium. 14.4.86 A low magnitude and a medium sensitivity result in an impact of minor adverse significance. **Impact 11: Suggested Mitigation** 1. SeaGen(Kyle Rhea) Ltd is aware that Marine Scotland and their advisors are conducting further research into the impacts of EMF on marine species. The results of this research will be monitored to inform mitigation strategies. **Residual impact:** 14.4.87 The proposed mitigation is anticipated to reduce magnitude the EMF impact. However due to the lack of current knowledge related to the impacts of EMF upon fish and shellfish the predicted impact will remain at a precautionary minor adverse significance. **Impact 11: Noise** 14.4.88 During operation the devices will create underwater noise as the rotors rotate. This may have impacts on fish and shellfish within the insonified areas. As discussed earlier (Impact 3) the impacts of noise can be categorised into three levels of severity either causing; death through fatal injury, damage to the fish, or changes in behaviour. 14.4.89 Underwater noise studies were commissioned by Sea Generation (Kyle Rhea) Ltd to model the predicted noise produced by the Kyle Rhea array and assess the impact upon fish. The report is available in Appendix 12.6. To predict the likely noise levels, noise measurements from two tidal devices were used. Two data sets were considered; one taken from the SeaFlow device off the coast of Lynmouth, Devon (Parvin et. al., 2005) and the other from SeaGen in Strangford Lough, Northern Ireland by Kongsberg Maritime Ltd. (Needham, 2010). Each device was smaller than the 2.0MW device for Kyle Rhea. SeaFlow had a power output of 350kW and the SeaGen an output of 1.2 MW. The data were scaled up to predict the noise levels of 2.0MW Kyle Rhea devices. 14.4.90 The results of this assessment are shown in Table 14.15, and it was estimated that the underwater noise levels received by fish will be low. The maximum 75 dB\text{Ht} (weighted levels above hearing threshold) range of 16m was predicted for a mild behavioural avoidance for herring, which is the most noise sensitive species thought to be present within the LSA. **Table 14.15. Summary of source level at 1 m and dBHt ranges for the selected species of fish for an operational 2.0 MW SeaGen device. Source Subacoustech Environmental Ltd.** | | Cod | Dab | Herring | Salmon | |----------------|-----------|-----------|-----------|-----------| | Source Level | 87 dBHt @ 1m | 61 dBHt @ 1m | 91 dBHt @ 1m | 54 dBHt @ 1m | | 90 dBHt RMS | < 1 m | < 1 m | 1.3 m | < 1 m | | 75 dBHt RMS | 2 m | < 1 m | 16 m | < 1 m | 14.4.91 All other species would only be able to detect noise levels which would cause a mild behavioural avoidance at a distance of 2m or less. 14.4.92 There were concerns raised at the scoping stage and during consultation that the noise created by the project may act as a barrier to fish migrating through Kyle Rhea. As the minimum distance between devices is 60m (Chapter 5, Project description) and the maximum range for behavioural avoidance is 16m, the data indicate there will be no cumulative impacts between adjacent devices at the largest impact range predicted (Appendix 12.6). Any potential barrier impacts caused by the operational noise will be small in comparison to the overall cross-sectional area of the Kyle. 14.4.93 The magnitude of the noise impact is considered low, as mild behavioural changes are predicted only for herring. The sensitivity of the receptor is also considered low. This results in an impact of negligible sensitivity. **Impact 11: Suggested Mitigation** 1. No mitigation measures are suggested **Residual impact:** 14.4.94 As no mitigation measures are suggested it is likely that the impact will remain of negligible significance. **Impact 12: Collision with devices** 14.4.95 The collision of fish with rotors is considered to be a hypothetical potential impact during operation (Faber Maunsell, 2007). Collision is defined as an interaction with a fish and a tidal device that may result in physical injury to the fish. Due to the low number of operating tidal devices data derived from monitoring programmes to directly quantify fish encounters with devices through collisions or near-misses are not yet available. 14.4.96 Environmental factors such as light, tidal flow and position in water column will all contribute to collision risk. Strong tidal flows, such as those found at the project site may also reduce the time a fish has to avoid the devices. Collisions may be avoided by fish that are able to detect the device through hearing or through startle responses initiated by sound or pressure. ABPMer (2010) suggested that noise sensitive fish (such as herring and sprat) may be able to detect and avoid operational tidal stream devices and the noise assessment undertaken for this project added further evidence that this could occur at a distance of approximately 16m for herring and less than 1mm for salmon (Appendix 12.6). 14.4.97 There are no published observation studies relating to fish collision with tidal devices (ABPMer, 2010). However, monitoring of Verdant Power’s Roosevelt Island Tidal Energy Project in New York for fish collisions, using sonar techniques, revealed no observed collisions with the devices (Verdant Power, 2009). This suggests that fish avoided zones of potential impact, or did not encounter the devices. 14.4.98 The speed of rotation of SeaGen device rotors is fastest at the blade tip, where the speed is just under 12m/s. It has been suggested that there may be a risk of physiological damage should a collision occur at a blade tip, however, towards the proximal end of the blade, the relatively lower velocities pose a lesser risk of physiological damage (ABPMer, 2010; MCT, 2005). 14.4.99 Four SeaGen devices are planned for the Kyle Rhea project, each with two axial flow rotors. The diameter of each rotor is 20m (Chapter 5, Project Description) therefore the calculation of the maximum swept area is: Where \( n \) is the number of rotors and \( r \) is the radius of the swept circle. The minimum width of the Kyle within the array area (Figure 5.1) where the array will be installed is approximately 500m. An approximate depth profile has been produced for this part of the Kyle using a nautical chart and an approximate cross-sectional area of the Kyle has been calculated. Using this method it has been estimated that at Lowest Astronomical Tide (LAT) the cross-sectional area of the Kyle will be 10,137 m\(^2\) and at the Highest Astronomical Tide (HAT) the cross-sectional area will be 13,995 m\(^2\). If the devices were to be positioned in a row across the tidal straight they would sweep between 18% (at LAT) and 25% (at HAT) of the total cross-sectional area leaving between 75 and 82% free for migrating fish. The devices are likely to be positioned in a configuration such as the indicative locations shown in Figure 5.1 which presents less of a cross-sectional area to a passing fish than a row and therefore the swept area will in reality be less than 20% at HAT. The spatial impact is therefore assessed as being of medium magnitude. The majority of fish and shellfish identified within the LSA such as cod, ling, skate, spurdog are demersal in habit, and all the crustacean species are benthic in habit. These species will transit along the seafloor passing under the rotor blades with 3m of clearance between the blades tips and the seabed. Pelagic species such as herring, sprat, mackerel and whiting have greater opportunity to interact with the rotors. Indicative device locations are shown in Figure 5.1. This configuration will reduce the barrier effect, therefore the sensitivity of the receptor is considered to be low. **Salmon** During scoping and consultation, concerns were raised about the potential for the Project to act as a barrier to salmon migration through the Kyle Rhea. As discussed previously in impacts 11 and 12, EMF and noise created by the array are unlikely to significantly deter salmon from migrating through the Kyle. A third mechanism that may reduce successful salmon migration through Kyle Rhea is that of collision with the rotors. Although there are no studies available for the survivability of Atlantic salmon passing through tidal turbines, work has been conducted in the US which evaluates fish injury and mortality of a number of other species when passing through hydrokinetic (the term used in the US to describe turbines that are driven by natural water flows) turbines. A technical report compiled by the Electrical Power Research Institute (EPRI, 2011) discusses flume studies which were conducted by EPRI. Two species of fish (rainbow trout and largemouth bass) were exposed to two hydrokinetic turbine designs to determine injury and survival rates and to assess behavioural reactions and avoidance. The flume tests were conducted with the Lucid spherical turbine (LST), a Darrieus-type (cross flow) turbine, and the Welka UPG, an axial flow propeller turbine. The latter is the most similar in design to the devices used in the current project and therefore it is only results associated with this device which are discussed below. Survival and injury for selected species and size groups were estimated for the turbine operating at two approach velocities by releasing treatment fish directly upstream and control fish downstream of the operating units. Fish were assessed after one hour (immediate survival rate) of passing through the turbine and after 48hrs (total survival rate). Behavioural observations were recorded with underwater video cameras during survival tests and also during separate trials where fish were released farther upstream to allow them greater opportunity to avoid passage through the blade sweep of each turbine. Of the two species used in the experiment, rainbow trout *Oncorhynchus mykiss* are the most analogous to Atlantic salmon being similar in size and body form. Two size groups of rainbow trout were subjected to the flume test: the smaller group were between 124 and 125mm (fork length\(^{36}\)) and the larger group were between 231 and 247mm (fork length). 14.4.110 The results of the experiment were that immediate (after 1 hour) and total (after 48 hours) turbine passage survival rates for rainbow trout were 100% for the smaller fish evaluated at both approach velocities and for the larger fish tested at the lower velocity (1.5 m/s). Immediate and total survival of the larger fish evaluated at the higher velocity (2.1 m/s) were both 99.4%. Data collected for the Project recorded maximum flow velocities of 4m/s (Chapter 7, Marine Physical Environment and Coastal Processes), however, flow velocities will be 2.5m/s or less for the majority (90% or more depending on device location) of the tidal cycle (Chapter 12, Marine Mammals and Basking Shark). 14.4.111 No significant difference was found between injuries in the treatment fish and the control fish indicating that any injuries to the fish were likely to have been caused by their handling rather than the turbine. Although the flume experiment did not use water flows as high as those which may be experienced in Kyle Rhea, the fish in the experiment had little opportunity to navigate around the device. Any fish passing through Kyle Rhea will however be able to pass around the devices as between 75 and 82% of the Kyle will not be swept by the rotors (see calculations above). 14.4.112 It has been suggested that injury may be incurred by fish due to the pressure changes created by turbine blades if they pass within close proximity of a passing fish. Such internal injuries might be expected to become apparent some hours after a fish has passed through a device. The EPRI research found that there was no difference in the immediate and total survival rates (including of rainbow trout providing evidence that, for the scale of turbine tested, there was no detectable evidence of this injury occurring. 14.4.113 Taking all of the above into account, the magnitude of the impact of salmon collision and pressure changes caused by the devices is considered to be low. 14.4.114 Several rivers in the vicinity of the LSA support salmon populations (Figure 14.8). Salmon migrating from rivers to the south of the LSA such as the Glenmore, Glenbeag, Ceann-locha, Arnisdale, Gurserain and Inverie rivers are likely to pass through the Kyle to feeding grounds in the Norwegian Sea (Malcolm et al., 2010). 14.4.115 It has been shown that adult salmon generally inhabit the top few meters of the water column and tend to stay close to the coastline (Malcolm et al., 2010). Within Kyle Rhea, it is also considered to be likely that salmon will attempt to conserve energy by avoiding those areas of the Kyle which experience the greatest tidal flow, while the devices are positioned within areas of greatest tidal flow, reducing the chances of collision. Furthermore, Malcolm et al., 2010 infer that as adult salmon return to their natal rivers, they travel close to the coastline, using olfactory cues to home in on their destination. This is supported by the observations of Lacroix et al. (2005) regarding the coastal habits of Atlantic salmon smolts. Salmon may therefore be expected to migrate through the Kyle along each bank rather than the central channel where the devices are located, reducing the potential for encountering the rotors of the devices. 14.4.116 Smolts leaving their natal rivers are also known to swim in the top few meters of water, rarely swimming deeper than 6m (Davidson et al., 2008; Plantelech Manel-La et al., 2009). The tip of the blades will be a minimum of 3.8m below the sea surface on the LAT and will be up to 9.8m below the surface on high tides (Chapter 5, Project description). Consequently, it is \(^{36}\) Length of a fish measured from the tip of the snout to the posterior end of the middle caudal rays. considered unlikely that the smoults will encounter moving parts of the devices. 14.4.117 Atlantic salmon, as discussed in Section 14.3 are important to Scotland and recent declines in wild populations are cause for concern. However, considering the behaviour patterns of salmon discussed above, the sensitivity of the salmon to the impact of collision is considered to be in medium. 14.4.118 Reviewing all the evidence presented above and considering a low magnitude and medium sensitivity, Table 14.5 indicates that the impact of collision risk for salmon and for other fish and shellfish species can be considered to be of minor adverse significance. **Impact 12: Suggested Mitigation** 1. Sea Generation (Kyle Rhea) Ltd. will develop an appropriate monitoring and reporting programme to be implemented during the construction and operational phases to monitor the reaction of key sensitive receptors. The receptors to be included within the monitoring plan will be agreed with Marine Scotland and SNH. **Residual impact:** 14.4.119 As no mitigation measures have been suggested at this stage it is likely the impact will remain of minor adverse significance. **Impact 13: Changes in hydrodynamics** 14.4.120 The changes in hydrodynamics resulting from extraction of tidal energy may impact upon habitats and species. Evidence from Strangford Lough (Royal Haskoning, 2011) indicates that a single 1.2 MW SeaGen device does not alter the hydrodynamic conditions significantly within Strangford Lough. This project proposes to install four 2 MW devices, and consequently greater energy extraction. A predictive hydrodynamic model of the current Project shows minimal impact to water flow in the area (see Chapter 7, Marine Physical Environment and Coastal Processes) and the magnitude of impact is therefore considered to be low. 14.4.121 The most sensitive species to changes in water flow are herring (during spawning) and sandeel, which respectively exhibit high and medium sensitivity (Table 14.10). However, as discussed in Impacts 1 and 2 above herring spawning grounds and sandeels are thought to be present within the LSA. Therefore, the sensitivity of the receptor at a population level is considered negligible. In accordance with Table 14.5 it is predicted that the impacts caused by changes in hydrodynamic regime will be of negligible significance. **Impact 13: Suggested Mitigation** 1. No mitigation measures are proposed **Residual impact:** 14.4.122 As no mitigation measures are proposed it is likely that the impact will remain of negligible significance. Impact 14: Changes to prey species 14.4.123 The success of fish and shellfish populations is heavily influenced by the availability of their prey. If the Project reduced prey availability this would have negative consequences for predator species however it is expected that fish will have available prey resource in the WSA which will not be impacted by the Project and therefore the sensitivity of this receptor can be considered low. 14.4.124 Several fish species potentially present within LSA primarily feed on other smaller fish or benthic species such as annelid worms, crustaceans and molluscs. However in this Chapter and Chapter 13, Benthic Ecology a minor level of significance is ascribed to the changes to prey species impact (post mitigation). Therefore the magnitude of this impact is predicted to also be low. It is consequently predicted that changes in prey species will have an impact of negligible significance on fish and shellfish. Impact 14: Suggested Mitigation 1. No mitigation measures are proposed Residual impact: 14.4.125 As no mitigation measures are proposed it is likely that the impact will remain of negligible significance. Impact 15: Pollution from routine and accidental discharges. 14.4.126 The operations and maintenance (O&M) vessels will be the same size or smaller than the installation vessels and therefore will have similar inventories of potential pollutants. They will also be fewer in number reducing the likelihood of spillage. Mitigation measures are the same as those described for vessel spillage during installation (Impact 8). Therefore the impact is likely to be of negligible significance. Impact 15: Suggested Mitigation 1. A Safety and Environmental Management Plan will be produced to ensure that all risks of pollution are minimised and that there are robust plans to deal with any pollution events that may occur. Residual impact: 14.4.127 As no specific mitigation measures are proposed at this stage it is likely that the impact will remain of negligible significance. Potential impacts during the decommissioning phase 14.4.128 The impacts produced during decommissioning are expected to be of similar nature and magnitude as those predicted for the construction phase, with the exception of drilling which will not occur during decommissioning. Therefore the impacts to fish and shellfish will at worst have the same significance as those assessed during construction. Potential cumulative impacts 14.4.129 Sea Generation (Kyle Rhea) Ltd is aware of the proposal by Pulse Tidal to develop a tidal array in Kyle Rhea. Although a scoping report has been submitted it is understood that no agreement for lease is in place for this site and therefore it is not expected that this project will go ahead in the foreseeable future. Pulse Tidal is not assessed within the cumulative impacts for this project. Sea Generation (Kyle Rhea) Ltd is not aware of any other proposed developments that will interact cumulatively with the Project that may impact upon fish and shellfish. 14.5 Summary 14.5.1 Many data sets were used to define the range of fish and shellfish species potentially present within Kyle Rhea. Due to the extreme nature of the site i.e. rapid tidal currents, and the rocky seabed, the site is unlikely to be used by fish and shellfish for spawning or nursery grounds. 14.5.2 The greatest impacts are predicted to occur during installation and are associated with drilling into the bedrock and potential accidental pollution events should an installation vessel be damaged. The drilling activity will create noise which is predicted to cause mild behavioural changes in some fish species, however this impact will be localised and temporary. The likelihood of an installation vessel being damaged during the construction process is very low, however if such an event were to occur the high tidal energy would help to disperse the contaminants. 14.5.3 The operational impacts are generally considered to be less significant than construction impacts. It is not anticipated that the array will form a significant barrier to fish species migrating through the area. 14.6 References ABPMer. (2010). Collision Risk of Fish with Wave and Tidal Devices. Cardiff: Welsh Assembly Government. Commissioned by RPS. Report No: R.1516. Akeov, G.N. & Muraveiko, V.M. (1984). Physiological properties of lateral line receptors of the lamprey. *Neuroscience Letters*, **49**, 171-173. Barber, N. & Longuet-Higgins, M.S. (1948) Water movements and earth currents: electrical and magnetic effects. *Nature*, **161**: 192-193. Barnes M. (2008a). *Micromesistius poutassou*. Blue whiting. 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Harrald, M, and Davies, I (2010) The saltire prize programme: Further Scottish Leasing Round (Saltire Prize projects) Regional Locational Guidance ICES (2011). Celtic Sea and West of Scotland. Whiting in Division VIa (West of Scotland). Advice for 2012. Jackson A., Marshall.C and Wilding C. (2009). Palinurus elephas. European spiny lobster. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 01/09/2012. Available at: www.marlin.ac.uk/speciesfullreview.php?speciesID=4022 Kobayashi, A. & Kirschvink, J.L. (1995). Magnetoreception and electromagnetic field effects: Sensory perception of the geomagnetic field in animals and humans. Electromagnetic Fields, 250, 367-394. Lacroix, G. L., Knox, D. & Stokesbury, M. J. W. (2005) Survival and behaviour of post smolt Atlantic salmon in coastal habitat with extreme tides. Journal of Fish Biology, 66, 485-498. Lockwood S., (2005). 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(2009) Vertical movements of Atlantic salmon post smolts relative to measures of salinity and water temperature during the first phase of the marine migration, *Fisheries Management & Ecology*, 16, 147-154. Reeve A. (2008). *Lophius piscatorius*. Angler fish. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 01/09/2012. Available at: www.marlin.ac.uk/speciesinformation.php?speciesID=3728 Rommel, S.A. & McCleave, J.D. (1973). Sensitivity of American eels (*Anguilla rostata*) and Atlantic salmon (*Salmo salar*) to weak electric and magnetic fields. *Journal of Fisheries Research Board of Canadian*, **30**, 657-663. Royal Haskoning (2011). SeaGen Environmental Monitoring Programme; Final Report. Available at: http://seageneration.co.uk/files/SeaGen-Environmental-Monitoring-Programme-Final-Report.pdf Royal HaskoningDHV (2012). Information to inform Habitat Regulations Appraisal. *Report in support of the Kyle Rhea Tidal Stream Array* application RPS (2005) Tidal Energy Turbine, Strangford Narrows - Hydraulic Modelling. Report for Marine Current Turbines. Sabatini, M. and Hill J. (2008). *Nephrops norvegicus*. Norway lobster. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 01/09/2012. Available at: www.marlin.ac.uk/speciesfullreview.php?speciesID=3892> Scottish Natural Heritage (2011) Marine non-native species web page accessed 4/09/2012 available at: http://www.snh.gov.uk/land-and-sea/managing-coasts-and-sea/marine-nonnatives/ Shark Trust (2009) Thornback ray *Raja clavata* fact sheet. available at: www.sharktrust.org/do_download.asp?did=33247. Accessed : 20/11/2011 Technip 2012 vessel specification pages available at http://www.technip.com/en/our-business/fleet-facilities/vessels accessed 04/09/2012 The Scottish Government (2010) Sandeels web page accessed 03/09/2012. Available at: http://www.scotland.gov.uk/Topics/marine/marine-environment/species/fish/sandeels The Scottish Government (2011) Nephrops (Norway lobster) web page. Accessed 03/09/2012. Available at: http://www.scotland.gov.uk/Topics/marine/marine-environment/species/fish/shellfish/nephrops The Scottish Government (2012) Collecting the Marine Scotland salmon and sea trout fishery statistics. Topic Sheet No.67 V3 2012 available at: http://www.scotland.gov.uk/Resource/0040/00402132.pdf , Accessed: 31/10/2012 Scottish Natural Heritage (2012) Recommended list of Priority Marine Features in Scotland's seas available at: http://www.snh.gov.uk/protecting-scotlands-nature/safeguarding-biodiversity/priority-marine-features/priority-marine-features/ Accessed: 01/11/2012 Thompson. B.M, Lawler. A.R. and Bennett, D.B (1995) Estimation of the spatial distribution of spawning crabs (*Cancer pagurus* L.) using larval surveys of the English Channel. Location: ICES Marine Science Symposia, 199, 139-150. Van Deurs, M., van Hal, R., Tomczak, M.T., Jónasdóttir, S.H. & Dolmer, P. (2009). Recruitment of lesser sandeel *Ammodytes marinus* in relation to density dependence and zooplankton composition. Marine Ecology Progress Series. 381: 249-258. Verdant Power. (2009). Environmental monitoring. available at http://verdantpower.com/what-environmonitor. Accessed 07/09/2012. Vriens, A.M. & Bretschneider, F. (1979). The electrosensitivity of the lateral line of the European eel, *Anguilla anguilla*. *Journal of Physiology Paris*, **75**, 341-342. Walker, M.M. (1984). Learned magnetic field discrimination in Yellowfin tuna, *Thunnus albacares*. *Journal of Comparative Physiology*, **155**, 673-679. Walker, M.M., Kirschvink, J.L., Chang, S.B.T., & Dizon, A.E. (1984). A candidate magnetic sense organ in the Yellowfin tuna, *Thunnus albacares*. *Science*, **224**, 751-753. Wilding C. and Snowden E. (2008). *Raja clavata*. Thornback ray. Marine Life Information Network: Biology and Sensitivity Key Information Sub-programme [on-line]. Plymouth: Marine Biological Association of the United Kingdom. Accessed 01/09/2012. Available at: www.marlin.ac.uk/speciesinformation.php?speciesID=4229 Wester Ross Fisheries Trust. personal communication held by telephone on 07/09/2012 Yano, A., Ogura, M., Sato, A., Sakaki, Y., Shimizu, Y., Baba, N., & Nagasawa, K. (1997). Effect of modified magnetic field on the ocean migration of maturing chum salmon, *Oncorhynchus keta*. *Marine Biology*, **129**, 523-530. 15.1 Introduction 15.1.1 This chapter describes the key elements in relation to the current and future commercial fisheries activity and the potential interaction between the proposed Kyle Rhea Tidal Stream Array ('the Project'). In order to do so, this chapter begins by detailing the methodological process that has been undertaken to inform the conclusions in relation to commercial fisheries, before going on to detail the current (pre-development) commercial fisheries operations in the area, and finally highlighting the potential impacts and possible mitigations in relation to the installation, operation and decommissioning of the devices. 15.1.2 This chapter considers only commercial fisheries, focussing specifically on those fleets that either fish in the local area or those which regularly transit through the site. This includes both the fishery undertaken by the local inshore fleet as well as the fishery undertaken by the larger offshore fleet, which may be based (home port) elsewhere in Scotland or the UK. 15.1.3 This chapter will not seek to determine the biological impact of the Project on fish resources, as this has already been determined in Chapter 14, Fish and Shellfish. Instead this chapter will seek to highlight the potential social and economic consequences of any such biological change, as well as quantifying the impact on the fleet from loss of fishing grounds, displacement of fishing effort, loss of fishing gear or reduced access to fishing grounds. 15.1.4 This chapter has links with Chapter 10, Terrestrial and Intertidal Ecology, Chapter 14, Fish and Shellfish, Chapter 18, Shipping and Navigation, and Chapter 21, Socioeconomics. Study area 15.1.5 In terms of the fisheries resource, the focus falls on that within and around the development site, and to a lesser extent, and only in event of clear evidence of displacement of effort, on other local fishing grounds. 15.1.6 Throughout this chapter the following definitions are used (Table 15.1), both to describe the area of impact / interaction and the fleet: | Geographic scale | Wider Region | Kyle Rhea narrows, plus Lochs Duich, Long and Alsh to the north and the Sound of Sleat to the south. | |------------------|--------------|-------------------------------------------------------------------------------------------------| | | Study Area | Kyle Rhea narrows | | | Development Site | The actual proposed site of the devices, including any proposed | Table 15.1. Definitions used to describe the study area in relation to commercial fisheries 15.1.7 From a commercial fisheries perspective the study must be sufficiently geographically spread to capture all possible impacts. Although from a purely biological perspective the impacts on commercial fisheries may appear fairly local, knock on effects as a result of displaced fishing effort or reduced access to fishing grounds may be felt at a wider scale – with potential upstream and downstream economic impacts being felt at some distance. With the nature of impact often being influenced as much by where vessels are based and fish are landed, as by where vessels actually fish. 15.1.8 The main fishing ports from which vessels engage in commercial fishery within the study area are outlined in Figure 15.1, below. ![Map showing location of fishing ports](image) **Figure 15.1:** Chart showing location of fishing ports mentioned in the commercial fisheries chapter 15.1.9 From a fisheries management perspective, the Project is in International Council for the Exploration of the Sea (ICES) Division VIa, in the Celtic sea ecoregion. This division represents the scale at which pressure stocks are typically managed and quotas are allocated. However, for the purposes of data collection and analysis ICES also has a finer scale grid of statistical rectangles and the much of the data used for analysis in this chapter comes from the scale of the statistical rectangle. The study site in the Kyle Rhea narrows sits roughly in the middle of ICES statistical rectangle 43E4, as detailed in Figure 15.2, below. Overview of potential impacts Fisheries 15.1.10 The potential generic impacts of projects such as this on the commercial fishing industry are potentially wide ranging and include direct loss of earnings for the fishing sector due to loss of fishing grounds, or through biological impacts on target species leading to a fall in landings or a loss of product quality. Slightly more indirect, but still none the less potentially important impacts include the impact on other fishing grounds of displaced fishing effort, the impact on the fleet of restricted access to fishing grounds on either side of the development site and the impacts on the fleet of any direct contact between fishing vessels or fishing gear and project infrastructure. 15.1.11 In all cases these potential impacts apply, to a greater or lesser degree, during construction, project operational life and decommissioning. 15.1.12 Additionally, these impacts apply to a variety of fleet sectors – ranging from local inshore vessels to large vessels transiting the study area on route to distant fishing grounds. 15.1.13 The following chapter of the Environmental Statement (ES) maps the existing baseline conditions and explores all the potential impacts detailed above in more detail. Aquaculture 15.1.14 There are no active aquaculture facilities within the study region. The strong tidal nature of the site means that it is unsuitable for either fish or shellfish aquaculture. 15.1.15 The two closest active salmon farms are the Ardintoul farm, situated around 1km north east of the Project site, and the Loch Alsh farm, around 1.3km north west of the Project site and direct impacts between the devices and farm infrastructure are not expected. Although there are some fish farming symbols shown in the Kyle Rhea narrows on the Admiralty chart (2540 Loch Alsh and Approaches), these are inactive and there is no farm infrastructure. The Crown Estate has confirmed that these locations are ‘historic’ shellfish sites – the leases were renounced a few years back, so there are no current fish farm leases at these locations. 15.1.16 Chapter 14, Fish and Shellfish) considered the biological impacts on fish populations of construction, operation and decommissioning and showed these to be of largely negligible significance. Given the distance of the 2 active salmon farms from the development site it is considered that any biological impacts on the farmed salmon, for example impacts of water quality or noise on farmed fish health, growth rates, or feed conversion ratios would be of negligible significance. The only remaining possible impact of the development on the local fish farming industry is as a result of restrictions to shipping and navigation, for example for farm well-boats which are used to both stock and harvest sea pens, or for towing of farm infrastructure (pens and feed barges). The scale of these shipping movements, potential consequences and possible mitigations are considered alongside other shipping and navigation under Chapter 17. Aquaculture is therefore not considered further in this Impact Assessment. **Policy, legislation and guidance in relation to commercial fisheries** Schedule 3 of The Marine Works (Environmental Impact Assessment) Regulations 2007 sets out what should be included in the EIA. This is generalised and does not include anything specific to commercial fisheries. There is no legislation or statutory guidance specific to the assessment of the impact of marine projects on commercial fisheries. Other relevant but non-statutory guidance documents have been referred to for structure and approach recommendations. These included CEFAS guidance on the assessment of offshore wind farms (CEFAS 2004) and more recently the European Marine Energy Centre (EMEC) has developed EIA guidance for local applications. In May 2012 the Scottish Government produced a Guide to Marine Licensing the Marine (Scotland) Act 2010 and The Marine and Coastal Access Act 2009, but this again this document does not give any specific guidance in relation to assessing the impact on fisheries. The European Marine Energy Centre (EMEC) and Xodus Group environmental consultants were commissioned by Marine Scotland to produce a guidance document (in draft), to help developers with Environmental Impact Assessment (EIA) and Habitats Regulations Appraisal (HRA) for consenting marine renewable energy developments in Scotland. The draft version of this document provides some useful guidance with regard to commercial fisheries. In response to this shortage of guidance for the assessment of marine developments on commercial fisheries the UK, the Fisheries Economist Network, in association with Seatfish, commissioned Poseidon Aquatic Resource Management Ltd to chair a workshop for fishery economists to produce guidelines for fisheries impact assessments. The conclusions of this exercise are presented in Best Practice Guidance for Fishing Industry Financial and Economic Impact Assessments (Poseidon 2012). **Fisheries management (EU)** The UK is a Member State of the European Union, and its fisheries are therefore subject to the principles and practices of the Common Fisheries Policy (CFP) of the EU. Although there is reasonable scope for local management (see below), this must be done within the overarching context and rules of the CFP. The current policy (No.2731/2002) is under review, and a revised policy is likely to be enacted in 2013. The scope of the CFP extends to conservation, management and exploitation of living aquatic resources and aquaculture, as well as processing and marketing of fishery products, both within EU waters and by any member state vessel or national – with due regard to the UN Convention on the Law of the Sea (UNCLOS) and without prejudice to the primary responsibility of the flag State. Outside the CFP framework other EU legislation dealing with habitats and species protection also has binding relevance to fisheries management and to fishermen. **National fisheries management** The responsibility for implementation of the CFP in Scotland has been devolved to the Scottish Government (The Scotland Act 1998), meaning that Scottish ministers are responsible for the regulation (licensing & enforcement) of sea fishing within the Scottish Zone of the British Fishery Limits (200 mile zone). Within the 12nm zone, the Scottish Government also has the ability to take non-discriminatory fishery conservation measures although the EU retains the right to undertake certain direct legislation, even in member states inshore waters. 15.1.24 In general, the only areas where the European Commission adopts measures which have effect within 12 miles are in relation to fleet, Total Allowable Catch (TAC) and gear – principally in relation to the management of pressure stocks. From the perspective of fisheries in the Kyle Rhea area, the EU would only play a key role in the determination of catch restrictions on a relatively limited relevant range of demersal species (cod, haddock, ling, Megrim, skates & rays etc – but landings of these, even in the wider area (43E4) are insignificant), pelagic species (e.g. sprat – but again, landings of pelagic species in 43E4 are insignificant) and finally shellfish (*Nephrops norvegicus*) is the only EU quota shellfish species caught in the wider area. 15.1.25 All the remaining species which are caught in the wider region (43E4) are not governed by quota (although some effort restrictions may apply) – these include – scallop, crab, velvet crab, lobster, spurdog, razor clam, queen scallop, whelks, monk / anglers. Of those species caught in the study area in any significant numbers, it only nephrops that is managed by EU quota restrictions. For this species the EU will play a lead and active role in determining gear specifications and catch limits, while Marine Scotland could play a supplementary role in non-conflicting management initiatives. For all of the other species, caught in anything like significant numbers in 43E4, the EU plays comparatively limited active role (other than generic fleet and gear rules) and any management initiatives would be most likely to come from Marine Scotland. 15.1.26 In practice, the tools available to Marine Scotland to undertake management initiatives are limited. The key statutory instruments available to Scottish ministers are the Inshore Fishing (Scotland) Act 1984, which enables ministers to prohibiting certain fishing activities, and the Sea Fisheries (Shellfish) Act 1967 which essentially allows areas of seabed (out to 6nm) to become an isolated management unit for shellfish species (either a several or regulating order), with management responsibility passing to a grantee. In the wider area of this study, there are only a few applicable management actions, under either of these instruments. As a result, the management for most relevant species in the wider region is mainly in the form of generic fleet and gear management, rather than fisheries specific management. 15.1.27 One exception to this, which applies across Scotland, is dredge fisheries for scallops, which are subject to specific Scottish legislation (The Prohibition of Fishing for Scallops (Scotland) Order 2003), restricting the number of dredges that can be used per side of a vessel. 15.1.28 A further exception which applies to the Southern Inner Sound including Lochs Carron Kishorn, Duich Alsh and Hourn (i.e. including the study site) is contained in the Inshore Fishing (Prohibition of Fishing and Fishing Methods)(Scotland) Amendment Order 2001. This prohibits fishing by trawlers either over 12m or using anything other than a single trawl, and secondly prohibits the use of all mobile gears from 1st January to 31st March, then from 1st October to 31st December. This restriction is non fishery / species specific and applies regardless of the target species. 15.1.29 Nephrops can be described as the ‘most managed’ of the fisheries in the wider study region. It is therefore interesting to note that nephrops in the wider region (i.e. ICES rectangle 43E4) is managed based upon annual ICES advice which leads to the setting of a TAC for the whole of ICES division Via. However, within this division management advice (in terms of stock status and exploitation rate) is provided on a smaller scale ‘functional units’. The wider region for this study falls into the South Minch functional unit (FU 12). This means that although a recommended catch is advised for a smaller functional unit, the overall catch restriction mechanism (TAC) will only be applied at a larger spatial scale (Division Via). 15.1.30 In the words of ICES: “Current management of Nephrops in Subarea VI (both in terms of TACs and effort) does not provide adequate safeguards to ensure that local effort is sufficiently limited to avoid depletion of resources in functional units. In the current situation vessels are free to move between grounds, allowing effort to develop on some grounds in a largely uncontrolled way and this has historically resulted in inappropriate harvest rates”. 15.1.31 This apparent weakness in management of the main pressure stock fished in the study region, does not directly impact upon the investigation of the impact of a potential tidal array in Kyle Rhea – given that it is not the task of an EIA to assess the overall status of resources fished in the area, and given that within the study area, it is not thought that fishing for nephrops occurs nor does the benthic survey work (Appendix 13.1) suggest that nephrops or suitable habitats for nephrops exist in the kyle. Local fisheries management 15.1.32 A new management structure is also evolving within the Scottish Inshore Zone; namely Inshore Fishery Groups (IFGs). These are local partnership led groups, designed to provide the fishing industry with a strong and effective voice in shaping management proposals. Although the groups do not have any statutory or regulatory power, management proposals which arise from the groups, and which have the consensus of the wide range of fishery and stakeholder groups are likely to be given favourable consideration by the Scottish Government. The IFGs have sought to develop management plans for inshore fisheries in their area out to 6nm, reflecting local priorities, but also incorporating national goals and obligations. This will be primarily shaped by the Executive committee of the IFG – essentially, commercial fishing interests drawn from Fishermen’s Associations, and a spokesperson for non affiliated fishermen – with guidance from the Advisory Group, which comprises of Marine Scotland, Scottish Natural Heritage and other relevant bodies. 15.1.33 The study area is roughly on the boundary between 2 IFGs. With inshore fishing North of Kyle Rhea being covered by the North West IFG and inshore fishing to the south of Kyle Rhea being covered by the Mull & Small Isles IFG. 15.2 Methodology 15.2.1 The approach taken to the assessment of potential impacts on commercial fisheries is in line the guidance and legislation detailed above. Data have been collated from appropriate local, national and international sources and corroborated at a local scale through extensive stakeholder consultation. These data have been combined with expert knowledge and interpretation of research findings from other similar marine power generation scenarios. 15.2.2 Baseline information has been used to build a picture of the existing fishery in the study area and in the wider region. Aspects such as main fisheries activity, key landing ports, seasonality, revenue etc. are presented. The baseline also provides the assumed status quo, for the ‘do nothing scenario’. 15.2.3 The significance of potential impacts and the potential for mitigation of those impacts is considered during the impact assessment. All potential impacts are highlighted – detailing when and where any such impacts may occur and how they might be mitigated, with consequences quantified in relevant terms. The process used to assess the significance of impacts is detailed below, along with details of terminology. Consultation in relation to commercial fisheries 15.2.4 The conclusions in this chapter have been shaped by widespread consultation with key stakeholders. This consultation exercise has built further on the initial consultation which had already been undertaken (in particular with statutory consultees) as part of the scoping exercise. The Scoping Opinion (Appendix 4.1) recommended early consultation with the 'local fishery board'. In this case, the 'local fishery board' can be considered to be local offices of Marine Scotland, and, to a lesser extent (because of their non-statutory role) the two Inshore Fishery Groups (North West IGF & Mull and the Small Isles IFG). These have been consulted as part of this commercial Fisheries EIA process. 15.2.5 The consultation to inform the commercial fisheries chapter was carried out by the author of the chapter, who was also appointed as a dedicated Fisheries Liaison Officer (FLO), prior to the commencement of the EIA process. By combining the fisheries EIA and FLO tasks, contact and consultation with the industry could be both clear and efficient. 15.2.6 Consultation has been carried out by e-mail, telephone and face to face meetings – both individual and group meetings. A questionnaire was also used to seek input from the local fleet on a series of key questions (anonymous responses are provided in Appendix 15.1). The key stakeholder groups consulted are: - The local inshore fleet - The offshore fleet (which may transit Kyle Rhea) - Fisheries managers and regulators - Associated businesses and services (harbour master, shellfish marketing and distribution) 15.2.7 Details of the consultation undertaken in relation to commercial fisheries are provided in Table 6.2 of Chapter 6. Table 15.2 provides a summary of the key issues raised during consultation. Table 15.2: Summary of consultation relating to commercial fisheries | Key issues raised | Response | |-----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | The key concern raised by a number of parties during the consultation process was with regards to navigation and safe passage through Kyle Rhea | A Navigational Risk Assessment (NRA) is provided in Appendix 17.1 and the impact on shipping for all relevant sectors including commercial fishing is discussed in Chapter 17. The potential impacts specific to commercial fishing are discussed in Section 15.4 of this chapter. | | ‘Sensitive water uses, such as fish farms, bathing waters and shellfish growing waters, and associated potential impacts should be assessed. The proximity to existing discharges and designated areas i.e. estuarine abstractions and cooling water discharges (where relevant), should also be assessed.’ (SEPA) | Potential impacts to fish farms are considered, see section 15.4. Kyle Rhea is currently not a designated Bathing Water or Shellfish Water – see Chapter 9, Marine Water Quality. | Data collection 15.2.8 Table 15.3 below provides a summary of the key data sources used to inform the conclusions of the EIA chapter on commercial fisheries. ### Table 15.3: Data sources to inform baseline & impact assessment | Data Source | Spatial coverage | Author | Year | |----------------------|-------------------------------------------------------|---------------------------------------------|------| | Questionnaire | Sent to: Scottish Fishermen’s Federation, Scottish Fishermen’s Organisation, Mallaig & North West Fishermen’s Association, West of Scotland Fish Producers Organisation, Scallop Association, Skye and Lochalsh Fishermen’s Association, North West Inshore Fisheries Group, Small Isles and Mull Inshore Fisheries Group. In addition copies have been available at: Kyle of Lochalsh Harbour, Mallaig Harbour. | Responses from individual skippers | 2012 | | VMS (spatial data) | ICES rectangle 43E4 | Marine Scotland (Compliance) | 2010 | | Landings | ICES rectangle 43E4 | Scottish Government, Fisheries Statistics | 2006-2011 | | Fleet register | UK wide over 10m and under 10m – refined by home port.| Marine Management Organisation Statistics and Analysis Team | 2012 | | Fleet economics | Economic Survey of the UK Fishing Fleet | SEAFISH | 2009 | ### Data limitations and uncertainty **15.2.9** A key risk in assessing the current commercial fisheries in the study area, and assessment of potential impacts, is of failing to correctly interpret fisheries data relating to the wider area. Landing statistics are reported by ICES rectangles, an area approximately 30 nautical miles squared (30 minutes of latitude x 1° longitude). As such, any landings data for ICES rectangle 43E4 will relate to catches from a wide range of fishing grounds and a diverse range of fleets. While this will include landings from the study area, these will be hidden by larger scale landings (in both geographic and volume terms). ICES landings data can therefore only be used to provide important contextual information as well as valuable understanding of landing patterns, both within (seasonality) and between years (trends). **15.2.10** More detailed statistical understanding can be obtained from MMO data on recorded landings by local ports, however, this may also include landings by inshore and offshore vessels, so must again be carefully interpreted. Other data such as VMS traces or AIS signals (as picked up in the navigation survey) can provide a useful indication of fishing vessel movements, but as these are only in use on larger (+15m) vessels, this will not record movements of the local inshore fleet, operating in smaller vessels. **15.2.11** A further source of misinterpretation, which may be evident within VMS data is due to vessel speed. VMS data will be recorded as ‘active fishing’ when vessels are travelling at slower speeds, normally indicative of trawling. However, this speed filtering may mean that some vessels may be recorded as fishing, due to comparatively slow speed over the ground, when in fact the slow speed is caused by the slowing effect of the strong tidal stream in Kyle Rhea. 15.2.12 In order to get an accurate reflection of fisheries activity, it is important to speak to a wide range of fisheries interests, typically, through representative Fishermen’s associations. Such representation has tended to be for larger offshore vessels as it is often not deemed cost effective for smaller inshore vessels to join Associations, which may also be based in a distant port. 15.2.13 Most under 10m vessels are in the so called “non-sector”\(^{37}\), meaning that they do not require individual quota to access the fisheries resource (or may target non-quota species such as lobster and crab). For such vessels there may also be little value in joining the other key type of representative body, a Producer Organisation. Consequently, smaller inshore vessels are again often not formally represented, and it may not always be possible to liaise with a single representative. 15.2.14 In order to get a true picture of the fisheries activity, it was important to ensure that vessels operating in the study were consulted, even to the level of engaging those vessels directly. To obtain a good quantitative estimate of landings from the study area, a local ground truthing exercise was undertaken, informed by well structured consultation with the local industry, as part of this EIA. 15.2.15 In the study region (and indeed the wider area), many of the inshore vessels are members of the newly formed Skye & Lochalsh Fishermen’s Association. This has been established in part as a result of the recent Scottish Government initiative to create Inshore Fisheries Groups (IFGs – see later section on management), which has in turn stimulated the inshore fleet to develop a more representative structure to engage in the development of management proposals. **Impact assessment** 15.2.16 The key task of the commercial fisheries EIA is to assess the significance of any impacts on the commercial fishing industry. Where considered appropriate, mitigation measures are proposed for specific impacts, with the significance of those impacts reassessed once mitigation is in place. 15.2.17 The significance of impact is determined by combining the scale of impact, with the sensitivity of the receptor (in this case commercial fishing) and is supplemented by expert judgement. \[ \text{Magnitude of Impact} \times \text{Sensitivity of Receptor} = \text{Significance of Impact} \] 15.2.18 The sensitivity of the receptor to the impact is determined. This essentially seeks to determine the capacity of the commercial fishing industry to accommodate the potential impacts of installation. The level of sensitivity is determined by considering likely change on fishing patterns, landing and fleet size, as set out in Table 15.4 below. **Table 15.4: Definition of terms relating to the sensitivity to an effect** | | Fishing patterns | Landings | Fleet size | |----------------|------------------|---------------------------|---------------------| | **High** | Change affecting a significant proportion (>30%) of the fleet | Significant change – composition and value. | Permanent change | | **Medium** | Some change (1-30% of the fleet) – affecting a few | Some change – | Temporary change | \(^{37}\) The “non-sector” is the name given to those which are not in “the sector”. The sector refers to the over 10m PO members, who have a quota entitlement based on track record. 15.2.19 Magnitude of impact is determined by examining both the spatial and temporal scale of impact along with the level of intensity, as detailed below in Table 15.5. From a commercial fisheries perspective, the scale of impact relates to impact on the fleet (such as fishing patterns, landings or fleet size). Table 15.5: Definition of magnitude of impact upon receptors | | Spatial Scale | Temporal scale | Intensity | |-------|--------------------------------|-------------------------|------------------------------------------------| | High | Impact within wider area. | Recovery > 15yrs | Very evident within space and time frame. | | Medium| Impact within study region. | Reversible within 1-5 years | Some evidence within space and time frame. | | Low | Impact at development site. | Reversible in less than 1 yr. | Low detectability | | Negligible | Undetectable | Undetectable | Undetectable | 15.2.20 Finally, the outcome of the magnitude of impact and the sensitivity of the fleet to that impact are combined to determine the overall significance levels. Significance is graded as being major, moderate, minor or negligible. The matrix for determining the level of significance is set out below in Table 15.6. Table 15.6: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | High | Medium | Low | Negligible | |-------------|-----------|------|--------|-----|------------| | High | | Major| Major | Moderate | Minor | | Medium | | Major| Moderate | Minor | Minor | | Low | | Moderate | Minor | Minor | Negligible | | Negligible | | Minor | Minor | Negligible | Negligible | 15.3 Existing environment 15.3.1 In this section the current status of regard commercial fisheries in the wider region, study area and development site is profiled and discussed. The situation that may be expected to continue in the absence of the installation of the Project is presented and this baseline provides the context against which future potential impacts are assessed in later sections of this chapter. **Key fishing ports and administrative centre** 15.3.2 There are 2 landing districts within the study region – Mallaig and Portree. Although Mallaig is slightly closer, landings from boats to the north are likely to be registered to Portree, and boats from the south are likely to have landings registered to Mallaig – so to all intents and purposes, the study area forms a division between the two landing districts. 15.3.3 Within these 2 landing districts there are a number of registered ports – these are the main landing ports for catches in the wider region. These include, within the Portree district Broadford and Torridon, and within the Mallaig district – Mallaig itself, Kyle of Lochalsh and Sleat. Table 15.7 highlights the main landings from 43E4. This shows that the majority of the catch which is landed from 43E4 is landed to ports within 43E4. Kyle of Lochalsh handles the largest proportion of the landings caught in 43E4, with Mallaig, Broadford Torridon, Sleat and Portree collectively accounting for almost all landings from the area and ports such as Gairloch and Lochinver having steady, but much smaller landings from 43E4. | | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | |----------------|----------|----------|----------|----------|----------|----------| | Kyle of Lochalsh | 1,452,329 | 1,505,477 | 1,648,695 | 1,349,639 | 1,151,632 | 1,190,395 | | Torridon | 639,332 | 586,690 | 605,776 | 462,737 | 388,162 | 272,914 | | Broadford | 438,133 | 516,445 | 441,970 | 401,579 | 409,022 | 316,849 | | Portree | 205,935 | 243,683 | 315,747 | 270,126 | 233,263 | 224,370 | | Mallaig | 151,568 | 345,247 | 118,130 | 238,290 | 241,379 | 313,694 | | Sleat | 131,361 | 139,203 | 97,545 | 201,274 | 189,298 | 118,579 | | Lochinver | 1,056 | 5,330 | 45,390 | 6,250 | 3,329 | 36,740 | | Gairloch | 34,383 | 17,562 | 13,080 | 13,194 | 6,504 | 12,571 | 15.3.4 Although a further 17 ports appear in the landing statistics over a 5 year period for 43E4, the only other notable landings to ports outside of 434E were periodic landings of nephrops, landed at other west coast ports such as Barra or Stornoway. However, such landings are infrequent and account for considerably less than the ports already highlighted. 15.3.5 The value of landings to the main ports can be broken down in order to see the relative importance of different species to each port. This analysis is presented below in Figure 15.3. 15.3.6 This shows the importance of Kyle of Lochalsh for landings caught in ICES rectangle 43E4. 15.3.7 Landings to Kyle of Lochalsh are dominated by nephrops from both trawl and creel vessels. There is a good local market for nephrops, primarily sold to export companies for live transport to the Spanish market. The level of landings of nephrops caught in 43E4 to Kyle of Lochalsh also far exceeds the level of local nephrops landings to any of the other 43E4 ports, indicating that this is the main port for local landings. 15.3.8 For the other local ports, nephrops is the main catch from local waters (43E4). After that, there are some slight variations in the pattern of landings. For example, for Kyle of Lochalsh, Mallaig, Portree and Torridon scallops is the 2nd most important fishery, whereas for Broadford there is an important local brown and velvet crab fishery, and for Sleat there is an important lobster fishery. 15.3.9 It should be noted that the above landing summaries do not provide a summary of everything landed to those ports – simply landings from the statistical rectangle. This is because the data profiling seeks to represent catches from the statistical square in which the development site, study area and wider region sit to demonstrate the relative local importance of the ports. Notably Mallaig and Portree would have significant landings from other statistical rectangles – far exceeding the value of landings from 43E4. **Landings** 15.3.10 The total landings and the proportion of catches taken in 43E4 were 615 tonnes in 2011, slightly below the 6 year average of 625 tonnes. In 2011 this was worth a first sale value of just over £2.5 million. 15.3.11 As can be seen from Figure 15.4 (below), landings from 43E4 are dominated by shellfish. Catches of whitefish such a cod, haddock and pollack, other demersal species such as angelfish and skate, or small pelagics such as sprat are infrequent and sporadic by comparison. 15.3.12 In value terms, roughly 85% of landings from 43E4 are nephrops with the second most valuable fishery (scallops) representing just 7% of total landed value. 15.3.13 The overall recent trend in landings from 43E4 has been downward, both in value and volume, as shown in Figure 15.5 (below). The majority of this declining trend is due to a fall in landings of nephrops. Although the under 10m vessels which target nephrops with creels are not affected by quota restrictions (these non-sector vessels benefit from a set aside pool from the overall quota), the larger vessels – typically trawlers, have been effected by a restriction in both quota and time at sea (associated with the cod recovery plan, but impacting upon the nephrops fishery due to bycatch restrictions). The agreed TAC for Division Via fell from ![Figure 15.5: Overall trend in landings value from 43E4](image) **Key species - nephrops** 15.3.14 Nephrops is a key species fished within the wider region (Figure 15.4), alongside lobster, scallops, clams (including razor clam) and crabs (velvet and brown). Further information regarding nephrops biology and ecology can be found in Chapter 14, Fish and shellfish and in Appendix 15.2. 15.3.15 The regional nephrops fishery is restricted by quota and minimum landing size, and (for larger vessels) effort restriction. However, in practice much of the fishing in 43E4 by creel is only affected by the minimum landing size. 15.3.16 Figure 15.6 shows the seasonality in the fishery, with landings peaking in the summer months; a reflection of the fewer days lost to creel fishermen due to bad weather and perhaps more significantly the fact that the waters of the inner sound are open to mobile gears. ![Nephrops Landings (tonnes)](image) **Figure 15.6: Seasonal patterns of Nephrops landings from 43E4.** **Key species - scallops** 15.3.17 King scallop (thereafter scallop) also comprise an important part of the landings from 43E4 (Figure 15.4). Further information regarding scallop biology and ecology can be found in Chapter 14, Fish and shellfish and in Appendix 15.2. Figure 15.7 shows that the scallop fishery peaks in the spring time, when dredgers fish in the inner sound, after the closed winter season. ![Scallop Landings (tonnes)](image) **Figure 15.7: Seasonality patterns in the scallop fishery in 43E4** 15.3.18 Scallops fisheries are not restricted by quota although scallops have a minimum EU landings size of 100mm. In Scotland, vessels fishing within 6nm are restricted in having no more than 8 dredges per side. There is also an overall effort cap (expressed in Kw/day) for vessels over 15m targeting scallops in western waters (including the 43E4). **Key species – brown crab** 15.3.19 Brown or edible crab *Cancer pagurus* is the third most important species, in terms of value to the landings (Figure 15.4). Further information regarding brown crab biology and ecology can be found in Chapter 14, Fish and shellfish and in Appendix 15.2 15.3.20 As indicated in Figure 15.8 (below), the crab fishery becomes active in the later part of the year when both catches and prices are good. ![Graph showing seasonal landings patterns of brown crab from 43E4](image) **Figure 15.8: Seasonal landings patterns of brown crab from 43E4** **Other locally important species** 15.3.21 Other locally important species identified within the landings data (Figure 15.4) for 34E4 include: - Lobster; - Razor clam; and - Velvet swimming crab 15.3.22 Further information on these species is provided in Appendix 15.2 **Fishing gear characteristics** 15.3.23 The only fishing taking place in the study area is by inshore vessels using static gear – pots or ‘creels’, used to target shellfish species such as nephrops, lobster or velvet crab. Fleets of baited pots (Figure 15.9) are placed on the seabed and fishermen will typically haul pots every 24hrs (weather permitting) to harvest any catch and replace bait. Gear will often be reset in the same place for several days – although there is typically sufficient deck space to allow one or two fleets to be moved to new locations. Occasionally gear may be lost, particularly after prolonged periods of poor weather, or if gear becomes entangled with passing shipping or mobile fishing gears. ![Image of typical individual creel and fleet configuration](image) **Figure 15.9: Image of typical individual creel and fleet configuration (Source: Galbraith & Rice 2004)** 15.3.24 The target crustaceans crawl into the pots voluntarily, and cannot escape. Traditionally pots have been wood, but in recent years pots are metal, or increasingly plastic, with nylon netting. Fleets of pots will typically contain between 20 and 50 pots and a small inshore vessel may operate anything up to 20 fleets – depending on the crew size and vessel capability. 15.3.25 Small inshore potting vessels, which make short daily fishing trips, are typically less technologically equipped than their larger cousins in the demersal or, in particular, the pelagic fleet. Fish finding sonar is of little value for shellfish species targeted with static gear. Echo sounders and GPS have been common for many years but more recent advances allows data from the echo sounder to be used to build up a more comprehensive map of the seabed, which can be presented on the GPS chart plotter, thus providing the fishermen with a more detailed self-surveyed seabed chart. The position of fleets can readily be plotted on the electronic chart, meaning that fishermen can increasingly target particular seabed features, such as crevices, with static gear. (further information on the relevant fishing practices is provided in Appendix 15.2) 15.3.26 In the wider region fishing activity also includes demersal stern trawl and scallop dredge. 15.3.27 Scallops are caught using mobile gear-toothed spring-loaded. The dredge consists of a triangular frame leading to a mouth opening, a tooth bar and a bag of steel rings and netting back. The tooth bar rakes through the sediment lifting out scallops and the spring-loaded tooth bar swings back, allowing the dredge to clear obstacles on the seabed. **Development site and study area fishing patterns** 15.3.28 The larger scale description derived from the raw data provides a good account of fisheries in the wider area, but because of the scale at which the data is recorded (ICES statistical rectangles) it does not provide the fine scale detailed insight into the local fishing patterns in and around the development site or study area, which have the potential to be most affected by any changes or restrictions related to the construction, operation or decommissioning of the Project. 15.3.29 Local survey work, and local ground truthing through consultation and questionnaires is therefore the only reliable way to build an accurate picture of fishing patterns at the development site and study area, to complement the information already presented at the level of the ICES statistical rectangle. 15.3.30 Consideration of local fishing patterns has therefore been informed by: (1) a navigation survey, carried out by MARICO (2010), of all vessel movements through the Kyle Rhea narrows, which included classifying and counting the number of fishing vessel movements; (2) a wildlife survey, which also recorded vessel movements including photographing the regular local fishing boats; (3) face to face meetings between the fisheries liaison officer and fishing industry representatives, (4) face to face meetings between the fisheries liaison officer and other local marine stakeholders, such as fisheries enforcement officers, harbour masters, ferry operators and fish farmers; and (5) a fishing industry questionnaire. The combined findings of this information gathering is summarised below. 15.3.31 Within the Kyle Rhea narrows there is a very low level of fishing activity and no fishing occurs at the development site itself. 15.3.32 There is no fishing with mobile gears in the Kyle Rhea narrows – either using a dredge for scallops, or using a demersal trawl for finfish species and nephrops (Figure 15.10). The closest fishing with mobile gears is in Loch Duich to the north and the Sound of Sleat to the south. Within the narrows the hard, rocky substrate is poor habitat for either of the main target fisheries of the main mobile gear fisheries – scallops or nephrops. Furthermore, the navigational restrictions and high tidal flow means there is little value in attempting to tow gears through the narrows and would risk gear damage. This is confirmed by surveys and Static gear fisheries targeting crab and lobster, with a bycatch of velvet crabs are the only fisheries within close proximity to the narrows. In the muddier substrates to the north and south of the narrows Nephrops may also be caught with static gear (creels). For static gear fishermen wishing to target brown crab, lobster and velvet swimming crab in the narrows the potential benefits of lightly fished grounds are balanced against the technical difficulties of fishing in such fast tidal streams. Although there is no set maximum working tidal stream for static gear fisheries (CEFAS gear technologist pers comm.) in practice, the flow rate within the narrows presents a significant barrier to static gear fishing. Where creels are set, they are most likely to be set toward the north or south entrances of the narrows, and tucked well into the sides, out of the main tidal flow. No static gear is deployed in the most tidal areas of the site where the tidal array will be installed. The number of small inshore vessels attempting to fish close to the narrows is less than 5. Indeed most local marine stakeholders suggested only 1 vessel occasionally attempted to fish close to the narrows. That vessel was one of the ones which responded to the consultation and indicated that 0% of their fishing effort time was at the development site and that less than 10% of their fishing effort occurs in the wider Kyle Rhea narrows (excluding the development site). This equates to between 10 to 15 days a year for this vessel within the narrows with no particular patterns of seasonality. There are a number of vessels that routinely transit the Kyle Rhea narrows, though not actually fishing in the narrows. The main fleet segments which transit the narrows are under 10m static gear vessels (potting), over 10m demersal trawl, and over 10m scallop dredge. An example or a small trawl vessel transiting the narrows is presented in Figure 15.11. More occasioning other fleet segments such as pelagic trawl may also transit the narrows. Figure 15.11: A visiting 11m wooden demersal trawler transiting the Kyle Rhea Narrows. (Photo: A.Law) 15.3.38 A small group of local inshore static gear fishermen based in Kyle of Lochalsh or Kyleakin regularly fish to the south of the narrows, and so may regularly pass through the narrows twice a day. This is most likely to be during favourable times of tidal ebb and flow coinciding with preferred fishing and landing times. Less than 5 local boats would transit the narrows, each on around 100 days a year. A smaller number of vessels based to the south of the narrows may occasionally fish to the north of the narrows, for example perhaps 1 or 2 vessels out of Glenelg. 15.3.39 Local offshore mobile gear vessels based in ports in 43E4 such as Portree or Mallaig, less frequently, but none the less routinely, transit the narrows. For example many Kyle of Lochalsh trawl vessels will work grounds west of Skye so may transit the narrows twice weekly. Additionally Mallaig registered scallopers will also work the Portree scallop beds at certain times of the year, so may routinely transit. Mallaig registered whitefish / prawn trawl vessels may also transit the narrows between 5 to 10 times a year to access the North Minch or East coast fishing grounds. 15.3.40 Finally larger offshore vessels, both UK and EU registered vessels may transit the narrows on route to seasonal fishing grounds – particularly small numbers of large pelagic refrigerated seawater trawlers, whose high hold capacity often justifies increased steaming time to fishing grounds and markets. This could include Irish vessels bound for fishing grounds in the north of Scotland and Shetland or east coast Scottish boats bound for fisheries to the south and east. Some vessel may even potentially be *en route* to fisheries in West Africa where EU Fisheries Partnership Agreements are in place. 15.3.41 The VMS plots only provide information on any vessels over 15m (although the VMS requirement has recently reduced to 12m vessels, the results of this are not yet available in the data for analysis). As such VMS information is not helpful in interpreting the activities of smaller inshore vessels. In addition it does not differentiate between steaming and fishing, although in practice this can be interpreted by the concentration of pings, and their deviation from a direct steaming route. 15.3.42 The VMS plots do, however, clearly highlight a number of useful patterns of fleet activity. This confirms that pelagic vessels only occasionally transit the narrows, and do not fish in 43E4. It also demonstrates that the majority of whitefish demersal trawlers transit to and from Mallaig via southern Skye, only rarely transit via the Kyle Rhea narrows, and do not fish in 43E4. By contrast nephrops trawl vessels are more likely to transit the Kyle Rhea narrows, however there are no concentrations of activity which would be indicative of fishing near the study area. Finally, scallop dredgers do show signs of fishing (concentration of activity, deviating from the main transit route) in 43E4, in particular north of the narrows in Lochs Duich and Alsh, but not in the study area or development site. Monthly plots for all fleets suggest that this activity by the dredgers north of the narrows occurred largely in April. 15.3.43 Additional fishing vessel activity survey data is provided by the vessel survey tracks and analysis carried out by MARICO to inform the navigational analysis for this project. In total 35 days of shipping survey was carried out on site, with 15 winter days (18 February to 4 March 2010) and 20 summer days (8-13 and 15-28 June 2010). From this survey, the results relating to commercial fishing have been summarised here. 15.3.44 All fishing vessel tracks through the survey gate in Kyle Rhea during the combined survey period are presented in Figure 15.12. The plot has been colour-coded to distinguish fish carriers and processing vessels from other fishing vessels. ![Figure 15.12: Fishing vessels tracked during surveys (2010)](image) 15.3.45 Seventy-four tracks were made by fishing vessels during the survey – an average of just over 2 per day. Details of the vessels which were observed transiting the survey gate are presented below in Table 15.8. Table 15.8 Fishing vessels observed passing through Kyle Rhea Narrows during the navigation survey | PLN | Name | Port | Gear Type | Transits | |---------|-----------------|---------|--------------------|----------| | BRD90 | Helen Bruce | Broadford| Pots and traps | 19 | | OB164 | Mairead M | Kyle | Pots and traps | 11 | | BRD77 | Our Catherine | Broadford| Bottom otter trawl | 6 | | BRD642 | Paulona II | Broadford| Bottom otter trawl | 2 | | BA87 | King Challenger | Kirkcudbright| Boat dredger | 1 | | BA829 | King Explorer | Kirkcudbright| Boat dredger | 1 | | BRD200 | Sangsara | Broadford| Pots and traps | 1 | | BRD632 | Sea Ranger | Broadford| Bottom otter trawl | 1 | | BRD663 | Silver Steele | Broadford| Pots and traps | 1 | | CN777 | Gleaner II | Campbeltown| Bottom otter trawl | 1 | | FR237 | Our Heritage | Fraserburgh| Boat dredger | 1 | | OB79 | Madalia | Oban | Bottom otter trawl | 1 | | TT74 | Village Belle IV| Tarbert| Mechanised dredger | 1 | | BW186 | Ellen Mac | Barrow | Bottom otter trawl | 1 | | FY115 | Nemesis | Fowey | Pots and traps | 1 | | N102 | Willing Lad | Newry | Bottom otter trawl | 1 | | BRD67 | -- | Broadford| -- | 1 | | KY151 | Radiant Way | Kirkcaldy| -- | 1 | 15.3.46 The results of this survey further confirm that the overall level of fishing activity in the Kyle Rhea narrows is low. No vessel was observed as engaged in fishing activity during the survey. Overall just 18 different boats were observed. Of these most only passed through a single time. The only vessels which passed through on more than 1 occasion during the survey period were locally based boats (either Bradford or Kyle). One vessel passed through 19 times during the survey period. This boat was one of those that responded to the questionnaire. 15.3.47 Additional local fisheries: Along the intertidal foreshore of the Kyle Rhea Narrows, in particular on the western (Skye) side of the channel, there is a small level of hand collecting of molluscs. Although technically this is a commercial activity, it is operated on a very small opportunistic scale and is largely unregulated with unlicensed collectors. Local buyers will purchase from a varying number of local part time collectors in order to aggregate a quantity sufficient to be sold on the wider market, and will arrange transport and sale. 15.3.48 Chapter 10, Terrestrial and Intertidal Ecology outlines the potential impacts on the intertidal ecology. It is expected that hand collecting of molluscs would be unaffected by the proposed tidal array. The export cable will be directionally drilled and therefore there will be no direct habitat loss in the intertidal area. Fleet economics 15.3.49 The 2009 Economic Survey of the UK Fishing Fleet conducted by Seafish (Further detail is provided in Appendix 13.2) indicates that the under 10m pot and trap fishery has the highest net profit as a percentage of income, of the 5 fleet sectors which fish closest to Kyle Rhea. This is also the sector that is most likely to be fishing closest to the development site or routinely transiting the narrows. This implies that the sector is relatively resilient. 15.4 Impact assessment Do nothing scenario 15.4.1 The existing environment section and Appendix 15.2 detail the current level of activity and the relative patterns of activity at the current time. In the do nothing scenario it is not expected that the patterns presented in the existing environment would change. In event of changes to fisheries management or biological stock changes, the current low level of activity in the study area would be unchanged. Furthermore, any changes in the wider region would not be impacted or exacerbated by the Project. There will therefore continue to be minimal commercial fishing in the study area and commercial fisheries and aquaculture vessels will continue to routinely transit the study area. Potential impacts during the construction phase 15.4.2 Five potential impacts of construction on commercial fisheries have been examined during the EIA process: (1) exclusion from fishing grounds; (2) displacement of fishing effort; (3) physical interactions between fishing gear and construction works; (4) biological changes – abundance, range behaviour of target species; and (5) restricted access to fishing grounds on either side of the construction site. 15.4.3 Typically impacts during construction will be short lived and spatially restricted. Due to the varied nature of the fleet, the wide choice of local fishing grounds and the low level of existing activity in the Kyle Rhea narrows, the fleet is generally resilient to most potential impacts, as detailed below. Impact 1: Exclusion from fishing grounds during construction 15.4.4 The only grounds actually closed to fishing during the construction phase would be at the development site. However, there is no evidence of this site ever being fished. No mobile gears (trawl / dredge) tow through the site and tide speed makes fishing with static gear (creels) highly problematic. The period of the development site closure during construction would be short. At most one or two boats would be affected and even then, this would affect less than 1% of their activity. The magnitude of this impact is therefore predicted to be low. 15.4.5 The development site is very small compared to the available fishing grounds, and is perhaps the location in the wider area most poorly suited to fishing (due to substrata and tidal strength). The loss of the development site fishing ground will not lead to any change in fleet size. It is possible that fishermen may choose not to fish the study area (i.e. shallower waters at the edge of the narrows) however; at worst only 1 or 2 boats could be affected. This would not lead to a detectable change in landings or effort. The sensitivity of the receptor is therefore considered to be low. 15.4.6 Taking into consideration the scale of the impact and sensitivity, the overall significance is considered to be minor adverse due to the short time of construction and the restricted space of any closure, combined with the low level of existing activity in the affected area and the plentiful alternative fishing grounds. Impact 1: Suggested Mitigation 1. No mitigation suggested Residual Impact: 15.4.7 As no mitigation measures are suggested the residual impact significance will remain **minor adverse**. Impact 2: Displacement of fishing effort during construction 15.4.8 Any displacement of effort caused by construction would be short lived – during summer months for 1 or 2 years (see Chapter 5, Project Description). The area of potential fishing closed by the construction works will be small and the area where fishing effort may be displaced to is large. The amount of displaced effort will be small and given the low level and infrequent nature of the activity in the area which would theoretically be displaced the impact will be of only **low** magnitude. 15.4.9 Few if any boats will be displaced. Those that are displaced, would typically fish elsewhere in the wider area for most of the year anyway, so it would only be their occasional fishing in the study region which might be displaced. The resulting increase in effort in the wider area would be insignificant and perhaps undetectable. Certainly it would be undetectable from the perspective of overall fleet landings and would likely also be undetectable even at the point of view of individual vessel landings and would not impact on fleet earnings or fleet size. The sensitivity is therefore deemed to be **low**. 15.4.10 Given the spatially and temporally restricted nature of any impact and the very low level of vessels occasionally displaced and the fact that those vessels already routinely fish in a wide range of alternative places. Any displacement of effort would be of **minor adverse** significance. | Impact 2: Suggested Mitigation | |--------------------------------| | 1. No mitigation suggested | Residual Impact: 15.4.11 As no mitigation measures are suggested the residual impact significance will remain **minor adverse**. Impact 3: Physical interactions between fishing gear and construction works 15.4.12 There is no reason for fishing gear to contact construction works as gear is not placed at the development site. However, vessels fishing within the study region - for example at either end of Kyle Rhea - may be exposed to increased risk of gear coming in to contact with construction works but only in event of mechanical problems, resulting in the vessel drifting with the tide. Alternatively a vessel may drift with the tide whilst attempting to sort a tangled fleet of creels, which could again result in contact between the vessel / gear with the construction work. The magnitude of potential impact is therefore **low**. 15.4.13 It is unlikely that perceived risk of contact between fishing gear and the construction work would cause any change in fleet fishing patterns. Therefore any change in behaviour resulting from the apparent risk of contact would not result in a detectable change in overall landings in the wider area, and would not affect the overall number of fishing days. However, it is possible that some local vessels may change fishing patterns during construction therefore the sensitivity of the fleet to the impact is **low**. 15.4.14 This is a low risk, with very few vessels exposed to the risk of contact between gear and construction works. Such contact would only be the result of rare mechanical failure, on a rare occasion when a vessel was fishing in the tidal influence of Kyle Rhea, and only if the tide was flowing in the direction to carry the boat toward the development site. The consequence of any such contact is unlikely to cause significant damage to the fishing vessel. or gear - but may cause delay to construction operations. Overall the level of significance of the impact is considered **minor adverse**. **Impact 3: Suggested Mitigation** 1. In spite of the only ‘minor’ status of significance, a potential mitigation to be considered would be a patrol vessel on standby during construction able to tow any vessel drifting with the tide and either without power or restricted in their ability to manoeuvre. 2. Clear announcement in the form of notice to mariners or contact via the FLO should reduce the risk further by discouraging fishing within the immediate tidal influence of Kyle Rhea during construction. 3. A precautionary no fishing area could be established in consultation with the industry during the main installation phases. **Residual Impact:** 15.4.15 The mitigation suggested would represent best practice and the residual impact will be of **negligible** significance. **Impact 4: biological changes – abundance, range behaviour of target species** 15.4.16 The impacts and commercial consequences of any biological changes resulting to fish populations as a result of construction are considered. These have been informed by the conclusions of the Fish and Shellfish Chapter (Chapter 14 of this EIA). 15.4.17 The greatest potential impacts on local fish populations are likely to be during construction as a result of drilling into bedrock creating localised noise pollution, minor changes to water chemistry, sedimentation patterns and turbidity. Chapter 14 also highlights the potential risk of pollution as a result of accidental damage of construction vessels. 15.4.18 The biological changes are deemed to be small, reversible and localised. This is both as a result of the low level of expected pollutant release but also due to the nature of the site i.e. rapid tidal currents with hard substrates means the site is unlikely to be used by fish and shellfish species for spawning and nursery grounds. 15.4.19 The commercial impact of any biological change would be felt in the study region only – not in the wider area – and would be reversible in under a year. However any such changes would likely be undetectable. Overall therefore the magnitude of impact is likely to be **low**. 15.4.20 Fishing patterns are unlikely to be affected by changes to species abundance, range or behaviour resulting from construction works. In the unlikely event of changes in the quality of ‘fishing’ in the study region (reduced catches or poorer catch quality), then any such changes could at worst lead to less fishing in the study region, but would have no overall impact at the wider area level or on overall fleet size or landings. As a result the sensitivity of the fleet to impact is **negligible**. 15.4.21 The overall significance of biological changes to fish populations as a result of construction works is therefore considered to be **negligible**. **Impact 4: Suggested Mitigation** 1. Any mitigation is related to minimising the biological impact on fish and shellfish and is therefore outlined in Chapter 14, Fish and Shellfish **Residual Impact:** 15.4.22 As no mitigation measures are suggested the residual impact significance will remain negligible. **Impact 5: Restricted access to fishing grounds on either side of the construction site** 15.4.23 Chapter 17, Shipping and Navigation describes the potential for rerouting vessels during installation works, either using a channel through Kyle Rhea which is away from the centre of the kyle or travelling around the west of Skye, both of which are predicted to have a moderate risk\(^{38}\). Foundation installation will take approximately 2 months during the summer of the first year of installation works. Device installation will take approximately 3 months during the summer of the second year of installation. The impact of any restricted fishing vessel movements in the Kyle Rhea channel would have a noticeable impact for a few affected vessels, therefore the magnitude of impact is likely to be **medium**. 15.4.24 Any fishing boat which transits Kyle Rhea is potentially sensitive to restricted access during construction. Most affected are local inshore boats which routinely transit the narrows to access grounds, but larger offshore boats fishing outside 43E4 which more occasionally steam through may also be affected. Larger vessels may be able to travel west of Skye to access grounds, but inshore vessels may temporarily be prevented from accessing preferred grounds at preferred times of year, although they would likely still fish. So there would be no impact on fleet size. Overall the level of sensitivity of the fleet to this impact is considered to be **medium**. 15.4.25 From the perspective of commercial fishermen, this is potentially the biggest impact of the construction phase, risking an impact to inshore vessels - potentially even causing them to miss out on preferred fishing opportunities and forgo income. Overall, the number of vessels likely to be affected on a day to day basis is likely to be less than 5, and even then, the impact would only be felt if access through the narrows were prevented completely. These inshore vessels are also those with the best knowledge of the narrows so they may still be able to find clear passage even if the main channel is closed. For larger offshore vessels the impact is likely to be more of inconvenience and slight increase of costs due to increased fuel costs. Given the scale of impact and the sensitivity of the fleet to the impact the overall significance is considered to be **moderate adverse**. **Impact 5: Suggested Mitigation** 1. Provide a support vessel to allow safe passage through Kyle Rhea **Residual Impact:** 15.4.26 The mitigation suggested would reduce the residual impact significance to **minor adverse**. **Potential impacts during the operation phase** 15.4.27 Five potential impacts of operation on commercial fisheries have been examined during the EIA process: (1) exclusion from fishing grounds; (2) displacement of fishing effort; (3) physical interactions between fishing gear and the Project; (4) biological changes – abundance, range behaviour of target species; and (5) restricted access to fishing grounds on either side of the Project. 15.4.28 Typically impacts during operation will be felt for the whole lifetime of the Project although --- \(^{38}\) Multiple moderate or single serious injury they will still be spatial restricted. Due to the varied nature of the fleet and the wide choice of local fishing grounds and the low level of existing activity in the Kyle Rhea narrows, the fleet is generally resilient to most potential impacts, as detailed below. **Impact 6: Exclusion from fishing grounds during operation** 15.4.29 The only potential grounds actually closed to fishing during the operational phase would be at the development site, which will be closed to fishing for the whole life of the Project. However, there is no evidence of this site being fished – either from survey work, industry questionnaires, or consultations. No mobile gears (trawl / dredge) tow through the site and tide speed makes fishing with static gear (creels) highly problematic. At most one or two boats would be affected in the study area (i.e. those fishing at the edges of the narrows) and even then, this would affect less than 1% of their activity. However any impact would be felt for the working life of the installation – therefore the magnitude of impact is considered to be **low**. 15.4.30 The development site is very small compared to the available fishing grounds, and is perhaps the location, in the wider area, most poorly suited to fishing (due to substrata and tidal strength). The loss of the development site fishing ground will not lead to any change in fleet size, at most 1 or 2 boats could be very occasionally affected - but these boats rarely (<10%) fish in the Kyle Rhea narrows, far less at the development site, with ample alternative fishing opportunities. This would not lead to a detectable change in landings or effort – either at a fleet or individual vessel level. Overall the sensitivity to the impact is considered to be **low**. 15.4.31 Although a small area will be closed for the life of the Project (the development site) this area is so rarely and so lightly fished that the change of effort to other local fishing grounds (where the inshore fleet already fishes) will have little impact on fleet landings, fleet size or fishing activity - therefore is of only **minor adverse** significance. 15.4.32 Conversely, as the area closed to fishing will be so small and an area that is not fished, there will be no benefit from the closure in terms of providing protected area or sanctuary for commercial species. **Impact 6: Suggested Mitigation** 1. No mitigation suggested **Residual Impact:** 15.4.33 As no mitigation measures are suggested the residual impact significance will remain **minor adverse**. **Impact 7: Displacement of fishing effort during operation** 15.4.34 Potential for effort will be displaced from the development site – although as stated above there is thought to be zero effort currently, while to a lesser extent effort may be also displaced from the study area (Kyle Rhea narrows). Although any such potentially displaced effort would last the lifetime of the Project, given the small area closed to fishing, the low level of fishing in that area and the fact any displaced effort would be spread over the wider region, the overall impact is considered to be **low**. 15.4.35 The amount of displaced effort will be small. If any vessels are prevented from fishing at the development site, the amount of effort displaced into adjacent grounds will be tiny, with any affected vessels already spending the majority of their fishing time those same adjacent waters. This fractionally increased effort in adjacent waters will be largely undetectable and will have no detectable impact on stock status of target stocks in adjacent waters (no decrease in CPUE) and would be inconsequential in comparison to normal variations in natural mortality. Overall the sensitivity to the impact is rated as **low**. 15.4.36 Although the impact may be long lasting and widespread - it will be largely undetectable against background variations in landing patterns, and will therefore only be of **minor adverse** significance. **Impact 7: Suggested Mitigation** 1. No mitigation suggested **Residual Impact:** 15.4.37 As no mitigation measures are suggested the residual impact will be of **minor adverse** significance. **Impact 8: Physical interactions between fishing gear and the Project** 15.4.38 The risk of impact between fishing gear and the devices will exist throughout the whole lifecycle of the Project, and although any contact will be restricted to the development site, concern over the potential for impact may influence fishing patterns in the study region. This may lead vessels fishing at either end of the Kyle Rhea narrows to adjust fishing patterns if concerned about unintended drift into the narrows. No vessels tow mobile gear in the narrows so there is no risk of contact between mobile gear and the Project. An inshore static gear vessel fishing within the study area (for example in waters to the north and south of the Kyle Rhea narrows, out of the main tidal stream), could potentially drift into contact with the devices in event of mechanical failure, or in event struggling to untangle a fleet of creels. A worst consequence of this would be creels potentially coming into contact with the rotors, leading to loss of gear. The magnitude of impact is therefore considered to be **medium**. 15.4.39 The small number of local inshore vessels who fish using fleets of creels in waters immediately north or immediately south of the study region is low. These vessels could choose to restrict fishing activity at certain tidal cycle times to avoid risk of accidental drift into the narrows, however, even if vessels altered their fishing patterns, it would only affect them on limited occasions (less than 10% of their fishing effort), that they fish these locations and only when the tide was foul. In each case, access to alternative fishing grounds should enable catches to be unaffected. The sensitivity of the fleet to the impact is therefore considered to be **low**. 15.4.40 Although the perceived risk of impact may lead to an adjustment in fishing patterns, due to the low numbers of vessels involved, and the small percentage of overall fishing time that would be affected the overall impact would only be of **minor adverse** significance. The overall fleet pattern of landings would be unchanged and individual vessel incomes should be largely unaffected. In the unlikely event of any contact between gear and the devices, it is possible that a whole fleet of creels may be lost, to the financial cost of the fishermen (estimated value of 1 fleet of 20 creels would be £1,500), although the gear may be recoverable during maintenance operations on the devices. Issues in relation to vessel safety are addressed in Chapter 17, Shipping and Navigation and Appendix 17.1 Navigational Risk Assessment. **Impact 8: Suggested Mitigation** 1. Although due to the very low risk of collisions and the minor conclusion of significance. Consider maintaining a register of any fishing gear lost in the development site. In event of loss, provide opportunity for affected fishers to grapple for lost gear during routine maintenance operations. **Residual Impact:** 15.4.41 The mitigation suggested would represent best practice and the residual impact will be of **negligible** significance. **Impact 9: Biological changes caused by operation – abundance, range behaviour of target species** 15.4.42 The impacts and commercial consequences of any biological changes on fish populations as a result of operation are considered. These have been informed by the conclusions of the Fish and Shellfish Chapter (Chapter 14 of this EIA). 15.4.43 The potential biological and physical impacts on local fish populations are considered to be small, short lived and reversible. During routine operation, impacts such as noise pollution or changes to water chemistry, sedimentation patterns and turbidity are likely to be minimal. The consequences of any such impacts on populations is also considered to the minimal due to the nature of the site i.e. rapid tidal currents with hard substrates means the site is unlikely to be used by fish and shellfish species for spawning and nursery grounds. 15.4.44 The commercial impact of any biological change would be felt in the study region only, if at all – not in the wider area. Although the impact of any such changes would last the entire life of the Project, any such changes would be difficult to detect above natural variations therefore the scale of impact is considered to be low. 15.4.45 Biological changes in fish populations as a result of operation would have no change on either fleet size, landings or fishing patterns therefore the sensitivity of the fleet to biological changes caused by operation is considered to be **negligible**. 15.4.46 Overall, in spite of the high potential scale of impact (largely as a result of the long project timeframe), the low sensitivity of the fleet to the impact means that the consequence of any biological changes is considered to be of only **negligible** significance. **Impact 9: Suggested Mitigation** 1. No mitigation required **Residual Impact:** 15.4.47 As no mitigation measures are suggested the residual impact will be of **minor adverse** significance. **Impact 10: Restricted access to fishing grounds on either side of the Project** 15.4.48 Any impact caused by restricted access to fishing grounds either side of the Project would be felt, albeit at a low level, over the wider area and would last for the entire lifetime of the Project. This could cause a detectable change in vessel movements, with larger offshore vessels perhaps choosing to transit west of Skye. As a result the potential magnitude of impact is considered to be **high**. 15.4.49 Assuming some safe navigable passage is maintained, it is likely that local trawl vessels either based in Kyle of Lochalsh or Mallaig would continue to transit on a weekly basis to access fishing grounds and the small number of local inshore static gear vessels which currently routinely transit the kyle would continue to do so. This would not affect overall fleet size, and would not influence a decision whether to leave or join the industry. Nor is it expected to impact on overall landings value - although, as a worst case, it could cause some local vessels to remain on their home port side of the narrows, thus potentially causing a slight change in catch composition. The sensitivity of the fleet to this impact is therefore considered to be **low**. 15.4.50 Any restricted access to fishing grounds on either side of Kyle Rhea could have an impact of **moderate adverse** significance on the fishing fleet. Although only a small overall number of vessels could be impacted, these include a range of vessels from small local inshore vessels, to large non-local offshore vessels and any impact could be long lasting. By contrast the consequences of any restricted access would likely be small for the largest offshore vessels, which could simply divert west of Skye, whereas more local vessels may be impacted were there to be any restriction on access. **Impact 10: Suggested Mitigation** 1. Ensure a clear safe navigable fairway, at all times (see Chapter 17, Shipping and Navigation). **Residual Impact:** 15.4.51 Following the mitigation suggested would provide a residual impact of **minor adverse** significance. **Potential impacts during the decommissioning phase** 15.4.52 The impacts produced during decommissioning are expected to be of the same nature and magnitude as those predicted for the construction phase with the exception of drilling which will not occur during decommissioning. Therefore the impacts to fish and shellfish will at worst have the same significance as those assessed during construction. **Potential cumulative impacts** 15.4.53 Sea Generation (Kyle Rhea) Ltd is aware of the proposal by Pulse Tidal to develop a tidal array in Kyle Rhea. Although a scoping report has been submitted it is understood that no agreement for lease is in place for this site and therefore it is not currently assessed within the cumulative impacts for this project. 15.4.54 Sea Generation (Kyle Rhea) Ltd are not aware of any other existing or proposed developments that will interact cumulatively with the Project to produce impacts to fish and shellfish species. 15.4.55 Cumulative impacts of this project on top of existing or similar projects in the area have not therefore been assessed. **Summary** 15.5.1 This EIA exercise and supporting matrix demonstrates that the majority of impacts are of either minor or negligible significance. In total 15 possible impacts were identified and examined and of these 12 (80%) were rated as being of either negligible or minor significance. 15.5.2 This grading of most potential impacts on commercial fisheries as minor or negligible, is largely a reflection on the fact that no fishing previously occurred at the development site and only very rare fishing occurs anywhere within the study region. Consequently any impacts through direct closure of grounds, or the resulting effects of any displaced effort would be minor – and in most cases undetectable at the fleet level. 15.5.3 The greatest potential impact of the Project is concluded to be in relation to possible restricted access to fishing grounds on either side of the Kyle Rhea narrows – during construction, operation and decommissioning. 15.5.4 The most important interaction with commercial fishing is therefore not considered to be a direct impact, such of loss of grounds of gear loss, but indirect – potentially impacting on other fishing patterns remote from the study area. 15.5.5 These conclusions are broadly in line with the findings of the consultation exercise (face to face meetings and industry questionnaire) which showed a relative lack of concern within the fishing industry about the direct effects on loss of grounds or consequential loss of earnings. By contrast, the primary and often repeated concern of the fishing industry, in relation to the Project, was in relation to ensuring the safety of all navigation through the Kyle Rhea narrows. These concerns have been passed on to the team undertaking the navigation risk analysis. 15.5.6 The main consideration of mitigation measures therefore relates to ensuring a safe and continued navigable passage for fishing vessels through the Kyle Rhea narrows throughout construction, operation and decommissioning, and at all tidal states. 15.5.7 Such mitigation may include consideration of a convoy vessel to facilitate safe fishing vessel passage at times of construction and decommissioning, a well lit and sufficiently wide navigable channel and consideration of an inshore passage on the opposite side to the Project for local, shallow draft inshore vessels – as is the focus of the Chapter 17, Shipping and Navigation. 15.5.8 Additionally, the EIA process has highlighted 2 possible considerations for mitigation – in spite of the fact that the impacts were rated as minor on account of the very low risk. These were both related to the possible accidental contact between fishing gear and either the construction works or the operating array. 15.5.9 Options to consider would be the maintenance of a register of any fishing gear lost in the development site. In event of loss, provide opportunity for affected fishers to grapple for lost gear during routine maintenance operations. Any patrol or convoy vessels used at the time of construction could also serve the function of towing any vessel with mechanical problems, being carried by the tide, to avoid contact with works. 15.6 References CEFAS (2004). Offshore Wind Farms: Guidance note for the Environmental Impact Assessment in respect of FEPA and CPA requirements. Prepared by CEFAS on behalf of the Marine Consents and Environment Unit (MCEU). Curtis, H. & Brodie, B. (2011). 2009 Economic Survey of the UK Fishing Fleet. Copyright Seafish. ISBN No 978-1-906634-51-3 EMEC (2011). Guidance for Developers at EMEC grid-connected sites: Supporting environmental documentation. The European Energy Centre Ltd (August 2011). Available at http://www.emec.org.uk/pdf/Environmental-Documentation-Guidance-GUIDE009-01-02-201111118.pdf EMEC and Xodus Group (in draft) Consenting, EIA and HRA Guidance for Marine Renewable Energy Developments in Scotland PART FOUR – WAVE & TIDAL ANNEX EMEC and Xodus AURORA: Report for Marine Scotland Galbraith, R. D. & Rice, A. (2004). An Introduction to Commercial Fishing Gear and Methods Used in Scotland. Fisheries Research Service. Scottish Fisheries Information Pamphlet No. 25 2004. ISSN: 0309 9105 Marico Marine (2010). Automatic Information System and radar data, supplemented with visual observations Olivia Langhamer, O. & Wilhelmsson, D. (2009). Colonisation of fish and crabs of wave energy foundations and the effects of manufactured holes – A field experiment. Marine Environmental Research Volume 68, Issue 4, October 2009, Pages 151-157 ICES (2012). Nephrops in Division Via. ICES Advice 2012, Book 5 1 5.4.33 Advice June 2012 Poseidon Aquatic Resource Management Ltd (2012). Best Practice Guidance for Fishing Industry Financial and Economic Impact Assessments. Edited by Seafish 16.1 Introduction 16.1.1 This chapter presents the findings of a seascape, landscape and visual impact assessment (SLVIA) for the proposed Kyle Rhea Tidal Stream Array project ('the Project'). It considers the potential impacts of the Project on the seascape and landscape resource and visual amenity. It addresses the following issues: - Direct impacts on the seascape and landscape resource; - Impacts on the perception of the seascape/landscape; and - Impacts on visual amenity. 16.1.2 Seascape and landscape impacts are direct changes in the baseline resource and perception of the seascape/landscape character. These differ from visual impacts, which relate to the appearance of these changes and the resulting impact on visual amenity. 16.1.3 The purpose of this assessment is to: - determine the landscape, seascape and visual baseline for assessing to what degree the Project will fit into the receiving environment; - identify the likely impacts of the Project on both the characteristic elements of that seascape/landscape and the quality of view, or visual amenity, currently experienced by local people and visitors; - consider potential mitigation of effects in order to retain, protect and improve the seascape/landscape and visual amenity; and - assess the predicted residual impacts that the Project will have on the landscape and visual amenity of the study area. Study area 16.1.4 The assessment is focussed on a 5km radius centred on the Project area. The size of the study area has been based primarily on the main extent of predicted landward visibility. However, the assessment has been extended to take account of more distant and sensitive viewpoints i.e. Reraig and Meall Buidhe (on the edge of the Knoydart National Scenic Area). Overview of potential impacts 16.1.5 The key objectives of this chapter are to assess the landscape, seascape and visual impacts of the Project. The key issues are likely to comprise potential impacts on: - a relatively remote area that is used primarily for forestry, farming, tourism, recreational boating and fishing; and - the perception of seascape/landscape character and visual amenity, once the Project is operational. **Policy, legislation and guidance in relation to seascape and visual impacts** 16.1.6 The seascape/landscape and visual impact assessment (SLVIA) has been based on guidelines and information provided in the following publications: - Guidelines for Landscape and Visual Impact Assessment 2nd Edition (Landscape Institute and Institute of Environmental Assessment, 2002); - Guidance on Landscape/Seascape Capacity for Aquaculture (SNH, 2008) - An assessment of the sensitivity and capacity of the Scottish seascape in relation to windfarms (SNH, 2005); - Scottish Marine Renewables SEA, Environmental Report Section C SEA Assessment: Chapter C19: Seascape Assessment (Scottish Executive 2007); - Guide to Best Practice in Seascape Assessment (Countryside Council for Wales, 2001); - Landscape Character Assessment Guidelines (The Countryside Agency and Scottish Natural Heritage, 2002). - Seascape and Visual Impact Assessment Guidance for Offshore Wind Farm Developers (DTI, 2005): - Highland Wide Local Development Plan (The Highland Council, adopted 5th April 2012); - The Highland Renewable Energy Strategy and Planning Guidelines (The Highland Council, 2006) - Strategic Renewable Energy Resource Assessment for the Highland Area (Aquatera for The Highland Council, October 2005) - West Highlands and Islands Local Plan (The Highland Council, adopted September 2010); - Skye and Lochalsh Landscape Assessment (SNH, 1996); - Assessment of Highland Special Landscape Areas (The Highland Council and SNH, 2010); - Highland Coastal Development Strategy (The Highland Council, 2010); - Visual Assessment of Wind Farms Best Practice, (SNH 2002); - Visualisation Standards for Wind Energy Developments (The Highland Council, January 2010); and - Photography and photomontage in landscape and visual impact assessment, Landscape Institute Advice Note 01/11 (Landscape Institute, 2011). Key Relevant Policy 16.1.7 At a national level Scottish Planning Policy (SPP) sets out the Scottish Government’s policy on nationally important land use planning issues, with the National Planning Framework (NPF) setting out the strategy for long term spatial development. SPP contains a specific section relating to coastal planning, recognising the special qualities of such areas, protecting them where appropriate, but also guiding new development. It also highlights the need for planning authorities to take account of potential impacts on the marine environment when determining planning applications. Consideration of landscape and natural heritage is also included in SPP, placing an emphasis on the protection of landscape character and quality, particularly in the most sensitive locations. It also reflects on the need to recognise and facilitate positive change in the landscape, whilst maintaining and enhancing character. 16.1.8 The NPF reinforces the key themes set out in SPP, particularly the need to protect and value landscape, including coastal landscapes and seascapes. It also highlights that landscapes evolve continuously in response to various factors and recognises the need to consider such change in decisions. The NPF also sets out the positive role played by renewable energy in Scotland, also specifically identifying the considerable potential for harnessing the energy of tidal streams off to the north and west coasts. 16.1.9 SNH has specific policy statements in relation to wild land, having also identified search areas for wild land (SAWL). These search areas have been reviewed and it has been identified that the Project is not located within or near any SAWL. There are also no SAWLs within the 5km study area, with the closest ones covering part of the Knoydart National Scenic Area and a second lying to the east of Loch Duich. The five maps associated with mapping Scotland’s wildness\(^{39}\) and wild land have also been reviewed. Each of these elements is challenging to describe in detail for the entire study area, but the following points summarise the maps: - Wildness (the overall evaluation, factoring in the results of the following four individually mapped layers) is generally evaluated as low within glens and along parts of the coastal edge. This wildness evaluation increases to medium or above elsewhere in the study areas. The areas having high wildness evaluation within the study areas, are small, fragmented and dispersed; - Perceived naturalness is generally relatively high, but with areas evaluated as low to medium within glens and along parts of the coastal edge; - The presence of rugged or challenging terrain is quite variable, ranging from low to high; - Remoteness from roads and ferries is generally evaluated as low to medium, increasing in the more elevated parts of the study area; and - Absence of modern artefacts is generally evaluated as low to medium, but with some upland areas evaluated as high. 16.1.10 Analysis of the Proposals Map for the Highland Wide Local Development Plan (adopted 5th April 2012) identifies that the majority of land to either side of Kyle Rhea is defined as being of local/regional importance. Kyle Rhea itself is identified as being of international importance, although this is in relation to its Natura designation rather than landscape \(^{39}\) [http://www.snh.gov.uk/protecting-scotlands-nature/looking-after-landscapes/landscape-policy-and-guidance/wild-land/mapping/](http://www.snh.gov.uk/protecting-scotlands-nature/looking-after-landscapes/landscape-policy-and-guidance/wild-land/mapping/) character or quality. The wider landscape varies, with land to the west of Kyle Rhea (on the Isle of Skye) being of international importance, particularly the elevated ground (reflecting its Natura designation). The land to the east of Kyle Rhea is typically of local/regional importance, with some of the elevated land being designated as wider countryside. There are areas of national importance to the east and south of Kyle Rhea, with larger areas coinciding with the NSA. 16.1.11 The key policies of the Highland Wide Development Plan are Policy 36, 49, 57, 61 and 67. Policy 36 relates to development in the countryside, reinforcing similar principles to the other policies in relation to the design of new development, the need to consider local context and protect landscape character and quality. While Policy 36 excludes consideration of renewable energy development, it still contains themes that are relevant. Policy 49 also relates to coastal development, placing an emphasis on the need to protect coastal qualities, character and value from new development. This policy also refers to the Highland Coastal Development Strategy, which is considered further below. Policy 57 covers the protection of Natural, Built and Cultural Heritage that are identified as being or local/regional, national or international importance from changes associated with development proposals, with the level of protection afforded by the policy increasing with the defined importance. The protection of landscape character and the need evaluate the potential impacts of Project are also set out in Policy 61. Policy 61 also refers to the design of new development, including scale, form, pattern and materials. Policy 67 directly relates to renewable energy schemes, it identifies that the potential impacts of a Project will be balanced against the potential benefits. The policy goes on to make reference to landscape and visual impacts and repeats themes covered in other policies in relation to the need to consider design and context. 16.1.12 It is also noted that the Vision and Spatial Strategy for the West Highlands and Islands (Figure 2 within the Highland Wide Local Development Plan) suggests that Kyle Rhea forms a “renewable resource”. There appears to be no other reference to this renewable energy resource within the Development Plan, with the exception of general comments in relation to the opportunities that renewable energy offers for economic diversification. The same diagram also identifies a “national/strategic footpath/cycleway” along the northern side of Loch Hourn, eastern side of the Sound of Sleat and crossing Kyle Rhea at the ferry crossing. However, no sources making reference to this long distance route can be found, therefore it is unclear if this is an aspiration rather than an established route. 16.1.13 The Highland Coastal Development Strategy (The Highland Council, 2010) has been reviewed in relation to the Project. This divides The Highland Council area into the east, north and west coast, with the Project lying in the latter of these areas. The west coast is noted in the Strategy for its strong identity and national, if not international reputation for scenic quality. The Strategy also identifies the qualities associated with remoteness and wild land that apply to this area, while at the same time recognising the pressures for development in more accessible and sheltered locations, with the balance between these different issues/qualities being highlighted as key challenges. It also identifies development opportunities for the Highland west coast, specifically mentioning both renewable energy and landscape. It refers to the potential for tidal energy but also suggests that the west coast is less conducive to large scale development than other areas. It also hints that smaller scale development may be more appropriate and suggests that sub-sea tidal power installations may be easier to reconcile with other interests than wind or wave power developments. In terms of landscape, the analysis of opportunities reiterates the value attached to the west coast, highlighting the importance of appropriate location, scale and design when safeguarding local character. The Strategy also provides an approach to and definitions for the classification of the coast, which are adapted from National Planning Policy Guidance Note 13 Coastal Planning, now superseded by Scottish Planning Policy (SPP). This identifies three categories: Developed coast (including towns, cities, industrial and energy developments etc.); Undeveloped coast (including forestry, agriculture, low intensity recreational use and smaller settlements, also reflecting on the protection that is often afforded to such areas through designations; and Isolated coast (being distant from centres of population and lacking signs of development, such areas are also likely to be relatively inaccessible, and again noting that such areas are likely to be protected through designation. 16.1.14 The policy approach applied to the coast is also set out in the Strategy, with the key objectives being the delivery of high standards in the design of new development and the protection of character, feature and areas of defined value (designations). It also sets out more specific objectives for the different categories. Given the characteristics of the study area, it is considered that much of it fits with the “undeveloped coast” category, particularly in close proximity to the Project. In addition, it is recognised that certain parts of the study area may also fit with the “isolated coast” category, particularly more exposed elevated locations. Within undeveloped coast development proposals should “yield social and economic benefits sufficient to outweigh any potentially detrimental impact on the coastal environment” and demonstrate that “there are no feasible alternative sites” that might be better suited. Within areas of isolated coast “there should be a presumption against new development” and such areas should be protected by “policies to safeguard their character”. 16.1.15 The Highland Renewable Energy Strategy and Planning Guidelines (The Highland Council, 2006) cover similar themes to the other local policy documents (with regard to landscape and visual issues). They highlight the need to minimise potential landscape and visual impacts wherever possible, including wild land and wider amenity interests. These guidelines identify Kyle Rhea as a “primary development area” for tidal energy projects. In addition, the Strategic Renewable Energy Resource Assessment for the Highland Area (Aquatera, for The Highland Council, October 2005) also identifies Kyle Rhea as a potential site for tidal energy development. 16.1.16 The West Highland and Islands Local Plan (The Highland Council, adopted 2010) also seeks to protect landscape character, quality and value. The key policies that are relevant to this assessment being Policy 3 Wider Countryside and Policy 4 Natural, Built and Cultural Heritage. Policy 3 sets out that development proposals will be evaluated carefully, including consideration of design, relationship with the local context and compatibility with landscape character and capacity. Policy 4 sets out the decision making process and protection afforded to natural, built and cultural heritage assets, with an emphasis on providing protection from inappropriate development. 16.2 Methodology Consultation 16.2.1 The original scoping report (Marine Current Turbines, 2010) suggested that the assessment would comprise a review of published landscape and seascape character assessments, together with an assessment based on professional judgement and visibility mapping. However feedback included in the Scoping Opinion from Marine Scotland (Appendix 4.1) identified that a seascape, landscape and visual impact assessment would be required to identify the potential impacts associated with the Project. 16.2.2 The detailed scope and approach to the assessment has been discussed with officers of The Highland Council (THC) and Scottish Natural Heritage (SNH). A copy of the detailed scoping note provided to these consultees is included in Appendix 16.1. The key comments made in relation to the proposed scope (and the corresponding responses) are set out in Table 16.1 below: Table 16.1: Summary of Seascape/Landscape and Visual Impact Assessment (SLVIA) Consultee Responses (to detailed scoping note) | Comment | Summary of Response | |------------------------------------------------------------------------|-------------------------------------------------------------------------------------| | General comment suggesting that the approach is reasonable, with some points of advice provided. (THC) | Points made acknowledged and factored into the assessment. | | Some comments made in relation to colouring and lighting, particularly in relation to fact that requirements are likely to make the structures stand out. (THC) | Limited response can be made at this point, dependant on final outcomes with other consultees with regard to navigation. | | Viewpoints seem okay, but suggestions made for viewpoints on Beinn Aslak’s north east ridge and Beinn Bhuidhe. (THC) | Additional viewpoints suggested included in the assessment. | | Illustrate main permutations in the assessment e.g. operational and maintenance positions of devices. (THC) | Factored into the assessment. | | Positive comments regarding consideration of lighting, further comments about different types of conditions. (THC) | Factored into the assessment. | | Comments about focal lengths and visualisations. (THC) | Factored into the assessment | | General comment identifying that the approach is well considered, with some points of advice provided. (SNH) | Points made acknowledged and factored into the assessment. | | Advice provided in relation to relevant guidance and policy documents. (SNH) | Factored into the assessment. | | Comments in relation to viewpoint selection, including consultation with the Local Planning Authority. Also a specific comment in relation to views from “isolated coast”, specifically the Knoydart National Scenic Area. (SNH) | The Highland Council (the Local Planning Authority) has been consulted, with comments detailed above. Viewpoint from the edge of the Knoydart National Scenic Area (Viewpoint 9, Meall Buidhe) is included in the assessment. | | Identification of recognition as a Dark Sky Discovery Site, highlighting the need for evaluation of this. (SNH) | Factored into the assessment. | | Comments about colouring and the need to explore options. (SNH) | Limited response can be made at this point, dependant on final outcomes with other consultees with regard to navigation. | | Cumulative assessment; no other developments identified. (SNH) | Factored into the assessment. | General Approach 16.2.3 The general approach to the SLVIA includes the following key tasks: - Desk study and preliminary site survey; - Baseline SLVIA (consisting of desk study, field survey and reporting); and - Assessment of residual seascape/landscape and visual impacts. Baseline Assessment 16.2.4 The first stage of the assessment reviewed the existing seascape/landscape and visual resource of the study area in terms of its character, quality (i.e. condition) and sensitivity. The baseline assessment forms the basis against which to assess the magnitude and significance of the predicted seascape/landscape and visual impacts arising from the proposed development. 16.2.5 The baseline assessment has three elements as follows: - Description – the process of collecting and presenting information about seascape/landscape and visual resources in a systematic manner; - Classification – the more analytical activity whereby seascape/landscape resources, in particular, are refined into units of distinct and recognisable character; and - Evaluation – the process of attributing a sensitivity to a given seascape/landscape or visual resource, by reference to specified criteria. 16.2.6 The baseline assessment process comprises three stages: - Desk study; - Field survey; and - Analysis. Desk Study 16.2.7 As part of the desk study, the baseline seascape/landscape and visual resource was defined within the area surrounding the Project and the main users of the area, key viewpoints and key features were identified. Existing map and written data about the site and its environs within the study area were reviewed, including: - Ordnance Survey map data; - Detailed survey data for the application site; and - Plans, elevations and description of the proposed development. 16.2.8 The desk study also identified and classified potential visual receptors according to their associated land use (settlements, footpaths, roads etc.) The aim of the baseline visual assessment was to ensure that a representative range of viewpoints was included in the visual assessment. The potential extent of visibility of the Project was identified by the generation of a ZTV, reference to Ordnance Survey map data and observations made in the field. Following this, the potential visual receptors likely to be affected by the Project were identified. A preliminary selection of viewpoints was made to ensure that the viewpoint assessment included a representative range in relation to the following criteria: - Type of receptor – based on above, and including different seascape/landscape character areas; - Elevation; - Distance of receptor from proposed development; and - Direction of receptor from the Project, with the aim of achieving a distribution from different compass points around the Project. 16.2.9 The desk study provided the basis for subsequent field survey work. It enabled the delineation of draft seascape/landscape character areas within the study area and the identification of the principal viewpoints and receptors, which were subsequently confirmed during the field survey. **Field Survey** 16.2.10 Field survey was undertaken during October 2011 and October 2012 to verify the seascape/landscape character within the study area and gain a full appreciation of the relationship between the Project and the receiving seascape/landscape. 16.2.11 Field survey work also verified the suitability of the proposed viewpoints. This involved checking the initial viewpoint selection on the ground, to ensure that there would be views of the Project from these locations. In some instances, this can be remedied by slight adjustments of the grid references, although this has to remain relevant to the particular receptor(s) for which the viewpoint was selected. It is also important to ensure that the selected viewpoints are a representative view, and demonstrate the maximum potential visibility of the Project for the selected location. Field survey work was also undertaken to establish the night time context of the site. This focussed on revisiting a selection of the viewpoints used in the day time assessment, together with general observations within the wider study area. The fieldwork was supported by analysis of Ordnance Survey maps and observations were recorded with photographs. **Analysis and Reporting** 16.2.12 Analysis and reporting of the baseline environment took place after completion of the desk and field surveys. The baseline seascape/landscape assessment provided a description, classification and evaluation of the seascape/landscape of the study area, from which to assess the potential seascape/landscape impacts of the Project. The baseline visual assessment provided an initial list of locations for the viewpoint assessment, with details regarding grid reference, distance from the proposed development, receptors and rationale for selection, from which to assess the potential visual impacts of the proposed development. The baseline assessment is supported by Figures 16.1.1 to 16.1.4, which illustrate the seascape/landscape context of the Project Site and surrounding area. 16.2.13 The baseline assessment provides a robust description of the seascape, landscape and visual resource. This forms a basis from which to assess the seascape, landscape and visual impacts of the Project and advise on the acceptability of the Project in principle. The baseline assessment contributed to identifying the potential mitigation measures. **Impact Assessment** 16.2.14 The impact assessment aims to: - Identify systematically all the potential seascape, landscape and visual impacts of the Project taking account of the proposed mitigation measures; - Predict and estimate their magnitude as accurately as possible; and - Assess their significance in a logical and well-reasoned fashion. 16.2.15 The assessment describes the changes in the character and quality of the seascape/landscape and visual resources that are expected to result from the Project. It covers both seascape/landscape impacts, i.e. changes in the fabric, character and key defining characteristics of the seascape/landscape; and visual impacts, i.e. changes in available views of the seascape/landscape and the significance of those changes on people. 16.2.16 In assessing seascape/landscape impacts, the potential direct impacts on the fabric of the seascape/landscape are considered, together with the potential impacts on the perception of seascape/landscape character. The latter depends on a number of factors: - The nature of the seascape/landscape character area, including factors such as the nature of views and sense of enclosure; - The extent of the potential visibility of the Project (e.g. the number and extent of the development seen); - The proportion of character area with potential visibility; and - The distance to the Project. 16.2.17 The baseline seascape/landscape character assessment together with an assessment of the potential impacts on each character area, along with consideration of the extent of potential significant impacts on the seascape/landscape, is included in the assessment. 16.2.18 Indicative device locations were provided in WGS84, UTM30N co-ordinates which have been converted using the Franson Coordinate Transformer (version 2.3). These device locations were used in the preparation of zones of theoretical visibility and visualisations. 16.2.19 Computer generated zones of theoretical visibility (ZTV) have been generated in order to ascertain the potential extent of visibility of the Project within the surrounding area. The ZTVs have been modelled using a computer based visibility analysis package and are based on Ordnance Survey Profile digital height data and details of the Project. 16.2.20 The ZTVs of The Project are typically based on the analysis of the height of the main structure of each device above Ordnance Datum (15.35m), which is 18m above Chart Datum. In addition, a ZTV has also been prepared for the top of the isolated hazard marker (19.8mAOD) to demonstrate the potential visibility of this element of the Project (Figure 16.2.4). The ZTVs are included in Figures 16.2.1 to 16.2.4. In addition, the footprint of the ZTV is also included in Figures 16.1.1 to 16.1.4 in order to demonstrate the extent of visibility in relation to character areas/types and designations. 16.2.21 The ZTVs are based on digital terrain data (10m grid) and do not take account of local landforms, buildings or vegetation. Actual visibility on the ground is predicted to be less than that indicated on the ZTV due to the screening effects of surface features. The ZTV has been used to identify the general extent of visibility of the devices within the study area. This also allowed the initial selection of representative viewpoints, which are then checked in the field for their suitability. 16.2.22 A viewpoint analysis has been carried out to identify and evaluate the potential impacts on and visual amenity arising from the Project at specific representative locations in the study area. The viewpoints selected are considered to be representative of the spectrum of receptors in the study area, located at different distances, directions and elevations relative to the Project. The locations of all the viewpoints included in the assessment are shown in Figure 16.3.1. The overall approach to the assessment, including the viewpoints selected, was agreed with statutory consultees. 16.2.23 Visualisations (photomontages and wireframes) have been prepared for the Project when devices are in operational and maintenance positions. Photographs were typically taken using a 35mm equivalent digital SLR camera (Canon 5D mark II) with a 50mm lens (Canon f1.4). The only exception to this was viewpoint 4, where a 20mm focal length (20mm on a Canon 17-40mm f4.0 lens) was used due to the location of the viewpoint relative to the Project (explained in more detail in the analysis of this viewpoint). The use of a 20m lens has been discussed with officers of The Highland Council. They appreciate the technical constraints and accept that an alternative approach may be required in certain circumstances. They also requested that an explanation for the approach taken be included in the assessment; this is provided in the analysis of viewpoint 4. The camera was mounted in landscape format on a tripod and levelled Manfrotto 303SPH panoramic head at 1.5m above ground level for all viewpoint photography. 16.2.24 Night time photomontages have been prepared for Viewpoints 1 (Figures 16.4.1i and 16.4.1j) and 6 (Figure 16.4.6h and 16.4.6i). The night time photomontages have been prepared to provide an indication of how the device (and associated lighting) may be perceived at night. The preparation of night time photomontages requires a degree of judgement and the depiction of the lighting has been informed by a photograph of MCT’s operational device at Strangford Lough. It should also be noted that while the photomontages provide an indication of the likely light requirements these will be finalised post submission (in consultation with the Northern Lighthouse Board and Maritime and Coastguard Agency). 16.2.25 The Visualisation Standards for Wind Energy Developments (The Highland Council, January 2010) refer to the preparation of A3 black and white transparencies (based on single frame 50mm photomontages). These have not been prepared for this assessment due to the different characteristics of the Project (compared with a wind energy development) and the local context. The position of the Project, within Kyle Rhea and surrounded by landforms, means it would be typically seen against the landscape, which would limit the use of transparencies unless certain elements of the landscape are removed from the images. The approach taken has been discussed and agreed (verbally) with officers of The Highland Council. 16.2.26 A limitation of the digital terrain data is that it is set at (approximately) Ordnance Datum for offshore areas. The consequence of this is that the wireframes do not reflect the maximum extent of each device that would be visible at low tides. The difference between Ordnance Datum and Chart Datum (CD) is 2.65m. While more of the structures would be visible at low tides than is shown in the photomontages and wireframes, it is not anticipated that this would influence the findings of the assessment. 16.2.27 The photomontages have been prepared to try to depict the realistic extent of the devices that would be theoretically visible at the time and day the photography was taken. This involved estimating the tide height based on data obtained from the UK Hydrographic Office. The photomontages also incorporate a wake around each of the devices, this has been based on images of the existing SeaGen installation in Strangford Lough. It should be noted that this is an impression of how the wake may appear. 16.2.28 The visualisations are presented in Figures 16.4.1 to 16.4.9 and include a series of images for each viewpoint. The first of these images comprises a map showing the viewpoint location, direction of view and angle of view included in subsequent photographs/visualisations. The direction of view/included angle has been selected for each viewpoint to ensure that all four devices are visible. In some instance the devices are positioned towards one side of the view to ensure that local references (e.g. slipways) were included. This was done to assist the interpretation of the relative position of the devices at each viewpoint. 16.2.29 The existing view for each viewpoint is included to show the baseline. Panoramic images have been created using frames joined using a combination of Ptgui and Adobe Photoshop CS6 and projected cylindrically. Single frame images are planar projection and use individual frames from the 35mm camera/50mm lens combination described above (or an extract from them). Visualisations comprise both wireframes and photomontages or wireframes over the photographs (depending on the distance between the viewpoint and the Project), initially showing the devices within a panorama or wide angle view, then showing the devices in a 50mm single frame (with no cropping) and an equivalent 70 or 75mm single frame (cropped from the 50mm single frame). The only exception to this is viewpoint 4, where a slightly different set of images is presented due to the use of the 20mm lens. The focal length, included angle, camera details and other viewpoint information is included within the figures. The night time view has also been recorded with photographs at several viewpoints. These were recorded using the same camera and lens combination as the day time photographs and presented in panoramas. 16.2.30 The visualisations have been prepared using a combination of ReSoft WindFarm and Rhino 3D modelling software. The viewing distance has been calculated using ReSoft WindFarm. The visualisations have been also prepared with reference and cognisance of relevant guidance, including that published by The Highland Council, Scottish Natural Heritage and the Landscape Institute. Assessment criteria 16.2.31 The aim of the environmental assessment is to identify, predict and evaluate potential key impacts arising from the Project. Identified impacts are quantified wherever possible, however the nature of seascape/landscape and visual assessment requires an element of interpretation using professional judgement. In order to provide a level of consistency to the assessment, the prediction of magnitude and assessment of significance of the residual seascape/landscape and visual impacts have been based on pre-defined criteria. Seascape/landscape sensitivity 16.2.32 The capacity of the seascape/landscape to accommodate change of the type and scale associated with the installation of the Project has to be assessed. Part of this process involves a baseline assessment of seascape/landscape sensitivity, or vulnerability to change, in the context of these proposals. 16.2.33 According to the Landscape Institute guidelines: ‘The degree to which a particular [seascape or] landscape type or area can accommodate change ….. will vary with: - existing land use; - the pattern and scale of the [seascape or] landscape; - visual enclosure/openness of views, and distribution of visual receptors; - the scope for mitigation, which will be in character with the existing [seascape or] landscape; - the value placed on the [seascape or] landscape.’ 16.2.34 Key characteristics likely to be affected by the Project are evaluated, taking into account ‘quality, value, contribution to landscape character, and the degree to which the particular 16.2.35 In order to evaluate the sensitivity of the landscape the criteria outlined in Table 16.2 have been used, based on the Landscape Institute’s guidelines. Table 16.2: Landscape Sensitivity | Description | Sensitivity | |------------------------------------------------------------------------------|----------------------| | Seascape/landscape with important components, usually of particularly distinctive character and high quality, susceptible to relatively small changes and for which mitigation will be difficult or not possible. Some less distinctive or lower quality seascapes/landscapes may also fall into this category where characteristics are such that mitigation of negative changes will be difficult. | High Sensitivity | | Seascape/landscape with characteristics reasonably tolerant of changes or for which mitigation is likely to be possible. These seascapes/landscapes may be of high quality or of distinctive character but will usually be relatively ordinary and moderately valued. | Medium Sensitivity | | A less distinctive or relatively poor seascape/landscape with few features of quality or interest, potentially tolerant of substantial change and with scope for mitigation of any negative changes. | Low Sensitivity | | Considerably modified or degraded seascape/landscape, with few/no features of quality or interest e.g. heavily industrialised landscapes | Negligible Sensitivity | 16.2.36 As mentioned above, in some instances a seascape/landscape with important components and high quality may be of a lower sensitivity as a result of its potential tolerance to change and opportunities for mitigation, e.g. a variable landform or high levels of tree cover. Conversely a landscape with few features of interest may be of a higher sensitivity because it is vulnerable to change, e.g. a flat landscape with an open character providing little opportunity to mitigate change. Change in this context can be either positive or negative. 16.2.37 Having described the seascape/landscape resource and the key components that contribute to the character of the seascape/landscape type, and having categorised the sensitivity of each seascape/landscape type to change, the probable magnitude of change sustained as a result of the Project is assessed. This change could be adverse, neutral or beneficial, the assessment of the magnitude of change is described below. Visual receptor sensitivity 16.2.38 The sensitivity of a visual receptor is based on the viewers’ familiarity of the scene, the activity or occupation that brings them in contact with the view and the nature/frequency of the view, whether full, filtered or glimpsed. Visual receptor sensitivity is defined as high, medium, low or negligible as shown in Table 16.3 below: Table 16.3: Definition of visual receptor sensitivity | Sensitivity of receptor | Definition | |-------------------------|-------------------------------------------------------------------------------------------------------------------------------------------| | High | Users of outdoor recreational facilities whose attention may be focused on the seascape/landscape e.g. people using Public Rights of Way or cruising/sailing in yachts; important seascape/landscape features with physical, cultural or historic attributes; Residents; beauty spots and picnic areas. | | Medium | People travelling through or past the seascape/landscape on roads, train lines or | | Low | People who are not aware of the seascape/landscape and do not use it for recreation or other activities. | | Negligible | People who are not aware of the seascape/landscape and do not use it for recreation or other activities. | | Sensitivity of receptor | Definition | |-------------------------|------------| | | ferry routes. | | Low | People engaged in active outdoor sports or recreation (other than appreciation of the seascape/landscape), commercial buildings, ships or commercially engaged pedestrians, whose attention may be focused on their work or activity rather than the wider seascape/landscape. | | Negligible | Views from heavily industrialised areas. | 16.2.39 Having identified the theoretical extent of visibility for the Project and categorised the sensitivity of likely visual receptors to changes in visual amenity, the probable magnitude of change sustained is assessed. This change could be adverse, neutral or beneficial. The analysis of the magnitude of change is described below. **Magnitude of change** 16.2.40 The magnitude of visual change is determined by the perceived contrast or integration with the existing features and aesthetic character of the seacape/landscape or view in terms of its form, line, texture and scale. Change is also influenced by intervening screening elements, distance and the duration of the change. 16.2.41 The **magnitude of change** arising from the Project at any particular viewpoint is described as substantial, moderate, slight or negligible based on the interpretation of a combination of largely quantifiable parameters, as follows: - Distance of the viewpoint from the Project; - Duration of impact; - Nature and extent of the impact - Angle of view in relation to main receptor activity; - Proportion of the field of view occupied by the Project; and - Context of the development. 16.2.42 The definition of levels of magnitude are provided in Table 16.4. Table 16.4: Definitions of magnitude | Level of Magnitude | Definition of Magnitude | |--------------------|-------------------------| | Substantial | Total loss or major alteration to key elements / features / characteristics of the baseline (pre-development) conditions such that post development character/composition of baseline will be fundamentally changed. | | Moderate | Partial loss or alteration to one or more key elements / features / characteristics of the baseline (pre-development) conditions such that post development character/composition/ attributes of baseline will be partially changed. | | Slight | Minor loss of or alteration to one or more key elements / features/ characteristics of the baseline (pre-development) conditions. Change arising from the loss / alteration will be discernible but underlying character / composition of the baseline condition will be similar to pre development circumstances / patterns. | | Negligible | Very minor loss or alteration to one or more key elements/ features / characteristics of the baseline (pre-development) conditions. Change barely distinguishable, approximating to the “no change” situation. | Impact on seascape/landscape character and visual amenity 16.2.43 The significance of any identified seascape/landscape or visual impact has been assessed as major, moderate, minor or no impact. These categories have been determined by consideration of seascape/landscape or visual sensitivity and predicted magnitude of change as described above, with the following matrix (Table 16.5) used as a guide to correlating sensitivity and magnitude to determine significance of impacts. Table 16.5: Correlation of sensitivity and magnitude of impact to determine the significance of impacts | Seascape Landscape and Visual Sensitivity | Magnitude of Change | |------------------------------------------|---------------------| | | Substantial | Moderate | Slight | Negligible | | High | Major | Major/moderate | Moderate | Moderate/minor | | Medium | Major/moderate | Moderate | Moderate/minor | Minor | | Low | Moderate | Moderate/minor | Minor | Minor | | Negligible | Moderate/minor | Minor | Minor | Minor | 16.2.44 Where the seascape/landscape or visual impacts have been classified as major or major/moderate, this is considered to be a significant impact. This varies slightly from the basis of assessment used in the other chapters in this Environment Statement where significance is deemed to occur for moderate potential impacts. The key consideration in the identification of potential significant impacts reflect professional judgments in relation to the magnitude of the change and how these relate to the sensitivity of a particular receptor. The evaluation of significance in the context of this SLVIA is based on established guidance for the assessment of such impacts, particularly the recommended criteria for sensitivity of receptors and magnitude of change which are used to derive significance as set out in the Guidelines for Landscape and Visual Impacts Assessment (Landscape Institute and Institute of Environmental Management and Assessment, 2002). In this regard the assessment is considered to be consistent with the consensus of professional best practice and is therefore a method which can be repeated and understood by fellow Landscape Architects. It should be noted that significant impacts need not be unacceptable or necessarily negative and may be reversible. The potential impacts associated with the Project are referred to as adverse, neutral or negative where applicable. 16.2.45 The matrix is not used as a prescriptive tool, and the methodology and analysis of potential impacts at any particular location must make allowance for the exercise of professional judgement. Thus, in some instances a particular parameter may be considered as having a determining impact on the analysis. Limitation of the assessment 16.2.46 Key limitations of the assessment are outlined as follows: - The assessment has been based on a combination of desk study, and fieldwork carried out primarily from publicly accessible areas; - Field work has only taken place at one time of year; - While the study area has been visited at various times and days, observations have only been made during limited weather and sea conditions; - No offshore survey work has been undertaken as part of the study. Basis for this assessment 16.2.47 For the purpose of this assessment the Project comprises three distinct phases: - A temporary installation phase; - The completed/operational development; and - Decommissioning 16.2.48 This section should be read in conjunction with Chapter 5, Project Description and Figure 5.1 which illustrates the Project. This section summarises how the main aspects of the Project may affect the landscape and visual amenity of the area, and sets out the parameters that have formed the basis of the assessment. 16.2.49 The following aspects of the Project have been factored into the assessment: - Consideration of the installation phase (including onshore and offshore activities); - Consideration of all four devices; - The maximum anticipated height of the main structure of the devices based on normal operation (15.35m AOD or 18m above Chart Datum); - Assume all the structures would be coloured yellow and lit at night; - Consideration of the impacts associated with maintenance works to the devices; - Consideration of onshore components, including substation and cable connection options; - The four devices would be positioned towards the southern end of the Array Area (as indicated on Figure 1.1); and - The operational life of the Project will be 25 years. 16.2.50 Options to minimise potential seascape, landscape and visual impacts are considered and identified in the assessment. 16.3 Existing environment 16.3.1 This section provides a general description of the seascape/landscape and visual context of the Project and study area. The array area and onshore components 16.3.2 The Project would be located within Kyle Rhea, a narrow straight water between the Isle of Skye and the west coast of mainland Scotland. Kyle Rhea is between approximately 450m and 700m wide, with the narrower part being at the southern end of the channel. The Project will be positioned approximately 200m from the Isle of Skye and 300m from mainland Scotland. The array area is orientated in line with the channel. The Project area is described further (with associated drawings) in Chapter 5 (Project Description). 16.3.3 The Project will also require the installation of a cable to connect the devices to the electricity distribution network. Further details and associated plans are included in Chapter 5, Project Description. The study area 16.3.4 The SLVIA focuses on a 5km radius area extending from the devices (based on the device locations rather than being site centred). The definition of this study area has been informed by the ZTVs for the devices, included in Figures 16.2.1 to 16.2.4, together with an evaluation of the scale of the proposed devices. The ZTVs identify the potential visibility of the devices and demonstrates that a 5km study area would encompass a large proportion of the land and sea based view shed. The area of potential visibility is largely defined by the channel of Kyle Rhea and the adjacent landform. 16.3.5 It is acknowledged that potential visibility would extend beyond the 5km from the Project area, however increasing separation distance is likely to be a key factor in reducing the potential seascape/landscape and visual impacts of the Project proposed development. The greatest potential impacts are likely to occur at locations in close proximity to The Project, therefore to concentrate the assessment on the area in which the more significant impacts are likely to occur a 5km radius provides the focus for the assessment. In order to acknowledge that the Project will be potentially visible at locations beyond this, the ZTV for the top of the devices (excluding the isolated hazard markers) has also been presented at a smaller scale to show potential visibility over a wider area. Two viewpoints have been included to the north and south of the Project at distances of approximately 6km (Viewpoint 8, Reraig) and 7km (Viewpoint 9, Meall Buidhe). 16.3.6 The land area within 5km of the Project is not designated specifically for its landscape character or quality. However, it is acknowledged that such landscapes lie at greater distance with Knoydart, Kintail and The Cuillin Hills National Scenic Areas (NSA) at approximately 6.5km, 7km and 16km from the Project respectively. Review of the Inventory of Gardens and Designed Landscapes has identified no such designations within 5km of the Project. Two gardens and designed landscapes have been identified in the wider area, with Balmacara Estate (Lochalsh Woodland Garden) and Kyle House, located approximately 5.8km to the north and 6.7km to the north west of the Project respectively. The relevant landscape planning context is described further in paragraphs 16.1.5-16.1.14. Figure 16.1.4 illustrates the key designations relevant to this assessment. Topography 16.3.7 The 5km study area primarily comprises a mix of rolling uplands, coastal edge and open water. Kyle Rhea forms a distinctive channel between mainland Scotland and the Isle of Skye that is strongly defined by the adjacent topography. To the west are Ben Aslak (610m AOD), Sgurr na Corinnich (739m AOD), Beinn Bhuidhe (488 mAOD) and Beinn na Caillich (732m AOD), which form prominent local landforms. To the east the topography is less dramatic, but the hills of Glas Bheinn (394m AOD) and Druim na Leitre (240m AOD) reinforce the upland character. 16.3.8 The coastal edge varies, ranging from steep drops that descend into the sea to glens where rivers and streams flow into the sea and a narrow inhabited coastal shelf. The open water varies in its scale, from the increasing large (further south) Sound of Sleat to the more enclosed Kyle Rhea and Loch Alsh. The adjacent landform forms a defining component of the character of the areas of open water. 16.3.9 The Sandaig Islands comprise distinctive features just to the south of the 5km area. Although they are relatively limited in extent and small in elevation, they form key focal and reference points. **Land cover, land use and sea use** 16.3.10 The majority of the land cover within the study area comprises open moorland and plantation woodland. Enclosed fields, set to pasture are found along the coastal edge and within glens. Fields are medium to small in size, regular in shape and with enclosure typically provided by a combination of stone walls and post and wire fences. Some areas of broadleaved woodland are found on the sides of the glens, but in the main woodland comprises large scale conifer plantation, with such woodland focussed on more elevated land. Other tree cover is limited, although there are some trees associated with field boundaries, settlements and rivers. 16.3.11 Land use is primarily woodland and pasture, with open moorland grazed by deer in elevated areas. Residential development is fairly limited, primarily comprising Glenelg on the east side of Kyle Rhea and the settlement of Kylerhea itself on the east. There are also a number of dispersed farmsteads and individual dwellings are located within the 5km study area, although these are all located on the east side of Kyle Rhea. 16.3.12 In close proximity to the Project, use of the local inshore waters is associated with a range of vessels, including fishing boats, fish farm vessels, recreational boats, other commercial and naval vessels. The number of vessels that travel through Kyle Rhea varies greatly throughout the year from approximately 5 per day to over 25 per day during summer months. The Glenelg to Kylerhea Community Ferry is a key vessel in the local area, providing a seasonal crossing between mainland Scotland and the Isle of Skye to the south of the Project. The ferry boat itself (the Glenachulish) is distinctive, being the last manually operated turntable ferry in Scotland. The slipways (Category B Listed Buildings) at either side of the ferry crossing are also notable, being built with two separate slips to allow cattle to swim across the strait. **Infrastructure/transport routes** 16.3.13 Infrastructure within the 5km study area is limited, with no primary or secondary roads and occasional minor roads. The road through Glen More links Glenelg with Shiel Bridge. There is the road link from Glenelg to the east side of the ferry crossing. At the west side of the ferry crossing there is a road from Kylerhea to Ashaig, through Kylerhea Glen and Glen Arroch. The community ferry itself is also a key part of the local infrastructure, operating between Easter and October. There is also a road from Glenelg to Arnisdale and Corran, which is positioned close to the coastal edge. The A87 is located beyond the 5km study area, routes around the north side of Loch Alsh. 16.3.14 Other infrastructure is also limited in extent. The most conspicuous element being the electricity transmission lines (carried on metal pylons) which cross Kyle Rhea to the north of the Project and are routed around the south west side of Loch Alsh and towards/across Glen More and Gleann Beag in a south easterly direction. **Tourism and recreation** 16.3.15 There are opportunities for outdoor recreation throughout the 5km study area and beyond, with walking and cycling being key recreational activities. While the location is potentially less popular than surrounding areas such as Knoydart, Kintail and the Cuillin Hills, there are numerous opportunities to enjoy the landscape. There are no specific long distance routes through the 5km study area. Travelling along the roads to appreciate the scenery is also popular. The otter hide on the Isle of Skye, to the north of the settlement of Kylerhea is also popular with visitors. 16.3.16 The settlements also include facilities for visitors with bed and breakfast and self catering accommodation, including the Glenelg Inn. Camping (including caravans and campervans) is permitted on the beach to the north of Glenelg. 16.3.17 As stated above (in relation to infrastructure and transport) Kyle Rhea is a popular route for recreational boat traffic. The ferry is also a draw for visitors as well as providing a valuable transport link for local residents. **Remoteness** 16.3.18 The Project would lie in a relatively remote location, away from large scale development and infrastructure. Noise sources are limited, associated with natural processes (e.g. wind and water) and intermittent human activity (e.g. road and boat traffic). There are few sources of artificial light at night. Key light sources are residential properties, together with road and boat traffic (discussed further below). 16.3.19 The Project will add new structures to the location and for the majority of the time these will appear as static elements. Navigation lights will introduce an additional light source to this rural seascape/landscape, which has the potential to have an adverse impact. The assessment considers the potential impact on remoteness in relation to both the seascape/landscape resource and visual receptors. It also relates to the policy context and the protection of character. **Night time context** 16.3.20 The study area was visited during the evening to establish current sources of night time lighting. The context of the Project is a remote seascape/rural landscape and the number of light sources is extremely limited. Key light sources are primarily associated with the dispersed residential properties, occasional street lights at Reraig, Kylerhea Minor Light and occasional road and boat traffic. 16.3.21 It is also noted that Kylerhea is recognised as a Dark Sky Discovery Site\(^{40}\). The UK Dark Sky Discovery partnership comprises a network of astronomy and environmental organisations, aiming to increase awareness of dark sky places and increase interest in the night sky. Kylerhea is identified as being a "Milky Way" site, a location where the Milky Way is visible to the naked eye. The study area is generally consistent with category E1; intrinsically dark landscapes, as defined by the Institution of Lighting Engineers (The Institution of Lighting Engineers (2005) Guidance Notes for the Reduction of Obtrusive Light). **Seascape/landscape character** 16.3.22 The assessment of the Project on the seascape and landscape character utilises published information where available. This includes the Skye and Lochalsh Landscape Assessment \(^{40}\) [www.darkskydiscovery.org.uk](http://www.darkskydiscovery.org.uk) (SNH, 1996) and An Assessment of the Sensitivity and Capacity of the Scottish Seascape in Relation to Wind Farms (SNH, 2006). Both of these documents provide valuable information about baseline seascape/landscape character. It should be noted that the sensitivity analysis included in An Assessment of the Sensitivity and Capacity of the Scottish Seascape in Relation to Wind Farms has not been used in this assessment as the visual characteristics of wind farms are very different to the Project. 16.3.23 The published assessments have been supplemented with more detailed analysis of character based on field survey work. The baseline assessment uses the defined landscape character types, but builds on this with Coastal Character Areas and Local Coastal Character Areas (as per the approach set out in Guidance on Landscape/Seascape Capacity for Aquaculture (SNH, 2008)). 16.3.24 The seascape and landscape character of the study area is illustrated by Figures 16.1.1 to 16.1.4. **National seascape character** 16.3.25 At a national/strategic scale the Assessment of the Sensitivity and Capacity of the Scottish Seascape in Relation to Wind Farms divides the 5km study area (and wider area) into two, with Kyle Rhea forming the boundary between the two seascape character types. To the north is Area 11: Inner Sound/Sound of Raasay and to the south is Area 19: Sound of Sleat – Point of Ardnamurchan. 16.3.26 The national/strategic seascape context of the Project is described in more detail below. However, the assessment concentrates on a more detailed evaluation of local character. **Seascape Area 11: Inner Sound/Sound of Raasay** 16.3.27 This strategic seascape area predominantly comprises two key types; “sounds, narrows and islands”, and “low rocky island coast”. The key characteristics are described as: - An area of two sounds, divided by the Island of Raasay and bordered by the east coast of Skye and the west coast of the Scottish mainland; - The coastline is typically rocky, rising steeply from the sea in places; - The coastline is fragmented and indented in places, islands also form focal points; - The area includes long sea lochs, including Kishorn, Torridon, Carron and Alsh. 16.3.28 It is described as a semi-enclosed seascape, with slotted views out to sea. The vertical scale of the mountainous coastlines is distinctive. It is a complex seascape area, including layered headlands, lochs, mountains and islands, with all these forms linking with water. Settlement is limited and typically small scale, the toll bridge to Skye and some telecommunications add to development in localised areas. There is limited lighting, typically associated with settlements and fish farms. The seascape is typically experienced from roads, ferries, mountains and settlements. There are glimpsed views from the A87, but the potential is often restricted by landform. The characteristics of the area, particularly the form, land cover and settlement pattern gives rise to strong sense of remoteness in places. Potential forces for change include oil and gas exploration, Loch Kishorn yard, tourism, onshore wind energy development and fish farming. **Seascape Area 19: Sound of Sleat – Point of Ardnamurchan** 16.3.29 This strategic seascape area predominantly comprises sounds, narrows and islands”. The key characteristics are described as: - Indented, rocky coastline with some extensive sandy bays; - Islands and mainland provide a strong sense of enclosure; Settlement is concentrated on the coastal edge; Hinterland comprises moorland and hills; Views of Rum and Skye; and Coastlines are similar in character, meaning distracting peaks form important landmarks. 16.3.30 Large vertical scale, results from the combination of mountains, deep glens and sea lochs, although there are smaller elements along the coast, including indentations, sheltered bays and lochs. The mountains and glens constrain views in the hinterland, but these views are much more open at the coast. There is varied form, with striking serrated mountain profiles and more gently undulating landforms, craggy promontories and some small cliffs. The sea is broken by many islands and views to distant islands. Settlement is small scale and limited in extent; focussed along the coast. Lighting is similar, primarily associated with the settlement pattern. The coast can be busy in summer months, but movement is restricted to distinct corridors, typically linked with the coastal edge. Travel is often lengthy, heightening the sense of isolation. Views from elevated land can comprise panoramic vistas. The sense of exposure varies between the mountains and the coast. The coast is exposed to the open sea, although some shelter is afforded by the Outer Hebrides. The mountains are highly exposed to westerly winds. Potential forces for change include new housing and tourist facilities, upgrading/construction of new infrastructure including roads ferry terminals, power lines and renewable energy developments. Coastal Character Areas, Local Coastal Character Areas and Landscape Character Types 16.3.31 This section examines seascape and landscape character in more detail, subdividing the regional character areas/units and evaluating sensitivity in relation to the Project. Again, this analysis focuses on the 5km study area and the location and extent of each character area is shown in Figures 16.1.2 and 16.1.3. 16.3.32 The 5km study area has been divided into three coastal character areas (and subsequently local coastal character areas). The three coastal character areas comprise; Kyle Rhea, the Sound of Sleat and Loch Alsh. In addition some of the coastal character areas are sub-divided into local coastal character areas. The coastal character area of Kyle Rhea is not sub-divided as its strength of character is distinctive and relatively consistent at both a larger and smaller scale. 16.3.33 As well as the coastal character areas, the study area is divided into landscape character types. There is some overlap between the landscape character types and the coastal character areas, with the latter being defined at a more local level for the purpose of this assessment. Where there is overlap this is stated and the assessment is based on one scale to avoid duplication and possible confusion. 16.3.34 The following table outlines the key characteristics and sensitivity of each of the coastal character areas and landscape character types. | Coastal Character Area | Key Characteristics | Sensitivity to proposed development | |------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------| | Kyle Rhea (coastal character area and local coastal character area), note this also comprises part of the fjord landscape character sub-type | A distinctive, relatively narrow channel between mainland Scotland and the Isle of Skye. It comprises a fjord, formed though glacial processes, with relatively steep sided landforms on either side (more so on the west side). The key characteristics of this coastal character area are: - Relatively narrow, deep channel, between approximately 500m and 700m wide; - The landform on either side of the channel rises steeply, with higher landform on the west side of Kyle Rhea; - The coastal edge is rocky, creating a jagged, uneven edge to the channel; - The narrow channel and movement of tides creates very strong currents; - The nature of landform limits access, resulting in a largely uninhabited landscape, creating a perception of remoteness; - The slopes on either side of the channel are dominated by conifer plantation; - Particularly distinctive features comprise the ferry crossing and associated slipways and the electricity transmission lines; - Views are constrained by the landform and are focused along the channel and to the surrounding elevated land; - Dark sky at night, with few light sources. | Medium, due to scale of landscape, presence of existing human features e.g. plantation woodland, electricity transmission lines etc. | | Sound of Sleat (Coastal Character Area) and subdivisions; Glenelg Bay, Kylerhea Glen and Sound of Sleat (local coastal character areas), note this also comprises part of the fjord landscape character sub-type | This coastal character area comprises the northern sections of the Sound of Sleat. While still part of the fjord, the channel is much wider and adjacent landform more diverse. The key characteristics of this coastal character area are: - More open channel, being up to approximately 2km wide; - The landform on either side of the channel still rises steeply in places, but there is more diversity to this, with glens leading the coastal edge and small bays; - The slower, less apparent tidal currents give rise to gentler appearance to the water (although this very much depends on the prevailing weather conditions); - The more diverse landform increases access, with more settlement on the coastal edge at Glenelg and Kylerhea. - There is some agriculture (pasture) on the narrow coastal edge and lower parts of the adjacent glens; - The settlement and roads reduces the sense of remoteness. | Medium to high, depending the scale of the surrounding landscape and human influences Medium for the Sound of Sleat local coastal character area High for the Glenelg Bay and Kylerhea Glen local coastal character areas | | Coastal Character Area | Key Characteristics | Sensitivity to proposed development | |------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------| | | experienced elsewhere in the study area (although note the limited scale of such development does mean that is still relatively remote); | | Steeper slopes back the coastal edge, with some plantation woodland present particularly further to the south; | | Dark sky at night, with few light sources. | | The coastal character area is sub-divided into three local coastal character areas: | | *Glenelg Bay*, a gently curving bay at the western end of Glen More. It includes the small estuary associated with the Glenmore River, a sandy beach at Glen Bernera and stony beach at Glenelg. It is the most settled part of the 5km study area, with the village of Glenelg positioned along the coastal edge. Bernera Barracks and the war memorial in Glenelg (both Category A Listed Buildings) are distinctive features and focal points. | | *Kylerhea Glen*: a low lying area at the eastern end of Kylerhea Glen, where the associated small river flows into the sea. The coastal edge is rocky and stony. The small settlement of Kylerhea is concentrated in the low lying area. It has an increased sense of isolation (particularly when the ferry is not in operation) due to the reduced scale of settlement and narrow, winding road that provides connection with the A87. | | *Sound of Sleat*: comprises the more southerly section of the Sound of Sleat (both sides of the channel), away from the settlement and where the landform increases in steepness. Here the coastal edge is typically rocky and the landform rises from the sea. The slopes are frequently covered with conifer plantations, although this is a feature that is changing through extensive clearance (particularly to the south of Eilanreach). | | Loch Alsh (coastal character area) also South Loch Alsh (local coastal character area), note this also comprises part of the sounds and narrows landscape character type | This coastal character area comprises Loch Alsh, with the local coastal character area being more specifically the southern side of the Loch. The overall nature of the space within this character is linear, with the key direction of flow (in terms of landform, shape of the space and movement) being east to west. It gives rise to quite a large scale and simple landscape, with open water, and high landforms in most directions. The key characteristics of this landscape character type are: | | Open water, over 3km wide in places, which is dominant in views and a key attraction; | | Occasional islands form focal points; | | The landform rises steeply in places, but there is some | Medium, reflecting the scale of the surrounding landscape and human influences | | Coastal Character Area | Key Characteristics | Sensitivity to proposed development | |------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------| | | diversity to this, particularly on the north side of Loch Alsh; | | ■ The north side of Loch Alsh is much less remote, being accessed by the A87 (which follows close to the edge of the Loch) and A890; | | ■ There is also much more settlement and development on the north side of Loch Alsh, concentrated along or close to the Loch shore and key roads. | | ■ The south side of Loch Alsh, by contrast, is much more remote, with either a narrow road or no vehicle access; | | ■ The coastal edge is backed by agricultural land (pasture) where the adjacent landform is gentler, or plantation woodland or moorland where steeper; | | ■ Conifer plantation is more dominant on the south side of Loch Alsh, broken by areas of moorland; | | ■ The coastal edge is varied, with rocky sections, together with sandy or stony beaches; | | ■ Aquaculture and fishing is associated with the Loch; | | ■ More light sources at night, particularly on the northern side of Loch Alsh. | Rugged Massif (landscape character type) | This landscape character type makes up the largest component of the onshore part of the study area. It comprises elevated moorland on both sides of Kyle Rhea and the Sound of Sleat. The landform, itself is the dominant feature; large in mass, with broad bases and relatively gentle slopes. The key characteristics of this landscape character type are: | | ■ Extensive ranges, with fairly indistinct peaks, which it can be difficult to perceive the scale of; | | ■ Elevated, open moorland is the primary land cover; | | ■ Settlement is very sparse; | | ■ The hills can have a mottled texture, reflecting the different underlying ground conditions and variable landform; | | ■ Hill ranges are typically divided by broad valleys; | | ■ Dark sky at night, with few light sources. | Forest Slopes with Moorland Mosaic (landscape character type) | This landscape character type lies to the east and west of Kyle Rhea and also comprises a narrow strip of land south of Eilanreach. Coniferous plantation is the dominant land cover, which while not always continuous it still influences the character of the adjacent moorland. The key characteristics of this landscape character type are: | | Low, particularly reflecting the plantation land cover and the scale of the landscape relative to the proposed | | Coastal Character Area | Key Characteristics | Sensitivity to proposed development | |------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------| | | ■ Dominant conifer plantation, while elements of this are changing through felling, design, species composition etc. it still forms a defining component of this landscape type; | | | | ■ Landform is a key feature, with this landscape type comprising more steeply sloping land close areas of open water; | | | | ■ Areas of moorland break up the woodland cover; | | | | ■ Settlement is very sparse; | | | | ■ The woodland can be valued for its perceived shelter (in contrast to open moorland); | | | | ■ It is a landscape type in change in places, most notably to the south of Eilanreagh where extensive woodland clearance has been taking place; | | | | ■ Dark sky at night, with few light sources. | | | Coastal Strath | There are several coastal straths within the 5km study area. These are to the south of Kyle Rhea and fall towards the Sound of Sleat. The key characteristics of this landscape character type are: | Low, primarily reflecting the enclosed nature of the landscape, however this sensitivity could increase considerably depending on the visual relationship with the Project (e.g. if the Project becomes a key focal point. | | | ■ Wide, flat bottomed valleys, leading to the sea and contained by steep slopes; | | | | ■ Distinct linear space, with key views being in line with the landform; | | | | ■ Containing a central watercourse, with associated vegetation/ribbon of tree cover; | | | | ■ Typically agricultural land (pasture) within the valley floor, divided in regular small to medium sized fields; | | | | ■ More marginal agricultural land on the valley sides; | | | | ■ Often containing rural estates or agricultural settlements; | | | | ■ Key local features of note within the study area are the Brochs within Gleann Beag; | | | | ■ Dark sky at night, with few light sources. | | | Rocky Undulating Plateau | This comprises a relatively peripheral landscape character type with a small part of it position towards the south east edge of the study area. It comprises an open, upland landscape type with an abundance of exposed rock. It has a relatively random pattern and composition and there is no obvious foci. There are also few indicators of scale, making it difficult to perceive scale or distance. There is no settlement within this landscape type within the study area. | Low, reflecting the scale of the landscape relative to the Project and expansive nature of views | ### Coastal Character Area | Coastal Character Area | Key Characteristics | Sensitivity to proposed development | |------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------| | Rural Estate Settlement (landscape character type) | One example of this landscape type lies towards the south east edge of the 5km study area, located at Eilanreach. This landscape type is typically focussed around large, prominent house, which forms a focal point. The main house is often surrounded by a cluster of associated buildings, forming a group. The main house typically occupies a sheltered location, often surrounded by mature trees to the rear and open views to the front. The house is frequently surrounded by grazing land. Typically portrays a positive image of human impact, despite its dominant scale. Private areas of this landscape type can be quiet and tranquil, but this can contrast with areas used for tourism and recreation. | Low, reflecting the scale of the landscape relative to the proposed development, the visual enclosure provided by vegetation and the human influence on the landscape. | ### Seascape/Landscape Designations 16.3.35 Analysis of national and local designations has identified that the Project site does not lie within and national or local landscape designation. The key landscape designations that lie closest to the Project are Knoydart, Kintail and The Cuillin Hills National Scenic Areas (NSAs). The closest of these is Knoydart the boundary of which lies approximately 6.5km to the south. The closest parts of Kintail and The Cuillin Hills lie approximately 7km to the east and 16km to the west respectively. Analysis of the terrain and ZTV suggests that the array would be visible from the northern edge of the Knoydart NSA. There will be no, or extremely limited visibility from Kintail and The Cullin Hills, and the separation distance will also severely limit any potential impacts. Therefore the assessment only considers potential impacts on the Knoydart NSA. 16.3.36 The location of the site in relation to Special Landscape Areas (SLAs) has been reviewed (Assessment of Highland Special Landscape Areas, The Highland Council and Scottish Natural Heritage, 2011) in relation to the Project. There are no SLAs within the 5km study area, with the closest ones being Kyle-Plockton (over 6km to the north west), South West Applecross and the Crowlin Islands (over 14km to the north west), Strathconnon, Monar and Mullardoch (over 17km to the north east) and Moidart, Morar and Glen Sheil (over 18km to the east). Analysis of the ZTV identifies that the Project would not be visible from the Kyle-Plockton SLA. While the other three SLAs referred to above are not covered by the ZTV, the separation distance is so great that no impacts are likely to occur, if the Project is visible at all. 16.3.37 The Inventory of Gardens and Designed Landscapes has been consulted; there are no gardens or designed landscapes included in the inventory within the 5km study area. Two gardens and designed landscapes have been identified in the wider area; Balmacara Estate (Lochalsh Woodland Garden) and Kyle House, located approximately 5.8km to the north and 6.7km to the north west respectively. Analysis of the ZTV identifies that the devices would not be visible from either of these locations. ### Assessment of Seascape, Landscape and Visual Impacts 16.4.1 This section identifies the potential impacts on the seascape/landscape resource and visual amenity of the study area. It is sub-divided into the following sections: - Do nothing scenario; • Potential impact during the installation phase; • Potential impacts during the operational phase; • Potential impacts during the operational phase; and • Potential impacts during the decommissioning phase. **Do Nothing Scenario** 16.4.2 If the Project is not implemented there will be no change to the baseline conditions and the receiving seascape will remain undeveloped. **Potential impacts during installation** 16.4.3 Offshore, there will be changes to the seabed, and the foundations will be installed in advance of the devices. However these changes would not be visible from above the sea surface and thus would not have a significant impact on features that conspicuously contribute to character. The potential effects on the marine environment are considered in the relevant detailed assessment sections within this Environmental Statement. 16.4.4 During installation it is anticipated that a large crane barge or similar jack up type vessel will be required. It is also anticipated that during installation the vessels will need to work 24hrs a day and may require flood lighting to permit save night time working. These activities are anticipated to take place in two successive years and for approximately 3 months (per year). However, the impacts will be temporary, for a comparatively short duration and reversible on completion of the installation. Construction impacts are considered for specific viewpoints which are presented later in this chapter e.g. viewpoint assessment. 16.4.5 Onshore, the cable routing has potential to have a direct permanent as well as a temporary effect on seascape/landscape features. As outlined in the Chapter 5, Project Description, the export cable route will be directionally drilled from either the FC car park or from the location at Kylerhea (Figure 5.1) to the array. The directional drilling activities would require an area of approximately 40x40m. 16.4.6 For the FC car park option (option 1) there may be a requirement to adjust the existing area of hard standing, but it is expected that this would have a minimal impact. There would also be a trenched cable from the drilling pit at the car park connection pit to the substation, following the existing track. The substation would be located at the existing toilet block, which is positioned at the edge of conifer plantation and options would be explored to ensure that the detailed design minimises any potential impacts. 16.4.7 The location at Kylerhea (option 2) requires a temporary area of hard standing to be created and, depending on the location of the compound a temporary access track to it. The area would be restored on completion of the works, with compaction relieved, the ground cultivated and seeded with an appropriate grass mix. The substation associated with this option would be positioned in an existing building at the ferry slipway. The cable connection between the drilling area and substation would be trenched along existing roads. 16.4.8 It is therefore acknowledged that the onshore and offshore elements of the Project would have direct impacts on landscape during the installation phase, but that the scale of the works would be temporary and short term. 16.4.9 Overall, due to the factors outlined above, it is anticipated that the direct impacts would not be significant and could be readily assimilated into the existing landscape. Potential impacts during operational phase Visibility analysis 16.4.10 The visibility analysis is described first as it relates to the evaluation of both landscape and visual potential impacts. If the Project is not visible the potential landscape or visual impacts are extremely limited. 16.4.11 The Project will be theoretically visible from numerous locations within the surrounding area, both within and beyond the 5km study area. Reviewing the ZTV it is clear that the landform has the primary influence on the potential visibility of the Project. The local topography on either side of Kyle Rhea concentrates the potential visibility to the north and south, considerably restricting the extent of visibility from locations in the surrounding area. A large proportion of the footprint of the ZTV comprises areas of open water. 16.4.12 Within the 5km study area the ZTV clearly demonstrates almost continuous visibility of the Project throughout Kyle Rhea and considerable potential visibility across the northern part of the Sound of Sleat. The position of the array, towards the southern end of Kyle Rhea results in greater potential visibility across the Sound of Sleat, rather than Loch Alsh. Conversely, the position of the array means potential visibility is focussed in much narrower corridor across Loch Alsh. Sea based visibility is almost completely contained within the 5km study area, with this extending close to the coast to both the north and south. The exception to this being is an area of potential visibility to the south of Reraig (on the north side of Loch Alsh). 16.4.13 Onshore within 5km of the Project the pattern of theoretical visibility is more fragmented. The areas of sea are bordered by a rising landscape, the footprint of the ZTV rises with the landform, until high points truncate it. Close to the array there is greater theoretical visibility on the west side of Kyle Rhea compared with the east; a result of the larger scale landforms lying on this side of Kyle Rhea. The Project would be theoretically visible from the east facing slopes of outlying hills to the east of Sgurr na Coinnich and much of this area comprises commercial forestry plantation. To the east of Kyle Rhea, the lower hill of Drumna Leitire cuts off visibility closer to the Project, part of this land also comprises forestry plantation. At slightly greater distances there would be visibility from the north facing slopes of the ridge that extends to the east of Ben Aslak. On the south east side of the Sound of Sleat there would be visibility from the north west facing slopes of the rising land to the south of Glen More. 16.4.14 With regard to settlements, there would be visibility of the Project from Glenelg, although a combination of landform and vegetation would reduce this from northern parts of the village. Potential visibility from Kylerhea is predicted to be more limited. Analysis of the ZTV identifies that visibility of the devices would be extremely limited, restricted to a narrow strip of land adjacent to the coastal edge. A ZTV has also been prepared for the Isolated Hazard Markers that would be attached to the tops of the devices, visibility of this would be greater, but would be limited in both the extent of the ZTV footprint and the number of markers visible. It is also acknowledged that the devices would also be seen from dispersed residential properties, most notably the properties close to the ferry slipways. 16.4.15 Beyond 5km the ZTV pattern becomes increasingly fragmented. To the south the Project would be seen from elevated land (north facing slopes) to the south of Eilanreach. The Project would also be visible from the north side of Loch Alsh (in the vicinity of Reraig) and the south facing slopes of hills further north, such as Auchtertyre Hill. Assessment of Potential Impacts on Seascape/Landscape Character 16.4.16 This section of the assessment describes the potential impact of the Project on seascape and landscape character. This analysis focuses on the 5km study area surrounding the Project. The baseline assessment identified a number of coastal character areas and landscape character types. **Kyle Rhea Coastal Character Area** 16.4.17 The array will be constructed within Kyle Rhea Coastal Character Area. It will lead to the introduction of up to four tidal stream devices set towards the centre of the southern end of the channel. The potential direct impacts of the Project have been discussed above. This section considers the perceptual changes to this coastal character area that will result from the Project. 16.4.18 The array will be seen throughout much of this coastal character area, with potential visibility predicted for almost the entire area. The array will contrast with the relatively remote, rural nature of the character area. It will form a new and distinct element that will influence the perception of character. The colouring and lighting requirements, required for marine safety, will also make the structures stand out, which will adversely affect tranquillity (although the experience of the night time light element will be very limited). The coastal character has a relatively enclosed feel, resulting from the adjacent landform and the tidal array will have a relationship with this aspect. The scale of the surrounding landscape will reduce the apparent scale of the proposed development. It is also a landscape that is not devoid of human influence; the forestry plantation, ferry crossing and electricity transmission lines are all human influences on the local character. A key way in which the Project will affect seascape character is in the views along the channel. The scale of these views is quite large and the Project will comprise an additional element of relatively limited size within them. The devices will not prevent these views, but they will form new elements within them. The Project would also allow a ready and very visible interpretation of a key aspect of this coastal character area; the tidal currents and the energy that they contain. After 25 years all readily visible elements will be removed and impacts reversed. 16.4.19 The Project will result in some adverse changes, and it is anticipated that the magnitude of this will vary, as at close proximity the proposed structures will be prominent and a key feature of the coastal character. However, this prominence will reduce with distance. At close proximity the potential change would be **major**. However, taken in the context of the overall character area the magnitude of change is predicted to be **moderate**, this is largely a result of the extent of the change and its reversibility, combined with the height of the proposed structures and scale of the landscape in which they will be experienced. The sensitivity of this seascape character area to the Project is medium. This will result in a generally **moderate** impact on seascape character, which in the context of this assessment is not significant. However it is acknowledged that there will be some locally **major/moderate** (significant) impacts on seascape character. **Sound of Sleat Coastal Character Area (including Local Coastal Character Areas)** 16.4.20 The relationship of the Project with this coastal character area is more limited, but there would still be visual connections. The tidal stream devices would be seen throughout much of this character area, although increasing separation distance will greatly reduce their relative scale. 16.4.21 Parts of this coastal character area are less remote, as they are more accessible by road. The sense of enclosure, orientation and nature of the views within this character area are quite different to the Kyle Rhea Coastal Character Area. The character is more open and the Project’s position in Kyle Rhea will appear less prominent. There are smaller scale elements, particularly within the Glenelg Bay and Kylerhea Glen Local Coastal Character Areas. The orientation of these, combined with limited visibility and an increased separation distance is likely to mean that the Project will not be a not a defining feature of character. The array will form a new and distinct element, and the colouring and lighting requirements will also make the structures more obvious. The Project will affect the views towards Kyle Rhea. However, the Project will be a small scale component in the view and would not be the focal point given the large scale of the adjacent landscape and the resulting views. Following 25 years the Project will be decommissioned and the devices will be removed and impacts reversed. 16.4.22 Overall, while the Project will result in some adverse changes, the overall magnitude of change will be slight, this is largely a result of the relationship of the Project with this coastal character area and its reversibility. This will result in a moderate or moderate/minor impact on seascape character, which in the context of this assessment is not significant. Loch Alsh Coastal Character Area (including Local Coastal Character Area) 16.4.23 The relationship of the Project with the coastal character area is more restricted than that associated with the two character areas evaluated above, but there would still be some connections. The devices would be visible from a limited part of the character area, where the channel of Kyle Rhea (and adjacent landforms) would frame views towards the Project. 16.4.24 The orientation, focus and nature of views associated with this coastal character area are different to the character areas evaluated above. Kyle Rhea has a much more limited role in defining character and the emphasis is much more on east west form, movement and views. In addition, parts of this coastal character area are less remote, as it is more accessible by road. It has a much more open character and the Project in Kyle Rhea would be much less prominent. The orientation of the character area, limited visibility and separation distance is likely to mean that the Project has a very limited influence on character. It is acknowledged that the colouring and lighting requirements will make the structures more distinctive. The Project will affect views towards Kyle Rhea. However these views only comprise one component and will not be the focal point. In addition, the scale of these views is large, as is the adjacent landscape, and the Project will comprise a relatively small scale element within them. Following the 25 year operational period the devices will be removed and impacts reversed. 16.4.25 Overall, while the Project will result in some adverse changes, the overall magnitude of change will be negligible, this is largely a result of the relationship of the Project with this coastal character area. This will result in a minor impact on seascape character, which in the context of this assessment is not significant. Rugged Massif Landscape Character Area 16.4.26 The Project will be visible from a relatively small proportion of this landscape character type. This character type comprises open and exposed moorland which is remote and simple in form. The openness of the landscape combined with the landform, results in a high degree of exposure and often affords large scale, expansive views. The Project’s influence on the character area will be related to its visibility, compared to the sense of remoteness and the large scale views. 16.4.27 The Project will contrast with the remote, rural nature of this character area, forming a new and distinct element that will influence the appearance of Kyle Rhea. The colouring and lighting requirements will also make the devices stand out, which will adversely affect remoteness (although the experience of the night time lighting will be extremely limited). The scale of the views seen from/within this character area is large and long distance and the Project will only comprise a minor additional element. The Project will not prevent these views, although it will form a new element within the coastal views. Following the operational period the devices will be removed and impacts reversed. 16.4.28 The Project will result in some adverse changes, the overall magnitude of change will be slight, this is largely a result of the extent of potential visibility and the reversibility of the change. In addition, the scale of the devices will be small in relation to the landscape and nature of the views in which they are seen. The sensitivity of this landscape character area to the Project is low. This will result in a **minor** impact on landscape character, which in the context of this assessment is not significant. **Forest Slopes with Moorland Mosaic Landscape Character Type** 16.4.29 Although this landscape character type is in close proximity to the Project, the relationship between the two is likely to be relatively limited. The plantation woodland is the dominant component of the landscape type and by its nature creates enclosed views and limits the contribution that adjoining landscape types make to its character. The wooded character may change over time through deforestation and, if so, such areas are likely to become more consistent with the Rugged Massif landscape type. While there is theoretical visibility of the Project from this landscape character type, actual visibility would be more restricted. There would be some views from the peripheral parts of the character type, together with some intermittent views within it, but these will be limited in extent. 16.4.30 Overall the magnitude of change associated with the Project in relation to this landscape character type will be **slight**. The overriding features are the plantation woodland and the landform. The Project will not influence these elements and it will not become a defining component of this landscape type. Where visible (or should deforestation occur) the scale of the proposed structures will be small in relation to the landscape and nature of the views in which they will be experienced. The sensitivity of this landscape character area to the Project is low. This will result in a **minor** impact on landscape character, which in the context of this assessment is not significant. **Other Landscape Character Types** 16.4.31 The potential impacts of the Project in relation to other landscape character types are briefly assessed in this section. These impacts are limited due to factors such as separation distance, visibility and scale of the landscape. 16.4.32 The Coastal Straths within the 5km study area are all located to the south of the Project. The enclosure provided by the local landform limits the contribution that surrounding landscape types make to this character area (i.e. these are more contained landscape character types). In addition none of these landscape types are orientated towards the Project, consequently the potential visibility of the proposed devices will be extremely limited. Overall it is predicted that the magnitude of change associated with this landscape type will be **slight**. As the sensitivity of the landscape is low, there would be a **minor** impact on landscape character, which in the context of this assessment is not significant. 16.4.33 The Rocky Undulating Plateau landscape type is limited to the south east edge of the study area. The openness of this landscape is likely to provide views towards the Project. However, the scale of the landscape and separation distance is likely to diminish any potential impacts. It is predicted that the magnitude of change associated with this landscape type will be **slight**. As the sensitivity of the landscape is low, there would be a **minor** impact on landscape character, which in the context of this assessment is not significant. 16.4.34 The Rural Estate Settlement landscape type comprises one small area towards the south east edge of the study area. There is some predicted visibility of the Project from this landscape type, however intervening vegetation would limit this. The limited extent of visibility, together with the separation distance and scale of the Project relative to the surrounding landscape reduces the potential change. It is predicted that the magnitude of change associated with this landscape type will be **negligible**. As the sensitivity of the landscape is low, there would be a **minor** impact on landscape character, which in the context of this assessment is not significant. Night time character 16.4.35 Night time character is considered in the above analysis of potential impacts on seascape and landscape character, particularly in relation to remoteness and isolation. However, the context of the site is worthy of specific mention, being that it is generally a very dark seascape/landscape. There are occasional light sources, particularly associated with settlements and residential properties. The most conspicuous light sources are at Reraig, where the street lighting is an obvious component (and is seen from locations within Kyle Rhea and further south). There are also occasional light sources within Kyle Rhea, including the individual residential properties, Kylerhea Minor Light and occasional boat traffic. The dark sky is a recognised component of the character and night time photographs have also been recorded for certain viewpoints (Viewpoints 1, 2, 6 and 8). 16.4.36 The installation of the devices and operational phase would introduce new lit elements. During the installation there would be two periods in successive years when flood lighting would be used for approximately 3 months (during each year). This lighting would contrast with the baseline character, however any impacts would be temporary, short term and reversible. In addition, it intended to undertake this work during summer/autumn months when day length is greater and the need for lighting would be reduced. The lighting required during the operational phase would be much smaller in scale. The details of these requirements are still to be finalised through consultation with the Northern Lighthouse Board and the Maritime and Coastguard Agency, however it is anticipated that they will comprise navigations lights on the devices. Potential impacts on relevant designations 16.4.37 The review of the baseline context identified a number of relevant designations within the surrounding area. However none of these are located within the 5km study area. Analysis of these designations in relation to the ZTVs identifies that the key landscape designation from which the Project would be seen is the Knoydart National Scenic Area (NSA). The devices would be visible from the northern edge and summits of this NSA, particularly in the vicinity of Meall Buidhe and Beinn a Chapuill. The closest part of the Knoydart NSA is located approximately 6.5km from the Project. This separation distance, together with the scale of the landscape and expansive views within which it would be seen considerably restricts the Project’s potential impact. The Project would only be visible from a very small proportion of the NSA. It is anticipated that the magnitude of change would be negligible, assuming that the sensitivity of the landscape is high, this would result in a moderate/minor impact, which in the context of this assessment is not significant. Relationship with relevant planning policy 16.4.38 The key objectives of the relevant planning policy are to protect the natural environment and the scenic qualities of the seascape/landscape. These are set out at a national level and local level in the relevant planning policy documents (as set out in Paragraphs 16.1.5-16.1.14). 16.4.39 The Project could conflict with relevant policy objectives and have an adverse impact on the seascape/landscape character and visual amenity. The Project will be decommissioned after 25 years, the devices and substation will be removed, which would reverse potential impacts to pre-development conditions. The SLVIA has identified that while there will be some adverse impacts, in the majority of cases the impacts will not be significant (the key exceptions to this are certain visual impacts, which are assessed in the following sections). It is not anticipated that the Project would have any significant impacts with regard to relevant designations (e.g. Knoydart NSA). It should also be acknowledged that the Project could allow a degree of interpretation of some of the characteristics of the coastline, reflecting the energy inherent in the tides. Assessment of potential visual impacts 16.4.40 The potential visual impacts arising from the Project have been assessed throughout the study area and in the detailed analysis of the potential visual impacts from nine viewpoints. 16.4.41 The potential visual impact of the Project is closely related to a range of parameters, one of the most important of which is distance. The ZTV clearly demonstrates that, within 5km, the potential visibility of the Project is variable, and primarily associated with the channel of Kyle Rhea and the areas to the north and south of it. Beyond 5km potential visibility becomes increasingly fragmented. 16.4.42 The potential visibility in relation to visual receptors is outlined below. Settlements 16.4.43 The Project would be visible from the village of Glenelg, a small settlement on the north eastern edge of the Sound of Sleat. Glenelg is positioned approximately 3km from the Project. Potential visibility from Glenelg is particularly associated with the southern part of the village, where the strip of properties are closely aligned with the coastal edge and have open views over the Sound of Sleat. It is predicted that all four devices would be visible from this part of the village as shown in (Viewpoint 6). Visibility from the northern part of the village (from the church northwards) is more limited; the intervening landform reduces the number of devices that would be seen and visibility is further reduced by intervening vegetation and buildings, particularly for properties to the east of the road. 16.4.44 The other key settlement within 5km is Kylerhea, on the north west side of the Sound of Sleat. This comprises a small group of properties on the coastal edge at the bottom of Kylerhea Glen. It is predicted that the intervening landform will limit visibility to the very edge of the coastline. Further analysis of the ZTV for the Isolated Hazard Marker (Figure 16.2.4) suggests slightly greater visibility, indicating that the intervening landform is just high enough to truncate views from the majority of properties. This also suggests that only the upper sections of the devices will be visible, and vegetation/local landform may further reduce this potential visibility. 16.4.45 Other settlements within 5km comprise small clusters of houses (e.g. Galltair and Eilanreach) and dispersed properties. Analysis of the ZTV identifies that visibility is likely to be very limited for the majority of these. However, there are two particular properties from which the Project will be clearly visible on either side of the ferry crossing (represented by Viewpoints 1 and 2). 16.4.46 Beyond 5km, the main settlement from which the Project will be seen is Reraig, on the north side of Loch Alsh. There are open views over Loch Alsh, towards the Project from Reraig. However, the separation distance between the properties and the closest device will be approximately 6km. A viewpoint (Viewpoint 8) is included at Reraig, which reflects the potential view from this distance and direction. Transport Routes 16.4.47 Roads within 5km of the Project are limited to minor roads. Analysis of the ZTV and field survey identifies that potential visibility of the array will be limited to short, isolated sections of road, particularly the minor road through Glenelg (corresponding with the visibility described for the village). Travelling northwards potential visibility is also associated with a section of the road to the south of Eilanreach (towards Arnisdale and Corran). However in reality plantation woodland restricts visibility and only relatively isolated views are possible (see Viewpoint 7). 16.4.48 At distances greater than 5km the key road from which the Project would be visible is the A87, to the north of Loch Alsh. However potential visibility is limited to a short section of this road, which coincides with Reraig (and Viewpoint 8, where there is a layby and marked viewpoint on Ordnance Survey mapping. 16.4.49 Kyle Rhea is used by a range of vessels, particularly fishing boats, vessels serving the fish farm industry and recreational vessels. Craft also travel through Kyle Rhea, the Sound of Sleat and Loch Alsh, including commercial and naval vessels, and occasional cruise ships, such as the Hebridean Princess. The Project will be visible from offshore locations, however because of the nature of the coastline it is possible to include a good range of onshore viewpoints that represent close and distant views. Therefore, no offshore viewpoints are included in the assessment. Recreational Resources 16.4.50 Recreational vessels are discussed above, but in addition to these there are various land based recreational resources. It is also noted that people travel through the landscape on the roads (by car and bicycle) to appreciate the scenery. The potential visibility from roads is also described above (Viewpoints 1, 2, 6, 7 and 8). Other recreational resources are primarily associated with walking and visiting the beaches (including camping). The upland areas are used for walking and visibility associated with such areas has already been described. The most popular routes observed during field survey work were to and from the otter hide (to the north of Kylerhea) and the footpath that leads from the car park near the east side of the ferry crossing to Ardintoul and Totaig. Both these routes are largely through areas of forestry, which restricts visibility (although there are occasional views towards the Project). There are views across Kyle Rhea from the otter hide (viewpoint 3). The Project would be visible from the beaches at Kylerhea and Glenelg, however views from the larger sandy bay north of Glenelg would be prevented by intervening landform. 16.4.51 Other specific features that attract visitors include the War Memorial at Glenelg, Bernera Barracks (to the north of Glenelg) and the Brochs within Gleann Beag. All four devices would be visible from the War Memorial (Viewpoint 6). Views of the Project would be more limited from Bernera Barracks, the ZTVs showing that only one device would be visible. The Brochs are positioned within the bottom of Gleann Beag, with the intervening landform preventing views towards the Project. Viewpoint Assessment 16.4.52 The viewpoint assessment has been carried out to identify and evaluate the potential impacts on visual amenity arising from the Project at specific representative locations in the study area. The location of viewpoints was initially determined as part of the desk study. Initial field work was undertaken in 2011, which identified a range of receptors which might be affected by the Project. 16.4.53 Having identified key sensitive receptors in the study area, those likely to be affected by the Project were derived through the study of Ordnance Survey mapping information. In order to confirm the suitability of the viewpoint selection, field survey verification was carried out. This involved checking the viewpoint locations on the ground to ensure that there would be views of the Project. The viewpoint selection process also involved consultation with The Highland Council and Scottish Natural Heritage. The types of receptors considered in the viewpoint assessment include the following: - Residents; - Road users; and - People engaged in outdoor recreation. 16.4.54 The final viewpoint selection comprises 9 viewpoints which represent views from a range of representative landscape and visual receptors. These viewpoints reflect different distances, elevations and directions from the Project. The viewpoint locations are identified on the various figures that support this assessment e.g. Figure 16.3.1. The viewpoint analysis is supported by the detailed viewpoint location plans, photographs and computer generated visualisations/photomontages (Figures 16.4.1 to 16.4.9). The visualisations have been prepared to conform with the guidelines published by The Highland Council (The Highland Council, 2010, Visualisation Standards for Wind Energy Developments). The viewpoint photography and approach taken for the preparation of the visualisation is explained in more detail in the methodology section. The detailed viewpoint location plans (e.g. Figure 16.4.1a) show the included angles in the subsequent photographs/visualisations. The visualisations/photomontages typically show the Project in the operational position. Photomontages showing a device in the maintenance position have been included for viewpoints 1 and 2. 16.4.55 It is noted that the Project may appear more or less prominent in different lighting conditions. In poor visibility the devices may be difficult or impossible to discern. The visibility conditions experienced during the fieldwork were generally very clear. The relatively sheltered and enclosed position of the Project (primarily due to the surrounding landform) means opportunities for the devices to be either front lit or back lit when the sun is at low angle in the sky (e.g. at sunrise and sunset) are limited. 16.4.56 For the purposes of assessing the impacts on visual amenity, the sensitivity of the receptors is as defined within the method of assessment (Table 16.3). Visual receptor sensitivity to change is defined as being high, medium, low or negligible depending upon the activity of the receptor. It should also be noted that the assessment of potential impacts at any viewpoint cannot be extended to conclude the same impacts on the whole of the landscape character area within which the viewpoint occurs. ### Viewpoint 1: Ferry Crossing, West | Associated Figures: | Figures 16.4.1a-16.4.1j | |---------------------|--------------------------| | Grid Reference: | 178890, 821151 | | Distance and direction to Project (to closest device): | 293m, north east | | Receptors and sensitivity: | Residents, road users approaching ferry (high) | | Description, nature and magnitude of change: | The viewpoint is positioned on the road leading the slipway on the west (Isle of Skye) side of Kyle Rhea. It was located here to provide sufficient context to help place the Project in the landscape. In addition, the view included in the photographs was also selected (including clear features) to assist with understanding the orientation of the array and relative position in the view. The tidal array will be seen as a series of four structures extending above sea level. It is anticipated that the wake that will be created around each device will be visible, but this will vary in different tidal sea conditions. The proximity of the devices also means that that the detail of the devices can be discerned, including during periods of maintenance. The installation phase will also be clearly visible from this location. However, the installation and maintenance periods will be short in duration. The devices will be seen as part of the medium to long distance view that can be obtained in a northerly direction, framed by the landform to either side of Kyle Rhea. The tidal array will contrast with the relatively remote nature of this section of coastline. However, it should be noted that this view is not devoid of human influence. There is a residential property and the ferry slipway in the foreground, the landscape to either side of Kyle Rhea is covered by plantation woodland. The electricity transmission lines that cross the channel are visible in the middle distance. During summer months, when the ferry is in operation it can be a popular crossing point between the Isle of Skye and mainland Scotland, adding to the activity levels at this location. The Project will not fundamentally change the baseline conditions, adding a series of new elements, but will not prevent long distance views. In addition, the scale of the surrounding landform will help reduce the apparent size of the devices. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. At night the context of this location is dark, with few light sources (as illustrated by Figure 16.4.1g). There are some lights present in the view, including Kyle Rhea Minor Light and, more conspicuously Reraig on the north side of Loch Alsh. The devices would have navigation lights attached to them (as indicated in Figure 16.4.1i and j), but these would be relatively discrete elements compared with the devices themselves and the associated change would be more limited. Overall, the magnitude of change at this viewpoint, caused by the Project will be **substantial**. | Potential impacts: | |--------------------| | As the sensitivity of the receptor is **high**, the impact of the Project will be **major**. The nature of these impacts will be adverse. | | Significance: | Significant | ### Viewpoint 2: Ferry Crossing East | Associated Figures: | Figures 16.4.2a – 16.4.2h | |---------------------|----------------------------| | Grid Reference: | 179462, 821292 | | Distance and direction to Project (to closest device): | 380m, north west | | Receptors and sensitivity: | Residents, road users approaching ferry (high) | **Description, nature and magnitude of change:** The viewpoint is positioned on the road leading the slipway on the east (mainland Scotland) side of Kyle Rhea. It was located here to provide sufficient context to help place the Project in the landscape. In addition, the view included in the photographs was also selected (including clear features) to assist with understanding the orientation of the array and relative position in the view. The array will be seen as a series of four devices extending above sea level. It is anticipated that the wake created around each device will be visible, but this will vary in different tidal sea conditions. The proximity of the devices also means that the detail of the devices can be discerned, including during periods of maintenance. The installation phase will also be clearly visible from this location. However, the installation and maintenance periods will be short in duration. The devices will be seen as part of the medium distance view that can be obtained in a westerly direction, framed by the landform to either side of Kyle Rhea. The array will contrast with the relatively remote nature of this section of coastline. However, it should be noted that this view is not devoid of human influence; there is the ferry slipway in the foreground, a residential property and Kylerhea Minor Light to the right. The landscape to either side of the channel is covered by plantation woodland. During summer months, when the ferry is in operation it can be a popular crossing point between the Isle of Skye and mainland Scotland, adding to the activity levels at this location. The Project will not fundamentally change the baseline conditions, adding a series of new elements, but not preventing views across the channel. In addition, the scale of the surrounding landform will help reduce the apparent size of the structures. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. At night the context of this location is dark, with few light sources (as illustrated by Figure 16.4.2h). There are occasional lights present in the view, including Kyle Rhea Minor Light and those associated with residential properties. The devices would have navigation lights attached to them, but these would be relatively discrete elements compared with the structures themselves and the associated change would be more limited. Overall, the magnitude of change at this viewpoint, caused by the Project will be **substantial**. **Potential impacts:** As the sensitivity of the receptor is **high**, the impact of the Project will be **major**. The nature of these impacts will be adverse. **Significance:** Significant Viewpoint 3: Otter Hide Associated Figures: Figures 16.4.3a – 16.4.3f Grid Reference: 178773, 822152 Distance and direction to Project (to closest device): 653m, south east Receptors and sensitivity: Visitors to the otter hide (high) Description, nature and magnitude of change: The viewpoint is positioned at the otter hide to the north of the ferry crossing, on the Isle of Skye. It is located outside, but in close proximity to the hide. Potential visibility of the Project will be much more limited on the approach to the otter hide due to intervening forestry (allowing occasional, more intermittent views). Also note that more open views towards the Project would be obtained from the car park to the south. The array will be seen as a series of four devices extending above sea level. It is anticipated that the wake that will be created around each SeaGen Device will be visible, but this will vary in different tidal sea conditions. The proximity of the devices also means that that the detail of the devices will be discernable, including during periods of maintenance. The installation phase will also be clearly visible from this location. However, the installation and maintenance periods will be short in duration. They will be seen as part of the medium distance view that can be obtained in a southerly direction, framed by the landform to either side of Kyle Rhea. The tidal array will contrast with the relatively remote nature of this section of coastline. However, it should be noted that it is a view that is not devoid of human influence; the eastern ferry slipway and plantation woodland is visible. In addition, Kylerhea Minor Light and the electricity transmission lines that cross the channel are visible from within the hide. During summer months, when the ferry is in operation it can be a popular crossing point between the Isle of Skye and mainland Scotland, adding to the activity levels in the view. The Project will not fundamentally change the baseline conditions, or prevent views across/along the channel. In addition, the scale of the surrounding landform will help reduce the apparent size of the devices. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. Lighting has not been assessed at this location. While it would be visible it is anticipated that very few people would visit this location at night. Overall, the magnitude of change at this viewpoint, caused by the Project will be substantial. Potential impacts: As the sensitivity of the receptors is high (visitors to the otter hide), the impact of the Project will be major. The nature of these impacts will be adverse. Significance: Significant Viewpoint 4: Beinn Bhuidhe Associated Figures: Figures 16.4.4a – 16.4.4f Grid Reference: 178204, 821512 Distance and direction to Project (to closest device): 842m, east Receptors and sensitivity: Walkers (high) Description, nature and magnitude of change: The viewpoint is positioned on the east facing slope of Beinn Bhuidhe, an outlining hill to Sgurr na Coinnich. The relative location to the Project, steepness of the landform and elevation of the viewpoint resulting in an alternative approach needing to be taken for the visualisations presented for this viewpoint. It was not possible to include the site in a photograph taken using a 50mm lens on a 35mm camera body, in landscape format and with the camera horizontal as this omitted the site from the frame/field of view. Therefore, in order to include the site with the camera level it was necessary to use a focal length of 20mm. This departs from the guidance for the preparation of visualisations, but has been discussed with officers of The Highland Council (who suggested the viewpoint). The officers appreciate the technical limitations and have requested that an explanation be included in the assessment (provided above). This has resulted in a slightly different sequence of images being presented in the associated figures. The 50mm and 70mm equivalent focal lengths that have been extracted from the original wide angle photographs result in the corresponding figures being relatively low resolution (compared with similar figures for the other viewpoints). It was noted that there are no distinct routes to the summit of this hill. Although it is acknowledged that this represents a suitable viewpoint it is anticipated that relatively few people visit this location. The array will be seen as a series of four devices extending above sea level. It is anticipated that the wake that will be created around each device will be visible, but this will vary in different tidal sea conditions. The proximity of the devices also means that that the detail of the devices will be discernible, including periods of maintenance. The installation phase will also be clearly visible from this location. However, the installation and maintenance periods will be short in duration. They will be seen as part of the long distance, open view that can be obtained in an easterly direction. The array will contrast with the relatively remote nature of this section of coastline. However, it should be noted that it is a view that is not devoid of human influence. The eastern ferry slipway, plantation woodland, Kylerhea Minor Light and the electricity transmission lines that cross the channel are all visible. During summer months, when the ferry is in operation it can be a popular crossing point between the Isle of Skye and mainland Scotland, adding to the activity levels in the view. The Project will not fundamentally change the baseline conditions. The scale of the surrounding landform will help reduce the apparent size of the devices, this is reinforced by the elevation of the viewpoint and the scale of the view that can be obtained from this location. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. Lighting has not been assessed at this location. While it would be visible it is anticipated that very few people would experience this element of the Project. Overall, the magnitude of change at this viewpoint, caused by the Project will be **moderate**. Potential impacts: As the sensitivity of the receptors is **high**, the impact of the Project will be **major/moderate**. The nature of these impacts will be adverse. Significance: Significant ### Viewpoint 5: Ben Aslak | Associated Figures: | Figures 16.4.5a – 16.4.5f | |---------------------|----------------------------| | Grid Reference: | 177528, 819418 | | Distance and direction to Project (to closest device): | 1.9 km, north east | | Receptors and sensitivity: | Walkers (high) | **Description, nature and magnitude of change:** The viewpoint is positioned on the ridge that extends to the east of Ben Aslak. It was noted that there are no distinct routes to the summit of this hill. Although it is acknowledged that this represents a suitable viewpoint, it is anticipated that relatively few people visit this location. The proposed tidal array will be seen as a series of four structures extending above sea level. It is anticipated that the wake that will be created around each device will be discernible, but this will vary in different tidal sea conditions, with this feature being more visible during calmer conditions (but when the tide is flowing). The distance to the devices also means that the detail of the structures, including during periods of maintenance, will be less apparent than at other viewpoints. The installation phase will also be visible from this location. However, the installation and maintenance periods will be short in duration. The Project will be seen as part of the long distance, open view that can be obtained in a north easterly direction. The array will contrast with the relatively remote nature of this section of coastline. However, it should be noted that it is a view that is not devoid of human influence; the eastern ferry slipway, settlement of Kylterhea, plantation woodland, Kylterhea Minor Light and the electricity transmission lines that cross the channel are all visible. During summer months, when the ferry is in operation it can be a popular crossing point between the Isle of Skye and mainland Scotland, adding to the activity levels in the view. The Project will not fundamentally change the baseline conditions, adding a series of new elements within the channel. In addition, the scale of the surrounding landform will help reduce the apparent size of the structures and this is reinforced by the elevation of the viewpoint and the scale of the view that can be obtained from this location. The separation distance between The Project and the viewpoint will reduce its prominence in the view. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. Lighting has not been assessed at this location. While it would be visible it is anticipated that very few people would experience this element of the Project. Overall, the magnitude of change at this viewpoint, caused by the Project will be **moderate**. **Potential impacts:** As the sensitivity of the receptors is **high**, the impact of the Project will be **major/moderate**. The nature of these impacts will be adverse. **Significance:** Significant ### Viewpoint 6: Glenelg – War Memorial | Associated Figures: | Figures 16.4.6a – 16.4.6i | |---------------------|---------------------------| | Grid Reference: | 180967, 819177 | | Distance and direction to Project (to closest device): | 2.92km, north west | | Receptors and sensitivity: | Residents, visitors, road users (high) | **Description, nature and magnitude of change:** The viewpoint is positioned on the coastal edge in Glenelg at the War Memorial. The array will be seen as a series of four structures extending above sea level. It is anticipated that, at this distance, the wake associated with each device will not be discernable. The separation distance between the viewpoint and the Project will mean that the degree of detail that will be visible will be limited, including during periods of maintenance. While the installation phase will be visible, the prominence of this will also be limited due to the intervening distance. In addition, the installation and maintenance periods will be short in duration. The devices will be seen as part of the medium distance view that can be obtained in a north westerly direction. The array will contrast with the relatively undeveloped nature of the coastline. However, as the viewpoint is located within Glenelg there is human influence clearly visible in the immediate vicinity. The Project will form a relatively discrete element in the view, with the scale of the surrounding landform helping to reduce the apparent size of the structures. It will not fundamentally change the baseline conditions, adding a series of relatively small scale new elements to the view. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. At night the context of this location is dark, with few light sources (as illustrated by Figure 16.4.6g). There are occasional lights present in the view, associated with residential properties and a boat travelling through the left side of the photograph. Light sources are visible within Glenelg (residential properties), but these are beyond the field of view presented in the photograph. The devices would have navigation lights attached to them (as indicated in Figure 16.4.6h and i), but these would be relatively discrete elements likely to be no more prominent than the lights associated with residential properties. Overall, the magnitude of change at this viewpoint, caused by the Project will be **slight**. **Potential impacts:** As the sensitivity of the receptors is **high**, the impact of the Project will be **moderate**. The nature of these impacts will be adverse. **Significance:** Not significant ### Viewpoint 7: Road to Corran/Arnisdale | Associated Figures: | Figures 16.4.7a – 16.4.7e | |---------------------|----------------------------| | Grid Reference: | 179614, 817154 | | Distance and direction to Project (to closest device): | 4.27km, north | | Receptors and sensitivity: | Road users (high) | **Description, nature and magnitude of change:** The viewpoint is positioned just off the road that links Glenelg and Corran/Arnisdale. It represents one of very few open views in a northerly direction from this road, as these are typically restricted or prevented by intervening woodland. However, it is acknowledged that extensive felling of the forestry in this area is taking place, which could open up more views in the future. The sensitivity of receptor is defined as being high as it is noted that people travel along the road to appreciate the scenery. The array will be seen as a series of four structures extending above sea level. It is anticipated that, at this distance, the wake associated with each Device will not be discernable. The separation distance between the viewpoint and the Project will mean that the degree of detail that will be visible will be limited, including during periods of maintenance. While the installation phase will be visible, the prominence of this will also be limited due to the intervening distance. In addition, the installation and maintenance periods will be short in duration. The devices will be seen as part of the long distance view that can be obtained in a northerly direction. The array will contrast with the relatively undeveloped nature of the coastline. Human influence is visible throughout the view e.g. residential development and forestry plantations. The Project will form a relatively discrete element in the view, depending on the light and weather conditions. The scale of the surrounding landform would also reduce the apparent size of the structures. It will not fundamentally change the baseline conditions, but will add a series of relatively small scale new elements to the view. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. Lighting has not been assessed at this location. While it would be visible the viewpoint represents a very intermittent view that would only be experienced by road users. In addition, at this distance the lighting is expected to form a discrete element likely to be no more prominent than the lights associated with residential properties. Overall, the magnitude of change at this viewpoint, caused by the Project will be **negligible**. **Potential impacts:** As the sensitivity of the receptors is **high** the impact of the Project will be **moderate/minor**. The nature of these impacts will be adverse. **Significance:** Not significant ### Viewpoint 8: Reraig | Associated Figures: | Figures 16.4.8a – 16.4.8f | |---------------------|----------------------------| | Grid Reference: | 181396, 827133 | | Distance and direction to Project (to closest device): | 6.01km, south west | | Receptors and sensitivity: | Residents (high), visitors (high) road users (medium) | **Description, nature and magnitude of change:** The viewpoint is positioned on the A87 at Reraig, to the north of Loch Alsh. It is beyond the 5km study area, but it is included in the assessment because the A87 comprises the closest primary road and is the main route to/from the Isle of Skye. The array will be seen as a series of four structures extending above sea level. However, at this the wake and detail associated with each device will barely be discernable (including during periods of maintenance). While the installation phase will be visible, the prominence of this will also be limited due to the intervening distance. In addition, the installation and maintenance periods will be short in duration. The devices will be seen as part of the long distance view that can be obtained in a south westerly direction. The tidal array will contrast with the relatively undeveloped nature of the coastline. However, human influence is visible within the view, and more noticeably at the viewpoint itself. The Project will form a relatively discrete element in the view, with the intervening distance and scale of the surrounding landform reducing the apparent size of the structures. It will not fundamentally change the baseline conditions, adding a series of relatively small scale new elements to the view. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. At night the context of this location is dark, with few light sources (as illustrated by Figure 16.4.6f). There are occasional small lights present in the view. Far more noticeable are the lights at the viewpoint itself, but these are beyond the field of view presented in the photograph. The devices would have navigation lights attached to them, but these would be relatively discrete elements particularly compared with the lights at the viewpoint. Overall, the magnitude of change at this viewpoint, caused by the Project will be **negligible**. **Potential impacts:** As the sensitivity of the receptors is **high** (residents and visitors) and **medium** (road users) the impact of the Project will be **moderate/minor** or **minor**. The nature of these impacts will be adverse. **Significance:** Not significant | Viewpoint 9: Meall Buidhe | |--------------------------| | **Associated Figures:** | Figures 16.4.9a – 16.4.9e | | **Grid Reference:** | 180596, 814534 | | **Distance and direction to Project (to closest device):** | 7.02km, north | | **Receptors and sensitivity:** | Walkers (high) | **Description, nature and magnitude of change:** The viewpoint is positioned on Meall Buidhe, a hill on the northern edge of the Knoydart National Scenic Area. It was noted that there are no distinct routes (after forest tracks) to the summit of this hill. The array will be seen as a series of four devices extending above sea level. However, at this distance the wake and detail associated with each device will barely be discernable (including during periods of maintenance). While the installation phase will be visible, the prominence of this will also be limited due to the intervening distance. In addition, the installation and maintenance periods will be short in duration. The devices will be seen as part of the long distance view that can be obtained in a northerly direction. The array will contrast with the relatively undeveloped nature of the coastline. The Project will form a relatively discrete element in the view, with the scale of the surrounding landform and intervening distance reducing the apparent size of the structures. It will not fundamentally change the baseline conditions, adding a series of relatively small scale new elements to the view. While these changes will be long term, they will not be permanent. On decommissioning, the visual change at this location will be reversible. Lighting has not been assessed at this location. While it would be visible it is anticipated that very few people would experience this element of the Project. Overall, the magnitude of change at this viewpoint, caused by the Project will be **negligible**. **Potential impacts:** As the sensitivity of the receptor is **high** (walkers) the impact of the Project will be **moderate/minor**. The nature of these impacts will be adverse. **Significance:** Not significant Potential impacts during decommissioning 16.4.57 The decommissioning phase would comprise a partial reversal of the installation phase, noting that certain elements are likely to remain *in situ* e.g. the underground cable and device foundations. There will be an impact related to the presence of working vessels associated with Project during decommissioning. However, any potential impacts associated with this phase will be the short term and temporary. In addition, this phase will involve the removal of the key visible components of the project, reversing the seascape, landscape and visual impact associated with the operational phase. 16.4.58 Overall, due to the factors outlined above, it is anticipated that the direct impacts would not be significant. Potential cumulative / in-combination impacts 16.4.59 The Project will add to the existing development in this part of Scotland. Although the Project will be located within a relatively remote, undeveloped and rural context, it will not sit as an isolated example of human activity, it will be seen in the context of forestry plantation, electricity transmission lines, the ferry crossing, roads, settlements/residential properties and vessels travelling through Kyle Rhea. No other proposed developments likely to give rise to cumulative impacts have been identified during the course of the assessment, including discussions with consultees. Mitigation measures 16.4.60 Mitigation measures in relation to this assessment comprise those measures that are already incorporated in the proposed development, together with those that could offer further mitigation, should it be possible to consider them later in the design process. The incorporated mitigation comprises aspects of onshore elements/operations. The further mitigation that may be possible to incorporate at a later date includes aspects of the detailed design of the devices e.g. colouring and lighting, however these are largely constrained by shipping and navigation requirements (see Chapter 17). 16.4.61 The directional drilling element of the Project will be short term and temporary works. Reinstatement of the ground will be carried out to ensure any direct impacts are reversed and mitigated e.g. vegetation reinstated where areas of hardstanding is removed (incorporated mitigation). 16.4.62 Careful design of the substation, including the materials used in its construction and/or the reuse of an existing building would reduce any associated visual impacts. The location within the FC land is in a visually discrete place, set at the edge of plantation woodland. The substation would still be seen by people walking the FC track (route to the otter hide). The replacement of the existing structures with a new single structure would further help to reduce the potential visual impacts associated with this element. The alternative option, placing the substation within an existing building at the ferry slipway would result in no obvious changes to the current baseline. 16.4.63 It may also be possible to provide further measures to mitigate potential seascape/landscape and visual impacts associated with the devices. These would be defined through further consultation and would influence the detailed design of the devices where possible. As certain specific details of the Project have not been fully defined e.g. requirement for the colouring of the devices, this assessment is based on a realistic worst case scenario. 16.4.64 Alterations to the colouring, height and lighting of the devices could reduce the potential impact. Darker colouring than the yellow assumed for the purpose of this assessment would make the proposed structures more recessive. However, the colouring requirements will be largely defined through navigation requirements and safety (with consultation with the Northern Lighthouse Board and Maritime and Coastguard Agency. The height of the devices used in the assessment is anticipated to comprise a worst case and may be less. Reducing the lighting requirements (or limiting the areas from which they would be seen through design or the use of shields) could also help to mitigate the potential impact. Again, these measures involve judgements around safety and any decision would have to be informed through consultation with the relevant navigation consultees. 16.4.65 Education about the Project may increase its acceptance. The ferry crossing points and/or elevated locations such as the car park near the otter hide will offer good opportunities to view the Project. Sea Generation (Kyle Rhea) Ltd. will seek to support opportunities for visitor education. 16.5 Summary of impacts 16.5.1 This assessment has examined the potential impacts of the Project on seascape, landscape and visual amenity within the study area (and beyond). The SLVIA has considered the potential direct impacts on the seascape and the potential impacts on the perception of seascape and landscape character. The assessment has also considered the potential impacts of the Project on visual amenity for a range of sensitive receptors. 16.5.2 The seascape/landscape setting of the Project is that of a dramatic and relatively remote coastline. However it is not recognised for its scenic beauty through any national or local designations. There is a range of potential visual receptors located within the surrounding area, including residents, road users, ferry users and people engaged in both land and sea based recreation. Impacts on the Landscape Resource 16.5.3 The perception of direct impacts on the fabric of the seascape will be limited. The devices will be attached to foundations secured to the seabed. The devices would be removed on decommissioning. While it may not be possible to remove all the elements of the Project, all visible components will be removed and the visual characteristics of the seascape will revert to pre-development conditions. There will be some impacts on the fabric of the seascape and landscape resulting from the installation of the cable connection; these impacts will be short term changes during the installation phase. The substation would be the most conspicuous land based element of the Project, but this would be located in a relatively discrete area on the edge of plantation woodland (option 1) or in an existing building (option 2) and may replace existing structures. Impacts on landscape resource will be minor and, in the context of this assessment, not significant. 16.5.4 The array will be seen throughout the surrounding area, and has the potential to affect the perception of seascape and landscape character. The sense of remoteness and tranquillity of this area accentuates its sensitivity. In addition Kyle Rhea, and the association between the Isle of Skye and mainland Scotland, is a key aspect of local and regional character. However, this is offset by the large scale of the landscape compared with the Project, together with the largely reversible nature of the development. 16.5.5 Overall, the SLVIA has identified that there will be some adverse impacts as result of the Project, but in most cases these are not predicted to be significant. There are predicted to be some locally significant impacts in relation to the Kyle Rhea coastal character area. However, beyond this the predicted impacts on seascape/landscape character are not predicted to be significant. In addition, the assessment is based on certain aspects that represent a perceived realistic worst case scenario, which for many parameters, height, colour etc., will be conservative. As a result the Project when built may have impacts of less significance than has been assumed in this chapter. Impacts on Visual Amenity 16.5.6 The scale and nature of the Project compared with the receiving environment means that there will be some adverse impacts on visual amenity. These potential impacts will be mitigated by the restricted potential visibility and scale of the Project, together with reversible characteristics of the Project. 16.5.7 The key visual receptors that will be able to view the Project at relatively close range include residents of individual properties, ferry users, walkers and visitors to the otter hide. Notably all viewpoints where significant impacts are predicted are all within 2km and positioned adjacent to, or on landform adjacent to (or in close proximity to), Kyle Rhea. The key visual receptors are likely to be those at low elevation e.g. residents, ferry/road users and visitors to the otter hide. While it is acknowledged that there will be potential views from the hillsides above Kyle Rhea, these are unlikely to be experienced by many people. It is predicted that the introduction of the array could have some significant effects on these receptors. The Project will be decommissioned after 25 years and the devices and substation removed, reversing the potential impacts. 16.6 References Marine Current Turbines (2010) Installation of tidal turbine array at Kyle Rhea, Scotland – Scoping Report. Available at: http://www.seagenkylerhea.co.uk/files/MCTKyleRheaScopingReport.pdf Landscape Institute and Institute of Environmental Assessment (2002) Guidelines for Landscape and Visual Impact Assessment 2nd Edition Countryside Agency and Scottish Natural Heritage (2002) Landscape Character Assessment Guidelines for England and Scotland. Countryside Agency and Scottish Natural Heritage; Cheltenham and Edinburgh SNH (2008) Guidance on Landscape/Seascape Capacity for Aquaculture DTI (2005) Seascape and Visual Impact Assessment Guidance for Offshore Wind Farm Developers. DTI; London CCW (2001) Guide to Best Practice in Seascape Assessment. Brady Shipman Martin and University College Dublin; Dublin. University of Newcastle (2002) Visual Assessment of Wind Farms Best Practice, University of Newcastle (Commissioned by SNH) The Highland Council (January 2010) Visualisation Standards for Wind Energy Developments Horner + Maclennan and Envision (March 2006) Visual Representation of Wind Farms; Good Practice Guidance, Scottish Natural Heritage, The Scottish Renewables Forum and the Scottish Society of Directors of Planning Landscape Institute (2011) Photography and photomontage in landscape and visual impact assessment, Landscape Institute Advice Note 01/11 Faber Maunsell and Metoc Plc (2007) Scottish Marine Renewables SEA, Environmental Report Section C SEA Assessment: Chapter C19: Seascape Assessment, Scottish Executive The Highland Council, Highland Wide Local Development Plan, adopted 5th April 2012 The Highland Council (2010) Highland Coastal Development Strategy The Highland Council (2006) The Highland Renewable Energy Strategy and Planning Guidelines Aquatera (October 2005) Strategic Renewable Energy Resource Assessment for the Highland Area, The Highland Council The Highland Council, West Highlands and Islands Local Plan, adopted September 2010) Stanton, C. (1996) Skye and Lochalsh Landscape Assessment, Scottish Natural Heritage Review, No. 71 Horner and Maclennan with Mike Wood (June 2011) Assessment of Highland Special Landscape Areas, The Highland Council and SNH SNH (2005) An assessment of the sensitivity and capacity of the Scottish seascape in relation to windfarms 17.1 Introduction 17.1.1 This chapter of the Environmental Statement (ES) describes the current shipping and navigation activity within the proposed Kyle Rhea Tidal Array ('the Project') and associated study area. The impact of the potential interaction between the Project and vessel activity is assessed for the installation, operation (and maintenance) and decommissioning phases of the Project. Where appropriate, mitigation measures are proposed to ensure the identified effects are avoided, removed or minimised, where possible. Potential cumulative impacts are also considered. 17.1.2 More details of the baseline data collected and the assessment undertaken are provided in the Navigation Risk Assessment (Anatec, 2012) in Appendix 17.1. 17.1.3 This chapter has links with Chapter 15 Commercial Fishing, Chapter 22 Tourism and Recreation and Chapter 23 Military Activity. Study area 17.1.4 The wider study area considered for the shipping and navigation assessment included Kyle Rhea and extended to include navigational features to the north, in Kyle Akin, and to the south, in the Sound of Sleat, allowing Kyle Rhea to be placed into a wider context. Figure 17.1 shows the Array Boundary defined by Sea Generation (Kyle Rhea) and the cross section across Kyle Rhea used to carry out detailed traffic analysis. Overview of potential impacts 17.1.5 The main navigational effects of the Project are assessed as: - Obstruction to vessel navigation; and - Increased risk of vessel collision, between vessels and the devices (surface and subsea elements) and between vessels due to reduced sea room (the area available to shipping). Policy, legislation and guidance in relation to shipping and navigation 17.1.6 The assessment was carried out in accordance with the following primary guidance: - Maritime and Coastguard Agency (MCA) Marine Guidance Note (MGN) 371 (M+F) Offshore Renewable Energy Installations (OREIs). Guidance on UK Navigational Practice, Safety and Emergency Response Issues (MCA, 2008a); and - Department for Energy and Climate Change (DECC) Methodology for Assessing the Marine Navigational Safety Risks of Offshore Wind Farms (DTI, 2005). 17.1.7 Other relevant guidance and references used in the assessment included: - MCA Marine Guidance Note 372 (M+F) Offshore Renewable Energy Installations (OREIs). Guidance to Mariners Operating in the Vicinity of UK OREIs (MCA, 2008b); - DECC Guidance Notes on Safety Zones (DECC, 2011); - International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) Recommendation O-139 on the Marking of Man-Made Offshore Structures (IALA AISM, 2008); and - International Maritime Organisation (IMO), Guidelines for Formal Safety Assessment (FSA) For Use in the IMO Rule-Making Process MSC/Circ. 1023 and MEPC/Circ. 395 (IMO, 2002). 17.2 Methodology 17.2.1 The methodology was based on the MCA and DECC guidance listed above. The key elements are detailed below. **Consultation in relation to shipping and navigation** 17.2.2 A number of users of Kyle Rhea and other relevant bodies, including vessel operators, emergency services and national organisations have been consulted about the Project. A Hazard Review Workshop was also carried out with stakeholders, to identify and discuss potential hazards and associated risk control measures. Comments regarding navigation were also made within the Scoping Opinion. 17.2.3 Table 17.1 presents a summary of the key issues raised in the Scoping Opinion and in the consultation carried out as part of the Navigation Risk Assessment (NRA), with reference to the ES sections relevant to the specific comment. **Table 17.1: Summary of consultation relating to shipping and navigation** | Key issues raised | Response | |-----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | The NRA should be carried out in accordance with the guidance and methodology in Marine Guidance Note 371 (M). (Scoping Opinion – Scottish Ministers, Marine Scotland, MCA) | NRA carried out in accordance with MGN 371. Section 17.1 Introduction | | We do not agree with the subsequent assessment in Table 6.1 b for Shipping and Navigation. For installation we would consider the "disruption to search and rescue" as red with "increased journey time" and "collision with array as orange" (Scoping Opinion – MCA) | NRA Hazard Review Workshop has superseded the previous assessment. Section 17.4 Impact Assessment | | The 14 days March 2010 traffic survey provides an inaccurate representation of recreational traffic in Kyle Rhea, as many recreational vessels will remain laid up for the winter. It would be expected that an additional survey would be carried out during the high season of May to September in order to gauge the full extent of recreational vessel numbers. (Scoping Opinion – MCA, Royal Yachting Association (RYA) Scotland) | Summer data has been collected in June 2010. Section 17.3 Existing Environment | | The majority of summer recreational traffic is on passage north or south, to save time rounding Skye. More study of traffic patterns and examinations of the effect of currents on the passage of small craft is required, taking into account the proposed siting of the devices. (Scoping Opinion – MCA, RYA Scotland) | Section 17.3 Existing Environment, Section 17.4 Impact Assessment | | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | Method Statement to form part of the Coast Protection Act (CPA) Application, and note that any devices deployed as part of the technology assessment, permanent installation and eventual decommissioning will require careful planning to minimise the hazards posed by permanent moorings, or temporary moorings deployed during any installation and decommissioning activities. (Scoping Opinion – Northern Lighthouse Board (NLB)) | Section 17.4 Impact Assessment | | Cable route to shore to be given separate comment within the NRA. UK Hydrographic Office (UKHO) to be informed of the route and landfall location in order that Admiralty Charts are updated. (Scoping Opinion – NLB) | Section 17.4 Impact Assessment | | The ES should address the RYA’s concerns regarding recreational boating and offshore energy developments which are included in their position statement. (Scoping Opinion – RYA Scotland) | RYA Scotland has been consulted during the NRA. Section 17.4 Impact Assessment | | The ES should take into account and represent Geographical Information System (GIS) data from the UK Coastal Atlas of Recreational Boating. (Scoping Opinion – RYA Scotland) | Section 17.3 Existing Environment | | Devices will pose collision risk to transiting vessels. (Scoping Opinion – RYA Scotland, Scottish Ministers. NRA Consultation – Clyde Cruising Club (CCC), Cruising Association (CA), Ferguson Transport, Gordonstoun School, Master of Hebridean Princess, Kyle Harbour, Lochalsh Fisherman’s Association, Mallaig Harbour Authority, Mallaig Marine, Marine Harvest, NLB, Royal National Lifeboat Association (RNLI) Mallaig, RYA Scotland, Skye Ferry) | Collision risk hazards covered in Section 17.4 Impact Assessment | | Under-water clearance of subsea rotors. (Scoping Opinion – MCA, RYA Scotland, Scottish Ministers. NRA Consultation – Clyde Cruising Club (CCC), Cruising Association (CA), Ferguson Transport, Master of Hebridean Princess, Kyle Harbour, Lochalsh Fisherman’s Association, Mallaig Harbour Authority, Mallaig Marine, Marine Harvest, NLB, Royal National Lifeboat Association (RNLI) Mallaig, RYA Scotland, Skye Ferry) | Section 17.3 Existing Environment, Section 17.4 Impact Assessment | | Loss of navigable sea room and re-routeing within Kyle Rhea or west of Skye. (NRA Consultation – CCC, CA, Gordonstoun School, Ferguson Transport, Marine Harvest, Master of Hebridean Princess, Kyle Harbour, Lochalsh Fisherman’s Association, Mallaig Harbour Authority, Mallaig Marine, NLB, RYA Scotland, Scottish Ministers, Skye Ferry) | Section 17.4 Impact Assessment | | Risk management and emergency response. (Scoping Opinion – RYA Scotland, Scottish Ministers. NRA Consultation – CCC, CA, Master of Hebridean Princess, Kyle Harbour, Lochalsh Fisherman’s Association, Mallaig Marine, NLB, RNLI Kyle of Lochalsh, RNLI Mallaig, RYA Scotland, Skye Ferry) | Section 17.4 Impact Assessment | ### Key issues raised | Marking and lighting, e.g. impact on existing leading light at Kyle Rhea Lighthouse. (Scoping Opinion – NLB, RYA Scotland, Scottish Ministers. NRA Consultation – Mallaig Harbour Authority, Marine Harvest, NLB, RNLI Mallaig, RYA Scotland, Skye Ferry) | NLB have been consulted on this issue. Section 17.4 Impact Assessment | | --- | --- | | Weather / sea state (influence on navigation) (NRA Consultation - CCC, Ferguson Transport, Lochalsh Fisherman’s Association, Master of Hebridean Princess, Kyle Harbour, Mallaig Harbour Authority, Mallaig Marine, Marine Harvest, RNLI Mallaig, RYA Scotland, NLB, Skye Ferry) | Section 17.4 Impact Assessment | ### Data collection #### 17.2.4 The main data sources used to identify the baseline navigational features and activity in Kyle Rhea are presented in Table 17.2. **Table 17.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | | --- | --- | --- | --- | | Admiralty Charts | 2540 – Loch Alsh and Approaches 2540 2 – Kyle Rhea | UKHO | 2012 | | Admiralty Sailing Directions NP66 West Coast of Scotland | West coast of Scotland from Mull of Galloway to Cape Wrath including the Hebrides and off-lying islands | UKHO | 2011 | | Automatic Information System (AIS) and radar data, supplemented with visual observations | Kyle Rhea | Marico Marine | 2010 | | Fishing vessel surveillance sightings GIS data | International Council for the Exploration of the Sea (ICES) Subsquares 43E4/1 and 43E4/3 | Marine Scotland Compliance | 2011 | | Fishing vessel surveillance satellite data in digital image format | International Council for the Exploration of the Sea (ICES) Subsquares 43E4/1 and 43E4/3 | Marine Scotland Compliance | 2011 | | RNLI maritime incident GIS data | Within 5nm of Project | RNLI | 2011 | | Marine Accident Investigation Branch (MAIB) | Within 5nm of Project | MAIB | 2011 | | UK Coastal Atlas of Recreational Activity and GIS data | Kyle Rhea and surrounding area | RYA and CA | 2009 | | Clyde Cruising Club Sailing Directions and Anchorages | Ardnamurchan to Cape Wrath | Clyde Cruising Club Publications Ltd. | 2011 | | The Cruising Almanac | Shetland Islands to Gibraltar – West Ireland to Southwest Baltic | Imray Laurie Norrie & Wilson | 2012 | Impact assessment 17.2.5 The shipping and navigation impacts assessment methodology follows the IMO’s Formal Safety Assessment (FSA) process and the DECC / MCA Guidelines. 17.2.6 A Hazard Review Workshop was carried out to identify and review the potential navigational hazards associated with the Project. Stakeholders representing the various types of vessel activity and emergency response organisations in the area were invited to ensure the review took into account local factors and benefitted from local knowledge and experience. Hazards (impacts) have been categorised using the frequency (likelihood of impact occurring) and consequence (expected outcome of the impact occurring) categories in Table 17.3 and Table 17.4. Table 17.3: Frequency bands | Rank | Description | Definition | |------|----------------------|-----------------------------------| | 1 | Negligible | < 1 occurrence per 10,000 years | | 2 | Extremely Unlikely | 1 per 100 to 10,000 years | | 3 | Remote | 1 per 10 to 100 years | | 4 | Reasonably Probable | 1 per 1 to 10 years | | 5 | Frequent | Yearly | Table 17.4: Consequence bands | Rank | Description | Definition | |------|-------------|---------------------------------| | 1 | Negligible | No injury | | 2 | Minor | Slight injury(s) | | 3 | Moderate | Multiple moderate or single serious injury | | 4 | Serious | Serious injury or single fatality | | 5 | Major | Multiple fatalities | 17.2.7 The frequency and consequence scores are multiplied together to obtain an overall ranking which determined the hazard’s position within the risk matrix shown in Table 17.5. Table 17.5: Risk matrix (definitions provide below) | Consequence | Negligible | Extremely Unlikely | Remote | Reasonably Probable | Frequent | |-------------|------------|--------------------|--------|---------------------|---------| | Major | Moderate | Moderate | High | High | High | | Serious | Low | Moderate | Moderate | High | High | | Moderate | Low | Low | Moderate | Moderate | High | | Minor | Low | Low | Low | Moderate | Moderate | | Negligible | Low | Low | Low | Low | Moderate | Broadly Acceptable Region (Low Risk) Generally regarded as insignificant and adequately controlled. Nonetheless, the Law still requires further risk reductions if it is reasonably practicable. However, at these levels the opportunity for further risk reduction is much more limited. Tolerable Region (Moderate Risk) Typical of the risks from activities which people are prepared to tolerate to secure benefits. There is however an expectation that such risks are properly assessed, appropriate control measures are in place, residual risks are ALARP (As Low As Reasonably Practicable) and that risks are periodically reviewed to see if further controls are appropriate. Unacceptable Region (High Risk) Generally regarded as unacceptable whatever the level of benefit associated with the activity. 17.2.8 Selected hazards were also subject to quantitative collision risk modelling. All the quantified risk assessments were carried out using Anatec’s COLLRISK software which conforms to the DECC guidance. Full details on the approach taken are provided in the NRA (Anatec, 2012). 17.3 Existing environment 17.3.1 Description of the existing environment presents an assessment of the existing navigational features and shipping activity recorded within Kyle Rhea. Navigational features 17.3.2 Kyle Rhea separates the east coast of the Isle of Skye from the mainland of Scotland. The minimum width of the channel at any potential device location is 550m between landfalls (440m between the charted 5m contours) at the indicative location of Device 1 (see Figure 17.1). This compares to 420m between landfalls (260m between 5m contours) at the narrowest part of the channel. The Kyle is approximately 2nm (4km) long and connects the Sound of Sleat with Loch Alsh, forming part of an inshore traffic route along the west coast of Scotland, as described in the Admiralty Sailing Directions (UKHO, 2011). This route is recommended only for small vessels, due to the limiting conditions that the Skye Bridge imposes in Kyle Akin. 17.3.1 The main aid to navigation within Kyle Rhea is the Kyle Rhea Sector Light, a white tower 7m high. This is a three-colour directional sector light designed to keep vessels in the centre of the channel, indicated by the white ('safe') sector. At present, three of the four proposed device locations are within the current white sector of this light, as shown in Figure 17.2. The southernmost device is in the red sector to the west of the white sector. (Note, as part of the mitigation plan the sector light would be changed and/or additional lighting introduced based on NLB guidance). 17.3.2 The Admiralty Sailing Directions state that while waiting for a favourable tidal stream, mariners may obtain anchorage at the south end of the Kyle, in Bàgh Dùnan Ruadh and, for small vessels, in Glenelg Bay and Bernera Bay. At the north end of Kyle Rhea, anchorages suitable for coasters\(^{41}\) may be obtained off Rubha Buidhe and in Balmacara Bay. It also states that it is not advisable to proceed through Kyle Rhea at night without local knowledge. 17.3.3 There are charted cables spanning the north end of the Sound of Sleat, approximately 1,880m south of the Project study area. In Kyle Rhea itself, approximately 950m north of the study area, there is an overhead power cable with pylons, which has 60m safe vertical clearance above Height Datum. To the north, in Kyle Akin, there are a number of submarine cable areas and submarine power cables. The Skye Bridge, with a vertical clearance of 29m and navigable width of 80m, spans the west entrance to Kyle Akin. **Metocean data** 17.3.4 Admiralty Sailing Directions provide a detailed description of the tides, eddies and overfalls in the area, and notes that the strong tidal streams may at times constitute a hazard to vessels on passage through the Kyle. Tidal stream data for the area are presented in Chapter 5. 17.3.5 For the modelling of under keel clearance of the device rotors, tidal and wave height data were analysed. Waves in the area are locally generated and ocean swell is negligible and on an annual basis, the probability of the significant wave height exceeding 0.5m is 1.3%. The 100-year extreme significant wave height was estimated to be 1.3m. Tidal data analysis indicated that 96% of the time the tidal height is at least 1m above LAT, 77% of the time it is at least 2m above LAT with mean sea level being 3m above LAT. **Survey data analysis (overview)** 17.3.6 The baseline maritime traffic survey (Appendix 17.1) for the Project comprised of 35 days of data, collected using radar, AIS and visual observations (Marico Marine, 2010). This was made up of 15 days winter data (Feb / Mar 2010) and 20 days summer data (Jun 2010). 17.3.7 During the winter period, there was an average of five to six vessels per day tracked by the survey. In the summer period, this increased to an average of 23 vessels per day. This difference was mainly due to increased recreational vessel activity in the summer period, as illustrated by the vessel type distribution presented in Figure 17.3. \(^{41}\) Coastal trading vessels with generally shallow draughts. 17.3.8 In the winter period, fishing vessels (including fish farm support vessels), made the majority of transits, an average of three per day. This was fairly consistent in the summer period, with an average of four per day. 17.3.9 Figure 17.4 and Figure 17.5 present an overview of the vessel tracks observed during the winter and summer periods, thematically mapped by vessel type. More detailed plots of the tracks in the vicinity of the device locations, which were observed to be crossing the gate at Kyle Rhea, are presented in Figure 17.6 and Figure 17.7. 17.3.10 In terms of vessel size, a large proportion of vessels tracked on radar were unspecified. However, excluding these, the average vessel length was 31.4m and the longest vessel was the passenger ferry *Sea Discoverer* at 91m. 17.3.11 Draught information was only available for a minority of vessels. A combined plot of the transiting traffic, thematically mapped by draught, is presented in Figure 17.8. The majority of vessels did not broadcast draught information. These were mainly recreational vessels and local fishing vessels which typically have draughts below 3m. Deeper draughts were associated with fish farm vessels and merchant / passenger vessels. The deepest draught vessel was the 87m long general cargo vessel *Alholmens*, with a draught of 6m, bound for Finland. **Kyle Rhea ferry** 17.3.12 A ro-ro ferry service operates between Glenelg on the mainland and Kylerhea on the Isle of Skye. The *Glenachulish* manually operated turntable ferry runs daily from Easter to mid-October. Sailings are every twenty minutes, or as required, from 10:00 to 18:00 (April / May / October) and 10:00 to 19:00 (June / July / August). 17.3.13 The ferry route is only 500m long and, therefore, the radar equipment during the survey was unable to track and identify the target before it had completed the crossing. However, based on visual observations during the survey, the ferry was not seen to deviate from the rhumb line (the straight line between the ferry landing points) route, such that it would interact with the nearest device location 160m to the north. Consultation with the ferry company indicated they may transit as far north as the devices in extreme flood tides, but this would be rare and could be managed. 17.3.14 The design draught of the ferry is approximately 1.3m and therefore it is not capable of interacting with the subsea rotors. **Fishing vessel activity analysis** 17.3.15 During the combined 35 day survey period, there were 63 transits by fish farm support vessels and 74 by traditional fishing vessels. All of the tracks recorded are presented in Figure 17.9. Fishing vessels tracked more than five times include *Helen Bruce* and *Mairead M*, which use creels, and *Our Catherine*, a bottom ‘otter trawler’. All fishing vessels were transiting the site and not fishing. 17.3.16 Sightings data based on over-flights and patrols were obtained from Marine Scotland Compliance and analysed for the period 2007 to 2011. No vessels were tracked within Kyle Rhea. Vessel monitoring system (VMS) data were also obtained from Marine Scotland Compliance for 2010-11. This data covers UK-registered fishing vessels of 15m length and over, with position reports received every two hours on average. This showed a number of vessel positions in the area, those vessels in the immediate vicinity of the Project appeared to be steaming on passage rather than fishing. 17.3.17 Local consultation indicated no commercial fishing in the immediate vicinity of the Project. This agrees with the commercial fisheries work reported in Chapter 15. There is no aquaculture in Kyle Rhea but fish farm well boats (vessels which contain vats of water in which to transport live fish prior to harvest) do transit when heading north or south, as identified in the survey. Transits are also made by vessels towing fish cages of up to 50m wide. It is estimated from consultation that approximately 40 of these tows are made per year. **Recreational vessel activity analysis** 17.3.18 The tracks of recreational vessels recorded during the combined summer and winter period are presented in Figure 17.10. There were 278 transits of Kyle Rhea during the traffic survey, with all but two of these occurring during the summer period. 17.3.19 The RYA Coastal Atlas data indicates that Kyle Rhea is a General Sailing Area and also a heavy-use\(^{42}\) cruising route. The closest marina is in Kyleakin on the Isle of Skye. **Concurrency analysis** 17.3.20 Concurrency analysis was carried out of the winter and summer data to identify any periods when two or more vessels were in Kyle Rhea (1km section containing the devices) in the same 5-minute interval. The results are graphed in Figure 17.11. \(^{42}\) Recreational boating, both under sail and power, is highly seasonal and highly diurnal. A heavy use route is classified by the RYA as a very popular route on which a minimum of 6 or more recreational vessels will probably be seen at all times during summer daylight hours. Figure 17.11: Winter and summer concurrency analysis results 17.3.21 It can be seen that there is more likelihood of two or more vessels transiting during summer than winter, although the probability is still relatively low (1.8% in summer versus 0.02% in winter). In the majority of cases with two or more vessels using Kyle Rhea, they were heading in the same direction. **Tidal Influences** 17.3.22 By cross-referencing the times of transits from the survey data with the tidal state, it was found that 68% of vessels transited with the tidal stream, 11% transited at around slack water and 21% transited against the tidal stream. Further analysis indicated that the vessels making passage against the tidal stream tend to use the back eddies (particularly local vessels using the eastern side) or transited when the tidal stream had not built up to maximum velocity. It was also found that fish farm vessels tended to run to a timetable rather than time their passages through Kyle Rhea with the tidal stream, i.e., these vessels have sufficient engine power to transit against the tide. 17.3.23 Detailed analysis of selected tracks recorded on AIS (i.e., larger vessels) showed that vessels tended always to be set to the west whether making passage either to the north or to the south or when the tidal stream is with them or against. Some vessels were set markedly to the west in the narrows, crossing into the red sector of the Kyle Rhea sector light, i.e. indicating the vessel is off the centreline in the direction of shallow water. **Maritime incidents** 17.3.24 Maritime incidents recorded by the MAIB and RNLI, within 5nm of the Study Area, between 2001 and 2010, have been analysed (some were recorded by both sources). The majority of incidents were found to have occurred to the north, in Kyle Akin and Loch Alsh. 17.3.25 MAIB incident locations in Kyle Rhea are presented in Figure 17.12, thematically mapped, by cause. (Note, the ‘contact’ incident was logged as occurring on land according to the coordinates provided by the MAIB. This has been corrected using the RNLI coordinates for this incident.) 17.3.26 RNLI incident locations, thematically mapped by casualty type, are presented in Figure 17.13. Most responses in the area were by the Kyle of Lochalsh Inshore Lifeboat (ILB) although the larger Mallaig All-Weather Lifeboat (ALB) responded to one incident involving the ferry. 17.3.27 Further details of the incidents are provided in the NRA (Appendix 17.1). In general the baseline level of incidents and accidents in Kyle Rhea is relatively low, taking into account the strong tidal flows and relatively high vessel density, particularly in summer. Consultation indicated that, although vessels can have difficulties controlling their heading in Kyle Rhea, the tide tends to push them through the centre of the channel, avoiding the rocks and reefs near the shoreline. No fatalities were recorded in any incidents. **Search and rescue** 17.3.28 A review of the assets in the Project area identified that the closest Search and Rescue (SAR) helicopter base is located at Stornoway, approximately 62nm north-northwest of Kyle Rhea. This base is operated by Her Majesty’s Coastguard (HMCG) and has Sikorsky S92 helicopters capable of travelling up to 165 knots and a range of 539nm. One helicopter is available at 15 minutes readiness between 0800 and 2200 hours. Between 2200 and 0800 hours, one helicopter is held at 45 minutes readiness. Up to 22 persons can be carried, however, this is dependent on weather conditions and the distance of the incident from the helicopter’s operating base. All SAR helicopters are equipped with VHF (Marine and Air Band), UHF and HF radios. They are also capable of homing to all international distress frequencies. 17.3.29 The RNLI has stations at Kyle of Lochalsh and Mallaig. From the RNLI incident review it was identified that the majority of incidents at Kyle Rhea were responded to by Kyle of Lochalsh RNLI, which is the closer station (approximately 15 minutes for inshore lifeboat to reach the site). However, incidents involving larger vessels would be responded to by Mallaig, which has a more powerful, all-weather lifeboat (approximately 30 minutes to reach the site). 17.3.30 Lifeboats may also transit Kyle Rhea on occasion, either north or south, when responding to other incidents or when carrying out exercises. From this point of view they can be considered as high-powered transiting vessels, as discussed below. ### 17.4 Impact assessment **Do nothing scenario** 17.4.1 Section 17.3 details the baseline level of vessel activity within Kyle Rhea. In the do nothing scenario it is not expected that the present scenario will change significantly. Consultation identified that new facilities in western Scotland for fish farms and recreational sailing (e.g., Sail West funding) could lead to a potential increase in traffic levels. For recreational vessels it was suggested that this may just affect calling points along the coast rather than overall numbers. **Potential impacts during installation** 17.4.2 Installation will involve one of the following vessel types: jack-up barge, moored barge or a DP vessel. 17.4.3 In terms of navigation, a moored barge is considered to be the worst-case option as this would require a significant mooring spread of up to 8 anchors. 17.4.4 The foundations will be installed one year preceding the device installation. The most likely method for foundation installation utilises a subsea drilling template and subsea drill. 17.4.5 Installation of individual foundations could take up to 18 days per device, or an estimated total of three months for all four devices. Weather delays may extend this programme. Once the foundations are installed, there will be steel piles protruding 5-6m from the seabed. 17.4.6 Each device will require four days for installation, with just over two weeks required to install all four devices. 17.4.7 Marine operations are expected to run 24 hours per day. Foundation installation is planned for 2014 and devices will be installed the following year. Installation works will be subject to weather conditions. 17.4.8 It is recognised that impacts associated with the installation phase of the Project would be temporary. 17.4.9 Assessments were based upon the baseline analysis, outcomes from the Hazard Review Workshop and stakeholder consultation. The suggested mitigation will require further investigation in terms of practicability and cost to implement. 17.4.10 Full details on the assessments can be found in the NRA (Appendix 17.1) and the Hazard Review Appendix to the NRA. **Impact 1: Collision with work vessel** 17.4.11 The potential for a transiting or drifting vessel to collide with a work vessel or associated mooring line was assessed. 17.4.12 Based on the Hazard Review, it is estimated that the frequency of a transiting vessel collision with a work vessel without mitigation measures would be **reasonably probable**, with **serious** consequence and **unacceptable (high)** risk. 17.4.13 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below. | Impact 1: Suggested Mitigation | |-------------------------------| | 25. Minimise duration of installation activity. | | 26. Timing of activity to be off-season, with work in early spring, prior to the Skye ferry resuming operations in Easter. | | 27. Pilot vessel / escort boat system to guide vessels past mooring lines. | | 28. Support vessel(s) on site. | | 29. Appropriate marking and lighting to ensure visibility of working vessels. | | 30. Regular broadcasts on VHF Channel 16 from Stornoway Coastguard and intermediate broadcasts from working site. | | 31. Liaison with local RNLI stations. | | 32. Emergency Response Cooperation Plan (ERCoP) to be developed and agreed with the MCA prior to installation. | 17.4.14 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered the collision frequency would reduce to **remote**, consequence would reduce to **moderate** and residual impact would be **tolerable (moderate)**. **Impact 2: Increased risk to re-routed vessels** 17.4.15 This impact considers re-routing of vessels during installation work within Kyle Rhea due to the obstruction / hazard caused by work vessels and associated mooring lines. Two scenarios were considered: re-routing within Kyle Rhea and re-routing west of Skye. 17.4.16 Re-routing within Kyle Rhea, which is considered most likely, leads to a danger of routing too far away from the centre of the Kyle and grounding. Sea room would reduce from the present 440m (between 5m contours) to 250m (between the eastern 5m contour and the maximum extent of Device 2). The eastern shore is also known to be ‘dirty’, with rocks posing a grounding hazard. Potential mitigation could include marking a safe inshore passage for smaller vessels to follow. 17.4.17 Re-routing to the west of Skye would mean vessels taking a longer and more exposed route, which increases the risk of experiencing rougher sea conditions, as well as of encountering heavy traffic in The Minches. The increased voyage time leads to more exposure to maritime risk in general, as well as having commercial consequences in terms of time, fuel consumption and inconvenience to recreational users. Major re-routing to this extent is more likely for vessels with restricted manoeuvrability, such as towing cages, as well as any vessel whose Master considers it prudent to avoid Kyle Rhea in the anticipated conditions, e.g. strong spring tides. 17.4.18 Based on the Hazard Review, it is estimated that re-routing within Kyle Rhea, without mitigation measures, would create a hazard with reasonably probable frequency, moderate consequence and tolerable (moderate) risk. Re-routing west of Kyle Rhea would create a hazard with remote frequency, moderate consequence and tolerable (moderate) risk. 17.4.19 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: **Impact 2: Suggested Mitigation** 1. Distribution of information about devices, e.g. depiction on charts, to allow vessels to pre-plan voyage. 2. Marker buoys off eastern shore to indicate safe inshore passage. 3. Hydrographic data collected by project to be shared with MCA / UKHO to allow update of charts (currently based on lead-line surveys). 4. Minimise duration of installation activity. 5. Timing of activity to be off-season, with work in early spring, prior to the Skye ferry resuming operations in Easter. 6. Pilot vessel / escort boat. 7. Support vessel(s) on site. 8. Appropriate marking and lighting to ensure visibility of working vessels. 9. Regular broadcasts on VHF Channel 16 from Stornoway Coastguard and intermediate broadcasts from working site. 10. Improved VHF reception in the area. 11. Suitable guidance in Sailing Directions to assist mariners in timing their passage, where considered necessary, taking into account tide times and daylight hours. 17.4.20 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would reduce to remote, consequence would reduce to minor and residual impact would be broadly acceptable (low) for the re-routing scenario within Kyle Rhea. The frequency and consequence would remain the same for the scenario of re-routing west of Skye, leaving the residual impact as tolerable (moderate). **Impact 3: Working vessel in difficulty** 17.4.21 The impact of a working vessel getting into difficulty due to the tide or weather conditions was assessed. This hazard is under the control of Sea Generation (Kyle Rhea) Ltd, and is therefore not a direct third party impact. However, it could lead to an increase in potential for call-outs for the emergency services, such as the RNLI. 17.4.22 Based on the Hazard Review, it is estimated that without mitigation this would create a hazard with reasonably probable frequency, moderate consequence and tolerable (moderate) risk. 17.4.23 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: | Impact 3: Suggested Mitigation | |--------------------------------| | 1. Contractors vetted and audited prior to appointment to ensure they are suitably qualified and experienced for the purpose of the task and are reputable. | | 2. Industry standard operating and safety procedures / safety management systems, such as that specified within MGN 371, in place. | | 3. Support vessel(s) on site | | 4. Site personnel trained in first aid and offshore survival. | | 5. Personal protective equipment to be worn by all people working on site. | | 6. Timing of activities in suitable tides. | | 7. Weather forecasts and adverse weather working policy to be in place. | | 8. Temporarily suspend operations until more suitable conditions. | | 9. Liaison with local RNLI stations. | | 10. ERCoP to be developed and agreed with the MCA prior to installation. | 17.4.24 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would reduce to remote, with the residual impact remaining as tolerable (moderate) for working vessels in difficulty. **Potential impacts during the operation phase** 17.4.25 The impacts on shipping and navigation during the operational phase of the Project have been assessed. Assessments were based on the baseline data analysis, Hazard Review Workshop discussion, stakeholder consultation and collision risk modelling of selected hazards. **Impact 4: Transiting vessel collision with device** 17.4.26 A vessel transiting through Kyle Rhea may collide with either the tower or the underwater rotors while on passage. This impact has been divided into three scenarios to cover three types of vessel: sailing vessel, low-powered vessel and high-powered vessel. 17.4.27 Sailing vessels include a small minority of yachts that do not have auxiliary engines and therefore would be sailing under the influence of wind and tide. The draughts of these rare vessels are such that they are only likely to interact with the surface towers. However, it was identified during consultation that such sail-only vessel may feel that they no longer have the option to pass through Kyle Rhea due to the constricted space. 17.4.28 Based on the Hazard Review, it is estimated that without mitigation the frequency of a transiting sailing vessel collision with a Project device would be **reasonably probable**, with **major** consequence and **unacceptable (high)** risk. 17.4.29 Low-powered vessels include the majority of yachts as well as local fishing vessels and small merchant craft. These will have more control of their heading by using their engines but their course and speed over ground may still be significantly affected by the conditions in Kyle Rhea, especially if transiting during strong tides. 17.4.30 There is a low potential risk of collision with subsea rotors in certain wave and tidal conditions. 17.4.31 Collision of a low-powered transiting vessel with a device without mitigation was assessed to be **reasonably probable** frequency, with **major** consequence and **unacceptable (high)** risk. 17.4.32 More powerful vessels, such as fish farm well boats, were seen from the survey analysis to have more control over their course when transiting the channel. Consultation indicated less concern about the devices amongst these Vessel Masters, although their vessel draughts are such that interaction with subsea rotors is possible for a higher proportion of the time. 17.4.33 Collision of a high-powered transiting vessel with a device without mitigation was assessed to be **reasonably probable** frequency, with **serious** consequence and **unacceptable (high)** risk. 17.4.34 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below. ### Impact 4: Suggested Mitigation 1. The Project will be depicted on Admiralty Charts produced by UKHO with an associated note on the available underwater clearance. 2. Information about the devices will be distributed, e.g. liaison with local harbours, clubs and associations; Coastguard Maritime Safety Information broadcasts; Notices to Mariners; inclusion in Clyde Cruising Club Sailing Directions and other almanacs, etc. 3. Marking and lighting of the Project will be decided by NLB once they have reviewed the NRA and consulted on the appropriate scheme to ensure devices are conspicuous and / or to mark a safe passage. The existing leading light will need to be altered. 4. Fendering of towers (if practical) (a bumper surrounding the device to absorb the kinetic energy of a vessel in the event of a collision) could potentially mitigate the impact if a small vessel collided with a device. This would be effective only in a glancing collision with the device. 5. VHF broadcasts on Channel 16 by vessels prior to transit. Improved VHF reception in the area. 6. Traffic management / reporting system including VHF broadcasts on Channel 16 by vessels prior to transit to limit passage to single transits at a time (details of system to be agreed with MCA following assessment of options and Impact 4: Suggested Mitigation 7. Timing of passage to transit near slack water during daylight hours. 8. AIS as aid to navigation on device. 9. Dedicated guard vessel on station in the initial operating period (e.g. first year of installation). 10. ERCoP to be developed and agreed with the MCA prior to installation. 11. Regular liaison with local RNLI stations. 12. Broaden functionality of maintenance RIB to act as an emergency response vessel. 13. Marker buoys off eastern shore to indicate safe inshore passage. 14. Relocation of device 2 to the west (as far as practicable, subject to resource constraints). 17.4.35 Residual impact: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that for transiting sail-only vessel collision with Project device, the frequency would decrease to remote and consequence reduce to serious, making the residual impact tolerable (moderate). For low-powered transiting vessel collision with a Project device, the frequency would decrease to remote and consequence lessen to serious, with the residual impact being tolerable (moderate). For high-powered transiting vessel collision with Project device, the frequency would lessen to remote, the consequence would reduce to moderate and residual impact would become tolerable (moderate). 17.4.36 Separate to the workshop rankings using the semi-quantitative risk matrix, the risk of transiting vessel collision has been predicted using Anatec’s COLLRISK software. Inputs to the model included traffic levels by type/size based on the survey, device locations and dimensions, wave height and tidal data. The annual powered ship collision frequency with the devices was estimated to be 0.21 per year, corresponding to an average of one powered ship collision in 5 years. The majority of this frequency was associated with smaller vessels (i.e. low powered fishing and recreational vessels). In terms of point of impact, 98% of collisions were predicted to be with the surface towers, with only 2% associated with the subsea rotors. 17.4.37 The model assumes basic mitigation in the form of chart depiction, information circulation and marking and lighting of devices (measures 1-3 above). It does not take into account the effect of the enhanced mitigation measures suggested above, such as marker buoys off the eastern shore and timing of passages by certain vessels. It does not take into account the effect of the enhanced mitigation measures suggested at the workshop, such as marker buoys off the eastern shore (which would assist vessels keeping further east of the devices) and timing of passages by certain vessels (i.e., at or near slack water when tides are less likely to affect their planned course). These are anticipated to lower the collision frequency, in-line with the workshop review, although there is insufficient data to quantify the level of benefit. Impact 5: Drifting vessel collision with device 17.4.38 The impact of a powered vessel going adrift in the vicinity of the devices, being swept through Kyle Rhea under the influence of tide (and/or weather) and colliding with a device was assessed. The Skye ferry would have the most prolonged exposure to this hazard. In the recent past it has suffered engine failure but was able to anchor and rectify the problem. The ferry draught is approximately 1.3m so it will not be able to collide with the subsea rotors. 17.4.39 Other transiting vessels are typically in the area for only a few minutes per transit, therefore, have a lower exposure to this hazard. 17.4.40 Based on the Hazard Review, it is estimated that without mitigation the frequency of this impact would be remote, with serious consequence and tolerable (moderate) risk. 17.4.41 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: **Impact 5: Suggested Mitigation** 1. ERCoP to be developed and agreed with the MCA prior to installation. 2. Regular liaison with local RNLI stations. 3. Broaden functionality of maintenance RIB to act as an emergency response vessel. 4. Fendering of towers (if practical) could potentially mitigate the impact if a small vessel collided with a device. This would be effective only in a glancing collision with the device. 5. Devices designed to be accessible, e.g. with ladders for people and moorings for vessels. 6. Devices to provide first aid equipment onboard and means of raising alarm. 7. Relocation of device 2 to the west (as far as practicable, subject to resource constraints). 17.4.42 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would remain remote, consequence would reduce to moderate and residual impact would be tolerable (moderate) for drifting vessel collision with Project device. 17.4.43 Separate to the workshop rankings, the risk of a drifting vessel collision was also modelled using Anatec’s COLLRISK software. The annual drifting ship collision frequency with the devices was estimated to be 0.013 per year, corresponding to an average of one drifting ship collision in 79 years. Just over half the estimated collision frequency was associated with the Glenelg-Kylerhea ferry which spends the most time in the vicinity of the devices. The draught of the ferry (1.3m) is such that it is only capable of interacting with the surface towers. Taking into account all vessels, 98% of drifting collisions were estimated to be with surface towers, with only 2% associated with the subsea rotors. (The suggested workshop mitigation is mainly focused on reducing the consequences of a drifting collision which does not affect the model frequency result.) **Impact 6: Increase in vessel-to-vessel encounters / collisions** 17.4.44 The Project could impact vessel-to-vessel collision risk, due to reduced sea room in Kyle Rhea, making close encounters and therefore collisions more likely. This is particularly the case in a head-on encounter as opposed to an overtaking encounter. 17.4.45 The survey analysis and consultation indicated that encounters within Kyle Rhea are rare but they have been observed on occasion, especially in summer when recreational traffic is much busier. 17.4.46 Based on the Hazard Review, it is estimated that the frequency of this impact without mitigation would be reasonably probable, with serious consequence and unacceptable 17.4.47 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: **Impact 6: Suggested Mitigation** 1. VHF broadcasts on Channel 16 by vessels prior to transit. 2. Improved VHF reception in the area. 3. Traffic management / reporting system including VHF broadcasts on Channel 16 by vessels prior to transit to limit passage to single transits at a time. (details of system to be agreed with MCA following assessment of options and consideration of practicality and cost). 4. Marker buoys off eastern shore to indicate safe inshore passage. 5. Timing of passage to transit near slack water during daylight hours. 6. Relocation of device 2 to the west (as far as practicable, subject to resource constraints). 17.4.48 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would reduce to remote, bringing the residual impact to tolerable (moderate) for vessel-to-vessel encounter / collision. 17.4.49 As well as the workshop rankings, Anatec’s COLLRISK model was also used to separately predict the change in vessel-to-vessel collision risk within Kyle Rhea. The rate of collisions was estimated to increase from 1 in 103 years (baseline) to 1 in 102 years (following development). This is a relatively small change which reflects the low occurrence of vessel-to-vessel encounters in the area. 17.4.50 It is noted that the model is calibrated based on historical data, and takes into account traffic density and sea room, but it does not take into account the effect of strong tidal streams in Kyle Rhea. User feedback indicated this is a complicating factor, which increases the hazard of an encounter, Therefore, the model results should be treated with caution for this location. **Impact 7: Increased risk to re-routed vessels** 17.4.51 Re-routing of vessels due to the location of Project devices could lead to additional impacts. Two scenarios were considered: re-routing within Kyle Rhea and re-routing west of Kyle Rhea. 17.4.52 If re-routing within Kyle Rhea there is a danger of routing too far away from the central channel and increasing the risk of grounding. Re-routing west of Skye would entail vessels taking a longer and more exposed route through The Minches, increasing the risk of experiencing rougher sea conditions resulting in potential damage. The Minches experiences heavy vessel traffic. (See Impact 2 for more discussion.) 17.4.53 Based on the Hazard Review, it is estimated that re-routing within Kyle Rhea without mitigation would create a hazard with reasonably probable frequency, with moderate consequence and tolerable (moderate) risk. Re-routing west of Kyle Rhea would create a hazard with remote frequency, with moderate consequence and tolerable (moderate) risk. 17.4.54 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: Impact 7: Suggested Mitigation 1. Distribution of information about devices, e.g. depiction on charts, to allow vessels to pre-plan voyage. 2. Marker buoys off eastern shore to indicate safe inshore passage. 3. Hydrographic data collected by project to be shared with MCA / UKHO to allow update of charts (currently based on lead-line surveys). 4. Improved VHF reception in the area. 5. Timing of passage to transit near slack water during daylight hours. 6. Relocation of device 2 to the west (as far as practicable, subject to resource constraints). Residual impact: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would decrease to remote and residual impact would be tolerable (moderate) for re-routing within Kyle Rhea. The frequency and consequence would remain the same for the scenario of re-routing west of Skye, leaving the residual impact as tolerable (moderate). Impact 8: Loss of station of device or component If part of a device loses station, it could pose a risk to other vessels navigating through Kyle Rhea. Most components are negatively buoyant and therefore should sink rather than pose a floating hazard to passing vessels. A small object is likely to be swept through Kyle Rhea but then wash ashore. Devices will be engineered to withstand extreme tidal flows and are subject to third party verification. Component parts will be made negatively buoyant where possible and foundations would be piled. Regular maintenance visits would be carried out. A similar device has been trialled and tested at Strangford Lough for four years. Based on the Hazard Review, it is estimated that the frequency of this impact without mitigation would be remote, with minor consequence and broadly acceptable (low) risk. Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below: Impact 8: Suggested Mitigation 1. Supervisory Control and Data Acquisition (SCADA) should provide a prompt alert if part of a device loses station. 2. Component parts made negatively buoyant where possible. 3. Regular maintenance visits carried out. 4. ERCoP will have provisions for emergency response, such as informing the Coastguard who can broadcast warnings to vessels if required, and recovery of any debris. Residual impact: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered that the frequency would lessen to extremely unlikely and the residual impact would remain as broadly acceptable (low) for loss of station of device or component. Impact 9: Vessel collision with device when crossbeam raised for maintenance 17.4.61 The potential of a transiting or drifting vessel colliding with the crossbeam when raised out of the water for maintenance was assessed. This is expected to be a relatively infrequent occurrence (estimated at four times per year for scheduled maintenance). 17.4.62 Based on the Hazard Review, it is estimated that without mitigation the frequency of a vessel collision with a device during major maintenance (cross-beam raised) would be remote, with serious consequence and tolerable (moderate) risk. 17.4.63 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below. **Impact 9: Suggested Mitigation** 1. Marking and lighting of device, e.g. floodlights on top of tower to light up crossbeam and blades. 2. Planned maintenance to be carried out during neap tides when possible, so that exposed crossbeams are raised only when tides are weaker. 3. Regular broadcasts of warnings that the crossbeam is raised. 4. Advance notifications to local users, harbours, clubs and associations if works are to be of significant duration and/or overnight. 5. Improved VHF reception in the area. 6. Timing of passage to transit near slack water during daylight hours. 7. Support vessel(s) on site. 8. Marker buoys off eastern shore to indicate safe inshore passage. 9. Relocation of device 2 to the west (as far as practicable, subject to resource constraints). 17.4.64 **Residual impact**: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered the frequency would remain as remote and consequence would reduce to moderate, with the residual impact remaining as tolerable (moderate) for vessel collision with device when crossbeam raised. **Impact 10: Fishing gear or anchor interaction with subsea cables and rotors** 17.4.65 This hazard did not merit significant discussion or ranking at the Workshop. There is no commercial fishing identified in the vicinity of the array, and vessels are not expected to anchor (except in an emergency). The export cable will be HDD and thus will not be exposed. Inter-array cables will be surface-laid, with protection likely to be double armoured. Therefore, the frequency of cable interaction without mitigation is assessed as extremely unlikely, with minor consequence and broadly acceptable (low) risk. 17.4.66 Standard measures and additional mitigation identified during consultation and at the Hazard Review Workshop are presented below. --- 43 Note, some routine maintenance will take place when the cross-beam is under the water. This involves a RIB which is kept on station at the device and therefore does not pose a significant additional collision risk compared to normal operations. Impact 10: Suggested Mitigation 1. Appropriate cable protection. 2. As-laid coordinates to be marked on charts and provided to FishSafe. 3. Post-installation survey of cable to ensure it has not moved. Residual impact: Based on applying these mitigation measures, and by following industry good practice, such as that specified within MGN 371, it is considered the residual impact would remain as broadly acceptable (low) risk. Potential impacts during the decommissioning phase Decommissioning impacts are considered to be equal or less than installation impacts. The frequency, consequence and risk of decommissioning impacts upon shipping and navigation are the same as those presented in the section outlining potential impacts during the installation phase. It is assumed the same level of mitigation would be applied. Potential cumulative impacts There are no potential cumulative impacts associated with the Project. Summary Kyle Rhea separates the east coast of the Isle of Skye from the mainland of Scotland. It forms part of an inshore traffic route which allows vessels to avoid the more exposed passage west of Skye. The route is recommended only for small vessels, due to the limiting conditions of the Skye Bridge. It is known for its strong tidal stream rates. The baseline maritime traffic survey identified an average of five to six vessels per day transiting Kyle Rhea in winter and 23 in summer, with the difference being largely due to increased recreational vessel activity in summer. The Glenelg-Kylerhea ferry was visually logged in the summer survey crossing to the south of the device locations (this ferry typically operates from April-October). The device locations will reduce the sea room available in this part of the channel from approximately 440m (between 5m contours) to 250m (east of device 2). Consultation with stakeholders representing the different users of Kyle Rhea identified concerns the devices would pose a navigation hazard due to the reduced sea room and the fact the tidal streams make it difficult for vessels (especially sailing or low-powered vessels) to control their heading within the channel and will tend to sweep vessels towards the devices. The reduced sea room will also make avoiding action more difficult in the case of a vessel-to-vessel encounter, although the survey analysis indicated that such situations are relatively infrequent. The hazards were reviewed and ranked at the Hazard Review Workshop attended by a range of stakeholders. Before applying mitigation, a number of the hazards were judged to have unacceptable risk. Separate quantitative modelling of the collision risks (taking into account basic mitigation such as chart depiction and marking and lighting) also predicted the risk of collision was relatively high, especially for transiting vessels with the surface towers. By applying appropriate mitigation identified at the workshop, the residual risk rankings were estimated to reduce to a moderate level (tolerable with mitigation). Further investigation of the suggested mitigation measures will be needed to determine if they can be implemented, in practice, to achieve the assumed benefit. Higher priority measures included a traffic management / reporting system, improved VHF coverage and relocation of device 2 as far west as practicable (taking into account resource constraints). The specific details of a traffic management system would need to be agreed with MCA following assessment of options and consideration of practicality and cost. Specific measures were also recorded for when there is work on the site, i.e., installation, major maintenance and decommissioning. 17.6 References Clyde Cruising Club Publications Ltd., 2011. Clyde Cruising Club Sailing Directions and Anchorages – Ardnamurchan to Cape Wrath, 104 pp. DECC, 2011. Applying for safety zones around offshore renewable energy installations, Guidance notes, 18 pp. DTI, 2005. Methodology for Assessing the Marine Navigational Safety Risks of Offshore Wind Farms, 160 pp. IALA AISM, 2008. IALA Recommendation O-139 On The Marking of Man-Made Offshore Structures, Edition 1, 36 pp. IMO, 2002. Guidelines for Formal Safety Assessment (FSA) for use in the IMO Rule-Making Process, MSC/Circ.1023/MEPC/Circ.392, 52 pp. As amended by MSC/Circ.1180-MEPC/Circ474 and MSC-MEPC.2/Circ.5. Imray Laurie Norrie & Wilson Ltd. and CA, 2012. The Cruising Almanac – Shetland Islands to Gibraltar, West Ireland to Southwest Baltic, 476 pp. MAIB, 2011. Maritime incident data. Marico Marine, 2010. AIS and radar data. Marine Scotland, 2011. Fishing vessel surveillance satellite data. Marine Scotland, 2011. Fishing vessel surveillance sightings data. MCA, 2008a. MGN 371 (M+F) Offshore Renewable Energy Installations (OREIs): Guidance on UK Navigational Practice, Safety and Emergency Response Issues, 17 pp. MCA, 2008b. MGN 372 (M+F) Offshore Renewable Energy Installations (OREIs): Guidance to Mariners Operating in the Vicinity of UK OREIs, 14 pp. RNLI, 2011. Maritime incident data. RYA and CA, 2009. UK Coastal Atlas of Recreational Activity. UKHO, 2012. Admiralty Chart 2540: Loch Alsh and Approaches. UKHO, 2012. Admiralty Chart 2540_2: Kyle Rhea. UKHO, 2011. Admiralty Sailing Directions, West Coast of Scotland Pilot NP66, Seventeenth Edition, 467 pp. 18.1 Introduction 18.1.1 This chapter of the Environmental Statement (ES) describes the traffic and transport impacts associated with the Project and associated study area. 18.1.2 It presents the findings of an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project in relation to traffic and transport. 18.1.3 This chapter looks at the potential impacts from onshore traffic only. For the purposes of this assessment it is assumed that the majority of the construction materials will be transported to site by sea. Impacts associated with the vessels involved in transport of construction materials are discussed in Chapter 17, Shipping and Navigation. This chapter also has links with Chapter 20: Onshore Noise. Study area 18.1.4 The study area is defined by the local roads which may be used during construction, operation and decommissioning of the Project. This includes the small roads between the potential landing sites for materials and equipment brought in by sea i.e. the existing ferry slipway and the onshore works sites for Option 1 (see Chapter 5, Project Description), for which works will be undertaken in the Forestry Commission (FC) land. The A87 is also likely to be a main route for construction staff to access Kylerhea for both Option 1 and Option 2) and is also considered. Overview of potential impacts 18.1.5 The slight increase in traffic, particularly during construction of the Project has the potential to cause some disruption to local traffic and a slight increase in the risk of accidents. Policy, legislation and guidance in relation to traffic and transport 18.1.6 This section identifies the international, national and regional legislation, policies, plans and guidance that are relevant to traffic impact assessment. These have been considered in relation to the Project and during the impact assessment process. Legislation 18.1.7 The following legislation is applicable: - Part II of the Road Traffic Act 1988, - the Road Vehicle (Construction & Use) Regulations 1986 and - the Road Vehicle (Authorisation of Special Types) (General) Order 2003 (the commonly referred to as S.T.G.O.) Planning policies 18.1.8 Pertinent points from relevant national, regional and local planning policies are briefly summarised below. National 18.1.9 Scottish Planning Policy (SPP) - Developments likely to affect trunk and other strategic roads should be managed so as not to adversely impact on the safe and efficient flow of strategic traffic. Developers must be prepared to offer mitigation measures where practicable. 18.1.10 Policy Advice Note 75 (PAN 75) Planning for Transport – identifies good practice and indicates that schemes in committed programmes and/or those in an advanced state of preparation where work is expected to begin in the plan period, should be included in the local plan proposals map. Regional 18.1.11 Policy 18 of the West Highland and Islands Local Plan (adopted 2010) is in relation to travel. The policy requires development proposals which generate travel to provide sufficient information to the Council to make an informed decision about any likely on and off site transport. Local 18.1.12 Policy 57 of the Highland Wide Local Development Plan (Proposed Plan – September 2010) echoes the West Highland and Islands Local Plan. Development proposals will need to incorporate mitigation on site and off site where appropriate. Guidance 18.1.13 In undertaking the assessment of the potential transport and traffic impacts on the local road network the following guidance documents were referred to: - Guidelines for the Environmental Assessment of Road traffic, Institute of Environmental Management and Assessment (IEMA) 1993; and - Transport Assessment Guidance, Transport Scotland 2012. 18.2 Methodology 18.2.1 This section reports the consultation, data collection including review of existing information as well as the approach and rationale behind the impact assessment. Consultation in relation to traffic and transport 18.2.2 Table 18.1 presents the relevant issues raised in the Scoping Opinion Response (Appendix 4.1). 18.2.3 In general, few responses related specifically to onshore traffic. The predominant concerns relating to the Project came from vessel traffic, which is assessed separately in Chapter 17, Shipping and Navigation. 18.2.4 Many of the issues raised are directly in response to the Scoping Opinion document. Further information is provided for this in Chapter 6, Consultation. 18.2.5 In addition the Highland Council were consulted by email on the 4th October 2012 to provide an update of the Project and discuss the approach to ES. ### Table 18.1: Summary of consultation relating to traffic and transport | Key issues raised | Response | |-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Marine Scotland (MS) advised that the Environmental Statement (ES) provide information relating to the preferred route options for delivering equipment etc. via the trunk road network, and address potential access issues. They advised that particular attention be paid to potential stress points at junctions, approach roads, borrow pits, bridges, site compound and batching areas etc. | Equipment and materials will be brought in by sea, therefore avoiding trunk road networks. Should issues arise with the existing plan to use the ferry slipway and road to the onshore site, alternative options will be considered in an ES addendum. | | Highland Council advised that all public roads affected by the Project be identified. In addition to transportation of all abnormal loads & vehicles (delivery of components) this should also include routes to be used by local suppliers and staff. It is expected that the developer submits a preferred access route for the Project. All other access route options should be provided, having been investigated in order to establish their feasibility. This should clearly identify the pros and cons of all the route options and therefore provide a logical selection process to arrive at a preferred route. Swept path and gradient analysis where it is envisaged that transportation of traffic could be problematic | A detailed traffic assessment will be provided once further information is gathered regarding the onshore works and required vehicles. | | Highland Council requested the following information be provided and considered within the ES: - Nos. of light and heavy vehicles including staff travel; - Abnormal loads; and - Duration of works. | See Chapter 5, Project Description and Section 18.4 | | Highland Council asked to be provided details of: - Current traffic flows including use by public transport services, school buses, refuse vehicles, commercial users, pedestrians, cyclists and equestrians; - Assessment of structural strength of carriageway including construction depths and road formation where this is likely to be significant in respect of proposed impacts, including non-destructive testing and sampling as required; - Road surface condition and profile; - Assessment of structures and any weight restrictions; and - Road widths, vertical and horizontal alignment and provision of passing places | High level baseline conditions are described in Section 18.3, Existing environment. A detailed study of the relevant roads will be undertaken as part of the traffic assessment, to be provided at a later date once details of the onshore work are finalised. | | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | Highland Council – requested that the following potential impacts be considered: | See section 18.4: Impact assessment. | | • Impacts of the proposed traffic; | | | • Impacts on carriageway, structures, verges etc.; | | | • Impacts on other road users; and | | | • Impacts on adjacent communities. | | | The Highland Council suggest mitigation measures to be considered, including: | Appropriate mitigation will be considered once a detailed traffic | | • Carriageway strengthening; | assessment has been carried out. | | • Strengthening of bridges and culverts; | | | • Carriageway widening and/or edge strengthening; | | | • Provision of passing places; | | | • Road safety measures; | | | • Traffic management including measures to be taken to ensure that development | | | traffic does not use routes other than the approved routes; and | | | • Details of residual impacts. | | | Trunk Road Network Management Directorate (Transport Scotland) stated that | No further response. | | ‘The Project represents an intensification of the use of this site however | | | the percentage increase in traffic on the trunk road is such that the Project | | | is likely to cause minimal environmental impact on the trunk road network. | | | On this basis TRNMD have no comment to make.’ | | **Data collection** 18.2.6 The following data sets were used to inform this chapter of the ES (Table 18.2). **Table 18.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------|---------------------------|-------------------------------|----------| | www.skyeferry.co.uk | Glenelg – Skye Ferry | www.skyeferry.co.uk | undated | | Department for Transport | Highlands of Scotland | Department for Transport | 2007-2011| | Skye ferry | Glenelg – Skye Ferry | Jim Coomber (pers.comms) | 2012 | **Impact assessment** 18.2.7 The sensitivity/value/importance of the receptor for each impact is characterised as one of four levels, high, medium, low or negligible. The impact assessments are made following the guidance outlined in Chapter 4, EIA Methodology and using the expert judgement of suitably qualified and experienced specialists. The definition of each level is given below in Table 18.3. Table 18.3: Definition of terms relating to the sensitivity to an impact | Sensitivity | Definition | |-------------|------------| | High | Traffic and transport are vital. For example, "lifeline" traffic links for which there are no alternatives. | | Medium | Traffic and transport facilities are important e.g. major routes for which the alternative adds significantly to journey time and cost. | | Low | Traffic and transport facilities are in regular use e.g. routes for which the alternative will provide a slight inconvenience | | Negligible | Traffic and transport facilities are in low use e.g. rarely used routes or routes which are easily diverted | 18.2.8 The significance of the potential impact as a result of the Project is based on the intensity or degree of disturbance to baseline conditions and is categorised into four levels of magnitude, high, medium, low or negligible. The definitions of each of these are given in Table 18.4. Table 18.4: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|------------| | High | A fundamental long term change to baseline traffic and transport conditions. For example change resulting in collision or displacement of transport resulting in limited access. | | Medium | A non-fundamental but detectable temporary or permanent change in the condition of traffic and transport. For example a long term displacement of traffic resulting in significantly increased journey times | | Low | A minor change to the baseline condition of traffic and transport (or a change that is temporary in nature). For example a short term displacement of traffic resulting in significantly increased journey times | | Negligible| An imperceptible and/or no change to the baseline condition of traffic and transport facilities. | 18.2.9 Table 18.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the impact. Table 18.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 18.3 Existing environment 18.3.1 The onshore works for option 1 will be situated approximately 500m north of Kylerhea village, while option 2 is located immediately to the east of the village, both on the Isle of Skye. The road which passes through Kylerhea is ungraded and single track, with passing places. It extends from the A87 in the west, at Drochaid Lusa (between the Skye Bridge and Broadford) to the ferry slipway for the crossing from Kylerhea to Glenelg. 18.3.2 The main route into Skye from the mainland is along the A87 and over the Skye Bridge. The road which runs north of Kylerhea village is a second route onto the island, but requires the ferry to cross Kyle Rhea strait. This service is only operational from Easter to mid-October (www.skyeferry.co.uk). 18.3.3 The links between the A87/A851 to Broadford, Lochalsh and Sleat have been identified in the West Highlands and Islands local plan as areas for future growth. These places are already important economic areas being in close proximity to existing major road and rail links, and being the connection between the mainland and the Isle of Skye. Traffic counts 18.3.4 Data from the Department for Transport were obtained for the Highlands region (www.dft.gov.uk). No count points are made for the area, which includes the ungraded road which runs through Kylerhea. However traffic count points are available along the A87 and those data are presented in Appendix 18.1. 18.3.5 The Department for Transport statistics were obtained for the stretch of the A87 running east to west from near Sgurr Aoide (on the mainland by Loch Duich) through to Drochaid Lusa on Skye. These statistics show annual average daily traffic (AADT) figures for four count points on the major road for different modes of transport, and the total for all modes of transport. The stretch of road at which the road to Kylerhea joins the A87 has around 3200 (AADT) motor vehicles. The numbers have remained relatively consistent from 2007 to 2011. (Appendix 18.1) 18.3.6 Transport for Scotland statistics were also obtained for the stretch of the A87 between Broadford (on Skye) and Dornie (on the mainland near Loch Duich). These are provided in Appendix 18.1. This shows AADT for August which is significantly higher (around 5000 AADT for the stretch of the A87 where the road to Kylerhea joins) compared with the rest of the year (around 3400). This is likely to reflect an increase in the number of tourists in the area. Onshore construction works are scheduled for winter and so will not coincide with this peak. The AADT of 3400 is relatively consistent with the 3200 provided by the Department for Transport. 18.3.7 No traffic count information was available from Transport Scotland or the Department for Transport for the single track road which runs from Kylerhea ferry slipway to the A87. Therefore the current level of traffic using this road is not known. There are approximately 22 houses in Kylerhea and it is estimated that of this population all have a car and make one return journey per day. Therefore the amount of traffic using this road is low in comparison to the main route from the mainland onto Skye via the A87 and Skye bridge. 18.3.8 The number of visitors to Kylerhea is estimated to be 20,000 per annum (Taylor 2010 pers. comm., cited in Hibberd, 2011). It is expected that the peak season for visitors is in the summer and therefore the volume of traffic will be greatest in the summer months. The Kyle Rhea ferry is operational from Easter to October. Information obtained from Jim Coomber at the Glenelg-Skye Ferry service (pers.comms) suggests the average numbers of vehicles using the ferry per day is approximately 100. The maximum numbers of vehicles per day experienced using the ferry is 240, however this is a rare occurrence associated with a road traffic accident in which the road to the Skye bridge is closed). 18.3.9 The key receptors of changes to traffic levels will therefore be Kylerhea residents and tourists. 18.4 Impact assessment Do nothing scenario 18.4.1 Traffic is expected to increase in the local region, as the West Highland and Islands Local Plan has identified areas for growth around Broadford, Lochalsh and Sleat. Additionally, the Highland Wide Local Development Plan has identified Kylerhea as a settlement development area (policy 1). Traffic is also expected to increase in the area as a result of the implementation of these long-term development plans. Potential impacts during the construction phase 18.4.2 The amount of onshore traffic is estimated to be around 20 HGV loads and 4 personnel vehicles for option 1. Deliveries of major pieces of plant and equipment will be made by sea and brought to the existing ferry slipway, subject to access agreement. 18.4.3 Option 2 involves bringing all material and equipment by boat to the shore, east of Kylerhea village where the directional drilling would take place, avoiding the need to use the local roads for anything other than a low level of personnel movements. 18.4.4 The substation will be a prefabricated container which will be brought in by sea to the ferry slipway. For option 1 this will then be transported a short distance by road to the FC land. For option 2 this will be installed in an existing building at the ferry slipway. Impact 1: Temporary disruption and congestion 18.4.5 Access to the Project site will be required for the directional drilling and substation installation. Materials for onshore construction work are likely to be brought in by sea to the ferry slipway and then transported along the existing public road, a short distance to the onshore site (option 1) or brought in directly to the shore east of Kylerhea (option 2) (see Chapter 5, Project Description). 18.4.6 The proposed drill site would require 20 HGV loads. The largest piece of equipment would be the drill rig (15 m long and weighing 28T), which would be brought to site on a low loader wagon. Also required at site would be a suitable mobile crane to offload and position the drilling spread. The size of crane would be a minimum 50 Tonne configuration, but might need to be larger depending on the stability of the ground conditions. A HGV will be required 18.4.7 The volume of hard standing material to be transported to the site is not yet known. As previously discussed materials are expected to be brought to the site by sea to either the ferry slipway (option 1) or the shore east of Kylerhea (option 2). 18.4.8 Personnel vehicles required during the drilling operations are anticipated to include a minibus, two cars. A fuel tanker will also be required approximately 3 to 4 times per week for both options 1 and 2. 18.4.9 These movements have the potential to cause some inconvenience to Kylerhea residents, tourists, and Forestry Commission (FC) staff, as they will affect single track roads. These movements may also cause damage to the roads. The village of Kylerhea is accessible from one road only and the road is not a through-road and ends in the south-west of the village. Therefore, in order to leave or enter the village, traffic must come via the road from the Kyle Rhea ferry slipway to the A87. 18.4.10 During drilling there will also be occasional movements of personnel vehicles along the road to the A87 for both options 1 and 2. However, personnel involved in the onshore works are likely to seek accommodation as close to the site as possible (similar to the Strangford Lough development site), thereby minimising traffic impacts. 18.4.11 For option 1, the duration of the disruption on the short stretch of road between the ferry and the onshore site will be temporary, particularly during the mobilisation and demobilisation periods. This is anticipated to be an impact of low magnitude. Option 2 requires no road movements for equipment and materials and so the magnitude of this impact will be negligible. Drilling works will be undertaken during a period of up to 75 days, operating 12 hours per day and 7 days per week. 18.4.12 Assuming the majority of onshore works are undertaken over winter, as anticipated, the volume of construction traffic passing Kylerhea will be lower than the average numbers of vehicles passing during operation of the Glenelg-Skye ferry in the summer. Therefore the magnitude is expected to be low. 18.4.13 The local residents of Kylerhea are considered to be of medium sensitivity because there is only one route out of the village, but the disruption will be temporary and no road closures are planned. 18.4.14 For Option 1, the onshore site will be accessed by the existing FC track. Access for FC personnel and tourists will be maintained. Because much of the construction is planned for the winter months, and numbers of tourists are expected to be lower than in summer, this receptor is considered to be of low sensitivity. Although FC personnel will need to access the site all year round, there is no planned closure of the road, so this receptor is also considered to be of low sensitivity. 18.4.15 As a result the overall impact significance is predicted to be of minor adverse significance for option 1 or negligible significance for option 2. **Impact 1: Suggested Mitigation** 33. Movement of Abnormal Indivisible Loads (AILs) will conform to relevant legislation as outlined above in section 18.2: Legislation; and where required the appropriate number of days’ notice shall be given to the Northern Constabulary. 34. A Construction Traffic Management Plan (CTMP) will be produced: a. To include a deflectograph survey (a survey to assess the condition of a road) pre and post-construction and temporary signal control during construction. Impact 1: Suggested Mitigation b. To provide the notifications and procedures that road hauliers must adhere to when delivering to the site to conform to legislation; including Abnormal Indivisible Loads (AILs). 35. Consider haulage logistics at an early stage in the procurement process. Residual impact: 18.4.16 The residual impact is predicted to be of minor adverse significance for option 1 or negligible significance for option 2. Impact 2: Increased risk of road accidents 18.4.17 For option 1, the increased number of vehicles coming from the slipway into the FC site and along the single track road near Kylerhea increases the potential risk of road accidents. Since a low number of additional vehicles is expected, the risk is considered to be low and thus the magnitude of this impact is assessed as low. As option 2 will require minimal road use the magnitude of this would be negligible. 18.4.18 The road to the A87 and to the otter hide does not have a pavement therefore increased traffic may pose an increased risk to pedestrians. Information regarding equestrian use is limited, but there are no bridleways, as identified from OS mapping in the onshore study area. The number of other road users is expected to be low and so these receptors are considered to be of medium sensitivity. 18.4.19 Overall the impact significance is predicted to be of minor adverse significance. Impact 2: Suggested Mitigation 1. Measures agreed within a comprehensive CTMP; and 2. Traffic control and the use of a banksman at the site access will mitigate the potential for accidents occurring in the area used by the construction vehicles. Residual impact: 18.4.20 Following the implementation of the mitigation measures above, the magnitude of the impact is anticipated to remain low and the impact significance is predicted to remain of minor adverse significance. Potential impacts during the operation phase Impact 3: Temporary disruption and congestion 18.4.21 Once the devices, export cables and substation are installed the majority of the scheduled maintenance will be located in the marine environment, where the devices are located. Planned maintenance for the substation is anticipated to be on an annual basis and is likely to require one to two small vehicles to access the site using existing roads. 18.4.22 Unplanned maintenance will be on an ad hoc basis and is likely to require one to two small vehicles to access the site. Therefore the magnitude of this impact is deemed to be negligible. 18.4.23 The receptors will mainly be tourists and FC staff using the road to the otter hide and encountering the maintenance vehicle. The sensitivity of these receptors is deemed to be low and thus results in an impact of negligible significance. No further mitigation is suggested. **Potential impacts during the decommissioning phase** 18.4.24 After the planned lifetime of operation of the Project (25 years), SeaGeneration (Kyle Rhea) Ltd will decommission all devices, and, associated infrastructure where appropriate. 18.4.25 Decommissioning of the Project, including the onshore infrastructure, is anticipated to produce similar impacts to construction and therefore is expected to require similar mitigation measures. 18.4.26 As mentioned in the Project Description (Chapter 5), a detailed plan for decommissioning will be submitted for approval by the regulatory authorities. ### 18.5 Summary 18.5.1 The main potential impact on traffic is disruption and congestion to the local roads when construction traffic is required to access the Project onshore option 1 site. In particular, the residents of Kylerhea village may be affected. Tourists and Forestry Commission Scotland personnel may be also affected, particularly on the track towards the otter hide. These potential impacts were considered to be of minor to negligible significance. Key mitigation includes the development of a CTMP. 18.5.2 If option 2 is used there will be minimal road use and the impacts will be of negligible significance. 18.5.3 No significant impacts are posed by the operation of the Project, and potential decommissioning impacts were considered to be similar to those of construction. ### 18.6 References Hibberd (2011). Watching wildlife; the role of interpretation in delivering visitor satisfaction Highland Wide Local Development Plan (proposed plan 2010). Available from: www.highland.gov.uk/yourenvironment/planning/developmentplans. Accessed 02/09/2012 IEMA 1993. Guidelines for the environmental assessment of road traffic. Transport Scotland, 2012. Transport Assessment Guidance. Available at: http://www.transportscotland.gov.uk/files/documents/analysis/Planning_Reform_-_DPMTAG_-_Development_Management__DPMTAG_Ref___17___Transport_Assessment_Guidance_FINAL_-_June_2012.pdf. Accessed 24/10/2012 West Highland and Islands Local Plan (adopted 2010). Available at: http://www.highland.gov.uk/yourenvironment/planning/developmentplans/whilp.htm. Accessed 02/09/2012. 19.1 Introduction 19.1.1 This chapter of the Environmental Statement (ES) describes the existing features within the study area, identifies potential impacts on archaeology and cultural heritage assets and proposes a strategy to mitigate any such impacts. 19.1.2 The assessment has considered the potential impact of the Project on the following cultural resources: - Designated cultural heritage assets, comprising designated wrecks, scheduled monuments listed buildings; designed landscapes & gardens; inventory battlefields; - Undesignated cultural heritage assets, including non-designated terrestrial assets, maritime losses such as wrecks, aircraft and their associated debris; and - Submerged archaeology and palaeoenvironmentally significant deposits. 19.1.3 All figures referred to in this chapter can be found in Appendix 19.1. This chapter of the ES has been produced by Headland Archaeology (UK) Ltd. 19.1.4 This chapter has links with Chapter 7, Marine Physical Environment and Coastal Processes and Chapter 16, Seascape Landscape and Visual Impact Assessment. Study area 19.1.5 Two study areas have been examined for the assessment of physical effects, the Offshore Study Area and the Onshore Study Area (Appendix 19.1, Figure 1). Within this area all cultural heritage assets and potential cultural heritage assets have been considered for direct and indirect impacts. A Wider Study Area of 5 km encompassing the onshore and offshore study areas has also been examined in order to inform of the archaeological potential of the area. 19.1.6 The ‘setting’ study area was determined by the Zone of Theoretical Visibility (ZTV) provided in the Seascape Landscape and Visual Impact Assessment (SLVIA) in Chapter 16. All scheduled monuments and Category A listed buildings within the ZTV have been considered for potential impacts on their setting. 19.1.7 The offshore study area represents the array area shown in Appendix 19.1, Figure 2. Within the offshore study area (Appendix 19.1, Figure 2) four devices are proposed at locations with a minimum tidal flow of 2.5m/s in water depths of 26 to 35m (see Chapter 3, Site selection). The devices will be linked by interarray cabling that will be laid on the seabed, with an export cable directionally drilled between the array and the onshore substation. 19.1.8 Onshore, a substation measuring approximately 6m x 3m is proposed to provide a link to the grid network (Figure 2). Two options for the substation are considered. Option 1 would see the substation constructed in the vicinity of an existing toilet block, while Option 2 would see the use of an existing building at the ferry slipway. A trenched cable will be routed between the HDD pit and the substation, most likely following the road/ track where possible for both options. 19.1.9 A detailed methodology for the offshore and onshore installation is set out in Chapter 5. **Overview of potential impacts** 19.1.10 Potential impacts of the Project upon cultural heritage assets may include: - Physical effects to the fabric of onshore cultural heritage assets, generally resulting from groundworks associated with the construction, but also potentially from changes to groundwater levels or soil chemistry; - Physical effects to the fabric of offshore cultural heritage assets, generally resulting from seabed disturbance associated with construction, but also potentially from disturbance and redeposition of sediments and activities associated with installation such as vessel anchoring; and - Effects upon the setting of onshore cultural heritage assets. Largely, this relates to visual impacts but may also include noise in some instances. **Policy, legislation and guidance in relation to archaeology and cultural heritage** 19.1.11 This assessment has been compiled in line with industry best practice and the relevant offshore renewables and marine historic environment guidance. These include: - Institute for Archaeologists (IfA) guidelines: *Standard & Guidance for Archaeological Desk Based Assessment* (2008); - Joint Nautical Archaeology Policy Committee (JNAPC) *Code of Practice for Seabed Development* (2008); - COWRIE *Historic Environment Guidance for the Offshore Renewable Energy Sector* (2007); - COWRIE *Guidance for Assessment of Cumulative Impacts on the Historic Environment from Offshore renewable Energy* (2008); - COWRIE *Guidance for Offshore Geotechnical Investigations and Historic Environment Analysis*: guidance for the renewable energy sector (forthcoming); - The Crown Estate (2010). *Offshore Renewables Protocol for Archaeological Discoveries*; - The Crown Estate (2010). *Round 3 Offshore Renewables Projects Model Clauses for Archaeological Written Schemes of Investigation*; and - *Towards a Strategy for Scotland’s Marine Historic Environment* (Historic Scotland 2009). 19.1.12 This assessment takes account of the following legislative procedures and guidelines: - Marine (Scotland) Act 2010; - Protection of Wrecks Act 1973; - The Protection of Military Remains Act 1986; - Ancient Monuments and Archaeological Areas Act 1979; • Merchant Shipping Act 1995; • Valetta Convention • ICOMOS; • UNESCO; • Ancient Monuments and Archaeological Areas Act 1979; • Scottish Planning Policy (2010); • The Scottish Historic Environment Policy (SHEP); • Listed Buildings and Conservation Areas (Scotland) Act 1997; • Planning Advice Note 2/2011. 19.1.13 Full details of these legislative and guidance procedures are given in Appendix 19.1. 19.2 Methodology Consultation in relation to archaeology and cultural heritage 19.2.1 Table 19.1 summarises issues that were highlighted by Historic Scotland in the Scoping Opinion (Appendix 4.1) and indicates which sections of the Chapter address the issues raised. Having studied the proposal in their correspondence Historic Scotland considered that it was unlikely that there would be significant adverse impacts on historic environment features. However the assessment should address the possibility of onshore and offshore effects. Table 19.1: Summary of consultation relating to archaeology and cultural heritage | Effects | Key issues raised | Response | |------------------|-----------------------------------------------------------------------------------|---------------------------| | Onshore | Impacts on the setting of category A listed buildings and Inventory designed landscapes should be considered. | Paragraphs 19.4.6 to 19.4.9 | | Offshore | Direct impacts on to marine historic assets which could result from the construction, operation and decommissioning of the tidal array and associated operations | Paragraphs 19.4.2 to 19.4.5 | | Offshore | Indirect impacts to historic assets on the seabed or at the coast edge within the Project area, and possibly beyond, which may be caused by alteration to tidal currents and sedimentary regimes and by changes to the chemical balance of the water and seabed sediments. | Paragraph 19.4.12 | | Onshore and Offshore | The potential for discovery of unknown sites and artefacts located in the vicinity of the Project area, be assessed within the ES | Paragraphs 19.3.25 and 19.4.4 | Data collection 19.2.2 The cultural heritage baseline review comprises the results of a desk based study and site visit; and the analysis and assessment of marine geophysical and geotechnical survey data. The data was gathered in order to identify all cultural heritage assets within the study area, including the potential for the discovery of previously unrecorded archaeology and cultural heritage assets. Full details of archaeology and cultural heritage review are given in Appendix 19.1. 19.2.3 All sites identified in the assessment are accompanied by a unique number and the prefix HA. The sources consulted are illustrated in Table 19.2 below. Table 19.2: Data sources to inform the existing environment | Title | Source | Year | Reference | |------------------------|---------------------------------------------|------|---------------------------------------------------------------------------| | Designated Cultural Heritage | Historic Scotland | 2012 | Database of designated sites; Listed Buildings; designed Landscapes & Gardens; Inventory Battlefields | | Maritime Records | The Royal Commission on the Ancient and Historical Monuments of Scotland (RCAHMS) | 2012 | Maritime Database PASTMAP; Canmore | | NMRS | National Monuments Record of Scotland (NMRS) | 2012 | PASTMAP; Canmore | | SMR/ HER | Moray and Angus Sites and Monuments Record (SMR) | 2012 | Archaeological records for the Highland Council Archaeological Service Historic Environment Record (HER) | | SeaZone | UK Hydrographic Office Wrecks and Obstructions Database | 2012 | SeaZone wrecks and obstructions layer and add-on from hydro-spatial data | | Phase 1 Geophysical Survey Data | Osiris Projects | 2010 | Hill, R, 2010. KYLE RHEA MARINE CURRENT TURBINES GEOPHYSICAL SURVEY OPERATIONS REPORT – VOLUME 1 C10015 September 2010. Osiris Projects Unpublished Client Report. Walters, J, 2010. KYLE RHEA MARINE CURRENT TURBINES GEOPHYSICAL SURVEY REPORT – VOLUME 2 C10015 September 2010. Osiris Projects Unpublished Client Report. | | Designated Cultural Heritage | Historic Scotland | 2012 | Database of designated sites; Listed Buildings; designed Landscapes & Gardens; Inventory Battlefields | Impact assessment 19.2.4 The construction, operation and decommissioning of the Project and associated activities, including the deployment of construction and operational vessels, have the potential to damage or destroy cultural heritage assets. This may occur either as a result of the design, or as an accidental consequence of development activities. The impacts may be direct or indirect. 19.2.5 The type and description of effects used for the purpose of the assessment are presented in Table 19.3 below. Table 19.3: Cultural heritage asset impact description | Impact Type | Definition | |-------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Direct Impact | Direct impacts on archaeology and cultural heritage assets during construction could comprise damage, disturbance, or destruction of submerged prehistoric archaeology, shipwrecks, and crashed aircraft from seabed preparation prior to installation; installation of device foundations; installation of offshore substation and collector platforms; installation of meteorological masts; placing of scour protection; installation of the array cabling, inter-connecting cabling; seabed preparation and installation of export cable; installation of cable in the intertidal zone and directional drilling ducts around Mean High Water Springs (MHWS). Direct impacts might also include the direct effects of the deployment of jack-up legs or anchoring of vessels during construction, operation and decommissioning activities. It is noted that although secondary impacts are considered separately from direct impacts in the COWRIE guidance (COWRIE 2007) the direct impacts for this assessment are considered together. | | Indirect Impact | Indirect effects are those which are not a result of the Project directly and can be associated with other induced changes, for example changes to wave and tidally induced currents or sediment transport regimes, which can result in increases in erosion of, or disturbance to archaeological sites. Indirect effects also include the disturbance or destruction of relationships between structures, features, deposits, and artefacts and their wider surroundings, such as effects on the setting of onshore and island cultural heritage assets. | | Cumulative Impact | Cumulative impacts include those within the Project such as interference through development activities upon a relict landscape surface or deposit. Impacts outside the offshore site and export cable route may include the effects of several developments within the same locality on the cultural heritage resource. | EIA methodology for the assessment of sensitivity of cultural heritage assets 19.2.6 The sensitivity of a cultural heritage asset to an effect reflects the level of importance assigned to it. This is the product of a number of factors, including; - The potential of the asset as a resource of archaeological data; • The association of the asset with significant historical events; • The role of the asset as a local focal point with cultural associations; and • The aesthetic value of the asset. 19.2.7 Official designations applied respectively to cultural heritage assets have been taken as indicators of importance as they reflect these factors. Sensitivity is assigned to undesignated cultural heritage assets according to the professional judgment of the assessor. 19.2.8 The criteria used for defining a cultural heritage asset’s sensitivity to direct and indirect physical impacts is summarised in Table 19.4 below. Table 19.4: Definition of terms relating to the sensitivity to an effect | Value / Sensitivity | Definition | |---------------------|------------| | High | Designated wrecks; Scheduled monuments; Category A-listed buildings; Inventory gardens and designed landscapes; Inventory battlefields; Undesignated assets of national importance; Maritime losses where the position is known and positively identified; and Targets of high archaeological potential identified in the geophysical survey | | Medium | Category B listed buildings; Conservation areas; Targets of medium archaeological potential identified in the geophysical survey; Obstructions that could be indicative of wreckage or submerged features; and Undesignated assets of regional importance | | Low | Category C(S)-listed buildings; Undesignated assets of local importance; and Targets of low potential identified in the geophysical survey. | | Negligible | Assets of less than local importance | 19.2.9 In determining the magnitude of impact, the value of the assets affected are first defined. This allows the identification of key assets and provides the baseline against which the magnitude of change can be assessed; the magnitude of impact being proportional to the degree of change in the asset’s baseline value. 19.2.10 The magnitude of the impact may be large, for instance where there is a total loss or major alteration of the cultural heritage asset; medium, for example the loss or alteration to one or more key elements or features of a cultural heritage asset; or small, where there is a slight but perceptible alteration of the cultural heritage asset. The criteria used for assessing the magnitude of impacts on cultural heritage is summarised in Table 19.5 below. Table 19.5: Definition of magnitude of an effect upon receptors | Magnitude | Definition | |-----------|------------| | High | Total loss or major alteration of the cultural heritage asset. Impact certain or likely to occur. | | Magnitude | Definition | |-----------|------------| | Medium | Loss of, or alteration to, one or more key elements of the cultural heritage asset. Impact certain or likely to occur. | | Low | Slight alteration of the cultural heritage asset. Impact will possibly occur. | | Negligible| Very slight or negligible alteration of the cultural heritage asset. Impact unlikely or rarely to occur. | **EIA methodology for the assessment of historical setting** 19.2.11 During the construction, operation and decommissioning phases of developments, the setting of cultural heritage assets may be affected. There is considerable debate over definitions of setting and approaches to the assessment of setting impacts (Lambrick, 2008), with no standardised industry-wide approach. Historic Scotland has produced a guidance note on setting as part of its ‘Managing Change in the Historic Environment’ series of documents. This states that “Setting should be thought of as the way in which the surroundings of a historic asset or place contribute to how it is experienced, understood and appreciated”. 19.2.12 Hence setting is not simply the visual envelope of the asset in question. Rather, it is those parts of the asset’s surroundings that are relevant to the cultural significance of the asset. In general, there will be an appreciable historical relationship between the asset and its setting, either in terms of a physical relationship, such as between a castle and the natural rise that it occupies, or a more distant visual relationship, such as a designed vista or the view from, for example, one Roman signal station to another. Some assets’ cultural significance will relate to an aesthetic relationship with their surroundings which may result from design or be fortuitous. In such instances the relevant landscape elements will be considered to form part of the asset’s setting. The cultural significance of assets has been considered in terms of the values described in Scottish Historic Environment Policy (SHEP Annex 1, para 5): - Intrinsic - those inherent in the monument; - Contextual – those relating to the monument’s place in the landscape or in the body of existing knowledge; and - Associative – more subjective assessments of the associations of the monument, including with current or past aesthetic preferences. Most setting impacts will relate to contextual and associative values. 19.2.13 The sensitivity of a cultural heritage asset to changes in its setting can be evaluated in the first instance by reference to any relevant designation, whereby assets designated as nationally important will generally be considered the most sensitive. Consequently, the assessment has focussed on nationally important cultural heritage assets in the study areas, which are considered in relation to impacts upon setting, with other assets being considered where, in the assessor’s professional opinion, there is potential for significant impacts or where they have been raised by consultees. Following reference to the designation of the asset, sensitivity can be more finely assessed by reference to the importance of the asset’s surroundings, to its character and value as a cultural heritage asset and the appreciation of its value. Also taken into account is the extent to which an asset is visible on the ground. Some assets may have a well-defined and appreciable setting but the asset itself is barely perceptible; such assets will generally be less sensitive than those that are readily appreciable. 19.2.14 Table 19.6 is a general guide to the attributes of cultural heritage assets of high, medium, low or negligible sensitivity to setting impacts. It should be noted that not all the qualities listed need be present in every case and professional judgement is used in balancing the different criteria. **Table 19.6: Criteria for assessment of sensitivity of a cultural heritage asset to impacts on its setting** | Sensitivity | Guideline Criteria | |-------------|--------------------| | High | The asset has a clearly defined setting that is readily appreciable on the ground and is vital to its significance or the appreciation thereof. The asset will generally be readily appreciable on the ground. | | Medium | The asset’s significance and the appreciation thereof relate to some extent to its setting. The asset will generally be appreciable on the ground. | | Low | The asset’s surroundings have little relevance to its significance or the appreciation thereof. The asset is difficult to identify on the ground or its setting is difficult to appreciate on the ground. | | Negligible | The asset is imperceptible in the landscape and its significance or the appreciation thereof does not relate to its surroundings. | 19.2.15 The magnitude of an impact reflects the extent to which relevant elements of the cultural heritage asset’s setting are changed by the development and the effect that this has upon the character and value of the asset and the appreciation thereof. Guideline criteria for magnitude defined as high, medium, low or negligible magnitude are described in Table 19.7. As with other criteria presented, this is intended as a general guide and it is not anticipated that all the criteria listed will be present in every case. 19.2.16 The following are guides to the assessment of magnitude of impact: - **Obstruction of or distraction from key views.** Some assets have been sited or designed with specific views in mind, such as the view from a Roman signal station to an associated fort or a country house with designed vistas. The obstruction or cluttering of such views would reduce the extent to which the asset could be understood and appreciated by the visitor. Developments such as that proposed outside a key view may also distract from them and make them difficult to appreciate on account of their prominence. In such instances the magnitude is likely to be greatest where views have a particular focus or a strong aesthetic character. - **Changes in prominence.** Some assets are deliberately placed in prominent locations in order to be prominent in the surrounding landscape, for example prehistoric cairns are often placed to be silhouetted against the sky and churches in some areas are deliberately placed on ridges in order to be highly visible. Developments can reduce such prominence and therefore reduce the extent to which such assets can be appreciated. - **Changes in landscape character.** A particular land use regime may be essential to the appreciation of an asset’s function, for instance the fields surrounding an Improvement Period Farmstead are inextricably linked to its appreciation. Changes in land use can leave the asset isolated and reduce its value. In some instances, assets will have aesthetic value or a sense of place that is tied to the surrounding landscape character. - Duration of impact. Impacts that are short term are generally of lesser magnitude than those that are long term or permanent. - Reversibility of Impacts Readily reversible impacts are generally of lesser magnitude than those that can not be reversed. - Impacts upon a defined setting will be of greater magnitude than those that affect unrelated elements of the asset’s surroundings or incidental views to or from an asset that are unrelated to the appreciation of its value. 19.2.17 It should be noted that the assessment of magnitude will be based on the interplay of these factors. No single factor will be taken to over-ride other factors, for instance an adverse impact that would be of high magnitude will not generally be reduced to low magnitude, simply on the grounds that it is reversible. It should also be noted that whilst the development may be present within the visual envelope of an asset this does not automatically mean there is an impact on the setting of the asset. Where this is the case, the reasoning behind this will be given. Table 19.7: Criteria for assessment of magnitude of an impact on the setting of a cultural heritage asset | Magnitude | Guideline Criteria | |-----------------|--------------------------------------------------------------------------------------------------------------------------------------------------| | High beneficial | The contribution of setting to the cultural heritage asset’s significance is considerably enhanced as a result of the development; a lost relationship between the asset and its setting is restored, or the legibility of the relationship is greatly enhanced. Elements of the surroundings that detract from the asset’s cultural heritage significance or the appreciation of that significance are removed. | | Medium beneficial | The contribution of setting to the cultural heritage asset’s significance is enhanced to a clearly appreciable extent as a result of the development; as a result the relationship between the asset and its setting is rendered more readily apparent. The negative impact of elements of the surroundings that detract from the asset’s cultural heritage significance or the appreciation of that significance is appreciably reduced. | | Low beneficial | The setting of the cultural heritage asset is slightly improved as a result of the development, slightly improving the degree to which the setting’s relationship with the asset can be appreciated. | | Negligible | There are changes in the surroundings of the asset, however these do not effect its cultural significance. | | Low adverse | The contribution of the setting of the cultural heritage asset to its significance is slightly degraded as a result of the development, but without adversely affecting the interpretability of the asset and its setting; characteristics of historic value can still be appreciated, the changes do not strongly conflict with the character of the asset, and could be easily reversed to approximate the pre-development conditions. | 19.2.18 The significance of an effect on a cultural heritage asset is assessed by combining the magnitude of the effect and the sensitivity of the cultural heritage asset. The Evaluation of Significance matrix presented in Table 19.8 below, provides a guide to decision making, but is not a substitute for professional judgment and interpretation, particularly where the sensitivity or effect magnitude levels are not clear or are borderline between categories. Predicted effects of major or moderate significance are considered significant for the purpose of the impact assessment on cultural heritage. Table 19.8: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 19.3 Existing Environment Bathymetry, geology, geomorphology & sedimentology 19.3.1 Kyle Rhea is a narrow strait of sea that lies between the Scottish mainland and the Isle of Skye and located within Scottish territorial waters. The water strait is around 4km in length and orientated north to south against the mainland with an approximate width of 0.7km. The name Kyle Rhea comes from King Hakon of Norway’s expedition in 1262 and is translated as ‘the King’s Strait’ (Groome, 1882). 19.3.2 Recent strategic environmental assessment of the area has suggested that submerged landscapes and associated deposits with palaeoenvironmental potential may occur on a local basis around Kyle Rhea in particular where there are low beach and off-shore gradients, topographic shelter and a context of cohesive deposits, such as peat, in which archaeological remains are embedded (Wickham-Jones and Dawson, 2006). In particular, areas falling within the depth range of 4.5 to 10 m below sea level may contain submerged archaeological remains of Mesolithic (c. 8000BC-4000BC) or early Neolithic (4000BC-2500BC) date. 19.3.3 The west coast of Scotland comprises a complex network of firths, sea lochs, islands, sounds and archipelagos, all of which have provided a backdrop for a rich historic and cultural past, some of the tangible links for which survive in the archaeological record. The array area is intrinsically linked to this maritime landscape. 19.3.4 The array area is located within the narrows that run between Loch Alsh to the north and Sound of Sleat to the south. These narrows are between 500m and 650m wide and run from NNE-SSE, through N-S to NNW-SSE, forming a curved feature. Geological mapping and sonar survey indicates that the basal sediments of the channel are sands and gravels, often with outcroppings of bedrock. The seabed levels within the array area range from 25m below CD in the northwest, to deeper than 33.0m below CD. 19.3.5 The strait of sea and recurrent exposed bedrock indicates a rapid current, capable of shifting suspended material. Such an environment would be highly erosive of any relatively soft material, such as peat or submerged topsoil. On this basis, the survival of in situ submerged archaeological remains is highly unlikely. However, durable redeposited material, such as lithics, may survive. **Relative sea level change** 19.3.6 Changes in relative sea level since the end of the Pleistocene and the beginning of the Holocene period around 12,000 years ago appear to have been complex, with changes in absolute sea level interacting with changes in land level due to isostatic rebound. Sea-level studies on Skye at Inver Aulavaig have been completed based on radiocarbon dates and borehole samples that have revealed three episodes of high sea-level changes recorded in the bio-stratigraphic record (Selby *et al*, 2000). 19.3.7 In a study on relative sea level change focussed on the Isle of Skye, three episodes of high sea-level changes were recorded in the bio-stratigraphic record. The first appears to have occurred within the Late Devensian before c. 12600 before present day (BP) or soon after, possibly relating to regional deglaciation. The second high sea-level stand is recorded at 8850 ± 170 to 5440±50 BP in the early to middle Holocene period and relates to the Main Postglacial Transgression. The last recorded high relative sea level change in Inver Aulavaig Skye occurred in the late Holocene period at 3160±40 to 3070±60 BP, with the sea then falling rapidly after 2850±100 BP to the present day level (Selby *et al*, 2002;). The records for the Holocene period correspond more closely to the sea level models made by Shennan *et al* (2002) than the Late Devensian record. 19.3.8 During the last glacial maximum most of the development area would have been covered by ice and uninhabitable. Following this is the Devensian glacial maximum when human occupation in the British Isles is re-established. However, the chances of survival of archaeological remains for any human occupation during these periods are low (Wessex Archaeology, 2006). This is due to the repeated ice sheet succession and retreat that may have destroyed or buried evidence of such remains. However Wickham-Jones and Dawson (2006) state that “There is a high likelihood of surviving prehistoric archaeology (10,000 – 5000 years old) in certain areas … and in and among the islands elsewhere (particularly around Islay, Jura, Mull and the Small Isles) along the coast and between South Scotland and Northern Ireland” due to the highly variable sea-level changes across the Western coast of Scotland and thus the likelihood of submerged prehistoric landscapes existing. 19.3.9 The Project lies in a highly mobile environment and the seabed surrounding it may well have been exposed a number of times during repeated glacial periods. The material accumulated during these periods is known as Marine Aggregate Deposits (MAD) which are comprised of sands and gravels that make up the top layer of highly variable sediments on the seabed. Survival of archaeological remains is possible in these, though repeated deposition and reworking of sediments, particularly in the strait, could have also destroyed them. 19.3.10 Later Prehistoric sites are no less important, there is a great likelihood of finds relating to the Mesolithic (10,000BP – 6,000BP) and Neolithic (6,000BP – 4,000BP) periods on the shallower parts of the Scottish continental shelf (down to c.-45m) in the SEA7 area. There is a possibility of finds relating to the Palaeolithic period, prior to the Mesolithic, though it is difficult to pinpoint hotspots for these grab samples, and site investigation (Wickham-Jones & Dawson, 2006). 19.3.11 Kyle Rhea is a deep and narrow stretch of water subject to fast flowing tidal streams. There are few navigational hazards within the central part of the channel, but the shores are rocky with occasional outcrops and small islands. The comparatively sheltered topography of the Strait and its proximity between Skye and the mainland at this point makes it useful as a crossing point and harbour and the channel represents a natural maritime passage, suitable for smaller vessels. **Desk based review** 19.3.12 The baseline environment has been sub-divided into the following categories, each of which is addressed individually below. These are as follows: i. Known wrecks and obstructions from UKHO Database/ Receiver of Wreck and from the RCAHMS; ii. Documented maritime sites and losses listed by the RCAHMS/ HER (position unconfirmed); iii. Maritime archaeological sites, features and deposits identified through the assessment of marine geophysical and geotechnical data. iv. Onshore cultural heritage assets listed in the National Monuments Record of Scotland (NMRS) and Historic Environment Record (HER). v. Onshore key receptors. vi. Archaeological potential. **Known wrecks & obstructions** 19.3.13 The desk based assessment established that there are no designated wrecks or other offshore cultural heritage assets with legal designations within the offshore study area. 19.3.14 One obstruction (HA131) has been identified within the Offshore Study Area (Table 19.9, Appendix 19.1, Figure 3). This obstruction was first reported in 1990 and is reported to be sunken fishing cages with debris spread over an area of 20-40m. **Table 19.9: Known Wrecks and Obstructions** | HA No | SeaZone ID | Status | Description | Long | Lat | |-------|----------------|--------|-------------|--------|--------| | 131 | UKHO-WO-2023 | Live | Obstruction | 5.664992 | 57.236632 | **Documented maritime losses** 19.3.15 Documented maritime losses have been taken from the RCHAMS and HER records (Table 19.10). Although numerous stranding’s and wrecking episodes are recorded around Kyle Rhea, accurate co-ordinates are not available for these loss events, the NMRS record their locations as arbitrary or tentative, and it is likely that many of the vessels involved were later recovered or dispersed. Further, an extensive geophysical survey within the Offshore Study Area has failed to positively locate any associated remains. Therefore these sites will not be carried forward for impact assessment but will be used as indicators of the archaeological potential of the Offshore Study Area. Table 19.10: Documented maritime losses | HA No | NMRS REF | HER REF | Description | Position | |-------|--------------|-----------|--------------------------------------------------|----------| | 101 | NG72SE.8001 | MHG27587 | Unknown Steamship (20th Century) | arbitrary| | 102 | NG72SE.8003 | MHG47225 | William Akins: Brigantine (19th Century) | tentative| | 103 | NG72SE.8004 | MHG48360 | Harmony: Craft (19th Century) | arbitrary| | 104 | NG72SE.8005 | MHG48462 | Richard: Craft (19th Century) | tentative| | 105 | NG72SE.8006 | MHG48742 | Bromley: Craft (19th Century) | tentative| | 106 | NG72SE.8007 | MHG49883 | Countess Of Liverpool: Schooner (19th Century). | tentative| | 107 | NG72SE.8008 | MHG50304 | Alliance: Schooner (19th Century) | tentative| | 108 | NG 79 22 | MHG52128 | James Renwick: Smack (19th Century :: Kyle Rhea) | tentative| | 109 | NG72SE 8010 c. 79 | MHG52129 | Ocean Gleaner: Drifter (20th Century). | tentative| | 110 | NG72SE 8011 c. 7922 | MHG52130 | Grantley: Steamship (20th Century) | tentative| | 111 | NG72SE 8012 c. 7922 | MH52131 | Albertine: Yacht (19th Century. Kyle Rhea) | tentative| | 112 | NG82SW.8001 | MHG14809 | Deepark [Possibly]: Steamship (20th Century) | tentative| Results of the archaeological assessment of geophysical survey data Anomalies with high archaeological potential 19.3.16 No targets of high archaeological potential were identified in the Kyle Rhea geophysical survey. Anomalies with medium archaeological potential 19.3.17 Five targets of medium archaeological potential were identified within the survey area (Appendix 19.1, Figure 4). These are detailed in Table 19.11 below. ### Table 19.11: Geophysical anomalies of medium archaeological potential | Ha No. | Description | Image | |--------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------| | 2 | HA2 is a dark and light reflector identified in the central area of the survey site at coordinates 339433.19mE and 6346404.92mN. The target is linear in shape and slightly fragmented with dimensions of 11.82m length, 2.98m width and a geophysical height of 0.57m. The seabed surrounding the debris also has two low potential sidescan targets associated with it. | | | 6 | HA6 is located in the northern half of the survey area at coordinates 339526.35mE and 6346874.61mN and exhibits anthropogenic qualities. The target is triangular in shape and made up of individual pieces and possible scattering across the seabed. The target has dimensions of 2.2m length, 1.55m width and a geophysical height of 0.12m. | | | 8 | HA8 and HA9 are within 30m of one another to the south eastern extent of the survey area, coordinates 339601.75mE and 6346145.31mN. HA8 is a dark and long linear debris remain with measurements of 21.77m length, 0.83m width and geophysical height of 1.16. The debris looks a bit like the remains of a chain. | | | 9 | HA9 is located at coordinates 339598.73mE and 6346110.44mN. The remains are slightly curvilinear shaped with a rectangular edge and dimensions of 3.31m length, 0.65m width and geophysical height of 0.13m. The remains could be associated with HA8 given that they are within 30m of one another. | | | 13 | HA 13 appears to be a partially buried debris remains identified at coordinates 339309.5mE and 6346925.47mN. The debris has dimensions of 5.72m length, 2.63m width and a geophysical height of 0.59m. This target is located within the Array ISA in the central western area of the survey. | | 19.3.18 A further 10 anomalies considered to be of low archaeological potential were identified within the ISA (Appendix 19.1, Figure 4). These have been identified as small and large boulders that were seen scattered across the area and frequently found around the edges of outcropping rocks. A table of all geophysical anomalies is provided in Annex D (Geophysical Targets Identified by Headland Archaeology) of Appendix 19.1. **Results of the archaeological assessment of geotechnical data** There were no deposits of palaeoenvironmental potential identified in any of the samples taken. Six grab samples were taken within the Offshore Study Area (Appendix 19.1, Figure 5), two of which had no recovery (Grab 5 and Grab 6). The results are presented in Table 19.12. The sediments recovered from the grab samples consisted of gravels, sands and shells. **Table 19.12: Grab Samples** | Sample | Sediment | X | Y | |--------|--------------------------------------------------------------------------|-------|---------| | Grab 1 | Limited recovery of medium to coarse gravel | 339439| 6346815 | | Grab 2 | Grey brown medium to coarse sand, with a little fine to medium gravel and broken shells. | 339449| 6346215 | | Grab 3 | Grey brown medium to coarse sand and fine to medium gravel and broken shells | 339508| 6346292 | | Grab 4 | Limited recovery of coarse gravel. | 339522| 6347064 | | Grab 5 | No recovery | 339265| 6346796 | | Grab 6 | No recovery | 339273| 6346355 | **Onshore cultural heritage assets** Two sites with legal designations were identified within the Onshore Study Area (Table 19.13). These consist of two Category B Listed Buildings, Kylerhea Pier Slipway (HA113) and Kylerhea Old Inn (HA115) (Appendix 19.1, Figure 3). Kylerhea Pier Slipway was one of two slipways constructed by the Highland Road Commission in 1818 (the other being Glenleg Ferry Slipway, Site HA115 in WSA). The design of the slipways is quite unique as they were built with a separate slip to allow cattle to swim across the strait annually. The ferry boat that uses the crossing with its swivel deck is also rare. HA 115 is an old inn house built on the ferry slipways in 1801-3 and was a template of the old ferry house on the Glenelg side of the strait (HA 116 in WSA). The inn was constructed by James Gillespie who was known as one of Scotland’s most fashionable architects by the second decade of the 19th Century. **Table 19.13. Designated onshore cultural heritage** | HA REF | NMRS REF | HER REF | Type | Designation | NGR_E | NGR_N | |--------|----------|---------|-----------------------|---------------|-------|-------| | 113 | NG72SE. 35.- | MHG5370 | Kylerhea Pier Slipway | Category B Listed | 178891 | 821183 | | 115 | NG72SE. 42.- | MHG16796 | Kylerhea Old Inn | Category B Listed | 178862 | 820912 | HA 122 (Table 19.14) is a township comprising two roofed, three unroofed buildings and a head-dyke that are shown of the 1st edition of the OS 6-inch map (Inverness-shire, Isle of Skye 1876-80, sheet xlviii). One unroofed building and a head-dyke are shown on the current edition of the OS 1:10560 map (1968). During the walkover survey the location of these buildings was examined. Foundations of at least three roofless coursed structures were identified above ground. Table 19.14. Undesignated onshore cultural heritage | HA REF | NMRS REF | HER REF | Type | Designation | NGR_E | NGR_N | |--------|------------|-------------|--------------------|-------------|-------|-------| | 122 | NG72SE.39 | MHG27856 | Head Dyke/Township | None | 178800| 821200| **Onshore key receptors** 19.3.22 There is one Scheduled Ancient Monument (SAM) and two Category A Listed Buildings within 5 Km of the Project and within the Zone of Theoretical Visibility (ZTV) (see Table 19.15 and Appendix 19.1, Figure 6). Bernera Barracks is listed as an SAM and as a Category A Listed Building. Nearby Glenelg War Memorial is also a Category A Listed Building. Table 19.15. Onshore key receptors | SM No | HB No | Name | NGR E | NGR N | |-------|-------|---------------------|-------|-------| | 950 | 7252 | Bernera Barracks | 197410| 815180| | - | 7236 | Glenleg War Memorial| 191980| 809720| 19.3.23 Bernera Barracks which was constructed between 1719 and 1723. These barracks were the last of the four Highland forts built by the government at strategic points across the Highlands, in this case to guard the Skye crossing. The barracks were partially constructed from stone plundered from the numerous Glenelg brochs in the area. The barracks were built to accommodate regular garrisons patrolling potential nests of insurrection after the Jacobite risings of the early 1700s. The remains of the Bernera barracks today are still very impressive structures. 19.3.24 Category A Listed Building (HB 7236) Glenelg War Memorial was made in 1920 by Sir Robert Lorimer and Louis Reid Deuchars. The monument is situated south of the village of Glenelg and on the shores of Glenelg Bay, facing the land. The sculpture is made of Bronze and is representative of a Cameron Highlander, together with a kneeling female Appendix 19.1, Figure and winged Peace raised upon a stone plinth against the Sound of Sleat. The soldier is said to look more forlorn than victorious and winged victory is holding her laurel wreath well out of reach. There is a bronze inscription panel at the front of the pedestal and the memorial stands some 18 feet high. **Archaeological potential** 19.3.25 It is considered that there is at least moderate potential for the discovery of unexpected cultural heritage remains within the Offshore Study Area. The study area has been used as a crossing point since at least the 17th century and in 1818 Kylerhea Pier Slipway was one of two slipways constructed by the Highland Road Commission. The strait is also a natural safe haven or anchorage that would have attracted vessels in heavy weather. A total of 12 maritime losses have been recorded in offshore study area with several other recorded as having being lost in the wider area but their exact locations is unknown. 19.3.26 Onshore, two options are considered for the substation location and onshore cable route. Option 1 will be on the FC track at the site of an existing toilet block or in an existing building close to the slipway. Here the potential for previously undiscovered cultural heritage assets is considered to be moderate along the coastal strip which is likely to have been particularly attractive for settlement from the Mesolithic onwards owing to the range of resources available. Fourteen undesignated sites from different periods have been identified in the WSA (Appendix 19.1, Figure 19.2 consisting of cultivation remains, farmsteads, townships, enclosures, a mound, a cairn and an axe head findspot. Prehistoric sites are clearly represented in the archaeological record here. Further, the substation site and export cable route are located at the location of a post medieval township and the location of a historic crossing point that would have been a hub of social, cultural and economic activity in this region. 19.4 Impact assessment 19.4.1 This section assesses potential impacts during construction of the Project. Offshore study area 19.4.2 Site HA131 (obstruction) has been identified as a site of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be **major**. 19.4.3 Sites HA2, HA6, HA8, HA9 and HA13 (geophysical targets of medium archaeological potential) have been identified as sites of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be **major**. 19.4.4 The archaeological potential within the Offshore Study Area is considered to be moderate and there is medium potential for the discovery of hitherto unrecorded cultural heritage remains within the offshore study area. Should sites be discovered in the offshore area one would expect them to be of high/medium sensitivity. In the absence of mitigation the magnitude of the impact could be medium to high. Therefore the significance of the impact could be **moderate to major**. | Offshore Study Area: Suggested Mitigation | |------------------------------------------| | All sites of cultural heritage interest included in this assessment will be avoided where possible. At present the following mitigation is proposed: | | 36. Where cultural heritage assets or potential cultural heritage assets may be subject to direct impacts, infrastructure will be micro-sited and temporary exclusion zones will be implemented to prevent invasive activities, such as devices and inter-array cable installation, and anchoring or deployment of jack-up legs. | | 37. In order to mitigate the risk of damage to any previously unrecorded archaeological remains, a Written Scheme of Investigation (WSI) and Protocol for Archaeological Discoveries (PAD) will be prepared for the approval of Historic Scotland/Highland Council Archaeological Service to mitigate construction effects in the event of any unexpected archaeological discoveries during installation (see Appendix 19.1 for more information). | | 38. These measures will form part of the Construction Environmental Management Plan (CEMP). | Residual impact: 19.4.5 Following the application of the mitigation measures outlined above it is likely that cultural heritage assets can be avoided, where known, and in the event that unrecorded assets are uncovered, appropriate measures are in place to deal effectively with any such eventuality. As such, the residual impacts of the Project on the archaeology and cultural heritage... resource during construction would be reduced to negligible significance. Effects of negligible significance are not significant in the terms of the EIA Regulations. **Onshore study area** 19.4.6 Two sites with legal designations were identified within the Onshore Study Area. These consist of two Category B Listed Buildings, Kylerhea Pier Slipway (HA113) and Kylerhea Old Inn (HA115). The sites are of regional importance and are therefore considered to be of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be major. 19.4.7 HA 122 (township) is considered to be of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be medium. Therefore the significance of the impact could be moderate. 19.4.8 The archaeological potential within the Onshore Study Area is considered to be medium and should hitherto unrecorded cultural heritage assets be discovered they could be of high to moderate sensitivity. In the absence of mitigation the magnitude of the impact on these sites could be medium to high. Therefore the significance of the impact could be moderate to major. **Onshore Study Area: Suggested Mitigation** 1. All sites of cultural heritage interest included in this assessment will be avoided where possible. At present the following mitigation is proposed: 2. Where designated cultural heritage assets may be subject to impacts, Listed Building Consent will be required to carry out any works that would alter these sites. 3. If impacts on cultural heritage assets cannot be avoided they will be mitigated through the implementation of a programme of appropriate archaeological works. The work will be undertaken in compliance with a Written Scheme of Investigation (WSI) agreed with the Highland Council Archaeological Service and the results of the programme of works reported appropriately. 4. These measures will form part of the Construction Environmental Management Plan (CEMP). **Residual impact:** 19.4.9 It is considered that through the programme of mitigation offered for construction that all potential effects will be reduced to negligible significance, as where assets are lost or partially removed there will be no perceptible loss to the historic environment and the potential of the assets as a data source will be realised, thus off-setting their physical loss. Effects of negligible significance are not significant in the terms of the EIA Regulations. **Potential impacts during the operation phase** 19.4.10 Potential direct and indirect impacts on archaeology and cultural heritage assets considered here include those highlighted in the construction impact assessment above. 19.4.11 The offshore operation phase may result in impacts on the sites of cultural heritage interest identified in the direct impacts during construction noted above. Potential effects may include anchoring of maintenance vessels although this is unlikely. In line with the construction phase, the identified sites are of high to medium sensitivity and in the absence of mitigation the magnitude is considered to be high. The significance of the potential effect in the absence of mitigation is therefore regarded as major adverse. 19.4.12 The potential for indirect effects on archaeology and cultural heritage assets through change and alterations in sedimentary regimes caused primarily by the development is considered to be low. Within the vicinity of the indicative device locations and across the inter-array cable route there is a lack of significant ‘soft’ sediments. It is therefore unlikely that the physical disturbance to the seabed will have any significant impact on sediment distribution patterns and effects will be limited to local disturbance of the exposed bedrock within the immediate confines of the seabed works (see Chapter 7, Marine Physical Environment and Coastal Processes). 19.4.13 Potential impacts during the operational phase of the Project comprise changes to the setting of cultural heritage assets with statutory designations within the study area caused by the presence of the devices and the new building for the option 1 substation. The devices will be visible from one Scheduled Ancient Monument (SM858: Bernera Barracks) and one Category A Listed Building (HB7236: Glenleg War Memorial). The Barracks were built in the 1720s-30s to control the narrow crossing from the mainland to Kyle Rhea and are one of four such structures in Scotland during this period. The ZTV (see Chapter 16, Seascape and Landscape Visual Impact Assessment) indicates that one of the likely indicative device locations will be visible from Bernera Barracks which is located 2.8km to the southeast of the turbine site. When built the 3m high substation (option 1) will not be visible from the Bernera Barracks. Therefore it is considered there would be an impact of negligible significance on the setting of Bernera Barracks. The substation for option 2 will be in an existing building and so there will be no impact. 19.4.14 All four indicative device locations will be visible from Glenleg War Memorial located 3.3 Km from the closest device. These devices will only be visible when looking at the memorial from south-southeast to north-northwest and the closest turbine will be 3.3 Km from the site and visible in the background of the monument. There will be no views interrupted looking from or to the monument. The monument was built to commemorate the members of the elite commando units who trained at nearby Achtnacarry during WW2, there is no visibility between the two sites. When built the 3m high substation will not be visible from Glenleg War Memorial. Therefore, it is considered that there would be an impact of, at worst, minor adverse significance on the site. Effects of negligible and minor significance are not significant in the terms of the EIA Regulations. **Operation: Suggested Mitigation** All sites of cultural heritage interest included in this assessment will be avoided where possible. At present the following mitigation is proposed: 1. Where cultural heritage assets or potential cultural heritage assets may be subject to direct impacts, infrastructure will be micro-sited and temporary exclusion zones will be implemented to prevent invasive activities, such as devices and inter-array cable installation, and anchoring or deployment of jack-up legs. 2. In order to mitigate the risk of damage to any previously unrecorded archaeological remains, a Written Scheme of Investigation (WSI) and Protocol for Archaeological Discoveries (PAD) will be prepared for the approval of Historic Scotland/Highland Council Archaeological Service to mitigate construction effects in the event of any unexpected archaeological discoveries during installation. These measures will form part of the Construction Environmental Management Plan (CEMP). Residual impact: 19.4.15 Following the application of the mitigation measures outlined above it is likely that cultural heritage assets can be avoided, where known, and in the event that unrecorded assets are uncovered, appropriate measures are in place to deal effectively with any such eventuality. As such, the residual impacts of the Project on the archaeology and cultural heritage resource would be reduced to minor and negligible significance. Effects of minor and negligible significance are not significant in the terms of the EIA Regulations. Potential impacts during the decommissioning phase 19.4.16 Direct and indirect impacts arising from the decommissioning are considered to be analogous to those arising in the construction phase and are not discussed further. Potential cumulative effects 19.4.17 This section presents the results of the assessment of the potential cumulative effects upon cultural heritage assets arising from the Project in conjunction with other existing or reasonably foreseeable marine developments and activities in the region. The approach to the assessment of cumulative effects is described in Chapter 4, EIA Methodology of this ES. There are no cumulative effects to be considered for this project. 19.5 Summary 19.5.1 The known cultural heritage assets within the study area have been identified, and the archaeological potential for the discovery of previously unknown remains has been considered. Impacts of negligible to major significance have been identified. 19.5.2 Offshore - Site HA131 (obstruction) has been identified as a site of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be major. The mitigation measures for this asset are; that infrastructure will be micro-sited and temporary exclusion zones will be implemented to prevent invasive activities, such as devices and inter-array cable installation, and anchoring or deployment of jack-up legs. 19.5.3 Sites HA2, HA6, HA8, HA9 and HA13 (geophysical targets of medium archaeological potential) have been identified as sites of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be major. The mitigation measures for these assets are; that infrastructure will be micro-sited and temporary exclusion zones will be implemented to prevent invasive activities, such as devices and inter-array cable installation, and anchoring or deployment of jack-up legs. 19.5.4 The archaeological potential within the Offshore Study Area is considered to be moderate and there is medium potential for the discovery of hitherto unrecorded cultural heritage remains within the offshore study area. Should sites be discovered in the offshore area one would expect them to be of high/medium sensitivity. In the absence of mitigation the magnitude of the impact could be medium to high. Therefore the significance of the impact could be moderate to major. The mitigation measures for these impacts are; to implement a Written Scheme of Investigation (WSI) and Protocol for Archaeological Discoveries (PAD) for the approval of Historic Scotland/Highland Council Archaeological Service to mitigate construction effects in the event of any unexpected archaeological discoveries during installation. 19.5.5 Onshore - The two Category B Listed Buildings, Kylerhea Pier Slipway (HA113) and Kylerhea Old Inn (HA115) are of regional importance and are therefore considered to be of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be high. Therefore the significance of the impact could be **major**. HA 122 (township) is considered to be of medium sensitivity in this assessment. In the absence of mitigation the magnitude of the impact on this site could be medium. Therefore the significance of the impact could be **moderate**. The archaeological potential within the Onshore Study Area is considered to be medium and should hitherto unrecorded cultural heritage assets be discovered they could be of high to moderate sensitivity. In the absence of mitigation the magnitude of the impact on these sites could be medium to high. Therefore the significance of the impact could be moderate to **major**. 19.5.6 Mitigation measures for these onshore assets include; Listed Building Consent will be required to carry out any works that would alter these sites. Construction effects will be mitigated through the implementation of a programme of archaeological works, which may comprise evaluation trenching in those areas considered to have archaeological potential; and/or archaeological monitoring of topsoil stripping during construction, which will allow for any further assets present to be recorded appropriately. The work will be undertaken in compliance with a Written Scheme of Investigation (WSI) agreed with the Highland Council Archaeological Service. The results of the programme of works will be reported appropriately. 19.5.7 Setting - The devices will be visible from one Scheduled Ancient Monument (SM858: Bernera Barracks) and one Category A Listed Building (HB7236: Glenleg War Memorial). The ZTV indicates that one device will be visible from Bernera Barracks which is located 2.8 Km to the southeast of the device site. When built the 3m high substation (option 1) will not be visible from the Bernera Barracks. Therefore it is considered there would be an impact of **negligible** significance on the setting of Bernera Barracks. Option 2 will be in an existing building and so will be no impact. 19.5.8 All four devices will be visible from Glenleg War Memorial located 3.3 Km from the closest device. These devices will only be visible when looking at the memorial from south-southeast to north-northwest and the closest device will be 3.3 Km from the site. When built the 3m high substation (option 1) will not be visible from Glenleg War Memorial. Therefore, it is considered that there would be an impact of, at worst, **minor adverse** significance on the site. 19.5.9 The mitigation that has been outlined is considered to completely mitigate residual impacts. 19.6 References Bacon, M, Simm, R & Redshaw, T. 2003. 3-D Seismic Interpretation. Cambridge University Press. Close-Brooks J 1986 Exploring Scotland’s Heritage The Highlands The Royal Commission on the Ancient and Historical Monuments of Scotland. English Heritage, 2006. MoRPHE. Marine Archaeological Geophysical Survey. Ferguson D M 1991 Shipwrecks of North-East Scotland 1444-1990 Aberdeen. Flemming N C 2004 The scope of Strategic Environmental Assessment of North Sea Area SEA5 in regard to prehistoric archaeological remains Department of Trade and Industry Groome, F H 1982 Ordnance gazetteer of Scotland: a survey of Scottish topography, statistical, biographical, and historical Edinburgh. Hardy, K & Wickham-Jones, C, 2004. Mesolithic and later sites around the Inner Sound, Scotland: the work of the Scotland’s First Settlers project 1998–2004. Historic Scotland 2009 Towards a Strategy for Scotland’s Marine Historic Environment Historic Scotland, 2010. Managing Change in the Historic Environments: Setting. Hill, R, 2010, KYLE RHEA MARINE CURRENT TURBINES GEOPHYSICAL SURVEY OPERATIONS REPORT – VOLUME 1 C10015 September 2010. Osiris Projects Unpublished Client Report. ICOMOS 1996 Charter on the Protection and management of Underwater Cultural Heritage. Institute for Archaeologists (IfA) 2008 Guidelines: Standard & Guidance for Archaeological Desk Based Assessment. Joint Nautical Archaeology Policy Committee (JNAPC) 2008 Code of Practice for Seabed Development. Jones 1996. Food For Thought, in Pollard, T. & A. Morrison (eds.), The Early Prehistory of Scotland, pp. 23-38. Edinburgh: Edinburgh University Press. Larne, R. and Larne, B. 1998 Shipwreck Index of the British Isles – Volume IV - Scotland London. Lawler, M, & Nayling, N, 1993 Investigations at Barlands Farm, Magor, 1993, Archaeology in the Severn Estuary 1993, 109-112 Lynch F, Aldhouse-Green S and Davies J L 2000 Prehistoric Wales. Sutton Publishing. MacKie E W 1972 Radiocarbon dates for two Mesolithic shell middens and a Neolithic axe factory in Scotland Proceedings of the Prehistoric Society 38 412-416. Manley J 1989 Atlas of Prehistoric Britain Phaidon. Oxford. Martin, C. 1991 ‘Water Transport and the Roman occupation of Britain’ in Smout T.C. (Ed) Scotland and the Sea. Barnes & Nobleley, J., 1989. Atlas of Prehistoric Britain. Phaidon. Oxford. Miket and Wildgoose, R and M (1989e) ‘Survey. Kinloch Forest’, Discovery Excavation Scotland Mithen, SJ & Lake, MW, 1996. The Southern Hebrides Mesolithic Project: Reconstructing Mesolithic settlement in western Scotland. In: Pollard, T and Morrison, A, (eds.) The Early Prehistory of Scotland. (123 - 151). Edinburgh University Press: Edinburgh. Mowat, R J C., 1996. The logboats of Scotland. Oxbow Monograph in Archaeology No.68. Ó Cróinín D 2005 New History of Ireland, Vol. 1, Prehistoric & Early Medieval Ireland. Royal Irish Academy. Oxford University Press. Parfitt, SA, Ashton, NM, Lewis, SG, Abel, RL, Russell Coope, G, Field, MH, Gale, R, Hoare, PG, Larkin, NR, Lewis MD, Karloukovski, V, Mahar, BA, Peglar, SM, Preece, RC, Whittaker, JE & Stringer, CB, 2010. Early Pleistocene human occupation at the edge of the boreal zone in northwest Europe. Nature 438: 1008-1012. Raftery, B, 2008. Iron-Age Ireland in Ó Cróinín, D. A New History of Ireland, Volume I: Prehistoric and Early Ireland. Oxford University Press. Rodger N A M 1997 The Safeguard of the Sea: A Naval History of Britain, Vol. 1: 660 – 1649 London Saville, A, 2004. Mesolithic Scotland and its Neighbours. Edinburgh. Scottish Government, 2010. Scottish Planning Policy, Crown copyright 2010. Scottish Government, 2011. Planning Advice Note 2/2011: Planning and Archaeology. Selby *et al.*, 2000 Late Devensian and Holocene relative sea level and environmental changes from an isolation basin in southern Skye. Scottish Journal of Geology. Shennan I, Lambeck K, Horton B, Innes J B, Lloyd J, McArthur J.J, Purcell T and Rutherford M M 2000 Late Devensian and Holocene records of relative sea-level changes in northwest Scotland and implications for glacio-hydro-isostatic modelling. Quaternary Science Reviews 19 1103-1135. Strachan D 2010 The Carpow Logboat: A Bronze Age Vessel Brought to Life Perth and Kinross Heritage Trust. Telford D 2002. The Mesolithic inheritance: contrasting Neolithic monumentality in eastern and western Scotland Proceedings of the Prehistoric Society, vol.68. UNESCO 2001 The UNESCO Convention on the Protection of Underwater Cultural Heritage. UNESCO General Conference 31.C. Walters, J, 2010. KYLE RHEA MARINE CURRENT TURBINES GEOPHYSICAL SURVEY REPORT – VOLUME 2 C10015 September 2010. Osiris Projects Unpublished Client Report. Wessex Archaeology. 2006. Strategic Environmental Assessment SEA 7 MARITIME ARCHAEOLOGY Technical Report. Wessex Archaeology Ltd. 2007 Historical Environment Guidance for the Offshore Renewable Energy Sector. COWRIE Ltd. Wickham-Jones, C R & Dawson, S, 2006. The scope of Strategic Environmental Assessment of North Sea Area SEA7 with regard to prehistoric and early historic archaeological remains. Websites www.naval-history.net Protection of Military Remains Act 1986. http://www.legislation.gov.uk/ukpga/1986/35/introduction Strategic Environmental Assessment, 2012. www.offshore-sea.org.uk Wreck Site. www.wrecksite.eu 20.1 Introduction 20.1.1 This chapter of the Environmental Statement (ES) describes the existing environment in relation to onshore noise, within the proposed Kyle Rhea Tidal Stream Array ('the Project') and associated study area. 20.1.2 Subsequently, it presents the findings of an assessment of potential impacts arising from the construction, operation and decommissioning phases of the Project. 20.1.3 This chapter considers potential noise and vibration impacts caused by the Project. It considers noise generated above the surface of the sea as opposed to underwater noise, and considers only human receptors. The potential impacts from underwater noise on terrestrial and marine organisms are considered in Chapter 10, Terrestrial and Intertidal Ecology and Chapter 12, Marine mammals & basking sharks respectively. 20.1.4 This assessment is a primarily a qualitative assessment, as it has not been considered necessary, through the scoping and consultation stages of this Environmental Impact Assessment, to undertake dedicated noise surveys. 20.1.5 Importantly, no widening of the roads or building of access roads is proposed for the construction of the Project. Study area 20.1.6 The onshore study area in depicted in Figure 1.1 of Chapter 1, Introduction. This area has been used as the basis for this assessment. Overview of potential impacts 20.1.7 The following potential impacts have been identified from the Project. - Noise and vibration from the use of horizontal directional drilling (HDD) during the installation of the export cables; - Temporary increased levels of noise and vibration from construction traffic; - Temporary increase in noise from construction and operation of the substation; - Temporary increase in surface noise from vessels during installation and operation; and - Noise generated by SeaGen devices during operation. Policy, legislation and guidance in relation to onshore noise 20.1.8 A range of legislation is in place to control noise levels at International, European Union (EU) and United Kingdom level. The control of noise from construction activities, in Scotland, is achieved through the following Instruments: - The Environmental Noise (Scotland) Regulations 2006 - Control of Pollution Act 1974 [COPA] : Section 60 and 61 - Scottish Statutory Instrument (SSI) 2002/104 The Control of Noise (Codes of practice for construction and open sites) (Scotland) Order 2002. 20.1.9 The Environmental Noise (Scotland) Regulations 2006 is the transposition of the European Directive 2002/49/EC (the Environmental Noise Directive). It applies to major transport corridors, airports and urban areas. 20.1.10 Control of Pollution Act 1974 (COPA); Section 60 the Act provides the local authority with powers to serve noise abatement notices on construction operations in order to minimise or prevent noise disturbance to local residents. Section 61 of the Act, provides a means whereby a contractor and local authority can reach agreement on suitable controls to minimise or prevent noise disturbance including such things as controlling hours of operation, the setting of specific noise limits or other appropriate controls. The written agreement is termed a ‘prior consent’ and it will be a defence against subsequent enforcement action for the contractor to show that he was working within the terms of the consent. The Act also defines the principles of best practice in construction operations, termed Best Practicable Means (BPM). The contractor will be expected to apply these principles to all construction operations. Failure to apply BPM or to work within the terms of a prior consent may leave a contractor open to local authority enforcement action and prosecution for causing noise disturbance. 20.1.11 Scottish Statutory Instrument (SSI) 2002/104 The Control of Noise (Codes of practice for construction and open sites) (Scotland) Order 2002; this instrument approves the use of British Standard 5228 (Parts 1, 3,4 & 5, 1992 – 1997) for the control of noise and vibration from such sites (these documents have been superseded by BS 5228-1&2 in 2009). 20.1.12 Planning Advice Note (PAN) 56: Planning and Noise provides advice on the role of the planning system to assist the prevention and limit the adverse effects of noise. The note raises issues that should be considered in when planning a development. The note provides some details on acceptable noise levels near dwellings. British Standard (BS) 5228-1: 2009 Code of practice for noise and vibration control on construction and open sites: this Standard is guidance and carries no legal enforceability but is regarded as best practice in respect of assessing and controlling noise from construction operations. It provides guidance on the causes of noise from construction operations, methods for calculating noise levels at potentially noise sensitive premises (NSPs) and suggests suitable methods for mitigating the adverse impacts of noise. It does not specify permissible noise levels from construction activities, but does discuss the setting of suitable limits based on examples of controls applied to previous construction activities. The Annexes of the Standard also provide generic source noise levels for typical items of plant equipment used on construction sites. 20.1.13 The Highways Agency guidance Design Manual for Roads and Bridges (DMRB), Volume 11, Section 3, Part 7 “Noise and vibration” provides guidance on the assessment of noise and vibration from road traffic, including assessment of air-borne or re-radiated noise. The guidance suggests that short-term changes in noise of 25% in total traffic, approximately equivalent to a 1dB change in noise, may be perceived by local residents whilst longer term gradual increases in noise of 3dB, approximately equivalent to a doubling of total traffic levels, may be required for audible effects to occur. For the purposes of this assessment, it was conservatively assumed that changes in traffic noise of 1dB would be used to define potentially significant changes in noise. The guidance also provides advice on the assessment of air-borne and ground-borne vibration but states that the percentage of people potentially ‘bothered’ by air-borne vibration (re-radiated noise) from road traffic is 10% lower. than for the equivalent noise exposure. With regard to ground-borne vibration, the guidance provides indicative vibration levels for perception by humans, described in terms of the peak particle velocity (PPV). 20.1.14 BS 6472-1:2008 Guide to evaluation of human exposure to vibration in buildings. Part 1: vibration sources other than blasting. This document provides advice on the potential impacts of vibration on humans within dwellings. It is referenced with regard to potential ground-borne vibration from construction-related traffic moving on the road between Kylerhea village and the FC access track. 20.1.15 BS 4866:2010 Mechanical vibration and shock - Vibration of fixed structures - Guidelines for the measurement of vibrations and evaluation of their effects on structures. This document provides advice on the levels of vibration associated with building damage, including cosmetic damage. It is referenced with regard to potential ground-borne vibration construction-related traffic moving on the road between Kylerhea village and the FC access track. 20.2 Methodology 20.2.1 This section reports the consultation, data collection including review of existing information as well as the approach and rationale behind the impact assessment. Consultation in relation to onshore noise. 20.2.2 Table 20.1 presents the relevant issues raised below (and originally detailed in the Scoping Opinion Response – see Appendix 4.1) along with the response from the consultee. 20.2.3 In general, few responses were received relating specifically to onshore noise. The predominant concerns relate to underwater noise, which is assessed separately in Chapter 12, Marine Mammals & Basking Shark. 20.2.4 Many of the issues raised are directly in the response to the Scoping Opinion document (Appendix 4.1). Table 20.1: Summary of consultation relating to onshore noise | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | Marine Scotland advised that reference should be made to Planning Advice Note (PAN) 56: Planning and Noise. | This PAN has been taken into account in the writing of this Chapter. | | SEPA advised that the proposed development be assessed alongside other developments likely to contribute to an increase in road traffic, which may further increase noise levels. | See section 20.4: Cumulative Impacts. | | SEPA advised that excavation works, particularly through drilling and blasting, may cause nuisance to adjacent land users due to the generation of dust and noise. Comments from the local authority environmental health officers should be sought on the potential nuisance to adjacent land users during the construction and decommissioning phases of the Project. | No excavation works are planned, see Chapter 5, Project Description. | | RYA Scotland stated that 'In summary the RYA's concerns with offshore energy developments and recreational boating relate to...visual intrusion and noise.' | See section 20.4: Impact Assessment. | ### Data collection 20.2.5 The following data sets were used to inform this chapter of the ES (Table 20.2). **Table 20.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Author | Year | |------------------------------|------------------|-------------------------------|------| | Annex C of BS 5228-1 | N/A | British Standards Institution | 2009 | | Aerial photography | UK wide | Bing Maps, Microsoft | 2012 | ### Impact assessment 20.2.6 The setting of noise limits is difficult, partly due to the subjectivity of noise level changes according to the perception of the listener, but also because the impact will depend on the nature of the existing noise situation. 20.2.7 PAN 56 states that “For noise of a similar character, a change of 3dB(A) is the minimum perceptible under normal conditions, and a change of 10dB(A) corresponds roughly to halving or doubling the loudness of a sound”. This is based upon research which has shown that whilst in a laboratory situation a 1dB change in noise level might be perceptible to the average listener, in an outdoor situation a 3dB change in environmental noise levels is generally the least perceptible change, whilst a 5dB change in noise limits is clearly perceptible and a 10dB change in noise levels would be perceived as a doubling or halving of noise. 20.2.8 It is also generally accepted that construction activities are inherently noisy. Annex C of BS 5228-1 discusses possible approaches to setting noise controls; one of these is to set a 65dB LAeq limit for construction noise measured at noise sensitive premises, as being an acceptable limit, with relatively lower noise levels for evening, weekend and night time periods; the suggested levels are presented in Table 20.3. Table 20.3 Suggested acceptable construction noise limits | Assessment period | Acceptable noise level, in decibels (dBAeq) | |--------------------------------------------------------|---------------------------------------------| | | Category A<sup>A</sup> | Category B<sup>B</sup> | Category C<sup>C</sup> | | Night-time (23.00–07.00) | 45 | 50 | 55 | | Evenings, Weekends and Public/ Bank Holidays | 55 | 60 | 65 | | Daytime (07.00–19.00) and Saturdays (07.00–13.00)<sup>D</sup> | 65 | 70 | 75 | **NOTE 1** A significant effect has been deemed to occur if the total LA<sub>eq</sub> noise level, including construction, exceeds the threshold level for the Category appropriate to the ambient noise level. **NOTE 2** If the ambient noise level exceeds the threshold values given in the table (i.e. the ambient noise level is higher than the above values), then a significant effect is deemed to occur if the total LA<sub>eq</sub> noise level for the period increases by more than 3dB due to construction activity. **NOTE 3** Applied to residential receptors only. A) The ambient noise levels are predicted to be within the Category A levels and so, for the effect to be deemed significant the predicted noise levels during construction, operation or decommissioning will be greater than the Category A values. In the event that the noise levels are below these levels, there will be no significant noise impact. B) Category B: threshold values to use when ambient noise levels (when rounded to the nearest 5 dB) are the same as category A values. C) Category C: threshold values to use when ambient noise levels (when rounded to the nearest 5 dB) are higher than category A values. D) 19.00–23.00 weekdays, 13.00–23.00 Saturdays --- 20.2.9 The sensitivity of receptors to noise is has been defined as in Table 20.4. **Table 20.4: Definition of terms relating to the sensitivity of receptors** | Receptor Sensitivity | Description | |----------------------|-----------------------------------------------------------------------------| | High | Hospitals and care homes at night. | | Medium | Residential accommodation, private gardens, hospitals, care homes, schools, universities, research facilities, national parks, during the day; and temporary holiday accommodation at all times | | Low | Offices, shops, outdoor amenity areas, long distance footpaths, doctors surgeries, sports facilities places of worship | | Negligible/no impact | Warehouses, light industry, car parks, agricultural land | 20.2.10 The definition of the magnitude of an impact is given in Table 20.5 below. Table 20.5: Definition of terms relating to the magnitude of an impact | Magnitude of Impact | Description | |---------------------|-------------| | High | Steady noise level changes greater than, or equal to, 10dB whereby the ambient noise may be perceived to have doubled. Changes in the range of 5 to 9.9dB may be of high magnitude if they contain particularly annoying characteristics, significant low-frequency or tonal noise, or if the noise impacts are long-lasting (greater than a few weeks for example). | | Medium | Noise level change is potentially clearly audible, in the range of 5 to 9.9dB, but may be tolerable in the short-term. Changes in the range of 3 to 4.9dB may be of medium magnitude if they contain particularly annoying characteristics, significant low-frequency or tonal noise, or if the noise impacts are long-lasting (greater than a few weeks for example). | | Low | Noise level change is potentially just audible, in the range of 3 to 4.9dB. Changes in the range of 1 to 2.9dB may be of low magnitude if they contain particularly annoying characteristics, significant low-frequency or tonal noise, or if the noise impacts are long-lasting (greater than a few weeks for example). | | Negligible/no impact* | Changes in steady noise of less than 3dB, or changes of less than 1dB if noise is particularly intrusive. | 20.2.11 The sensitivity of the receptor and the magnitude of the predicted impact can be combined to find the overall significance of the potential impact, as outlined on the matrix below (Table 20.6). This process has been supplemented by the use of expert judgement. Table 20.6: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 20.3 Existing environment 20.3.1 Option 1 of the Project (see Chapter 5, Project Description) will be situated in the Kylerhea Forestry Commission (FC) site. It will be constructed predominantly within an existing area of hard-standing to the side of an existing access track on the site. The track runs north (through the FC land) to south (to the road which runs between the A87 and Kylerhea village). 20.3.2 The site currently attracts visitors to a newly renovated otter hide, as well as for other wildlife and natural features, mountain walking and recreational sailing, sea kayaking (see Chapter 22, Recreation and Tourism). 20.3.3 The site is surrounded predominantly by young coniferous plantation and heathland. It lies at the bottom of and to the east of Beinn Bhuidhe, and to the west of the Kyle. The ambient noise climate is likely to be composed of a high proportion of natural sounds. These include wildlife and water courses, as well as human sources from a small number of walkers and cars coming up the access track, and FC activities on site. 20.3.4 Option 2 of the Project will be situated in an area of open grassland between the Kyle and Kylerhea village. 20.3.5 The ambient noise climate for option 2 is similarly likely to be predominantly composed of natural sounds from the coast and wildlife. Some noise is likely to come from human sources including small vehicles and pedestrians from nearby houses and the road in Kylerhea village. 20.3.6 Recreational users of Kyle Rhea including for kayaking, and sailing (see Chapter 22, Tourism and Recreation) are potential receptors of airborne noise. Recreational passage through Kyle Rhea is heavy (RYA, 2008). Kyle Rhea is encompassed by an RYA UK sailing area. This area is extensively used for general day-sailing by all types of recreational craft, particularly smaller craft such as small cruisers, day-boats, dinghies, sailboards and personal watercraft. Recreational vessel tracking data is shown in Figure 17.10 (see Chapter 17: Shipping and Navigation). 20.3.7 A car ferry ‘Glenachulish’ crosses Kyle Rhea between Easter and mid-October. This ferry transits between Kylerhea and Glenelg. The ferry crosses the strait seven days a week between 10am and 6pm every 20 minutes (www.skyeferry.co.uk). Figures from the ferry company reveal that the ferry carried 30,000 passengers in 10,000 cars in 2008. 85% of this traffic was one way & non local (Hibberd, 2009). 20.3.8 Fishing vessels and fish farm support vessels use Kyle Rhea. The tracks for these vessels are shown in Figure 17.9 (Chapter 17, Shipping and Navigation). Other non-recreational vessels include military and cargo vessels, tankers, and tug boats of which approximately one vessel per day transits the Kyle. 20.3.9 In summary, approximately 5 vessels pass through Kyle Rhea per day during winter and during summer this is increased to 23 per day, where the increase is mainly due to increased recreational use. Noise Sensitive Premises (NSPs) 20.3.10 Noise sensitive premises are defined in British Standards (BS) 5228 (BSI, 2009) as being ‘any occupied place outside a site used as a dwelling (including gardens), place of worship, educational establishments hospital or similar institution, or any other property likely to be adversely affected by an increase in noise level’. Option 1 20.3.11 Based on the definition of NSPs above, four NSPs (inhabited houses) were identified from aerial photography and 1:10000 Ordnance Survey (OS) mapping within the vicinity of the Project (less than 300m of the substation, drilling area and/or substation). These are shown in Figure 20.1. NSP 1 is a dwelling north of Kylerhea, on the road to the ferry terminal on Skye. NSP 2 is a dwelling near the Kyle Rhea ferry terminal on Skye. NSP 3 is a dwelling near the Glenelg ferry terminal building (3) on the mainland and NSP 4 is the otter hide, located within the Forestry Commission Scotland land on Skye. 20.3.12 These premises may be affected by noise generated from vehicles transporting materials, equipment and personnel for the onshore construction works due to their position on route to the proposed onshore development site as well as potentially being affected by noise from the HDD and substation construction (see section 12.4). 20.3.13 The distances of these receptors from different elements of the proposed works are given in Table 20.7 below. Table 20.7. Distances of NSPs from different elements of the Project for Option 1. | NSP No. | Name | Distance from array boundary | Distance from substation | Distance from potential location | |---------|-------------------------------------------|-----------------------------|--------------------------|----------------------------------| | 1 | Dwelling north of Kylerhea, Skye | 462m | 443m | 274m | | 2 | Dwelling at Kyle Rhea ferry terminal, Skye| 199m | 232m | 236m | | 3 | Dwelling at Glenelg ferry terminal, Glenelg| 339m | 813m | 904m | | 4 | Otter hide, Skye | 281m | 835m | 1058m | Option 2 20.3.14 Three NSPs were identified from aerial photography and 1:10000 Ordnance Survey (OS) mapping within the vicinity of the Project (less than 300m of the substation, drilling area and/or substation). Details are provided in Table 20.8 below. 20.3.15 These premises may be affected by noise generated from the HDD or operation of the substation (see section 12.4). 20.3.16 The distances of these receptors from different elements of the proposed works are given in Table 20.8 below. Table 20.8. Distances of NSPs from different elements of the Project for Option 2. | No. | Name | Distance from array boundary | Distance from substation | Distance from potential drilling location | |-----|-------------------------------------------|-----------------------------|--------------------------|------------------------------------------| | 1 | Dwelling north of Kylerhea, Skye | 474m | 275m | 21m | | 2 | Dwelling at Kyle Rhea ferry terminal, Skye| 199m | 16m | 301m | | 5 | Dwellings in Kylerhea | 679m | 492m | 27m | **Traffic** 20.3.17 No traffic count information was available from Transport Scotland or the Department for Transport for the single track road which runs from Kylehea ferry slipway to the A87. Therefore the current level of traffic using this road is not known. However some assumptions of the amount of traffic coming through Kylerhea can be made using the following information. There are more than 20 houses in Kylerhea, and it is assumed that of this population all have a car and make one return journey per day. Therefore the amount of traffic using this road is low in comparison to the main route from the mainland onto Skye via the A87 and Skye bridge. 20.3.18 In addition, traffic passes through Kylerhea from the ferry service from Glenelg to Kylerhea, which is operational from Easter to mid-October (www.skyeferry.co.uk). Information obtained from the Glenelg-Skye Ferry service (pers.comms) suggests the average numbers of vehicles using the ferry per day is approximately 100. The maximum numbers of vehicles per day experienced using the ferry is 240. This is a rare occurrence associated with a road traffic accident in which the road to the Skye bridge is closed). 20.3.19 As the majority of the works are proposed to be conducted in the winter, the A87 would be the main route to access Kylerhea. 20.4 **Impact assessment** 20.4.1 The impact assessment is presented below for the potential onshore noise the Project may have on sensitive receptors. *Do nothing scenario* 20.4.2 The do-nothing situation would result in no change to the existing ambient noise situation. **Potential impacts during construction** 20.4.3 Estimating the amount of onshore traffic at the time of writing the Environmental Statement (ES) has been difficult, because different contracting methods will yield varying numbers and extent of land based traffic (see Chapter 18, Traffic and Transport). Deliveries of major pieces of plant and equipment will likely be made by sea, and it is planned to use the private slipway at Kylehea (option 1) or the pebble beach close to Kylehea village (option 2) to receive materials. 20.4.4 The initial mobilisation phase during installation could see a small increase in the volume of land based traffic. Most personnel are likely to mobilise to the nearest port e.g. Lochalsh. There may occasionally be approximately two cars at, or going to, Kylerhea or Glenelg during installation and commissioning. 20.4.5 For option 1, equipment and materials will be brought in by sea to the ferry slipway and then transported a short distance by road from the slipway to the FC site using HGVs. These vehicles are likely to cause some noise and vibration. The drilling area would be at the FC car park (Figure 5.1). 20.4.6 Option 2 involves bringing all equipment to the site at Kylerhea directly by sea and so there will be no transfer of materials or equipment by road. The drilling area for option 2 is within an area of flat grassland near Kylerhea village (Figure 5.1). **Impact 1: Noise and vibration impacts associated with the movement of construction-related vehicles along the road from the A87 to Kylerhea village and on the FC access track** 20.4.7 Construction related vehicle movements will pass along the road from the slipway to the FC land and along the existing FC access track for option 1. A change in the level of noise from the baseline is expected from the Project, due to an increase in traffic from construction-related vehicles, particularly during mobilisation and demobilisation. All vehicles will be moving very slowly and are unlikely to cause significant vibrations. During the 75 day drilling period there will be a small number of personnel vehicles travelling to and from the site. The magnitude of option 1 is **low**. 20.4.8 There will be minimal construction related vehicles for option 2 with all materials and equipment brought directly to the site by sea. The magnitude of option 2 is **negligible**. Option 2 has been chosen to reduce the need for vehicles coming in to Kylerhea and along the small roads. Instead materials and equipment will be brought onto the beach via the sea. Dwellings in Kylerhea are therefore unlikely to be affected by construction traffic if option 2 is pursued. At worst, a **negligible** significance is predicted for option 2. 20.4.9 The dwellings near the ferry slip way and the Old Croft House may be temporarily affected by construction related traffic movements. The Old Croft House is rented out as tourist accommodation (see Chapter 22, Tourism and Recreation). Sea Generation (Kyle Rhea) Ltd will endeavour to undertake onshore construction works out with the peak tourism season where possible. The sensitivity of these properties is predicted to be **medium**. 20.4.10 It is unlikely that the otter hide will be significantly affected by noise related to construction traffic due to its distance from the road and therefore the sensitivity of this NSP is considered to be **negligible**. 20.4.11 The maximum anticipated noise impact due to construction related-traffic is therefore considered to be **minor**. **Impact 1: Suggested Mitigation** 1. No specific mitigation suggested. 2. Ensure construction-related traffic is limited to daytime periods only **Residual impact:** 20.4.12 Following the adoption of the mitigation measures outlined above, the impact significance from construction traffic noise and vibration will remain **minor**. **Impact 2: noise and vibration from HDD** 20.4.13 Potential noise and vibration impacts on human receptors may arise as a result of the construction activities associated with the HDD and export cable installation. Once the surface is broken noise will be largely produced by a generator, with typical noise levels temporarily increasing at nearby NSPs. 20.4.14 The predicted maximum period of drilling for the onshore works is 75 days, with operation 12 hours a day, for 7 days a week. 20.4.15 For Option 1, the nearest dwelling (dwelling north of Kylerhea) is within 274 metres of the proposed HDD works. This receptor has been assessed to be of medium sensitivity, as outlined in impact 1, however, this distance is considered to be sufficiently far away from to be just audible and thus be an impact of low magnitude, particularly given the temporary nature of HDD activity. 20.4.16 For Option 2, the nearest NSP (a dwelling within Kylerhea, NSP 5) is approximately 20m away from the proposed HDD works. This is considered to be an impact of moderate magnitude. 20.4.17 The impact significance is therefore predicted to be minor adverse for option 1 or moderate adverse for option 2. **Impact 2: Suggested Mitigation** 1. For both options, construction vehicles to not arrive or leave the site between 19:00 and 07:00. 2. For option 2, works to be restricted to the hours of between 07:00 and 19:00, with no works on Saturday from 13:00 h and Sunday 3. For option 2 an appropriate, temporary, physical barrier to attenuate noise from the directional drill used, as recommended in BS5228-1:2009, to minimise the effects of noise emissions from the drill. 4. Application by the principal Contractor for a Section 61 ‘prior consent’ in accordance with the guidance set out in the Control of Pollution Act 1974. 5. Conventional best practical means (BPM) in construction operations. including: a) Education and awareness-raising of construction operatives with regard to the prevention of local community noise disturbance. b) Minimising the idling of vehicles in proximity to the residential properties. c) Avoiding excessive revving of plant equipment engines. d) Extra care taken in handling and placing materials. e) Ensuring that the most modern plant equipment is used and fitted with appropriate noise attenuation. f) Proper maintenance and operation of plant and equipment. **Residual impact:** 20.4.18 If noise control measures and best practice are adopted the maximum significance of this impact is reduced to minor adverse. **Impact 3: Surface noise from vessels** 20.4.19 Vessel options currently being considered for the installation of the devices may include the following types of vessels (although not all of them) (Chapter 5, Project Description): - Moored barge; - Jack up vessel; - Multicat; and - DP vessel. 20.4.20 During installation, vessels are likely to be within 500m of the NSPs identified in Section 20.3 and within approximately 1 to 1.5km of Kylerhea village. 20.4.21 Underwater drilling operations for the offshore works have slight potential to generate noise. above the surface. The drilling operations will be hydraulically driven and will operate for 24hrs a day to reduce the duration of the period that the rig is on site. The main sources of noise will be the drilling head and the two operating generators required to power equipment and lights aboard the drilling area. This impact will be temporary and its magnitude is predicted to be low. With receptors of medium sensitivity this results in an impact of minor adverse significance. **Impact 3: Suggested Mitigation** 1. Adoption of Best Practicable Means as described in impact 2 mitigation. **Residual impact** Following the implementation of the mitigation measures described above the impact significance will be minor. **Potential impacts during operation** **Impact 4: Noise associated with movement of vehicles related to substation maintenance** The onshore facility will be visited by personnel to maintain it, resulting in the use of the road between the A87 and Kylerhea village by one to two vehicles of small size and in the context of the existing traffic on this road the noise associated with this impact is likely to be of negligible magnitude. As the NSPs identified above will be of low sensitivity to this level of potential noise, which results in an impact of negligible significance. **Impact 4: Suggested Mitigation** 1. No specific mitigation suggested **Residual impact** No further mitigation is suggested and therefore the impact of maintenance activities will remain of negligible significance. **Impact 5: Noise associated with movement of vessels related to maintenance of devices** Scheduled maintenance is likely to be carried out one device at a time, four times per year and the likely maintenance period per device is two days. The devices themselves consist of a tower, which supports a self-contained lifting system for maintenance and repair. This avoids the need for large lifting vessels to be on site when maintenance and repairs are required and reduces disturbance to the local environment during operation and maintenance (O&M), with smaller vessels used to transport technical staff and repair materials. In addition, inspections of the inter-array cables will be carried out by a Remotely Operated Vehicle (ROV) at 6 months and 12 months after installation, and regular inspections of the support structures will be required. The ROV produces little noise itself, but will be operated from a vessel. Unscheduled maintenance may also be required during the operation of the devices. Unscheduled maintenance by its nature is unpredictable and thus difficult to assess. However unscheduled maintenance is likely to occur rarely, and many defects are expected to be identified and addressed during scheduled maintenance. 20.4.29 The majority of scheduled and un-scheduled maintenance will be performed using small personnel craft operated from a local harbour. Therefore the noise associated with this impact is likely to be of negligible magnitude in the context of the existing use by marine vessels in Kyle Rhea. 20.4.30 The NSPs are predicted to have low sensitivity to this level of noise and therefore the impact significance will be negligible. **Impact 5: Suggested Mitigation** 1) Mitigation as outlined in impact 2 should be implemented. **Residual impact** 20.4.31 The impacts will remain of negligible significance. **Impact 6: Noise generated by substation during operation.** 20.4.32 For option 1, there are unlikely to be significant operational impacts from the substation. The substation is very small (approximately 6m x 3m) and the separation distance between the substation and nearest NSPs is approximately 500m. The material of the substation will be sufficient to suitably attenuate any noise emissions for the equipment inside. The magnitude of this impact considered negligible. The NSPs are deemed to have low sensitivity to this level of noise. Therefore the impact significance is considered to be of negligible significance. 20.4.33 For option 2, the nearest NSP (dwelling at Kyle Rhea ferry terminal) is within approximately 20m of the small substation. There is some screening of the proposed substation and the dwelling due to a natural bank and stone wall which separates the two. This NSP is considered to be of medium sensitivity. 20.4.34 The small substation proposed will not contain any transformers, the main noise generating equipment within most substations, with the transformers being housed within the devices (turbines) themselves, at sea. The substation will house switch gear and control systems and consequently the potential for noise generation is considerably lower than a normal transformer substation. It is assessed that in the absence of transformers, the magnitude of this impact is low. 20.4.35 There is also a telephone box next to the proposed substation site. Since the telephone box is enclosed, and the substation will also be enclosed, it is anticipated that the noise level will be just audible, and short-term, as the impact will be felt for the duration of a telephone conversation, therefore the potential impact will be of low magnitude. Based on Table 20.4 above, this receptor is deemed to be of low sensitivity since it is an outdoor facility, thus the impact significance will be minor adverse. 20.4.36 The noise levels within the substation will comply with the Control of Noise at Work Regulations (2005) in order to protect personnel. Therefore the impact significance for options 1 and 2 is considered to be of negligible to minor adverse significance. **Impact 6: Suggested Mitigation** 1) Insulate substation with a suitable material to attenuate the noise. An acceptable limit within the adjacent dwelling will be agreed at the detailed design stage, once more information is available. Residual impact 20.4.37 The impacts will remain of negligible to minor adverse significance. Impact 7: Noise generated by SeaGen devices during operation. 20.4.38 There is potential for underwater noise associated with the gearbox and rotation of the blades, to be translated into low level airborne noise during normal operation. Under maximum tidal flow, water flow around the tower may also result in airborne noise. 20.4.39 It is considered unlikely that these sources of airborne noise will be significant when compared to the existing noise levels associated with; tidal flow, local ferry operation, transiting vessels and marine recreational activities and therefore the magnitude will be negligible. The nearest NSP is 200m away from the array and therefore it is unlikely that this receptor will be affected. The sensitivity of this receptor is therefore negligible. The remaining receptors are greater than 200m away from the array and not anticipated to be affected by operational noise. The significance of this impact is predicted to be negligible. 20.4.40 The implications of underwater operational noise for marine life are considered in Chapter 12, Marine Mammals and Basking Sharks and Chapter 14 Fish and Shellfish. Impact 7: Suggested Mitigation 1) No further mitigation suggested. Residual impact 20.4.41 The impacts will remain of negligible significance. Potential impacts during the decommissioning phase 20.4.42 After the planned lifetime of the Project, SeaGeneration (Kyle Rhea) Ltd will decommission all of the SeaGen devices and where appropriate, associated infrastructure. 20.4.43 Decommissioning of the Project and associated infrastructure is expected to give rise to similar impacts as those described for the construction, with the exclusion of HDD and foundation drilling and therefore decommissioning is expected to have a lesser impact on onshore noise. 20.4.44 As mentioned in Chapter 5, Project Description, a detailed plan of decommissioning will be submitted for approval by the regulatory authorities prior to construction. 20.5 Summary 20.5.1 The main potential impacts of the Project on human receptors were identified. These have included noise generated by construction and operation-related traffic, from marine vessels during construction and operation, and from the operation of the SeaGen devices themselves. 20.5.2 Potential impacts, without mitigation, were considered to be of negligible to moderate adverse significance. 20.5.3 Following the adoption of the recommended best practice guidance and mitigation measures, the residual impacts to human receptors from onshore noise associated with the Project will be of negligible to minor adverse significance. 20.6 References British Standard Institute (2009). BS 5228-1: 2009 Code of practice for noise and vibration control on construction and open sites. Noise. British Standard Institute (2009). BS 5288-2: 2009 Code of practice for noise and vibration control on construction and open sites. Vibration. British Standard Institute (2008). BS 6472-1:2008 Guide to evaluation of human exposure to vibration in buildings. Part 1: vibration sources other than blasting British Standard Institute (2010). BS 4866:2010 Mechanical vibration and shock — Vibration of fixed structures — Guidelines for the measurement of vibrations and evaluation of their effects on structures The Highways Agency guidance Design Manual for Roads and Bridges [DMRB], Volume 11, Section 3, Part 7 “Noise and vibration” 21.1 Introduction 21.1.1 This chapter provides information on the potential socio-economic impacts of the Project. This includes potential implications of the Project on existing employment, education, health, and community at Kylerhea and Glenelg, and the wider community in surrounding areas, as well as Scotland as a whole. Specific impacts in relation to commercial fisheries, traffic and transport, onshore noise, and tourism and recreation are discussed in Chapters 15, 18, 20 and 22 respectively. 21.1.2 The potential impacts of the Project on the existing activities and conditions are then assessed in terms of their significance. Where required, mitigation measures are proposed to avoid or minimise adverse impacts. 21.1.3 Sea Generation (Kyle Rhea) Ltd recognises the importance of marine industries to local communities in both social and economic terms. Full details of consultation already undertaken, and planned for the future, is discussed in Chapter 6, Consultation. The impacts of the Project on commercial fishing and tourism are considered separately in Chapters 15 and 22, respectively. Study area 21.1.4 The study area for the socio-economic assessment includes communities along Kyle Rhea both on the Kylerhea village (Skye) and the Glenelg (mainland) sides, which might be affected by the Project. These are considered in the context of the Lochaber, Skye and Wester Ross region as well as for the wider Highlands, Scotland or UK economies. Overview of potential impacts 21.1.5 Installation, maintenance and decommissioning of the Project will make use of the local supply chain where appropriate. The Project will help support the local economy and play a role in job creation. 21.1.6 Local businesses will benefit from increased local spend (e.g. accommodation, restaurants, shops, transport operators), particularly during the installation phase, but continuing through operation and eventually to decommissioning. 21.1.7 The Project represents a significant stepping stone in the advancement of the tidal energy industry which has significant potential socioeconomic benefits for Scotland and the UK. 21.1.8 There are currently no tidal arrays installed and this Project represents a vital step in the commercialisation of the tidal energy industry. The SeaGen device in Strangford Lough, Northern Ireland is the first commercial scale tidal turbine in the world. Kyle Rhea will be the first location where an array of proven SeaGen technology will be deployed. Policy, legislation and guidance in relation to socio-economics 21.1.9 Statements of Scottish Government policy in the National Planning Framework (NPF), the Scottish Planning Policy (SPP), Designing Places, and Circulars can be material considerations to be taken into account in development plans and development management decisions. 21.1.10 Certain elements of the SPP are particularly relevant to potential socio-economic impacts of the Project. The SPP recognises that the coast of Scotland is a major focus for economic activity, recreation and tourism, and that the sustainable development of coastal areas is an important contributor to sustainable economic growth. It also states that renewable energy generation will contribute to more secure and diverse energy supplies and support sustainable economic growth. 21.1.11 ‘Going for Green Growth: a Green Jobs Strategy for Scotland’ (Scottish Executive, 2005) sets out how this priority should be delivered through sustainable economic development. Further to this vision, the Scottish Government Economic Strategy (Scottish Government, 2011) sees the ‘green’ economy as being central to the growth of Scotland’s economy. This includes the start-up and growth of Scottish business, encouraging and supporting key manufacturing industries and supporting innovation and technology transfer, to grow high value and high skills businesses with the potential for expansion. 21.1.12 The Scottish Government believes that a thriving renewables industry in Scotland has the potential to develop new indigenous industries, particularly in rural areas; to provide significant export opportunities and to enhance Scotland’s manufacturing capacity. The planning system plays a key role in supporting Scotland’s economic competitiveness and employment market. The scope for developments to contribute to national or local economic development priorities should be a material consideration when considering policies and decisions. 21.1.13 The Highland Renewable Energy strategy and planning guidelines 2006 (Highland Council, 2006) state that positive and negative socio-economic onshore impacts should be addressed in the planning application; including the assessment of: additional jobs; especially in fragile remote areas, skills and training, inflation of labour rates, house prices, and shortage of key skills for traditional activities such as farming and fishing. 21.1.14 The Highland-wide Local Development Plan (Highland Council, 2012a) sees marine renewable energy development as contributing to the local and regional economies of the Highlands, and states ‘The Council will expect developments to benefit the local community and contribute to the wellbeing of the Highlands, whilst recognising wider national interests’. The Highland Council Community Benefit Policy (Highland Council, 2011) recognises that the offshore renewable industry is still in an early stage and is unlikely to be in a position to generate community benefit until the industry becomes more commercially viable. As discussed in Chapter 1, Introduction, investment in Sea Generation (Kyle Rhea) Ltd is being sought and the current owners are not in a position to agree or refuse any community benefit deals. The impact assessment assumes the worst case scenario for socioeconomics: that there will be no Community Benefit payment. 21.1.15 Policy 67 (Renewable Energy Developments) of the Local Development Plan, states that the Council will consider ‘any positive or negative effects it is likely to have on the local and national economy; and will assess proposals against other policies of the development plan, the Highland Renewable Energy Strategy and Planning Guidelines and have regard to any other material considerations, including proposals able to demonstrate significant benefits including by making effective use of existing and proposed infrastructure or facilities.’ 21.1.16 This policy context indicates that socio-economic assessment for the Project should focus on the potential for the development to contribute to sustainable economic development. 21.2 Methodology 21.2.1 The following consultation, data and impact significance definitions were used to assess the potential impacts on socio-economics. Consultation in relation to socio-economics 21.2.2 Discussions have been undertaken with the Glenelg and Arnisdale Development Trust prior to this assessment. 21.2.3 A Scoping Opinion was sought in March, 2010 and the full response is provided in Appendix 4.1. 21.2.4 Sea Generation (Kyle Rhea) Ltd has instigated a public liaison group to provide key public representatives (including Highland and Island Enterprise, Glenelg and Arnisdale Development Trust and Community Council, Isle of Skye Ferry Community Interest Company, and the Forestry Commission) with information on a quarterly basis so that the local communities and other parties can be kept up to date. This also gives the public an opportunity to regularly voice any concerns through their representatives. The first meeting was held in November 2011. 21.2.5 Sea Generation (Kyle Rhea) Ltd provided 50% of the funding required to set up an online community portal\(^{44}\) to allow the sharing of information on all topics of interest to the local community, including updates on the Project. 21.2.6 It is understood that there is enthusiasm and opposition to the Project on Skye and the mainland. Through holding regular liaison meetings and public exhibitions, Sea Generation (Kyle Rhea) Ltd hope to inform public perception and alleviate concerns where possible. 21.2.7 A summary of the responses from consultees (via Scoping and Liaison Group) with regards to socio-economics is presented in Table 21.1. Table 21.1: Summary of consultation relating to socio-economics | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | The Highland Council advised that the application should include relevant economic information connected with the Project, including the potential number of jobs, and economic activity associated with the procurement, construction operation and decommissioning of the Project.- | Information is provided where possible, in particular providing examples from the SeaGen project in Strangford Lough | | Scottish Government stated ‘The developers should also note that the Highland Wide Local Development Plan will set out The Highland Council’s policies on planning for renewable energy.’ | Paragraphs 21.1.14 to 21.1.16 | | The Liaison Group stressed the importance of creating local job opportunities. | See impacts 3 and 4 | Data collection 21.2.8 The principal data sources relevant to the socio-economics are shown below in Table 21.2. \(^{44}\) http://www.gleneig.co.uk/ Table 21.2: Data sources to inform the existing environment | Data Source | Spatial coverage | Author | Year | |--------------------------------------------------|---------------------------|---------------------------------------|------| | Community Development Plan | Glenelg and Arnisdale | Glenelg & Arnisdale Development Trust | 2012 | | Highland-wide Local Development Plan | Highland | Highland council | 2012 | | UK Tidal Current Resource & Economics | UK | Carbon Trust | 2011 | | Local Plan | West Highland & Islands | Highland Council | 2010 | | Eilan a'Cheò Ward Community Development Plan | Skye | Highland Council | 2009 | Impact assessment 21.2.9 The impact assessment is completed using relevant guidance (see Chapter 4, EIA Methodology). The sensitivity of the receptor to potential impacts of the Project can be characterised as one of four levels, high, medium, low and negligible. The definition of each level is given below in Table 21.3. Table 21.3: Definition of terms relating to the sensitivity to an impact | Value / Sensitivity | Definition | |---------------------|-----------------------------------------------------------------------------| | High | No capacity to accommodate the proposed form of change. | | Medium | Very low capacity to accommodate the proposed form of change. | | Low | Low capacity to accommodate the proposed form of change. | | Negligible | Receptor has some tolerance to accommodate the proposed change. | 21.2.10 The significance of potential impacts of the Project is based on the intensity or degree of disturbance to baseline conditions and is assessed through a combination of the sensitivity of the receptor (above) and the potential magnitude of the impact of disturbance. Magnitude can be categorised into four levels of magnitude, high, medium, low and negligible. The definitions of each of these are given in Table 21.4. Table 21.4: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|--------------------------------------------------------------------------------------------------------------------------------------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect's character or distinctiveness. Impact certain or likely to occur. | | Medium | Significant, permanent / irreversible changes, over the majority of the feature / asset, and / or noticeable alteration to key characteristics or features of the particular environmental aspect's character or distinctiveness. | | Magnitude | Definition | |----------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | | Impact certain or likely to occur. | | Low | Noticeable, temporary (during the Project duration) change, over a minority of the feature / asset, and / or limited but noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact will possibly occur. | | Negligible | Noticeable, temporary (for part of the Project duration) change, or barely discernible change for any length of time, over a small area of the feature or asset, and/or slight alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact unlikely or rarely to occur. | 21.2.11 Table 21.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor to provide a prediction of overall significance of the impact. **Table 21.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude** | Sensitivity | Magnitude | High | Medium | Low | Negligible | |-------------|-----------|------|--------|-----|------------| | High | Major | Major| Moderate| Minor | | Medium | Major | Moderate| Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible | Negligible | ### 21.3 Existing environment #### Local communities 21.3.1 Kyle Rhea is situated in the Highland region of Scotland, in the Skye and Lochalsh area. The Skye and Lochalsh area is sparsely populated with a population estimated to be 12,722 (NRS mid-year estimates, 2010, cited in The Highland Council, 2012b). 21.3.2 In common with the rest of Highlands, the population of Skye and Lochalsh is ageing and this trend is expected to continue. The age profile of the area’s population is projected to change significantly over the next 10 years, with a 40% growth in those 65 or older and an 8% decline in children. This is due to declining birth rates, ageing of the current population, the older age profile of immigrants and the continued out-migration of young adults. Parts of the region (Lochaber, Skye and Wester Ross) are attractive for retirement, but many young people leave to seek out Higher Education and employment opportunities elsewhere. (HIE, 2011) 21.3.3 The communities on both sides of Kyle Rhea are sparsely populated with a number of... isolated settlements. These include Kylerhea on Skye and the Glenelg and Arnisdale community. 21.3.4 House prices have been rising in recent years. The median house price in the wider region of Lochaber, Skye and Wester Ross in 2008 was £123,250 compared to £117,750 in the Highlands and Islands and £114,500 in Scotland (HIE, 2011). **Skye community** 21.3.5 The Isle of Skye (Eilean a’ Cheò) is a sparsely populated rural area with a below average population density. The Skye economy is primarily service-based, with consequent lower than average wages and higher seasonal unemployment than the rest of Scotland (The Highland Council, 2009). 21.3.6 In mid 2006 the population of Skye was 9,780. The population grew by 4% between 2001 and 2006, the second highest growth rate outside Inverness, as a result of inward migration, generally moving to the area following retirement. The profile is slightly older than the Highland average, with high proportions in the 50+ age group and one of the highest proportions of people aged over 85. (The Highland Council, 2006). **Glenelg and Arnisdale community** 21.3.7 The Glenelg and Arnisdale community is presented as sharing many of the assets and challenges of remote peninsular and island communities on the west coast of Scotland. It is geographically isolated, but has clear boundaries, giving, potentially, a strong sense of identity. The small population, has just over 200 permanent adult residents and around 80 residents below voting age. Although geography may be an advantage for tourism, with remoteness appealing to many visitors, it creates its own problems in accessing non local services, particularly for those without reliable transport (Glenelg and Arnisdale Development Trust, 2012). 21.3.8 The population of Glenelg and Arnisdale was estimated to be 291 in 2009 (General Register Office for Scotland, 2009) with 229 aged 18 or above. This indicates that there has since been a drop in population (see above). Demographically the future presents a major challenge for the community, especially regarding the future of the primary school. The school roll has fallen by 8% between 2006 and 2011, from 42 to 38. Within the next few years several factors will influence retention of the current population; predominantly the availability of work and removal of access to local services. **Industry and employment** 21.3.9 Both on Skye and on the mainland, local people are employed by public bodies, are self-employed, or employed by local businesses. The economy of the wider Skye, Lochaber and Wester Ross region is dominated by tourism, which accounts for 35% of employment (see Chapter 22, Tourism and Recreation). The most significant growth areas in recent years has been in the outdoor activity sector and the higher-end market for food and accommodation (HIE, 2011). A large proportion of workers (58%) were employed by companies with less than 25 employees in 2008. HIE (2011) show less than 5% of employment is in agriculture and fishing, however HIE stated that this is likely to be an underestimation due to excluding self-employment in the data collection. Unemployment in Lochaber, Skye and Wester Ross is very seasonal and shows higher fluctuations than in the Highlands and Islands (HIE, 2011). 21.3.10 The Glenelg and Arnisdale Development Trust (GADT) sees the potential for growth likely to result from a combination of harnessing local renewable resources and investment in tourism (Glenelg and Arnisdale Development Trust, 2012). **Community perception** 21.3.11 There is already activity in the field of renewable energy in Skye and support for renewable energy schemes which benefit local communities is evident, for example, through the Isle of Skye Renewables Cooperative Ltd\textsuperscript{45} and Sleat Renewables Ltd\textsuperscript{46}. For the Isle of Skye, renewable energy projects can create local employment opportunities, deliver revenue to the community and generate power for local schemes (LEADER Eilean a’ Cheò Steering group, 2009). 21.3.12 The Glenelg and Arnisdale Development Trust support local business opportunities wherever possible focussing on the key industries identified in the area, these being renewable energy, and leisure and tourism. Their objective is “to investigate revenue generating projects in order to make the Glenelg community financially sustainable in a very short period of time and generating a surplus that can be reinvested in the community for projects that the community wants and that will make the community even more prosperous thus attracting more people and businesses to the area” (Glenelg and Arnisdale Development Trust, 2012). 21.4 Impact assessment Do nothing scenario 21.4.1 This section addresses the ‘Do Nothing’ scenario (i.e. what impacts and changes to these activities would be expected if the proposed scheme does not go ahead) in relation to socio-economics. 21.4.2 The immigration of people over 65 years and emigration of younger people is likely to continue while employment and education opportunities are limited. This will put a strain the local economy. 21.4.3 The key sector will continue to be tourism which provides seasonal fluctuations in employment. 21.4.4 In addition, the ‘do nothing’ scenario may limit the progress of the tidal industry across Scotland. Potential impacts during the construction phase Impact 1: Direct capital expenditure (project development, manufacture and assembly) 21.4.5 A review of the Kyle Rhea Project which analysed the supply chain was undertaken by BVG Associates in 2011, and commissioned by Highlands and Islands Enterprise. The report noted the following: that Scotland is at the forefront of the emerging wave and tidal industry, in terms of installed and planned wave and tidal devices; that 15% of the world’s economically accessible tidal resource is located in Scotland (Future Marine Energy 2006 as cited by BVG Associates 2011); and that together, wave and tidal energy could contribute up to 20% of the UK’s current electricity demand (Future Marine Energy 2006 as cited by BVG Associates 2011). Therefore, Scotland is in a good position to make to the most of this economic opportunity. 21.4.6 The Project is a major undertaking, with total capital costs of around £40m. The Supply Chain Analysis report identifies the following key stages of the Project. These are development and consenting, device manufacture, balance of plant manufacture (components of the tidal array, other than the device), installation and commissioning and operations and maintenance (O&M). \textsuperscript{45} http://www.skye.coop/skye_home.asp \textsuperscript{46} http://www.sleat.org.uk/index.asp?pageid=75258 21.4.7 These stages in the Project process require a range of skills and services, including: - Engineering consultancy; - Environmental consultancy; - Local mariner experience; - Ecologists; - Marine archaeologists; - Installation vessels; - Quayside facilities; - Port facilities; - Management services; - Marine biologists; - Specialist survey craft; - Vessel and tooling; - Heavy engineering; - Local vessels for O&M; and - Training provision. 21.4.8 There are significant opportunities for manufacturing capital expenditure to benefit local economy. Where possible, if local expertise are available at a competitive rate, Sea Generation (Kyle Rhea) Ltd will employ local contractors, as it has done thus far during site selection and collection of environmental data (e.g. employment of local bird surveyor, hire of local sea angling vessel and crew for survey). Local and regional opportunities throughout Scotland and the UK include: - Vessel charter of installation, survey, safety and personnel transfer vessels; - Fabrication and assembly services; - Directional drilling and cable laying services; - Mooring and anchoring services; and - Installation services. 21.4.9 The Sustainable Development Commission (2007) identified that local economies could benefit from the development of tidal energy schemes and projects. This was based on simple analysis of the local labour market in areas of high tidal resource which showed that there are potential strengths in terms of installation and service industries in these areas. It was also considered that opportunities for wider regeneration may also arise, particularly where the tidal resource exploited is in a rural or deprived area. 21.4.10 There is an opportunity for some of the manufacturing to be carried out in the west Highlands region or wider in Scotland, subject to tendering. The magnitude of this impact is considered to be low and the sensitivity considered to be medium, with a temporary impact giving a potential minor beneficial significance. **Impact 1: Suggested Mitigation** No mitigation suggested **Residual impact:** 21.4.11 No mitigation is suggested and the residual impact will remain minor beneficial significance. **Impact 2: Indirect capital expenditure (marine services and onshore construction)** 21.4.12 Marine contractors operating around Kyle Rhea and Lochalsh will have the opportunity to benefit from contracts during installation with further potential local opportunities for crew on work boats and guard boats. During offshore installation activities there will be use of local vessels and dive teams where available and where appropriate. The number of vessels and crew required will fluctuate based on the stage of the Project. 21.4.13 Other potentially locally sourced services may include suppliers of hardware, chandlery etc. Sea Generation (Kyle Rhea) Ltd intends to locally purchase any items that are easily sourced and of competitive value. Based on continued provision of local logistical support, combined with potential procurement of a portion of project supplies locally, the local economic contribution during the installation phase may be significant, with a resulting temporary change in the socio-economics of the area. This impact is considered to be of medium magnitude. 21.4.14 The indirect impacts of capital expenditure are likely to be felt by a number of local businesses. The small number of local businesses indicates a medium sensitivity to socio-economic influences. Medium magnitude of impact and medium sensitivity suggests an impact of long term, moderate beneficial significance of the Project. **Impact 2: Suggested Mitigation** No mitigation suggested **Residual impact:** 21.4.15 No mitigation is suggested and the residual impact significance will remain moderate beneficial. **Impact 3: Indirect economic benefits (employment, accommodation and services)** 21.4.16 The Project will be one of the first tidal arrays in Scotland and the only one using proven technology. Scottish Government (Marine Energy Group, 2009) figures indicate that marine renewables could support over 12,000 jobs and be worth £2.5 billion to the economy by 2020. This development is envisaged as an important step to achieve this goal. The commercial deployment of wave and tidal energy projects in Scotland represents a huge opportunity for Scotland’s potential supply chain companies, with, for example, the industry in Orkney is already employing in excess of 250 people in a range of supply chain activities (Marine Energy Group, 2009) associated with the European Marine Energy Centre (EMEC) test facility and other projects. 21.4.17 A number of specific employment opportunities will be created by the Project, including: - Local surveyors have been employed for ornithological and marine mammal surveys and further works may be required pre and post installation; - Local boats and crew are being used wherever possible and this will continue throughout the Project; and - Local construction firms may be employed in the onshore construction works, including civil engineering works, ground works, building construction, road construction, mechanical services, electrical services, utility providers, painting and decorating, joinery and carpentry. 21.4.18 Construction workers employed by the Project may spend one or two summers on site, depending on the contractors and vessels commissioned for installation. During installation, Sea Generation (Kyle Rhea) Ltd anticipates renting a local house to provide accommodation for key staff. However, up to 36 personnel may be required for different stages of the installation and additional accommodation will also be required at local hotels. Most personnel will stay in the vicinity of the local port, most likely Kyle of Lochalsh, although some staff may stay more locally to the Project site. These workers will use local travel facilities (e.g. hire cars, accommodation, restaurants and shops). As a result, local spend will increase on a temporary basis. The Project will continue to benefit the local economy through indirect spend on accommodation, food and sundries. For the SeaGen project in Northern Ireland, MCT spent around £1.3m in the adjacent towns of Portaferry and Strangford from 2005 to 2011 (including both construction and operation phases) and an additional £2.1m elsewhere in Northern Ireland. 21.4.19 Accommodation is in short supply during the summer months and it is important that a short term increase in demand from construction workers does not damage the longer term demand for holiday accommodation. Consultation with the local tourist board and communities will be important to ensure that opportunities are maximised, without adversely impacting tourism. 21.4.20 The socio-economic benefits arising from the Project are likely to result in temporary detectable change in the socio-economics of the area, therefore this impact can be considered to be of medium magnitude. 21.4.21 As existing local employment opportunities are currently limited (see Section 21.3, Existing environment), the socio-economics can be described as being of medium sensitivity. 21.4.22 Therefore the increased employment opportunities and the increased local spend overall will be of moderate beneficial significance. **Impact 3: Suggested Mitigation** No mitigation suggested **Residual impact:** 21.4.23 No mitigation is suggested and the residual impact will remain moderate beneficial significance. **Potential impacts during the operation phase** **Impact 4: Impact on employment** 21.4.24 There will be employment opportunities associated with maintenance of the Project, both on and offshore. In some cases local contractors may be employed to undertake non-specialist works. In Strangford Lough, a local family-run business were commissioned to provide long term operation and maintenance support, including vessel transfer of personnel and carrying out basic maintenance with appropriate training. 21.4.25 This level of change may significantly affect one or two people by providing long term employment, but is not likely to alter the overall economy and employment levels dramatically, and therefore the magnitude of pressure is low. However, given that there is limited employment in the area, the extra employment will be quantifiable and so the receptor can be considered to be of medium sensitivity. 21.4.26 As such, the impact on employment will be long term and of minor beneficial significance. **Impact 4: Suggested Mitigation** No mitigation suggested. **Residual impact:** 21.4.27 No mitigation is suggested and the residual impact significance is predicted to be of minor beneficial. **Impact 5: Community benefits** 21.4.28 Sea Generation (Kyle Rhea) Ltd will seek to involve local businesses when possible to maximise the potential benefits to the local community. However, this engagement is not likely to alter the baseline condition dramatically and therefore the magnitude of impact is predicted to be low. Given that the support to the local community will be quantifiable, the receptor can be considered to be of medium sensitivity. Consequently, the impact is predicted to be long term and of minor beneficial significance. **Impact 5: Suggested Mitigation** No mitigation suggested. **Residual impact:** No mitigation is suggested and the residual impact significance will be minor beneficial. **Potential impacts during the decommissioning phase** During decommissioning there will be similar impacts to those outlined during construction, albeit on a smaller scale (as some infrastructure is likely to be left in situ and therefore less work will be required). The decommissioning work is expected to have a minor positive impact on socio-economics. **Potential cumulative impacts** Other potential renewable energy projects in the region include: - Ardintoul Wind - Arnisdale River Hydro - A'Mhaoile 900KW community-owned wind turbine These are all currently being assessed for feasibility and there are no project details to assess at this stage. **21.5 Summary** The Project will provide minor to moderate socio-economic benefits. A small number of local jobs may be created, along with a temporary increase in spend on local services, during the construction and operational phase of the Project. There will also be on-going spend on local services associated with operation and maintenance. **21.6 References** BVG Associates (2011). Marine Current Turbines Supply Chain Analysis: A review of the Kyle Rhea tidal energy project. General Register Office for Scotland (2009). Small Area Population Estimates for 2009. Available at: http://www.highland.gov.uk/NR/rdonlyres/A9764577-650A-4035-A172-006C880320FC/0/CC_Population_Estimates_2011.pdf Glenelg and Arnisdale Development Trust (2012) Glenelg and Arnisdale Community Development Plan 2012. Highlands and Islands Enterprise (2011). Lochaber, Skye and Wester Ross economic profile. Available at: http://www.hie.co.uk/highlands-and-islands/area-information/lochaber-skye-and-wester-ross/economic-profile.html LEADER Eilean a’ Cheò Steering group (2009). Eilean a’ Cheò Ward Community Development Plan – February 2009. Available at: http://www.highland.gov.uk/NR/rdonlyres/2D9286CE-C78E-4880-B21B-BC2F2523FCFB/0/SkyeDevelopmentPlan.pdf Marine Energy Group, 2009. Marine Energy Action Plan. Available at: http://www.scotland.gov.uk/Resource/0039/00396266.pdf Sustainable Development Commission (2007). Tidal Power in the UK Research Report 2 –Tidal technologies overview. An evidence-based report by Entec. The Highland Council (2006) Highland Renewable Energy Strategy and Planning Guidelines. Available at http://www.highland.gov.uk/NR/rdonlyres/DA6EF327-46B5-4904-8E1D-CD622B103C77/0/hresmay2006.pdf Consulted on 25/05/2012 The Highland Council (2008) Skye & Lochalsh Local Development Plan Text. Available at http://www.highland.gov.uk/NR/rdonlyres/2BAF1766-E70D-4098-BFCB-89C2F19FD0C7/0/sla7007appendix1.pdf Consulted on 25/05/2012 The Highland Council (2009) Eilan a’Cheò Ward Community Development Plan. Available at http://www.highland.gov.uk/NR/rdonlyres/2D9286CE-C78E-4880-B21B-BC2F2523FCFB/0/SkyeDevelopmentPlan.pdf Consulted on 29/05/2012 The Highland Council (2010) West Highland & Islands Local Plan. Available at http://www.highland.gov.uk/NR/rdonlyres/048CF9E9-A933-4476-8906-BA9407930619/0/WHILP_written_statement_REDUCED.pdf Consulted on 28/05/2012 The Highland Council (2011). Community Benefit Policy. Available at: http://www.highland.gov.uk/NR/rdonlyres/3F804E15-AB75-4FE4-84A2-E5D142A7C7C4/0/CBPolicyfinal.pdf The Highland Council (2012a) Highland-wide Local Development Plan. Available at http://www.highland.gov.uk/NR/rdonlyres/B15D677C-BADE-49AE-8978-EF1C6D10D209/0/HwLDPMODIFICATIONS.pdf Consulted on 24/05/2012 The Highland Council (2012b). Highland Profile. Available at: http://www.highland.gov.uk/FJ_CMS/Templates/FullHTML.aspx?NRMODE=Published&NRNODEGUID=%7B5F4848BA-F85B-46A3-9D2B-7E5A9D4FC3F9%7D&NRORIGINALURL=%2Fyourcouncil%2Fhighlandfactsandfigures%2Fhighlandprofile.htm%3Fwbc_purpose%3Dba&NRCACHEHINT=Guest&wbc_purpose=ba The Highland Council website http://www.highland.gov.uk The Scottish Government (2011) The government Economic Strategy 2011. Available at http://www.scotland.gov.uk/Resource/Doc/357756/0120893.pdf Consulted on 24/05/2012 22.1 Introduction 22.1.1 This chapter of the Environmental Statement (ES) describes the existing tourism and recreational activities within the Project and associated study area. 22.1.2 It presents the findings of an assessment of potential impacts arising from Option 1 and Option 2 for the construction, operation and decommissioning phases of the Project. 22.1.3 This chapter should be read in conjunction with Chapter 21, Socio Economics and Chapter 16, Seascape Landscape and Visual Assessment, Chapter 17, Shipping and Navigation and Chapter 18, Traffic and Transport. Study area 22.1.4 The study area considers tourism and recreation in the communities located around Kyle Rhea, both on the Kylerhea (Skye) side and on the Glenelg (mainland) side, as well as the wider region of Skye and west Highlands (around Lochaber and Wester Ross) which may be affected by the Project. Overview of potential impacts 22.1.5 The Project will introduce a new visual aspect to the local area around Kyle Rhea which has the potential to affect visitor’s perceptions and enjoyment of the area and therefore may affect some tourism and recreational activities. 22.1.6 Existing marine recreational activities, including sailing, sea kayaking and scuba diving, within the study area, will be displaced during construction of the Project. Marine recreational activities particularly sailing may also be displaced during operation (Chapter 17 Shipping and Navigation). 22.1.7 The tidal array may be viewed as an interest feature which has the potential to attract tourists. The Portaferry tourist information centre has a SeaGen display which is used to educate members of the public on tidal stream technology and Strangford Lough project. SeaGen is also listed as a tourist attraction for local boat trips (Sea Safari47). --- 47 http://www.clearsky-adventure.com/Sea_Safari/195 Policy, legislation and guidance in relation to tourism and recreation 22.1.8 Under the EIA Regulations, an EIA should include a ‘description of the likely significant effect… of the Project on human beings, the landscape and the interaction of these with each other and wildlife, the air, soils and climate’ 22.1.9 The Countryside (Scotland) Act 1967 along with the 1991 Natural Heritage (Scotland) Act, establishes SNH with responsibilities for facilitating the enjoyment of natural heritage (SNH, 2009). The Marine (Scotland) Act (2010), Part Three, makes provision for the development of marine planning at a regional and national level, which may see relevant changes introduced in respect of the use of sea areas. 22.1.10 Consenting, EIA and Habitats Regulation Appraisal (HRA) guidance for marine renewable energy developments in Scotland (EMEC and Xodus, 2010) addresses tourism and recreation within a section entitled “Other Sea and Land users”. 22.1.11 Statements of Scottish Government policy in the National Planning Framework (NPF), the consolidated Scottish Planning Policy (SPP) (including ‘Open space and recreation’) and Scottish Government Circulars, provide material considerations to be taken into account in development of plans and development management decisions. Scottish Government policy recognises that the coast of Scotland is a major focus for economic activity, recreation and tourism, and that the sustainable development of coastal areas is an important contributor to sustainable economic growth. Methodology 22.1.1 This assessment follows the latest guidance on EIA (Including EMEC and Xodus Group in press and IEMA, 2006), and draws on experience from recent examples of similar renewable energy projects in the UK and Europe, as well as professional judgement. A baseline for tourism and recreation has been established through a desk based review, with an impact assessment then conducted to predict the potential impacts of the Project on the baseline environment. Consultation in relation to tourism and recreation 22.1.2 A Scoping Opinion was sought from both statutory and non-statutory consultees (MCT, 2010) in March 2010. Responses are detailed in Appendix 4.1 and a summary of the main points pertinent to tourism and recreation, along with an explanation of how they were addressed, is provided below (Table 22.1). Table 22.1: Summary of consultation relating to tourism and recreation | Key issues raised | Response | |----------------------------------------------------------------------------------|--------------------------------------------------------------------------| | SNH advises that recreational stakeholders should also be contacted including the Scottish Canoe Association and Inverness Diving Club. | These groups have been made aware of the project and invited to public exhibition | | Key issues raised | Response | |-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | RYA: in section 5.3.1, the scoping report states that MCT has recently commissioned vessel surveys for the study area and that ‘During a 14 day period in March 2010, 94 vessel tracks were recorded’. The RYA feels that this survey period provides an inadequate representation of recreational vessel movements in the area as March is very early in the season when many recreational vessels will still be laid up after the winter. The RYA would therefore expect another survey to be carried out during the high season, May to September, to gauge the full extent of vessel numbers in Kyle Rhea. | Updated shipping surveys are discussed in Chapter 17, Shipping and Navigation. | | The RYA would like to make the developers aware that the majority of summer recreational traffic in the area is on a passage north or south for safety reasons and to save time rounding Skye. | Recreational yachting is considered in Chapter 17, Shipping and Navigation. | | The RYA believes that the threat to recreational yachts by underwater turbine blades can be minimised by specifying a minimum underwater clearance of 3.5 meters (m) below mean low water springs (MLWS). | The clearance depth will be greater than 3.8m MLWS. Navigation safety is discussed in Chapter 17, Shipping and Navigation. | | The RYA has put together a position statement regarding the development of offshore renewable energy developments. The RYA’s concerns regarding recreational boating and offshore energy developments are included in this statement and we would expect these to be addressed in an ES for a project such as this. | The RYAs position statement is considered in Appendix 17.1 NRA, and Chapter 17, Shipping and Navigation. | | RYA, In addition to the position statement, the RYA has also produced the UK Coastal Atlas of Recreational Boating. The Atlas contains maps of recreational cruising routes, racing and sailing areas as well as locations of RYA affiliated clubs, training centres and also marinas (independent) around the UK. I see that the data from the Atlas has been referred to within the Shipping and Navigation section of the Scoping report. The RYA is encouraged that the GIS data is being considered at this early stage and as with the position statement, would expect this information to also be taken into account and represented within the ES. | This document has been used to inform Section 22.3, Existing environment. | **Data collection** 22.1.3 A desk-based assessment has been carried out to establish a baseline for tourism and recreation within the study area using information drawn from publicly available literature and data. 22.1.4 The principal data sources relevant to tourism and recreation are shown below in Table 22.2. **Table 22.2: Data sources to inform the existing environment** | Data Source | Spatial coverage | Website | |------------------------------------|--------------------|--------------------------| | Office for National Statistics | UK | www.statistics.gov.uk | | Visit Scotland Research Statistics | Scotland | www.visitscotland.org | | Visit Highlands website | Highlands | www.visit highlands.com | | Explore Scotland Website | Scotland | www.explorescotland.net | | Skye the Island and Lochalsh | Skye and Lochalsh | www.skye.co.uk | Impact assessment 22.1.5 The significance of an impact related to the Project is based on a combination of; the receptor sensitivity to that impact and the intensity or degree of disturbance (magnitude) to baseline conditions caused by that impact. 22.1.6 The magnitude of an impact is categorised as high, medium, low or negligible. The definitions of each of which are given in Table 22.3. Table 22.3: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|------------| | High | A fundamental change to the baseline condition of tourism and/or recreation. | | Medium | A clear change resulting in the non-fundamental, temporary or permanent condition of tourism and/or recreation | | Low | A minor change to the baseline condition of tourism and/or recreation (or a change that is temporary in nature). | | Negligible| An imperceptible and/or no change to the baseline condition of tourism and/or recreation. | 22.1.7 The sensitivity, value or importance of the receptor for each impact is characterised as high, medium, low or negligible. The definition of each level is given below in Table 22.4. Table 22.4: Definition of the receptor sensitivity/value/importance | Sensitivity/Value | Definition | |-------------------|------------| | High | Environment is subject to major change(s) due to impact. For example the loss of an attribute(s) in its entirety or significant loss of the quality or integrity of an attribute(s) which would have a long term or lasting, damaging impacts on the tourist industry and recreation. This would imply a substantial reduction in the number of people participating in an activity and have resultant impacts on local business. | | Medium | Environment clearly responds to impact(s) in quantifiable and/or qualifiable manner. For example the loss of part of an attribute(s) or loss of the quality or integrity of an attribute(s) which would have an impact on the tourist industry and recreation. This would imply a reduction in the number of people participating in an activity and resultant impacts on local business. | | Low | Environment responds in minimal way to impacts so that only minor change(s) are detectable. For example a slight change to an attribute(s) or the quality or integrity of an attribute(s). These impacts are normally temporary or reversible and are unlikely to have impacts on local businesses. | | Negligible | Environment responds in minimal way to impact such that only negligible change(s) occur which may or may not be detectable, or no changes result at all. | 22.1.8 Table 22.5 combines the definitions of magnitude with the level of sensitivity/value/importance of receptor, to predict the overall significance of the impact. The red and amber coloured squares correspond to impacts, considered to be significant within the EIA. Table 22.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 22.3 Existing environment 22.3.1 In the Highlands and Islands region, tourism is a significant part of the local economy. The sector includes around 3,000 businesses, supports 25,000 jobs and generates £1.2 billion annually. (HIE, 2010) It is estimated that in 2010, UK residents took 1.67 million trips to the Highlands and Islands, staying 7.16 million nights and spending £384 million. Visitors from overseas made around 0.44 million trips to the Highlands, staying 2.03 million nights and spending £153 million. Overseas visitors to the Islands of Scotland made around 0.20 million trips, staying for 0.68 million nights and spending £44 million (Visit Scotland 2011). 22.3.2 Tourism accounts for 35% of employment in the Skye, Lochaber and Wester Ross region (HIE, 2010). 22.3.3 Visitors are drawn to Skye and Lochalsh by its dramatic landscape with its mountain profiles and rich history. Among the most visited attraction of the region Eilean Donan Castle and Visitor Centre attracted 314,199 visitors in 2011. (Visit Scotland, 2011) 22.3.4 Skye and Lochalsh have a wide range of castles and folk museums as well as wildlife watching, walking, cycling, golf, angling, pony trekking and boat trips. (Visit Highland website). Heritage 22.3.5 The heritage of Skye & Lochalsh is diverse, including: dinosaur footprints at Staffin Bay in North Skye, Neolithic chambered cairns, stone circles, and peat banks, still utilised by the community to the present day. 22.3.6 SNH (2012) has undertaken a project that attempts to assess the wildness of certain areas of Scotland. This is based on research by the University of Leeds for the Cairngorms National Park. The assessment is based on four physical attributes. One of these attributes is the visible lack of buildings, roads, pylons and other modern artefacts. In regard this attribute the immediate area around Kyle Rhea has a medium to high presence of modern artefacts. Walking and wildlife watching 22.3.7 Skye and Lochalsh support a vast rural landscape with a high level of wildness (SNH, 2012). Skye boasts the Cuillin mountain range and a relatively large coastal area with several peninsulas and sheltered bays, including Elgol and Sleat. These varied habitats support diverse wildlife including otters, mountain flowers, bluebell, sea eagles and corncrakes. The mainland provides mountain walks with interesting wildlife, including red deer. Further information is provided in Chapters 10, Terrestrial Ecology and 11, Ornithology. 22.3.8 The ‘walk highlands’ website48 lists four walks presented in Table 22.6. Table 22.6 Walks along Kyle Rhea (walkhighlands website) | Walk name | Description | |------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Kylerhea Otter Haven | Easy walk with lovely views over the Kyle strait to the mainland. The otter hide at the midway point gives a good opportunity to spot otters, seals and other wildlife. Picnic tables and toilets near start. | | Kylerhea hills – Beinn na Caillich, Sgurr na Coinnich, Ben Aslak | A challenging circuit with a mountainous feel, rewarded by great views all round. A tough day walk but without the scrambling required in the Cuillin and in a very quiet part of the island. | | Ardintoul circuit, near Glenelg | A very varied circuit taking in wild moorland, forest tracks and a beautiful walk along the shores of Loch Alsh. | | The Lochalsh Dirty 30 Challenge | The Dirty 30 circuit can be completed as a tough long day or 2 day circuit over varied ground with great views. | 22.3.9 The Kylerhea otter haven opened in the late 1980s and is well promoted, and well used, with the following facilities: - directional road signage; - gravel car park; - picnic area below car park; - gravel track to hide; - toilets; - small shelter; - information boards at car park and along track; - viewing hide; - interpretation panels in hide; and - binoculars 22.3.10 Hibberd (2011) suggests the otter hide is largely used by tourists (UK and foreign). The main wildlife tourism season is May and June (Blake et al., 2010 cited in Hibberd, 2011). A study by Hibberd (2011) recorded 219 people attending the otter hide over 5 days during summer 2010. However the study involved providing regular presentations free of charge and is likely to be an over-estimation of visitor numbers. Annual visitor figures for Kylerhea are estimated at 20,000 per annum (Taylor 2010 pers. comm, cited in Hibberd, 2011). It is anticipated that the majority of visitors to Kylerhea village will visit the otter --- 48 http://www.walkhighlands.co.uk/ Water sports 22.3.11 Kyle Rhea is listed in the Visit Scotland (undated) Best Sea Kayaking in Europe website. The web site states that this is an advanced route with the tide reaching up to 7 knots creating waves and whirlpools. 22.3.12 Recreational drift diving occurs through Kyle Rhea which is famous for the sensation created by the tide current speed more than for the view on the rocky bottom (deesidedivers website). There are also other dive sites within Lochs Duich, Long and Alsh, as well as around Skye. Recreational sailing 22.3.13 Recreational passage through Kyle Rhea is heavy (RYA, 2008). Kyle Rhea is encompassed by an RYA UK sailing area. This area is extensively used for general day-sailing by all types of recreational craft, particularly smaller craft such as small cruisers, day-boats, dinghies, sailboards and personal watercraft. DECC suggests that such craft will not normally be undertaking point-to-point passages but will be on out and return activities and may appear to be sailing in random directions as they take advantage of wind and tide to make progress (DECC, 2009). However, during consultation the RYA specified that the majority of summer recreational traffic in the area is on a passage north or south for safety reasons and to save time rounding Skye (Table 22.1, and Scoping Opinion, Appendix 4.1). 22.3.14 The Broadford marina is located in the study area, as well as RYA training centres in Broadford and Kilbed (DECC et al., 2009). Ferries 22.3.15 A car ferry ‘Glenachulish’ crosses Kyle Rhea between Easter and mid-October. This ferry transits between Kylerhea and Glenelg and is the last manually operated turntable ferry in Scotland. The ferry crosses the strait seven days a week between 10am and 6pm every 20 minutes (Skyferry, 2012). 22.3.16 Figures from the ferry company reveal that the ferry carried 30,000 passengers in 10,000 cars in 2008. 85% of this traffic was one way & non local (Hibberd, 2009). Existing businesses 22.3.17 There is limited accommodation for tourism in Kylerhea, with one self catering cottage, the Old Crofthouse. Impact assessment Do nothing scenario If the Project is not realised, it is likely that the existing environment with regard to tourism and recreation would continue, see section 22.3 Existing environment. Potential impacts during the construction phase Impact 1: Disturbance to tourism and recreational activity – onshore and offshore 22.4.1 Tourism and recreational activity within the study area will be temporarily disturbed by the construction activities which will affect the landscape, the ambient noise and potentially some wildlife. 22.4.2 Construction activities will temporarily modify views within the study area – especially between the Kyle of Lochalsh port, from where daily runs of materials, plant, equipment and personnel are planned (a full landscape assessment is presented in Chapter 16, Seascape Landscape and Visual Assessment). 22.4.3 Noise generated during the array installation may have direct or indirect impacts on recreation and tourism, although the impacts will be short term (see Chapter 20, Onshore Noise for more details). The main sources of construction noise include: - Vessels; - Movement of machinery/device components; - Installation of machinery/device components; - Directional drilling; and - Installation of onshore substation. 22.4.4 The main direct impacts of installation noise will be disturbance experienced by visitors to the coast within the immediate vicinity of the Project site caused by HDD drilling and construction of the substation. The installation noise may also have limited adverse impacts on marine wildlife and seabirds, with an indirect impact on those wishing to observe marine wildlife and birds. For an in-depth assessment of this topic, see Chapter 11 Ornithology, and Chapter 12 Marine mammals and basking shark. Potential impacts on otters are considered in Chapter 10, Terrestrial and intertidal ecology. 22.4.5 Disturbance will be temporary, with offshore work undertaken during one or two summers and onshore work taking 75 days (see Chapter 5, Project description). It is anticipated that noise disturbance will be confined to small areas around works site. For Option 1 this will include the access track to the otter hide and for Option 2 this will include the area to the south of the ferry access road (See Chapter 5, Project Description (Figure 5.1) and Chapter 20, Onshore Noise). As these areas are relatively small the magnitude of the noise impact is therefore considered to be low. 22.4.6 The existing environment in this area is attractive for tourism and recreational activities due to the landscape specificities and its wildlife, although the same statement can be made about much of the wider area around Skye and Lochalsh. The sensitivity of the tourism and recreational activities to disturbance by construction works is considered to be low based on the temporary nature of the impact (see Table 22.4). In addition there are a number of tourist attractions in the study area (Skye, Lochaber and Wester Ross region) which will be unaffected by the Project. 22.4.7 In accordance with Table 22.5 the impact of disturbance to tourism and recreational activity is considered to be of minor significance. Impact 1: Suggested Mitigation 39. This impact has been mitigated by the project design as far as possible, reducing the overall timescale for construction by overlapping the directional drilling works and substation construction. Residual impact: 22.4.8 The residual impact of disturbance to tourism and recreational activity will remain of minor significance. Impact 2: Displacement of tourism and recreational activity – onshore 22.4.9 In the interests of efficiency and safety, installation activities may involve restriction of a small area during construction/drilling however this is not anticipated to result in restricted access to the otter hide either in Option 1 or Option 2 (see Chapter 2, Project description for more detail). 22.4.10 Any disruption to traffic may inconvenience tourists. This is assessed in Chapter 18, Traffic and Transport and is deemed to be of minor significance. 22.4.11 Noise from the construction works is considered in Chapter 20, Onshore Noise and is deemed to be of minor significance with limited impact on the otter hide due to its distance from the construction works (the otter hide is 815m from the substation and 990m from the potential drilling area for Option 1 and is 975m from the substation and 1260m from the potential drilling area for Option 2. Disturbance at the start of track to the otter hide may deter some visitors under Option 1. Limited economic impact is anticipated as there is no fee to visit the otter hide and limited local business associated with the visitors attracted to the area by the otter hide and therefore the sensitivity of the onshore tourism is predicted to be low. 22.4.12 Should Option 2 be taken forward disruption to traffic is expected to be of a lower magnitude, since there will be no need for construction vehicles to travel inland along the Kyle Rhea road to access the Forestry Commission Scotland (FCS) picnic site, car park and track to the otter hide. As a result, the potential impacts of noise for Option 2 are also expected to be of a lower magnitude. Thus, in both instances a negligible magnitude is predicted. 22.4.13 Disruption to tourism and recreation onshore is therefore likely to be marginally greater should Option 1 be taken forward. Onshore construction will last for a maximum of 75 days weeks and, as previously discussed, access to the otter hide will be maintained, therefore the magnitude is deemed to be low. The impact of displacement of tourism and recreation is therefore considered to be of negligible or minor adverse significance. Impact 2: Suggested Mitigation 1. Locate construction works off the track access to the otter hides. The hide and FC land will maintain access to tourists and Forestry Commission. 2. Onshore construction work will be scheduled for winter if possible, when visitor numbers to the otter hide are lowest. Residual impact: 22.4.14 If the above mitigation is implemented it is likely that residual impact of displaced tourism and recreational activities onshore will be of negligible significance. **Impact 3: Displacement of tourism and recreational activity – offshore** 22.4.15 Chapter 17, Shipping and Navigation states that the sea room in Kyle Rhea would reduce from the present 440m (between 5m contours) to 250m during installation. The increased risk of collision due to the reduced sea room is deemed to be a tolerable (moderate) risk (see Chapter 17 and Appendix 17.1). 22.4.16 Installation is planned during the summer months which will coincide with peak recreational activity. The installation works are temporary and at worst will be carried out over two summers, giving an impact of medium magnitude based on the definitions outlined in Table 22.3 (i.e. short-term, temporary and reversible). 22.4.17 As discussed in Section 22.3, Existing environment, the use of Kyle Rhea for recreational sailing is high and based on the definition provided in Table 22.4 recreational vessels are deemed to have medium sensitivity due to the importance of the site. SCUBA divers and kayakers may choose not to use Kyle Rhea during installation works, although it is anticipated that a route through Kyle Rhea will be maintained. As a result the impact of offshore displacement of tourism and recreational activity will be of moderate adverse significance. **Impact 3: Suggested Mitigation** 1. Consult with RYA to develop a strategy which allows minimal interference with recreational vessels, and maintains a passage through the Kyle Rhea; 2. Support vessels escort traffic through the Kyle to ensure safe passage during construction and avoid closure of Kyle Rhea. 3. Guard vessels will be on standby to help keep unpowered or limited manoeuvrability vessels clear of the works. **Residual impact:** 22.4.18 If the above mitigation is implemented it is likely that residual impact of displaced tourism and recreational activities offshore will be of minor significance. **Potential impacts during the operation phase** **Impact 1: Creation of a point of interest for visitors** 22.4.19 With increased awareness of climate change, marine renewable energy devices could result in additional visitors (both renewable energy professionals and tourists). Therefore the array could have a positive impact on tourism and recreation by becoming a visitor attraction in its own right. This has been observed at Strangford Lough (Northern Ireland), where the SeaGen device installed in 2008 is now part of the tourist itinerary for a number of wildlife and heritage trip vessels (see Section 22.3, Existing environment). Information and a model of the device was provided to the Tourist Information centre in Portaferry, Northern Ireland close to the SeaGen installation to encourage tourist interest in the project. Sea Generation (Kyle Rhea) Ltd is committed to providing similar tourist information close to Kyle Rhea. 22.4.20 The impact of the devices on tourism and recreation as a point of interest is anticipated to be of as a low magnitude. Tourism and recreation is considered to be of a low sensitivity and thus the impact is assessed as being of **minor beneficial** significance. **Impact 2: Disturbance of tourism and recreational activity** 22.4.21 The operational array is not expected to impede tourists travelling within Skye and Lochalsh, or activities in the immediate vicinity of the Project site. Offshore operation and maintenance activity will be carried out using small local vessels. 22.4.22 Recreational sailing will continue in Kyle Rhea during operation. A minimum clearance of 3.8m below MLWS will allow passage of recreational vessels. The towers of the devices will be painted and lit in accordance with MCA standards to ensure they are visible to all marine users. 22.4.23 The devices can provide an interest feature to kayakers as shown in a video by a kayaker in Strangford Lough\(^{49}\). As discussed in Section 22.3, Existing environment, Kyle Rhea is only suitable for advanced kayakers. The minimum 3m clearance of the rotors and slow tip speed of up to 11.94m/s (26.7mph) ensures a very low risk to a capsized kayaker. 22.4.24 As discussed in Section 22.3, Existing environment, there are a number of sites for SCUBA diving in the surrounding area. Kyle Rhea is used as a drift dive for experienced divers. Divers are trained to consider a safe dive plan prior to diving and so it is anticipated that they will be able to plan a drift dive within Kyle Rhea which avoids the devices e.g. following a contour of around 20m or less will keep divers away from the location of the devices and/or starting their dive downstream of the devices (paying attention to the tide times). As a result, collision with moving rotors is highly unlikely and displacement of divers from Kyle Rhea is not expected. Therefore the magnitude of impact of the operational array on recreation is considered to be low. The sensitivity of the receptor will also be low as only minimal changes are expected (see Table 22.4). Therefore in accordance with Table 22.5 the impact of tourism and recreational activity during operation will be of **minor adverse** significance. **Impact 3: Suggested Mitigation** 1. During maintenance, when the cross beam is out of the water a notice to mariners will be released each day. **Residual impact:** 22.4.25 The residual impact on the disturbance to tourism and recreational activities once the tidal array is operational will be of **negligible** significance. **Potential impacts during the decommissioning phase** 22.4.26 During decommissioning there will be similar impacts to those outlined during the construction phase, with the exception of directional drilling and foundation drilling. A full decommissioning strategy will be developed nearer the time but it is likely that vessel requirements and safety zones will be, at worst, similar to construction. 22.4.27 Minimal onshore decommissioning works are anticipated (see Chapter 5, Project \(^{49}\) [http://www.youtube.com/watch?v=1v06y_flkeE](http://www.youtube.com/watch?v=1v06y_flkeE) 22.4.28 The sensitivity of tourism and recreational receptors to decommissioning works is predicted to be low. The magnitude of decommissioning impacts will be low based on the temporary nature and therefore the impacts will be of minor adverse significance. **Impact 4: Suggested Mitigation** A detailed mitigation strategy will identify appropriate mitigation measures taking into account the existing environment at the time. **Residual impact:** 22.4.29 The residual impact of decommissioning activities on tourism and recreation will remain of minor adverse significance. **Potential cumulative impacts** 22.4.30 There are no foreseeable developments which have potential to act cumulatively with the project on tourism in the study area. ### Summary 22.5.1 Tourism and recreation represent a major sector in the economy of the study area. It is the aim of Sea Generation (Kyle Rhea) Ltd that the Project can add to the local economy with minimal impact on existing sectors. With appropriate mitigation minor to negligible adverse significant impacts are anticipated for local tourism with potential for the Project to create beneficial impacts. ### References Deesidedivers website [http://www.deesidedivers.com/West_Coast_Dive_Sites.htm](http://www.deesidedivers.com/West_Coast_Dive_Sites.htm) EMEC and Xodus Group (in draft) Consenting, EIA and HRA Guidance for Marine Renewable Energy Developments in Scotland PART FOUR – WAVE & TIDAL ANNEX EMEC and Xodus AURORA: Report for Marine Scotland Hibberd (2009). The Kyleakin and Kinloch Hills Visitor Experience Plan Hibberd (2011). Watching wildlife; the role of interpretation in delivering visitor satisfaction HIE (2010). Sectorial Strategy: Tourism. Available at www.hie.co.uk IEMA (2006) Guidelines for Environmental Impact Assessment Marine Current Turbines (MCT) (2010) Installation of tidal turbine array at Kyle rhea, Scotland. Scoping Study RYA (2012) The RYA’s position on offshore renewable energy development: Paper 3 (of 3) – Tidal Energy. Available at [http://www.rya.org.uk/infoadvice/planningenvironment/Pages/OffshoreEnergyDevelopments.aspx](http://www.rya.org.uk/infoadvice/planningenvironment/Pages/OffshoreEnergyDevelopments.aspx) Consulted on 29/06/2012 Skye Ferry website http://www.skyeferry.co.uk/index.html SNH (2009) A handbook on environmental impact assessment: Guidance for Competent Authorities, Consultees and others involved in the Environmental Impact Assessment Process in Scotland SNH (2012). Mapping Scotland’s wildness and wild land. Available at: http://www.snh.gov.uk/protecting-scotlands-nature/looking-after-landscapes/landscape-policy-and-guidance/wild-land/mapping/ Visit Scotland (2011) Research and Statistic. Tourism in Northern Scotland 2010. Available at http://www.visitscotland.org/pdf/Tourism%20in%20Northern%20Scotland%202010[update].pdf Consulted on 29/06/2012 Walkhighlands website http://www.walkhighlands.co.uk/ 23.1 Introduction 23.1.1 This chapter describes current military activity within the proposed Kyle Rhea Tidal Stream Array ('the Project') and associated study area. The impact of the potential interaction between the Project and military activity is assessed for the construction, operation (and maintenance) and decommissioning phases of the Project. Where appropriate, mitigation measures are proposed to ensure the identified impacts are avoided, removed or minimised, where possible. Potential cumulative impacts are also considered. 23.1.2 This chapter has links with Chapter 17, Shipping and Navigation. Study area 23.1.3 The study area considered for the military assessment includes Kyle Rhea and the military Practice and Exercise Areas (PEXA) surrounding the Isle of Skye (see Figure 23.1). Overview of potential impacts 23.1.4 Acoustic output associated with the tidal devices could potentially have impacts upon military sonar (Faber Maunsell and Metoc Plc, 2007). However there is no evidence currently available to suggest such an impact will arise. 23.1.5 There is a potential for temporary disruption to military exercises and activities during the installation, and longer term disruption during operation. For example, any military vessels wishing to pass through Kyle Rhea may need to modify their route to avoid the turbines and vessel traffic within nearby military practice and exercise areas (PEXA) may increase. Policy, legislation and guidance in relation to military activity Military practice and exercise areas 23.1.6 PEXA charts produced by the UK Hydrographic Office show the marine areas around the UK coast which are in use or available for use by the Ministry of Defence (MoD) for practice and exercises. These charts also indicate the intended use of such areas, for instance showing whether or not the use of live ammunition is permitted. Any marine operational activities, whether at the surface or at the seabed, must be aware of military PEXA and vice versa. Although PEXAs impose certain constraints and difficulties, development of the seabed can often be accommodated. No legislation or general guideline on development in and around PEXAs currently exists, the MoD must be consulted on a case-by-case basis. 23.2 Methodology Consultation in relation to military activity 23.2.1 No concerns have been raised by any statutory or other consultees in relation to military activity. The likelihood of any significant impacts arising is considered to be very small. As a result this impact has been ‘scoped out’ of the EIA, and no original data collection or detailed assessment activities were deemed necessary. However the potential impacts on this receptor are broadly discussed here to ensure impacts are comprehensively considered should any changes have occurred since a scoping opinion was sought in 2010. 23.2.2 On the 8th August 2012 a meeting was held with Lt Cdr RN DSOO FOSNNI\(^{50}\) to discuss the potential interactions of the Project with military activity. Two key points were raised and these are highlighted in Table 23.1, below. Table 23.1: Summary of consultation relating to military activity | Key issues raised | Response | |----------------------------------------------------------------------------------|-----------------------------------------------| | The only PEXA in the area with potential to be affected by the project is | Paragraph 220.127.116.11 | | considered to be the noise range at North and South Rona. | | | The MOD should be kept informed of activities during construction | ‘Suggested mitigation’ boxes in Section 23.4 | Data collection 23.2.3 A desk-based review of available information has been used to describe activities and interest features within and around the Project. The key sources of information used are presented in Table 23.2. Table 23.2: Data sources to inform the existing environment | Data Source | Spatial coverage | |-----------------|------------------| | PEXA Charts | UK | | Admiralty Charts| UK | Impact assessment 23.2.4 The significance of potential impacts is discussed qualitatively in the context of existing activities. In assessing impacts, reference has been made to the impact assessment criteria outlined in Chapter 4, EIA Methodology. 23.2.5 The significance of the impact is assessed in relation to the key aspects of the magnitude of impact (i.e. its nature, duration, direct or indirect etc.) and the sensitivity of the receptor. \(^{50}\) Full title: Lieutenant Commander Royal Navy, Deputy Staff Operations Officer Flag Officer Scotland, Northern England and Northern Ireland. 23.2.6 The sensitivity of the receptor/value/importance is identified as the value of the military activity resource in terms of their importance on a national and local level. These are defined in Table 23.3. Table 23.3: Definition of terms relating to the sensitivity to an impact | Value / Sensitivity | Definition | |---------------------|------------| | High | Long term (for the life time of the Project) disruption to military activities which cannot be adapted or relocated. | | Medium | Long term (for the life time of the Project) disruption to military activities causing activities to be adapted or relocated or short term disruption to military activities which cannot be adapted or relocated. | | Low | Short term (i.e. during installation) disruption to military activities causing activities to be adapted or relocated. | | Negligible | Military activities will be able to take place un-hindered. | 23.2.7 The magnitude of impact is identified and predicted as a deviation from the established baseline conditions in accordance with Table 23.4 for the construction, operation and decommissioning phases of the Project, and is based on criteria identified by the Faber Maunsell (2007). Table 23.4: Definition of magnitude of an impact upon receptors | Magnitude | Definition | |-----------|------------| | High | Very significant, permanent / irreversible changes, over the whole feature / asset, and / or significant alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or likely to occur. | | Medium | Significant, permanent / irreversible changes, over the majority of the feature / asset, and / or noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact certain or likely to occur. | | Low | Noticeable, temporary (during the Project duration) change, over a minority of the feature / asset, and / or limited but noticeable alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact will possibly occur. | | Negligible| Noticeable, temporary (for part of the Project duration) change, or barely discernible change for any length of time, over a small area of the feature or asset, and/or slight alteration to key characteristics or features of the particular environmental aspect’s character or distinctiveness. Impact unlikely or rarely to occur. | Table 23.5 shows a matrix of the significance criteria relevant to impacts on military activities that are used throughout this chapter. The significance of each impact is characterised as either ‘major’, ‘moderate’, ‘minor’ or ‘negligible’ according to criteria laid out by the Faber Maunsell (2007). An impact can be either adverse or positive, or neutral in the case of negligible. It should be noted that any residual impact (the impact after the implementation of mitigation) which remains at the level of ‘moderate’ or ‘major’ is regarded by the EIA Regulations as being significant. Further detailed within in Chapter 4, EIA Methodology. Table 23.5: The level of significance of an impact resulting from each combination of sensitivity and magnitude | Sensitivity | Magnitude | |-------------|-----------| | | High | Medium | Low | Negligible | | High | Major | Major | Moderate | Minor | | Medium | Major | Moderate | Minor | Minor | | Low | Moderate | Minor | Minor | Negligible | | Negligible | Minor | Minor | Negligible| Negligible | 23.3 Existing environment 23.3.1 Western Scotland has large areas designated as military practice and exercise areas (PEXA). Kyle Rhea is not located within a PEXA, the nearest (D710) is located 20km away at the Inner Sound, between Raasay and mainland Scotland (Figure 23.1). 23.3.2 The South Rona PEXA (X5718) is used as a noise range and is approximately 35 km from the Project. Other local PEXAs are rarely used (pers comm Lt Cdr RN DSOO FOSNNI\(^{50}\)). 23.3.3 The Royal Navy’s British Underwater Testing and Evaluation Centre (BUTEC) is located in the Inner Sound between Raasay and the Scottish mainland. The test centre is operated on behalf of the Royal Navy by QinetiQ\(^{51}\). The facility is used to provide acoustic signature services and target echo strength, munitions and weapon system performance assessment and underwater weapons and sonobuoy testing\(^2\). The range is protected by by-laws and is approximately 10km long and 6km wide, 175m and 200m deep, and an air danger area can cover the whole range when activated\(^2\). Military activities, including military diving are carried out in the area (EMU Ltd, 2006). Military vessels rarely pass through the shallow and narrow strait of Kyle Rhea. No submarines are taken through Kyle Rhea (pers comm Lt Cdr RN DSOO FOSNNI\(^{50}\)). 23.3.4 Marico Marine (2007) shows naval vessel movements to the north west of Kyle Rhea, in the Inner Sound and to the south of Kyle Rhea, in the Sound of Sleat. No naval routes are shown through Kyle Rhea. \(^{51}\) [http://www.ltpa.co.uk/site_range/butec/index.asp](http://www.ltpa.co.uk/site_range/butec/index.asp) 23.3.5 Large scale Joint Warrior exercises in May and October have potential to increase the level of military vessel movements around the study area although the exercises are unlikely to involve Kyle Rhea specifically (pers. comm. Lt Cdr RN DSOO FOSNNI\(^{50}\)) 23.3.6 Kyle Rhea is close to a Low Flying Tactical Training Area\(^{52}\) within which aircraft may be flown as low as 100ft (30.5m). Low flying within Kyle Rhea is not expected given the steep sides of Kyle Rhea which ascend sharply to 50m on the Skye side and 30m on the mainland side, as well as the electricity pylons crossing the Kyle. ### Impact assessment #### Do nothing scenario 23.4.1 Under a ‘do nothing scenario’, it is not anticipated that any there would be any significant changes to current military activities in and around Kyle Rhea. #### Potential impacts during the construction phase **Impact 1: Disruption of military activity** 23.4.2 There is potential for temporary disruption to military navigation through Kyle Rhea during the installation period however given the low use of the site, described in Section 23.3 the magnitude of this impact will be low. 23.4.3 The Scottish Marine Renewables SEA (Faber Maunsell and Metoc Plc., 2007) reports that acoustic output associated with tidal devices has potential to affect military sonar. Noise from installation activities and increased vessel traffic has potential to disrupt the noise range at Rona. However Appendix 12.6 shows that underwater noise from percussive drilling during installation will reach ambient noise levels between 300m to 3km. The North Rona PEXA is approximately 35km away and will not be affected by installation activities, other than possible increased vessel traffic moving through the PEXA. 23.4.4 The BUTEC in the Inner Sound is more than 5km north-west of Kyle Rhea, and as mentioned before, vessels associated with BUTEC rarely pass through the Kyle. As above, percussive drilling during installation will reach ambient noise levels between 300m to 3km. Since the range is located more than 5km away from installation activities, the centre is not anticipated to be impacted by the installation. Thus these activities are of a sufficient distance away and will not be impacted by the installation. 23.4.5 Any disruption is expected to be of low magnitude, limited to the region within or immediately adjacent to Kyle Rhea, and will be temporary during the period of installation. Given the low use of nearby PEXAs and of Kyle Rhea the receptor is deemed to have low sensitivity. On this basis the significance of impact is predicted to be **negligible**. **Impact 1: Suggested Mitigation** - The Defence Estates will be informed in advance of intended works and any Impact 1: Suggested Mitigation potentially conflicting activities will be coordinated to minimise disturbance. - The Project will adhere to the safety measures identified in the Navigational Safety Risk Assessment (Appendix 17.1), with particular reference to the following points: - Notice of the works would be promulgated through the UKHO Maritime Safety Information system (e.g. Notices to Mariners (NMs)) and will occur just prior to and during the installation works; - Installation vessels will display the appropriate lights and marks (to be agreed with Northern Lighthouse Board (NLB) and Maritime Coastguard Agency (MCA); - Support vessel(s) on site. - The array will be appropriately charted as an underwater obstruction and annotated, as discussed further in the Navigational Safety Risk Assessment; and - The Principal Contractor will liaise with local organisations including the Defence Estates to ensure that suitable working channels are selected to avoid compromising authorised communications Residual impact: 23.4.6 Any disturbance of military activity will be local and short term, and following successful implementation of mitigation the significance of impact any potential impacts will continue to be negligible. Potential impacts during the operation phase Impact 1: Disruption of the military activity 23.4.7 It is not expected that the operational phase of the Project will have any impact on military activities. Submarines are not expected to use the Kyle in a submerged state. Military surface vessels travel through Kyle Rhea very occasionally and have no special requirements compared to other large vessels (pers. Comm. Lt Cdr RN DSOO FOSNNI\(^{50}\)). Therefore the safety management measures proposed in Chapter 17, Shipping and Navigation and Appendix 17.1, Navigational Risk Assessment will encompass military surface vessels. 23.4.8 The maximum height of the devices when the rotor arms are raised out of the water is approximately 40m above Chart Datum (CD) (Figure 5.3) to the top of the lift legs. This does not exceed the height of the cliff on the Skye side of the Kyle or the Pylons crossing the Kyle and so it is not expected that there will be any low flying aircraft in the vicinity. The normal operating height of the tower above CD will be up to 18m (worst case scenario, see Chapter 5, Project Description). 23.4.9 It is possible that maintenance vessels will need to travel through PEXA’s on their way to the site but these vessels will be subject to the same rules as other marine users when traversing military areas. Given the low level of maintenance that will be required on site the magnitude of impact is assessed as being low with the receptor being of low sensitivity. The significance of the impact is assessed to be negligible. **Impact 1: Suggested Mitigation** 1. Navigational safety mitigation is provided in Chapter 17, Shipping and Navigation and this applies to military surface vessels. 2. The Defence Estates will be informed in advance of intended works and any potentially conflicting activities will be coordinated to minimise disturbance. **Residual impact:** As no further mitigation is required, the residual impact will remain negligible. **Potential impacts during the decommissioning phase** **Impact 2: Disruption of the military activity** As per the installation phase of the Project, decommissioning will involve the movement of a number of vessels to and from the array site. Any disruption will be temporary and the magnitude of this impact will be low in a low sensitivity environment. On this basis an impact of negligible significance is predicted. **Impact 2: Suggested Mitigation** 1. Navigational safety mitigation is provided in Chapter 17, Shipping and Navigation and applies to military surface vessels. 2. Safety procedures similar to the temporary installation phase will be implemented. 3. The Defence Estates will be informed in advance of intended works and any potentially conflicting activities will be coordinated to minimise disturbance. **Residual impact:** As with construction and operation, the residual significance of impact following mitigation is expected to be negligible. **Potential cumulative impacts** It is unlikely that the Project will act in combination with any other existing or proposed activities or projects to result in cumulative impacts on military activities. **Summary** Through consultation with the Defence Estates it was identified that there are no concerns with regard to military activities and the Project. The Project site is located outside of any designated military areas. Submarines are not expected to use the site; however during installation there may be minor disruption to other military vessels operating near Kyle Rhea in adjacent PEXAs. 23.5.2 Ongoing communication with the Defence Estates, and subsequent scheduling of works at the tidal site, will ensure coordination of any potentially conflicting activities. In addition, the implementation of the safety procedures as identified in the Navigational Safety Risk Assessment (Appendix 17.1) will reduce the significance of impacts to negligible. 23.6 References Emu Ltd. (2006). Site Condition Monitoring: Surveys of biogenic and rocky reefs in the Lochs Duich, Long and Alsh cSAC. Scottish Natural Heritage Commissioned Report No.240 (ROAME No. F02AC409). Faber Maunsell and Metoc Plc (2007). Scottish Marine Renewables SEA, Environmental Report. Report to the Scottish Executive. Lt Cdr RN DSOO FOSNNI pers comm (August 2012). Marico Marine (2007). The provision of additional studies in relation to the Scottish Executive Strategic Environmental Assessment for Marine Renewables, shipping and navigation. Available at: http://www.seaenergyscotland.net/SEA_Appendix_C15A.htm 24.1 Introduction 24.1.1 The purpose of this chapter is to provide a summary of impacts, mitigation, good practice, monitoring and management measures proposed within this Environmental Statement (ES). 24.1.2 Section 24.2 identifies the key good practice and mitigation that will be undertaken to limit the significance of the impacts across multiple receptors assessed within the ES. Section 24.3 summarises the specific impacts and mitigation measures recommended for each receptor group in turn. Possible environmental monitoring requirements prior to installation and post installation are discussed in more detail in Section 24.4 but will be determined in detail in consultation with Scottish Natural Heritage (SNH) and Marine Scotland. Management procedures are identified in Section 24.5. Concluding comments are made in Section 24.6. 24.2 Summary of key high level mitigation and best practice measures 24.2.1 A number of key mitigation and best practice measures have been proposed throughout the ES spanning a number of receptors and/or a number of different impacts. These are as follows: - Development of an Environmental Management Plan (EMP) to be agreed with the Highland Council, SEPA, SNH and Marine Scotland, following submission of this ES. The EMP will be a working document detailing the environmental actions highlighted in the ES, all activities to be carried out on site, responsibilities for those activities, environmental risks and the management protocols to be put in place to control these, as well as identification of personnel responsible for each element of the EMP; - An Environmental Monitoring and Adaptive Management Plan (EMAMP), to be agreed with Marine Scotland (MS) and Scottish Natural Heritage (SNH); - A detailed Construction Method Statement (CMS) and a Pollution Control and Spillage Response Plan to be prepared and agreed with SEPA, SNH and MS-LOT prior to commencement of construction; - All work will be undertaken to an overarching Health, Safety and Environmental Management System (HSEMS), which will include the CMS, the PIRP and the Environmental Management Plan. The project will be supervised in accordance with the Construction Design and Management Regulations (2007); - Pollution Control and Spillage Response Plans to be developed and included in the EMP; • A Construction Traffic Management Plan (CTMP) will be developed in consultation with the Highland Council which will include details of the construction vehicles proposed (size; weight; number of axles); construction programme; swept path analysis, preferred route to access the Project site; details of any deflectograph surveys required pre and post-construction, temporary signal control during construction, and protocols for Abnormal Indivisible Loads (AILs); • Site Waste Management Plan to be developed and agreed with SEPA and Marine Scotland • Horizontal Directional Drilling (HDD) utilised to reduce or remove the pathway for impacts to many receptors. • Area of disturbance associated with all works will be kept to a minimum. • Substation and drilling rig footprints will be sited outside of the SAC and SSSI boundary to reduce impacts on sensitive features; and • An environmental clerk of works (ECoW) will be appointed, to be present on site and oversee the construction phase. The clerk of works will have responsibility for overseeing the implementation of ecological mitigation measures agreed with the key regulators, SEPA, SNH and Marine Scotland. 24.3 Summary of impact assessments by ES receptor chapter 24.3.1 This section tabulates the impacts, mitigation and best practice for each of the receptor chapters covered within the ES chapters 7 to 13. Table 24.1 below summarises the impacts identified within the marine physical environment and coastal processes chapter and Table 24.2 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|-------------------------------------------------------|-----------|-------------|--------------|----------------------| | Construction | Effects on hydrodynamic regime | low | low | negligible | negligible | | | Effects on sediments and sediment structures | low | low | negligible | negligible | | | Effects on geological and geomorphological formations | negligible | negligible | negligible | negligible | | Operation | Effects on hydrodynamic regime | low | low | negligible | negligible | | | Effects on sediments and sediment structures | medium | low | minor adverse| minor | | | Effects on geological and geomorphological formations | low | low | negligible | negligible | | Decommissioning | Similar impacts to construction | | | | | Table 24.2 Recommended mitigation for potential impacts to marine physical environment and coastal processes. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best Practice | Effects on sediments and sediment structures (constriction) | Effects on geological and geomorphological formations (constriction) | |-----------------------------|------------------------------------------------------------|------------------------------------------------------------------| | Non-intrusive surface cable laying techniques | ✔ | ✔ | | Scour protection (if necessary) | ✔ | | ### Table 24.3 Summary of impacts for hydrogeology, geology and non-marine surface water | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|----------------------------------------------------------------------------------|-----------|-------------|--------------|-----------------------| | **Construction** | Impact of drilling pad substation and cable tunnels/trench on geology | negligible | low | negligible | negligible | | | Impact of drilling pad and substation construction on soils | negligible | low | negligible | negligible | | | Change in surface run-off patterns | negligible | low | negligible | negligible | | | Mobilisation of sediment in surface water runoff | low | low | minor adverse| negligible | | | Drilling fluids causing contamination of watercourses | negligible | low | negligible | negligible | | | Spills and leaks of oil, fuel or any other potentially polluting substance | negligible | low | negligible | negligible | | | Impact of Directional Drilling on Groundwater Flow Patterns | negligible | low | negligible | negligible | | **Operation** | Spills and leaks of oil, fuel or any other potentially polluting substance | negligible | low | negligible | negligible | | | Flooding of the site or increased risk of flooding on downstream land | negligible | negligible | negligible | negligible | Table 24.4 Recommended key best practices and mitigation for potential impacts to Hydrogeology and Geology. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Flooding of the site or increased risk of flooding on downstream land | Spills and leaks of oil, fuel or any other potentially polluting substance (operation) | Drilling fluids causing contamination of watercourses (construction) | Mobilisation of sediment in surface water runoff (construction) | Change in surface run-off patterns (construction) | Impact of drilling pad and substation construction on soils (construction) | |-----------------------------------------------------------------------------------------------|-----------------------------------------------------------------------|----------------------------------------------------------------------------------------|---------------------------------------------------------------------|---------------------------------------------------------------|-------------------------------------------------|--------------------------------------------------------------------------| | Removed soil to be stored separately away from the main areas of construction traffic | | ✓ | ✓ | ✓ | ✓ | | | Soil to be stored at an appropriate height and width to minimise erosion | | ✓ | ✓ | ✓ | ✓ | | | Adherence to the DEFRA guidance (for the Sustainable Use of Soils on Construction Sites) | | ✓ | ✓ | ✓ | ✓ | | | Method statements to be provided setting out how any waste materials will be dealt with | | ✓ | ✓ | ✓ | ✓ | | | A Site Waste Management Plan (SWMP) will be produced | | ✓ | ✓ | ✓ | ✓ | | | Where possible, the stockpiles will be protected by covering with the excavated turf | | ✓ | | | | | | Onshore works to be undertaken in accordance with C650 Environmental good practice on site | | | | ✓ | | | | Silt traps will be used to capture suspended solids where necessary. | | | | | ✓ | | | SEPA Guidance (PPG) to be followed, Specifically PPG 1, 2, 5, 6, 7 and 21 | | | | | ✓ | | | Construction Industry Research and Information Association (CIRIA) C532 to be followed. | | | | | ✓ | | | Potentially polluting substances to be stored in a designated storage area within impervious bunds with 110% capacity to ensure complete spill/leak retention. | | | | | | ✓ | | | Potentially polluting substances to be stored >10m from all watercourses | |---|------------------------------------------------------------------------| | | Machinery and equipment to be routinely inspected to ensure they are in good working order | | | Spill kits to be available on site at all times. | | | Where appropriate wheel washing to be used to prevent excess soil being transferred to public roads. | | | Drainage to be restored to its current standard or better (in consultation with the Forestry Commission). | ### Marine water quality 24.3.4 Table 24.5 below summarises the impacts identified within the marine water quality chapter and Table 24.6 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. #### Table 24.5 Summary of impacts for Marine Water Quality | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-------------------------------------------------------|-----------|-------------|-----------------|----------------------| | Construction| Marine pollution from construction | low | medium | minor adverse | negligible | | | Introduction of marine non-native species | medium | medium | moderate | negligible | | | Introduction of non-native species | negligible| high | minor | minor adverse | | Operation | Marine pollution due to accidental spillage | negligible| medium | negligible | negligible | | | Introduction of marine non-native species | negligible| high | minor | negligible | | Decommissioning | Similar impacts to construction | | | | | Table 24.6 Recommended key best practices and mitigation for potential impacts to Marine Water Quality. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts | |--------------------------------------------------------------------------------------------|----------------------------------------------| | All vessels associated with the Project to comply with IMO/MCA codes for prevention of oil pollution and, where appropriate, will have onboard SOPEPs | ✓ | | Pollution Prevention Guidelines (PPG) issued by SEPA (e.g. PPG 5: Works and maintenance in or near water) to be followed. | ✓ | | All contracted vessels to carry oil and chemical spill mop up kits. | ✓ | | Vessels with an established track record of operating in waters where the conditions can become severe over a short period of time to be used where possible. | ✓ | | Vessels to be made aware of local operating conditions and will adhere to the appropriate navigational standards and practices | ✓ | | Installation and routine maintenance activities to only occur when Sea Generation (Kyle Rhea) Ltd is confident there is limited risk associated with bad weather. | ✓ | | A marine non-native species risk assessment will consider; vessel activities, previous locations, and planned routes that could introduce marine non-native species. | ✓ | | Guidance on the introduction of marine non-natives to be taken from other industries within the marine environment, such as those produced by the Oil & Gas industry. | ✓ | | Vessels to adhere to Marine Guidance Note 363: The Control and Management of Ships’ Ballast Water and Sediments, where applicable | ✓ | | Antifouling on the pile and rotor blades to prevent colonisation of the device and prevent the structure forming a stepping stone for non-native species | ✓ | Table 24.7 below summarises the impacts identified within the terrestrial and intertidal ecology chapter and Table 24.8 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.7 Summary of impacts for Terrestrial and Intertidal Ecology | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|----------------------------------------------------------------------------------|-------------|-------------|-----------------------|----------------------| | Construction | Destruction or damage to sensitive terrestrial habitats | low | medium | minor adverse | minor adverse | | | Impacts to wild plants | low | medium | minor adverse | negligible | | | Potential spread of invasive, non-native species | low | medium | minor adverse - not significant | negligible | | | Otter - destruction, obstruction or damage to breeding sites, places of rest or shelter and disturbance and intentional or reckless injury and killing | medium - low | high - low | moderate - minor adverse | minor adverse | | | Pine marten – destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | low | high | minor adverse | negligible | | | Bats - destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | low | high | minor adverse | negligible | | | Intentional or reckless killing and injury of reptiles | low | medium | minor adverse | negligible | | | Invertebrates: destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | low | high | minor | negligible | | Operation | Disturbance to sensitive terrestrial habitats | Not applicable | | | | | | Disturbance to intertidal habitat | negligible | low | negligible | negligible | | | Collision of otter with devices | low | high | minor adverse | minor adverse | | | Impacts to protected species due to onshore maintenance | low | medium - low | minor adverse | minor adverse | | Decommissioning | Similar impacts to construction | | | | | Table 24.8 Recommended key best practices and mitigation for potential impacts to Terrestrial and Intertidal Ecology. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts to protected species due to onshore maintenance | Invertebrates; destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Bats - destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Pine marten – destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Otter – destruction, obstruction or damage to breeding sites, places of rest or shelter and disturbance and intentional or reckless injury and killing | Potential spread of invasive, non-native species | Impacts to wild plants | |-----------------------------------------------------------------------------------------------|--------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------| | Construction activities, materials, machinery and vehicles to be limited to defined routes and construction areas minimising the footprint and preventing disturbance of adjacent habitat | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Felling of trees and shrubs to take place outside of the nesting bird season (mid-February to August inclusive). | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | A secure tight boundary to be made around the construction footprint, with exclusion zones clearly marked by weather proof signs at regular intervals. | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Good working practices and SEPA protocols to be adhered to during construction, eliminating risk of exposure to oil, chemicals and other harmful materials. | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Soils and materials that may be a source of dust to be stored away from the SAC boundary and consideration given to wind direction and shelter | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Best practice guidance to be followed including The coastal and marine environmental site guide (C584) and Guidance note C692 Environmental Good Practice on Site Guide. | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Piles of peat/heath turves to be bladed and kept moist to avoid drying out | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Peat turves to be stored within the construction footprint, a minimum 200m from the watercourses and sensitive (heathland) habitats. | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | Impacts to protected species due to onshore maintenance | Invertebrates: destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Bats - destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Pine marten – destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Otter – destruction, obstruction or damage to breeding sites, places of rest or shelter, and disturbance and intentional or reckless injury and killing | Potential spread of non-native invasive species | |--------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|--------------------------------------------------------------------------------| | Excavated peat/heath turf to be removed as intact as possible, and disturbance and movement of the turves will be minimised | ✓ | | | | | | Best practice measures to encourage rapid stabilisation and re-vegetation of exposed peat to be implemented where required. | ✓ | | | | | | Terrestrial invasive species survey to carried out prior to construction, to assess the extent invasive species. | | ✓ | | | | | Management of non-native invasive species to follow guidance as laid out in the Environment Agency’s Managing Invasive Non-native Plants (2010). | | | ✓ | | | | Invasive plants within the construction footprint will be removed and disposed of appropriately in accordance with relevant waste regulations, following current best practice. | | | ✓ | | | | Native species of local provenance will be replanted where possible | ✓ | ✓ | | | | | Otter and pine martin survey to take place 8 weeks before construction commences to re-assess otter activity. | | | | ✓ | ✓ | | A ‘no build’ buffer of 50m to be placed either side of the two small burns and the drain, to the north and south of the Project | | | | ✓ | | | Otter fencing around the construction area (if necessary, this will be dependent on the final location of the works). | | | | ✓ | | | SEPA Guidance (PPG) to be followed, Specifically PPG 5 and 6 | | | | ✓ | | | Guidance including SNH Scottish Wildlife Series: Otters and | | | | ✓ | | | Impacts to protected species due to onshore maintenance | Invertebrates: destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Intentional or reckless killing and injury of reptiles | Bats - destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Pine marten – destruction, obstruction or damage to resting sites, disturbance and intentional or reckless injury and killing | Otter – destruction, obstruction or damage to breeding sites, places of rest or shelter, and disturbance and intentional or reckless injury and killing | Potential spread of non-native invasive species | |--------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|--------------------------------------------------------------------------------| | Development, as well as guidance produced by Design Manual for Roads and Bridges (DMRB Volume 10 section 4) to be followed. | | | | | | | | Any otter or pine martin carcases found around the sites to be retained and SNH notified, if non-fatal injuries occur as a result of construction then SNH to be notified immediately. | | | ✓ | ✓ | | | | Artificial light to be directed away from the coastal area and watercourses to allow otters to migrate through the area undisturbed. | | | ✓ | ✓ | | | | Provision of artificial otters holls on coast line south of the ferry slip and around the village of Kylerhea, (if considered appropriate by SNH) | | | | | ✓ | | | Branches with splits, cracks, loose bark or holes to be inspected prior to felling or pruning, to ascertain of bats are present. | | | | | | ✓ | | Section felling to be implemented with soft fall techniques. Any larger sections to be left on the ground overnight to allow any bats to leave. | | | | | | ✓ | | If bats or any evidence of bats are detected, all works in the area to cease and advice sought from an Ecologist. | | | | | | ✓ | | A pre-construction reptile survey immediately preceding construction works to be undertaken by a suitably qualified ecologist if any suitable habitat is to be removed (i.e. heathland, woodland). | | | | | | ✓ | ### Table 24.9 Summary of impacts for Ornithology | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-------------------------------------------------------|---------------|---------------|-----------------------|----------------------| | Construction| Disturbance of breeding birds | negligible | low to medium | minor adverse | minor adverse | | | disturbance of access to marine habitats | negligible | low | negligible | negligible | | | Habitat loss | negligible | negligible | negligible | negligible | | Operation | vessel disturbance of seabirds | negligible | low | negligible | negligible | | | displacement of seabirds from marine habitats | negligible | low | negligible | negligible | | | displacement of foraging white-tailed eagle | low | low | minor | negligible | | | collision risk to diving seabirds | low - negligible | low | minor - negligible | minor - negligible | | | marine pollution and contamination | negligible | low | negligible | negligible | | | Indirect effects on prey | low | low | negligible | negligible | | Decommissioning| Vessel disturbance | negligible | negligible - low | negligible - | negligible | | | habitat reinstatement | negligible | negligible | negligible | Negligible | Table 24.10 Recommended key best practices and mitigation for potential impacts to Ornithology. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts | |-----------------------------|-------------------------------------------------------------------------| | | Vessel disturbance (Decommissioning) | | | Indirect effects on prey (Operation) | | | Marine pollution and contamination (Operation) | | | Collision risk to diving seabirds (Operation) | | | Displacement of foraging white-tailed eagle (Operation) | | | Displacement of seabirds from marine habitats (Operation) | | | Disturbance of vessel disturbance of seabirds (Operation) | | | Disturbance from marine habitats (construction) | | | Disturbance of breeding birds (construction) | - Development of a Breeding Bird Protection Plan which will prevent the disturbance of breeding birds listed on Schedule 1 of the Wildlife and Countryside Act; - ✓ - No-stopping rule for vehicles within 250m of the heronry - ✓ - Avoid disturbance of possible preferred feeding and resting areas - ✓ - ✓ - Adopting voluntary speed restrictions. A maximum vessel speed of 15km/h is likely to give most seabird species time to move away from an approaching vessel without resorting to flight. - ✓ - ✓ - Measures to be taken to ensure that all suitable perching locations on the devices are safe for birds. - ✓ - Supplementary feeding of white tailed sea eagle if monitoring of the eagles showed that displacement had occurred and was causing a shortage of food. - ✓ - Results of research and monitoring on the subject of collision to be followed and, should there be evidence of mortality, measures considered that aim to prevent it occurring. - ✓ - Pollution Prevention Guidelines to be followed including PPG 5: Works and maintenance in or near water). - ✓ - The most recent good practice guidance on habitat reinstatement to be followed. - ✓ ### Table 24.11 Summary of impacts for Marine Mammals and Basking Sharks | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-------------------------------------------------------|--------------------|-----------------|-------------------------------|----------------------| | Construction| Collision risk | negligible | high - medium | minor adverse | minor adverse | | | Noise and vibration | negligible | low - negligible| negligible | negligible | | | Disturbance | low | low | minor adverse | minor adverse | | Operation | Collision risk | low - negligible | high | moderate - minor adverse | moderate - minor adverse | | | Noise and vibration | low | low | minor adverse | minor adverse | | | Barrier effects | negligible | low | minor adverse | minor adverse | | | EMF | low - negligible | negligible | negligible | negligible | | | Indirect impacts from changes to prey resource | negligible | negligible | negligible | negligible | | Decommissioning | Similar impacts to construction | | | | | Table 24.12 Recommended key best practices and mitigation for potential impacts to marine mammals and basking sharks. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts | |-----------------------------|---------| | | Collision risk (construction) | Collision risk (operation) | Noise and vibration (operation) | | SeaGeneration (Kyle Rhea) Ltd will seek to engage fully and comply with recommendations and good practise regarding seal cork screw fatalities as they develop. | ✓ | | | | An adaptive management approach to this potential impact will be agreed post consent, informed by anticipated near field behaviour data for seals from Strangford Lough, where imminent removal of shutdown protocols is expected. | | ✓ | | | The EMAMP (see section 24.2) will be established to monitor for collisions and will reassess the need for a mitigation strategy if collisions are identified. | | ✓ | ✓ | Table 24.13 below summarises the impacts identified within the benthic ecology chapter and Table 24.14 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.13 Summary of impacts for benthic ecology | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-------------------------------------------------------|-------------|-------------|------------------|----------------------| | Construction| Habitat loss and physical damage | low | high | minor adverse | minor adverse | | | Habitat disturbance | low | high | minor adverse | minor adverse | | | Increased suspended sediments/smothering | negligible | high | minor adverse | no comment | | | Release of contaminated sediment | low | high | minor adverse | negligible | | | Pollution from routine and accidental discharges | medium - negligible | high | minor adverse | negligible | | | Noise and vibration | low | low | negligible | negligible | | | Introduction of Non Natives | low | high | minor adverse | minor adverse | | Operation | Pollution from routine and accidental discharges | negligible | high | minor adverse | negligible | | | EMF | negligible | low | negligible | negligible | | | Introduction of new habitat | negligible | low | negligible | negligible | | | Hydrodynamic change and changes in sediment | low | high | minor adverse | minor adverse | | Decommissioning | Similar impacts to construction with the exception of impacts from drilling | | | | | Table 24.14 Recommended key best practices and mitigation for potential impacts to benthic ecology. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Introduction of Non Natives (construction) | Release of contaminated sediment (construction) | Pollution from routine and accidental discharges (construction and operation) | |------------------------------------------------------------------------------------------------|---------------------------------------------|-------------------------------------------------|-----------------------------------------------------------------------------| | Ensure that potential habitat loss is minimised where possible throughout the proposed works. | | | | | Sensitive reef biotopes to be avoided during siting of anchors (where practicable and safe to do so) | | | | | Allow sufficient time for any increases in turbidity to clear between drilling operations | | | | | Allow sufficient time for any increases in turbidity to clear between positioning of anchors for securing of installation barge if used | | | | | All vessels associated with Project operations to comply with IMO/MCA codes for prevention of oil pollution and any vessels over 400 GT will have onboard Ship Oil Prevention Emergency Plans (SOPEPs) | | | | | All vessels associated with Project operations to carry on-board oil and chemical spill mop up kits. | | | | | Vessels with a proven track record for operating in tidal races to be used (where possible). | | | | | Vessel activities during installation, operation, and decommissioning will occur in suitable conditions to reduce the chance of an oil spill resulting from the influence of unfavourable weather conditions. | | | | | A risk assessment will be completed in compliance with the Water Framework Directive and Marine Strategy Framework Directive objectives to assess the risk of introducing non-native species. | | | | | When a decision is made on the BPEO for antifouling for the devices, the sensitivity of the benthic | | | | Table 24.14 Recommended key best practices and mitigation for potential impacts to benthic ecology. If no mitigation measures are recommended, the impact is not included in the table. | Impacts | EMF (Operation) | Introduction of Non Natives (construction) | Pollution from routine and accidental discharges (construction and operation) | Release of contaminated sediment (construction) | Increased suspended sediments/smothering (construction) | |----------------------------------------------|-----------------|--------------------------------------------|-----------------------------------------------------------------------------|-----------------------------------------------|--------------------------------------------------------| | Habitat disturbance (construction) | | | | | | | Habitat loss and physical damage (construction) | | | | | | Species in the area will be taken into account. Inter-array cables will be aligned approximately north to south. It is assumed that this will reduce the cross-sectional area of Kyle Rhea affected by EMF. Table 24.15 below summarises the impacts identified within the fish and shellfish ecology chapter and Table 24.16 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.15 Summary of impacts for fish and shellfish ecology | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|-------------------------------------------------------|-----------------|-------------|----------------|----------------------| | Construction | Loss of spawning grounds | negligible | negligible | negligible | negligible | | | Loss of nursery grounds | low | low | negligible | negligible | | | Noise - either causing damage to fish or affecting migration | medium - low | low | minor adverse | negligible | | | Increase in turbidity | low - negligible| medium | minor adverse | negligible | | | Smothering | low | low | negligible | negligible | | | Release of sediment bound contaminants | negligible | low | negligible | negligible | | | Changes to prey species | low | low | negligible | negligible | | | Pollution from routine and accidental discharges | medium - negligible | medium | moderate adverse | minor adverse | | Operation | Habitat loss | low | low | negligible | negligible | | | EMF | low | medium | minor adverse | minor adverse | | | Noise | low | low | negligible | negligible | | | Collision with turbines | medium | low | minor adverse | minor adverse | | | Changes in water flow | low | negligible | negligible | negligible | | | Changes to prey species | low | high | negligible | negligible | | | Pollution from routine and accidental discharges | medium - negligible | medium | moderate adverse | minor adverse | | Decommissioning | Similar impacts to construction with the exception of impacts from drilling | | | | | Table 24.16 Recommended key best practices and mitigation for potential impacts to fish and shellfish ecology. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | EMF (operation) | Pollution from routine and accidental discharges (construction and operation) | Release of sediment bound contaminants (construction) | Smothering (construction) | Increase in turbidity (construction) | |-----------------------------|-----------------|--------------------------------------------------------------------------------|-----------------------------------------------------|--------------------------|--------------------------------------| | Allow sufficient time for any increases in turbidity to clear between drilling operations | ✓ | ✓ | ✓ | | | | Allow sufficient time for any increases in turbidity to clear between anchor laying operations. | ✓ | ✓ | ✓ | | | | Environmental Management Plan to be produced to ensure that all risks of pollution are minimised (See Section 24.2) | | | | | ✓ | | The results of research into EMF and its effect on marine organisms to be monitored to inform mitigation strategies. | | | | | ✓ | | Inter-array cables will be aligned approximately north to south which is likely to reduce the cross-sectional area of Kyle Rhea affected by EMF | | | | | ✓ | | Appropriate monitoring and reporting programme to be implemented during the construction and operational phases to monitor the reaction of key sensitive receptors. The receptors to be included within the monitoring plan will be agreed with Marine Scotland and SNH. | | | | | ✓ | Table 24.17 below summarises the impacts identified within the commercial fisheries chapter and Table 24.18 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.17 Summary of impacts for commercial fisheries | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|----------------------------------------------------------------------------------|-----------|-------------|-----------------|----------------------| | Construction | Exclusion from fishing grounds | medium | medium | minor adverse | minor adverse | | | Displacement of fishing effort | medium | medium | minor adverse | minor adverse | | | Physical interactions between fishing gear and installation works | medium | medium | minor adverse | negligible | | | Biological changes – abundance, range behaviour of target species | medium | low | negligible | negligible | | | Restricted access to fishing grounds on either side of the installation site | high | high | moderate | negligible | | Operation | Exclusion from fishing grounds during operation | high | medium | minor adverse | minor adverse | | | Displacement of fishing effort during operation | high | medium | minor adverse | minor adverse | | | Physical interactions between fishing gear and tidal turbine array | high | medium | minor adverse | negligible | | | Biological changes caused by operation – abundance, range behaviour of target species | high | low | minor adverse | minor adverse | | | Restricted access to fishing grounds on either side of the tidal turbine array | very high | medium | moderate adverse| minor adverse | | Decommissioning | Similar impacts to construction | | | | | Table 24.18 Recommended key best practices and mitigation for potential impacts to fish and commercial fisheries. If no mitigation measures are recommended, the impact is not included in the table. It should also be noted that many of the mitigation measures provided in Table 24.21 shipping and navigation apply to commercial fishing vessels and activities. | Mitigation practice | Impact | Restricted access to fishing grounds on either side of the construction site (construction) | |---------------------|------------------------------------------------------------------------|---------------------------------------------------------------------------------------------| | | Biological changes in abundance, range or behaviour of target species | | | | Physical interactions between fishing gear and construction works | | | | (construction and operation) | | - Clear announcement in the form of notice to mariners or contact via the FLO should reduce the risk further by discouraging fishing within the immediate tidal influence of Kyle Rhea during installation. A precautionary no fishing area could be established in consultation with the industry during the main installation phases. - Mitigation measures relating to the fish and shellfish populations presented in Table 24.16 above. - If temporary closure of passage is required, consideration to be given to commercial fisheries and attempts made to plan closure for when fishing vessel movements likely to be less – for example weekends. - Register of any fishing gear lost in the development site to be maintained. In event of loss, opportunity to be provided for affected fishers to grapple for lost gear during routine maintenance operations. ### Seascape/Landscape Character 24.3.11 Table 24.19 below summarises the impacts identified within the seascape/landscape character chapter, Table 24.20 summarises the viewpoint assessments and Table 24.21 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. #### Table 24.19 Summary of potential impacts on seascape/landscape character | Seascape/landscape character area | Seascape / Landscape Sensitivity to the proposed development | Magnitude of change | Potential impact | Significance | |-----------------------------------------------------------------------|-------------------------------------------------------------|---------------------------|----------------------------|-------------------------------------| | Kyle Rhea (coastal character area and local coastal character area) | Medium | Generally, moderate, locally major | Major/moderate to Moderate | Locally Significant generally not significant | | Sound of Sleat (Coastal Character Area and local coastal character areas) | High to Medium | Slight | Moderate to Moderate/minor | Not significant | | Loch Alsh (coastal character area and local coastal character area) | Medium | Negligible | Minor | Not significant | | Rugged Massif (landscape character type) | Low | Slight | Minor | Not significant | | Forest Slopes with Moorland Mosaic (landscape character type) | Low | Slight | Minor | Not significant | | Coastal Strath (landscape character type) | Low | Slight | Minor | Not significant | | Rocky Undulating Plateau (landscape character type) | Low | Slight | Minor | Not significant | | Rural Estate Settlement (landscape character type) | Low | Slight | Minor | Not significant | | Ref. No. | Viewpoint | Receptor Sensitivity | Magnitude of change | Potential impact | Significance | |---------|-------------------------|-----------------------------------------------------------|---------------------|------------------------|--------------| | 1 | Ferry West | High (residents, roads users) | Substantial | Major | Significant | | 2 | Ferry East | High (residents, roads users) | Substantial | Major | Significant | | 3 | Otter hide | High (visitors to hide) | Substantial | Major | Significant | | 4 | Beinn Bhuidhe | High (walkers) | Moderate | Major/Moderate | Significant | | 5 | Ben Aslak (higher) | High (walkers) | Moderate | Major/moderate | Significant | | 6 | Glenelg – War Memorial | High (residents, visitors, roads users) | Slight | Moderate | Not significant | | 7 | Road to Corran / Arnisdale | High (road users) | Negligible | Moderate/minor | Not significant | | 8 | Reraig | High (residents, visitors) Medium (road users) | Negligible | Moderate/minor Minor | Not significant | | 9 | Meall Buidhe | High (walkers) | Negligible | Moderate/minor | Not significant | | Mitigation and best practice | Impact | |-----------------------------|--------| | | Changes to coastal character area | Impacts on landscape character type | | If possible use of darker colouring and minimal lighting (subject to maritime navigation requirements) | ✓ | ✓ | | Appropriate design of new substation (option 1) e.g. landscaping or cladding | ✓ | ✓ | | Reinstatement of HDD area | ✓ | ✓ | | Education about the project to inform perception | ✓ | ✓ | Table 24.22 below summarises the impacts identified within the shipping and navigation chapter and Table 24.23 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.22 Summary of impacts for Shipping and Navigation | Phase | Potential Impact | Frequency | Consequence | Risk | Residual risk | |-------------|----------------------------------------------------------------------------------|----------------------------|-------------|-----------------------|------------------------| | Construction| Collision with work vessel | reasonably probable | Serious | unacceptable (high) | tolerable (moderate) | | | Increased risk to re-routed vessels | reasonably probable | moderate | tolerable (moderate) | tolerable (moderate). | | | Working vessel in difficulty | reasonably probable | moderate | tolerable (moderate) | tolerable (moderate) | | Operation | Transiting vessel collision with device (Sailing) | reasonably probable | major | unacceptable (high) | tolerable (moderate). | | | Transiting vessel collision with device (low powered vessel) | reasonably probable | major | unacceptable (high) | tolerable (moderate) | | | Transiting vessel collision with device (powerful vessel) | reasonably probable | serious | unacceptable (high) | tolerable (moderate). | | | Drifting vessel collision with device | remote | serious | tolerable (moderate) | tolerable (moderate) | | | Increase in vessel-to-vessel encounters / collisions | reasonably probable | serious | unacceptable (high) | tolerable (moderate) | | | Increased risk to re-routed vessels | reasonably probable | moderate | tolerable (moderate) | tolerable (moderate) | | | Loss of station of device or component | remote | minor | broadly acceptable (low) | broadly acceptable (low) | | | Vessel collision with device when crossbeam raised for maintenance | remote | serious | tolerable (moderate) | tolerable (moderate) | | | Fishing gear or anchor interaction with subsea cables and rotors | extremely unlikely | minor | broadly acceptable (low) | broadly acceptable (low) | | Decommissioning | equal or less than installation impacts | | | | | Table 24.23 Recommended key best practices and mitigation for potential impacts to shipping and navigation. If no mitigation measures are recommended the impact is not included in the table. | Mitigation and best practice | Fishing gear or anchor interaction with subsea cables and rotors (Operation) | Vessel collision with device when crossbeam raised for maintenance (Operation) | Loss of station of device or component (Operation) | Increase in vessel-to-vessel encounters / collisions (Operation) | Drifting vessel collision with device (Operation) | Transiting vessel collision with device (Operation) | Working vessel in difficulty (Construction) | Collision with work vessel (Construction) | |-----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|-----------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------|---------------------------------------------|------------------------------------------|------------------------------------------| | Duration of installation activity to be minimised where possible. | | | | | | | | | | Timing of installation activity to be off-season, with work in early Spring, prior to the Skye ferry resuming operations in Easter. | | | | | | | | | | Pilot vessel / escort boat system to guide vessels past mooring lines. | | | | | | | | | | Appropriate marking and lighting to ensure visibility of working vessels. | | | | | | | | | | Regular broadcasts on VHF Channel 16 from Stornoway Coastguard and intermediate broadcasts from working site. | | | | | | | | | | Liaison with local RNLI stations. | | | | | | | | | | Emergency Response Cooperation Plan (ERCoP) to be developed and agreed with the MCA prior to installation | | | | | | | | | | Distribution of information about devices, e.g. depiction on charts and note on underwater clearance, to allow vessels to pre-plan voyage. | | | | | | | | | | Impact | Fishing gear or anchor interaction with subsea cables and rotors (Operation) | Vessel collision with device when crossbeam raised for maintenance (Operation) | Increased risk to re-routed vessels (Operation) | Increase in vessel-to-vessel encounters / collisions (Operation) | Drifting vessel collision with device (Operation) | |-----------------------------------------------------------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------| | Marker buoys off eastern shore to indicate safe inshore passage. | | | | | | | Hydrographic data collected by project to be shared with MCA / UKHO to allow update of charts (currently based on lead-line surveys). | | | | | | | Improved VHF reception in the area. | | | | | | | Suitable guidance in Sailing Directions in the area. | | | | | | | Contractors vetted and audited prior to appointment | | | | | | | Industry standard operating and safety procedures / safety management systems, such specified within MGN 371. | | | | | | | Site personnel trained in first aid and offshore survival. | | | | | | | Personal protective equipment to be worn all on site. | | | | | | | Timing of activities in suitable tides. | | | | | | | Weather forecasts and adverse weather working policy to be in place. | | | | | | | Impact | Fishing gear or anchor interaction with subsea cables and rotors (Operation) | Vessel collision with device when crossbeam raised for maintenance (Operation) | Increased risk to re-routed vessels (Operation) | Loss of station of device or component (Operation) | Increase in vessel-to-vessel encounters / collisions (Operation) | Drifting vessel collision with device (Operation) | |-----------------------------------------------------------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------|--------------------------------------------------|-----------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------| | Installation works to be temporarily suspended in poor weather conditions. | | | | | | | | Information about the devices distributed appropriately | | | | | | | | Traffic management / reporting system | | | | | | | | Advice given to transiting vessels to time of passage near slack water during daylight hours. | | | | | | | | AIS on devices as aid to navigation. | | | | | | | | Broaden functionality of maintenance RIB to act as an emergency response vessel. | | | | | | | | Devices designed to be accessible, e.g. with ladders for people and moorings for vessels. | | | | | | | | Devices to provide first aid equipment onboard and means of raising alarm. | | | | | | | | Supervisory Control and Data Acquisition (SCADA) should provide a prompt alert if part of a device loses station. | | | | | | | | Component parts made negatively buoyant where possible. | | | | | | | | Impact | Fishing gear or anchor interaction with subsea cables and rotors (Operation) | Vessel collision with device when crossbeam raised for maintenance (Operation) | Increased risk to re-routed vessels (Operation) | Loss of station of device or component (Operation) | Increase in vessel-to-vessel encounters / collisions (Operation) | Drifting vessel collision with device (Operation) | |--------------------------------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------|--------------------------------------------------|-----------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------| | Regular maintenance visits carried out. | | | | | | | | Marking and lighting of device, e.g. floodlights on top of tower to light up crossbeam and blades during maintenance activities. | | | | | | | | Regular broadcasts of warnings that the crossbeam is raised. | | | | | | | | Advance notifications to local users, harbours, clubs and associations if works are to be of significant duration and / or overnight. | | | | | | | | Appropriate cable protection installed. | | | | | | | | Post-installation survey of cable to ensure that cable has not moved. | | | | | | | Table 24.23 Summary of impacts for traffic and transport | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-------------------------------------------------------|-----------|-------------|--------------|----------------------| | Construction| Temporary disruption and congestion | negligible| low | minor adverse| minor adverse | | | Increased risk of road traffic accidents | low | medium | minor adverse| minor adverse | | Operation | Temporary disruption and congestion | negligible| low | negligible | negligible | | Decommissioning | Similar impacts to construction | | | | | Table 24.24 Recommended key best practices and mitigation for potential impacts to traffic and transport. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts | |-----------------------------|----------------------------------------------| | | Temporary disruption and congestion (operation) | Increased risk of road accidents (construction) | Temporary disruption and congestion (construction) | | Movement of Abnormal Indivisible Loads (AILs) to conform to relevant legislation as outlined and where required the appropriate number of days’ notice to be given to the Northern Constabulary. | ✓ | | | | A deflectograph survey (a survey to assess the condition of a road) to be carried out pre and post-construction where necessary and temporary signal control during construction if required. | ✓ | | | | Notifications and procedures that road hauliers must adhere to when delivering to the site to conform to legislation; including Abnormal Indivisible Loads (AILs) to be included in the Construction Traffic Management Plan. | ✓ | | | | Traffic control and the use of a banksman at the site access to mitigate the potential for accidents occurring in the area used by the construction vehicles | | ✓ | | ### Archaeology 24.3.14 Table 24.26 below summarises the impacts identified within the archaeology chapter and Table 24.27 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. #### Table 24.25 Summary of impacts for archaeology and cultural heritage | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |----------------|-------------------------------------------------------|-----------------|-----------------|-------------------------------|----------------------| | Construction | Impacts to Archaeology and Cultural Heritage – offshore | medium to high | medium to high | moderate to major adverse | negligible | | | Impacts to Archaeology and Cultural Heritage – onshore | medium to high | medium to high | moderate to major adverse | negligible | | Operation | Impacts to Archaeology and Cultural Heritage | Medium to high | negligible to high | negligible to major adverse | negligible | | Decommissioning| Impacts to Archaeology and Cultural Heritage | Similar impacts to construction | | | | Table 24.26 Recommended key best practices and mitigation for potential impacts to archaeology and cultural heritage. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts to Archaeology and Cultural Heritage – offshore (operation) | Impacts to Archaeology and Cultural Heritage -onshore (construction) | Impacts to Archaeology and Cultural Heritage –offshore (construction) | |-----------------------------|------------------------------------------------------------------|-----------------------------------------------------------------|-----------------------------------------------------------------| | Where potential cultural heritage assets may be subject to direct impacts, infrastructure to be micro-sited and temporary exclusion zones will be implemented. | ✓ | | ✓ | | Written Scheme of Investigation (WSI) and Protocol for Archaeological Discoveries (PAD) to be prepared for the approval of Historic Scotland/ Highland Council Archaeological Service. | ✓ | | ✓ | | To carry out works on a listed building a listed buildings consent will be required, this process will seek to minimise impacts | | ✓ | | | Programme of appropriate archaeological works to be undertaken in compliance with a Written Scheme of Investigation (WSI) and agreed with the Highland Council Archaeological Service, if required. | | ✓ | | ### Onshore Noise 24.3.15 Table 24.28 below summarises the impacts identified within the onshore noise chapter and Table 24.29 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. #### Table 24.27 Summary of impacts for onshore noise | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-----------|----------------------------------------------------------------------------------|-----------|----------------------|---------------------------------------------------|-----------------------| | Construction | Noise and vibration impacts associated with the movement of construction-related vehicles along the Kylerhea road and access track | low | medium – negligible | minor adverse | minor adverse | | | Noise and vibration from HDD | low | low (option 1 and moderate option 2) | minor adverse (option 1) or moderate adverse (option 2) | minor adverse | | | Surface noise from construction vessels | low | medium | minor adverse | minor adverse | | Operation | Noise associated with movement of vehicles related to switch-house maintenance | negligible| low | negligible | negligible | | | Noise associated with movement of vessels related to SeaGen devices maintenance | negligible| low | negligible | negligible | | | Noise generated by substation during operation | low | low | negligible | negligible | | | Noise generated by SeaGen devices during operation | negligible| negligible | negligible | negligible | | Decommissioning | Similar impacts to construction | | | | | Table 24.28 Recommended key best practices and mitigation for potential impacts to onshore noise. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation practice | Impacts | |------------------------------------------------------------------------------------|-------------------------------------------------------------------------| | Construction-related traffic to be limited to daytime periods and arrival at site between 7:00 and 19:00 | Noise and vibration impacts associated with the movement of construction-related vehicles along the Kylehead road and access track (construction and operation) | | Works shall be restricted to the hours of between 07:00 and 19:00. No works shall take place on Saturday from 13:00 h and Sunday during construction. | | | An appropriate physical barrier to attenuate noise from the directional drill to be used, as recommended in BS5228-1:2009, to minimise the effects of noise emissions from the drill. | | | The control of noise from construction operations will be most effectively achieved through the application by the principal Contractor for a Section 61 'prior consent' in accordance with the guidance set out in the Control of Pollution Act 1974. | | Socio-economics 24.3.16 Table 24.30 below summarises the impacts identified within the socio-economics chapter and Table 24.31 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. Table 24.29 Summary of impacts for socio-economics | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|----------------------------------------------------------------------------------|-----------|-------------|------------------|----------------------| | Construction| Direct capital expenditure (project development, manufacture and assembly) | low | medium | minor beneficial | minor beneficial | | | Indirect capital expenditure (marine services and onshore construction) | medium | medium | moderate beneficial | moderate beneficial | | | Indirect economic benefits (employment, accommodation and services) | medium | medium | moderate beneficial | moderate beneficial | | Operation | Effect on employment | low | medium | minor beneficial | minor beneficial | | | Community benefits | low | medium | minor beneficial | minor beneficial | | Decommissioning | Similar impacts to construction albeit on a smaller scale | | | | minor beneficial | 24.3.17 No mitigation measures are recommended for socio-economic impacts. Table 24.31 below summarises the impacts identified within the tourism and recreation chapter and Table 24.32 summarises the key best practice and mitigation measures which Sea Generation Ltd propose to limit or reduce the significance of those impacts. ### Table 24.30 Summary of impacts for tourism and recreation | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|----------------------------------------------------------------------------------|-----------|-------------|------------------|----------------------| | Construction| Disturbance to tourism and recreational activity – onshore and offshore | low | low | minor adverse | minor adverse | | | Displacement of tourism and recreational activity – onshore | low | low | minor adverse | negligible | | | Displacement of tourism and recreational activity – offshore | medium | medium | moderate adverse | minor adverse | | Operation | Creation of a point of interest for visitors | low | low | minor beneficial | minor beneficial | | | Disturbance of tourism and recreational activity | low | low | minor adverse | negligible | | Decommissioning | Similar impacts to construction with the exception of directional drilling and foundation drilling | low | low | minor adverse | minor adverse | Table 24.31 Recommended key best practices and mitigation for potential impacts to tourism and recreation. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation practice | Impacts | |---------------------|-------------------------------------------------------------------------| | | Disturbance of tourism and recreational activity (operation) | | | Displacement of tourism and recreational activity – offshore (construction) | | | Displacement of tourism and recreational activity – onshore and offshore (construction) | - Reduction of the overall timescale for construction by overlapping the directional drilling works and substation construction (where possible). - ✓ - Access to the otter hide and FC land to be maintained during construction works - ✓ - Onshore construction work to be scheduled for winter if possible, when visitor numbers are lowest. - ✓ - Consultation with the RYA to develop a strategy which allows minimal interference with recreational vessels, and maintains a passage through the Kyle Rhea - ✓ - Appropriate measures to reduce impacts on vessels (see Table 24.22) will also apply to recreational craft - ✓ Table 24.32 Summary of impacts for military activity | Phase | Potential Impact | Magnitude | Sensitivity | Significance | Residual Significance | |-------------|-----------------------------------------|-----------|-------------|--------------|-----------------------| | Construction| Disruption of military activity | low | low | negligible | negligible | | Operation | Disruption of the military activity | low | low | negligible | negligible | | Decommissioning | Disruption of the military activity | low | low | negligible | negligible | Table 24.33 Recommended key best practices and mitigation for potential impacts to military activity. If no mitigation measures are recommended, the impact is not included in the table. | Mitigation and best practice | Impacts | |-----------------------------|----------------------------------------------| | | Disruption of military activity (decommissioning) | | | Disruption of military activity (operation) | | | Disruption of military activity (construction)| | The Defence Estates to be informed in advance of intended works and any potentially conflicting activities coordinated to minimise disturbance | ✓ | ✓ | ✓ | | All of the mitigation measures for shipping and navigation which are designed to minimise the significance of impacts to vessels also apply to military vessels which may use the site; please refer to Table 24.22 for further details | ✓ | ✓ | ✓ | | The Principal Contractor will liaise with the Defence Estates to ensure that suitable communication channels are selected to avoid compromising authorised communications | ✓ | | ✓ | 24.4 Post consent environmental monitoring 24.4.1 Tidal energy devices are an emerging technology, with limited operational developments upon which to base aspects of assessment. Where devices have been operating and potential environmental interactions have been monitored, the results to date indicate no significant adverse environmental impacts (Strangford Lough for example). However, it is appreciated that the potential interactions of an array of devices is to some extent unknown, and assessments must be necessarily based on data for single devices from expert judgement based on knowledge of potential receptors and current understanding of the potential effects of single devices extrapolated to encompass an array. 24.4.2 In the rapidly developing tidal energy sector, research and environmental monitoring works are either on-going, or planned, at a number of locations in the UK and internationally. In this evolving climate, there is no significant benefit to the proposing of detailed monitoring plans, the details and premise of which will require considerable revision in the light of new knowledge expected post consent. 24.4.3 The knowledge gained from environmental monitoring at tidal array sites will have some elements which are specific to individual sites, elements which are specific to individual technologies, however, much of the data collected will be widely applicable to, and of benefit to, developers in the wider tidal energy sector. It would be perverse, therefore, for the burden of such monitoring to fall solely on the handful of developers who have well developed technology and sites, while benefits from that monitoring are available to other, less pioneering developers. For this reason, national government support for aspects of environmental monitoring at early tidal sites is essential if the burden of knowledge collection is to be fairly shared. 24.4.4 SeaGeneration (Kyle Rhea) Ltd is committed to working with Marine Scotland and SNH to develop an appropriate Environmental Monitoring and Adaptive Management Plan (EMAMP) to monitor potential effects of the devices following installation. 24.4.5 The Environmental Monitoring and Adaptive Management Plan may include monitoring of the following key receptors: - Marine mammals and basking sharks; - Diving birds; - Benthic ecology; and - Terrestrial ecology. 24.4.6 An outline of potential monitoring works which may be appropriate as part of an EMAMP is provided in Appendix 24.1.
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Homeowner’s Guide for Flood, Debris, and Erosion Control after Fires The assistance of the following agencies and publications in preparing this guide is gratefully acknowledged: *Homeowner's Guide for Flood, Debris, and Erosion Control* published by the Los Angeles County Department of Public Works *Homeowners Guide for Flood Prevention and Response* published by Santa Barbara County Flood Control and Water Conservation District *Stormwater Best Management Practice Handbook for Construction Activities* California Stormwater Quality Association (CASQA), January 2003 # Table of Contents After the Fire ................................................................. 1 Getting Prepared ......................................................... 3 Methods for Protecting Your Property .......................... 6 Flood Insurance ............................................................ 11 Glossary of Terms ......................................................... 12 *This information is provided to assist residents with erosion control, but not all circumstances are alike. Home owners should consult an erosion control professional for assistance with more difficult circumstances.* After the Fire The effects of fire can be felt long after the flames are extinguished. Rates of erosion and runoff can increase to unsafe levels when trees, shrubs, grasses and other groundcover are no longer present. Under normal circumstances, roots help to stabilize soil, while stems and leaves slow water down, giving it time to absorb or soak into the soil. These protective functions can be severely compromised or even eliminated by fires. In the aftermath of a fire, the potential for flooding, debris flows, and erosion is greatly increased. Fortunately there are many things you can do to protect your home or business from the damaging effects of a fire: Flooding - Flooding may occur even during moderate storms as rain falls on areas where vegetation has been destroyed by fire. Remember that flood waters: - Consist of large quantities of water, and are often very turbulent and murky due to fine sediment, ash, and soil. - Flood waters can quickly reach depths that would pose a threat to people or automobiles. - Inundate large areas and can damage or destroy structures in their path. Debris Flows - Debris flows are equally dangerous, especially in hillside or mountainous areas. Remember that debris flows: - Consist of large quantities of soil, rocks, boulders, trees, or brush moved by flood waters. - Occur when flood waters flow over barren soils and burn areas. - Are highly destructive and may leave large quantities of sediment and rocks in their paths. - Contain sufficient strength to destroy objects in their path. - Can be controlled or directed to reduce property damage. Erosion - Erosion often results in areas where there are steep banks of scoured soil or other ground materials. Remember that erosion: - Cannot be controlled while it is happening and is often not seen until flood waters have subsided. - Can seriously undermine structures, often leading to major structural failures. - Occurs most often when waters flow rapidly over loosely compacted soil or burn areas. - Can be reduced by stabilizing slopes prior to storms. Figure 1 provides a general illustration of the types of actions you can take to protect your property from those hazards mentioned above. The remainder of this guide provides more detailed descriptions of these and other recommended practices that you can take to protect your home and property. Figure 1: Examples of Unprotected vs. Protected Homes Getting Prepared Evaluating your Property After a fire, it is important to thoroughly evaluate and plan for storm events in order to help protect your property. First, start by determining where water and debris are likely to flow and collect. Once you have located potential routes where water and debris may flow, plan and implement diversions in those identified flow pathways. Pay particular attention to steep, barren slopes, low spots, and high flow areas when planning for structure and property protection. General Precautions During a storm event, property damage can be attributed to stormwater runoff, debris (mud, rocks, branches, etc.), or both. When devising a protection strategy for your property, pay special attention to the following general rules: - Never underestimate the power of stormwater and debris flows. - Try to direct stormwater and debris flows away from any structures. - Avoid altering natural or existing drainage patterns in a way that might worsen conditions for you or your neighbor. Work cooperatively with your neighbor to achieve the best results. - Avoid trying to control or confine flows more than is absolutely necessary; remember that the water and debris flows need to go somewhere. - Place protection devices in such a way so as to deflect debris; do not try to create a dam or stop the flows in any way; this may cause flooding. - In extreme condition, board up windows as necessary to prevent debris from entering structures. - Protect your most valuable property first – your home; then consider what time and money are available to protect other less valuable objects such as swimming pools, landscaping, or other minor structures. - Be prepared to sacrifice the use of portions of your property to achieve the greatest amount of protection. - Don’t take unnecessary risks; if your debris control problems appear to warrant solutions beyond the scope of this guide, consult a competent expert such as a civil or geotechnical engineer or a landscape architect for additional advice. Materials and Supplies There are many effective and relatively inexpensive do-it-yourself ways to control flows. Most can be installed with normal household tools using materials available at your local lumber yard or hardware store. Materials that you may need to implement the specific methods described in this guide typically include sandbags, gravel bags, fiber rolls, lumber, plywood, plastic sheeting, rubber seals (similar to weather stripping), and concrete blocks. Maintenance of all erosion control devices along with the routine removal of accumulated water and debris is crucial to avoid potential flooding problems and structural damage. When not routinely maintained, erosion control devices may become ineffective. In addition, all drainage pathways should be kept clear of debris and overgrowth since blockage may cause flooding and structural failure. Typically, maintenance of hillside drains is the responsibility of the property owner. **Sandbags** - Sandbags are commonly used for a variety of specific purposes to prevent property damage. Properly filled, installed, and maintained sandbags can be used very effectively to re-direct stormwater and debris flows away from property improvements. Figure 2 below provides general instructions for filling and placing sandbags. Note: sand bags should NOT be used on a slope or hillside. - Fill sandbags one-half full. Sand is suggested if readily available; however, any local soil may be used. - For a more durable bag with increased effective life, mix 10 parts of sand or soil with one part of cement. The materials can be mixed and placed dry. After all bags are in place, a light sprinkling of water is recommended. - If you do not have tie closures for the bags, fold the top of the sandbag down and place the bag on top of the folded top. It is important to place bags with the folded top in an upstream or uphill direction to prevent bags from opening when water runs by or over them. **Figure 2: Instructions for Filling and Using Sandbags** To ensure their effectiveness, care should be taken to properly stack sandbags. Figure 3 illustrates a number of ways in which sandbags can be used, each showing their proper placement. When stacking sandbags, make sure that each layer is completed prior to starting the next one. Also limit placement to two layers unless a building is used as a backing or the sandbags are stacked in a pyramid fashion. It’s important to remember that there are limitations to using sandbags. They will not completely seal out water. Sand and soil filled sandbags also deteriorate when they’re exposed to the sun for extended periods of time, and from the continued wetting and drying over several months; if the bags are placed too early, they may not be as effective when it rains. Finally, sandbags are generally intended for low-flow protection (up to two feet). Protection from higher flows often requires a more permanent type of structure. Gravel bags are similar to sandbags except they are made of burlap and filled with small rocks (gravel). Gravel bags should be placed on slopes to minimize erosion. The burlap and gravel allow stormwater to pass through the bag while trapping sediment upstream. Gravel bags should be placed across the slope not more than two high as shown in Figure 2. Remember to clean out the silt trapped behind the bags after each storm. Figure 3: Uses and Proper Placement of Sandbags Methods for Protecting Your Property Each property is unique. Protective measures should always be selected to address your property and its surroundings. The following issues should be considered in developing a strategy: - Protecting structures - Protecting land from water and debris flows - Protecting slopes and surfaces from erosion Protecting Structures Several types of deflection devices can be used to protect structures, doorways, and windows on your property. For Doors and Windows - One way to protect doors and windows is to completely cover them with plywood. Low-grade plywood can be placed over windows, vents, and doors and should overlap 3 to 4 inches on all sides. Each sheet of plywood should be secured with four or more nails, screws, or bolts; stakes and boards may also be used to wedge barriers in place. When the plywood is no longer needed, it can be dismantled and stored for years to come. As an alternative, standing pipes on both sides of a door may be used to secure a removable barrier (see Figure 4). Figure 4 - Using Plywood to Protect Doors and Windows To prevent water from seeping around a door, a rubber seal (similar to weather stripping) can be affixed to the doorframe. When the door is closed, a watertight seal should result. To prevent water from seeping around a sliding glass door, a plastic sheet (2 to 3 millimeters thick) should be placed between the door and the sandbags or between the door and the plywood barrier (see Figure 5). This is not recommended if water levels are anticipated to rise above two feet. **Figure 5 – Sealing Conventional and Sliding Glass Doors** For Structures - Low-grade lumber can be used to create a timber deflector (see Figure 6). This device should be limited to a height of three feet. When installing timber deflectors, drive stakes into the ground at least one-half their length to ensure proper anchorage. Place deflectors on solid, level soil if possible to reduce the hazard of undercutting. **Figure 6 – Using Lumber and Soil to Create a Timber Deflector** Sections of the lumber barriers should be overlapped so that the protruding ends are facing downstream. If additional strength is needed, soil or sandbags can be firmly packed behind the deflector. If a taller barrier is required, an engineered wall should be considered. Concrete block walls that are designed and built to withstand water and debris flows are excellent for protection and durability. In many cases, such walls can be adapted to become part of the landscaping. These walls generally are expensive and should be considered permanent installations. *Caution: Only engineered walls should be installed.* Other permanent solutions include telephone poles or railroad tie barriers or removable driveway barriers (see Figure 7). **Figure 7 – Examples of Permanent Barriers** **Protecting Land from Water and Debris Flows** At times it may be necessary to control the amount of water and debris that flows onto your property from surrounding areas. To divert this water, a small slope or drain can be dug at the top of each steep slope surrounding your property (see Figure 8). It is important not to allow large amounts of water to flow or build up along any one route. Maintenance of the control devices and accumulated water and debris flows is crucial to avoid potential flooding problems. All drainage areas should be kept clear of debris and overgrowth since blockage may cause undermining and structural failure of the drainage areas or increased erosion of the hillside. Typically, maintenance of hillside drains is the responsibility of the property owner. **Ditches and Drains** - Where ditches are used in unstable or non compacted soils, they should be planted with perennial grasses. Slopes particularly susceptible to erosion may also require supplemental erosion control measures. Please note that it is unlawful to divert natural flows in a way that will negatively impact neighboring property. Always work cooperatively with your neighbors for the best results. Ditches should ideally drain into a natural watercourse or a well-vegetated area. **Figure 8 – Using Drains to Divert Flow from Slopes** **Protecting Slopes and Surfaces from Erosion** The focus of your erosion control strategy should be on permanently stabilizing all slopes and exposed surfaces. Landscaping of slopes is a long-term solution to erosion problems and is typically the easiest way to prevent erosion. Barren areas should be replanted as soon as possible and temporary measures used until the plants are well established. Professionally applied slope stabilization (such as hydro-seeding or hydro-mulching) is commercially available, and should be considered on high, steep slopes. These and other temporary measures are discussed below and illustrated in Figure 9. **Hydro-seeding** - Hydro-seeding consists of applying a mixture of seeds combined with a binding substance to barren slopes and burned hillsides. Hydro-seeding can help to reduce erosion by establishing quick growing plants to stabilize soils. Once established, these plants will reduce erosion by slowing runoff velocity, enhancing infiltration of water into the soils, and trapping sediment and other particulates. Hydro-seeding will require irrigation during dry weather in order to establish the seed growth process. Hydro-seeding should be applied at least 24 hours prior to a rain event. Until the vegetation is established, additional erosion control measures may be necessary; additionally, a second application may be required for it to remain effective for an entire rainy season. **Hydro-mulching** - Hydro-mulching consists of applying a mixture of shredded wood fiber or other hydraulic matrix. Mulching temporarily protects exposed soil from erosion by storm runoff or wind. Hydro-mulching can help to decrease runoff and increase natural water infiltration and should be applied at least 24 hours prior to a rain event. Because mulching is a temporary measure, additional erosion control measures may be necessary until new vegetation is established; additionally, a second application may be required for it to remain effective for an entire rainy season. **Fiber Rolls** - Fiber rolls are comprised of straw, flax, or other similar materials bound into a tight tubular roll. When they are placed at the toe and on the face of slopes, these devices reduce the velocity of storm runoff by releasing the runoff as sheet flow, and help to contain (hold back) and remove sediment from the runoff. When properly installed, fiber rolls can also be effective in reducing erosion. **Silt Fences** - Silt fences are made of a filter fabric that is attached to supporting poles, and sometimes backed by a plastic or wire mesh for support. They help to retain sediment, while allowing water to flow through. Silt fences are suitable for perimeter control and should be placed below areas where sheet flows discharge from the site. They are only applicable for sheet or overland flows, and should not be used on slopes. Silt fences are most effective when used in combination with other erosion controls. **Straw or Wood Chip Mulching** - Straw or wood chips can be used to hold soil in place. This has the added benefit of increasing the organic content of the soil. Either material should be worked into the top few inches of the soil. A cover layer of chips approximately 2 inches deep (or less) can also be used as slope and soil conditions warrant. ![Figure 9 – Examples of Temporary Measures to Protect Your Property](image-url) Flood Insurance Flood insurance under the National Flood Insurance Program is available throughout the unincorporated areas of San Diego County even if your property is not in a flood hazard area. To determine if your property is in a federally designated flood hazard area, you can contact the County of San Diego at (858) 694-2112. If you have concerns that flooding may cause damage to your home, you should contact your insurance broker regarding flood insurance. Please note that when purchasing insurance voluntarily, there is a 30-day waiting period after the policy is issued, before the coverage becomes effective. For more information about flood insurance, contact the Federal Emergency Management Agency (FEMA) at the following toll free number: 1-888-379-9531 or floodsmart.gov. Bench Drain - Typically a V-shaped ditch covered with gunite or concrete, which is located horizontally and vertically along residential hillside areas. This device assists in draining the slope to protect against hillside erosion. Typical width is 3-5 feet and typical depth is 12". (Same as a "Slope Drain") Debris - Any combination of ash, soil, rock, mud, trees, or vegetation usually transported by debris flow. Debris Flow - Consists of any ash, soil, rocks, boulders, trees, or brush being moved along the landscape by storm waters. Depending on the intensity of the storm, debris flows may contain sufficient strength to destroy or move objects such as cars and buildings in their path. Drainage Patterns - The drainage paths storm water runoff usually or historically takes through a given area. Engineered Concrete Block Walls - Walls engineered to hold back water and debris flows. These walls are considered to be permanent, and generally do not require replacement or maintenance. Flood - (1) typically a temporary condition of partial or complete inundation of land areas due to the overflow of inland or tidal waters; or (2) a large amount of storm runoff inundating an area of land that would, under normal conditions, be dry. Flood Insurance - This type of insurance provides monetary compensation for flood damages to your home or belongings in your home. Flood insurance can be purchased through your local insurance agent. Ground Cover - Typically low-lying vegetation that will spread outward, eventually covering all surrounding bare soil. Natural Watercourse - An unimproved natural stream of any size; includes rivers, creeks, branches, canyons, arroyos, gullies, washes, etc. Overgrowth - Foliage that has grown and spread out so as to obstruct or block any natural watercourse (drainage area), improved drainage device (such as a storm channel, culvert, or storm drain), or other such structures. Rainy Season - That portion of the year, typically from October 1 to April 30, when San Diego County receives its largest amount of rain. Sandbags - A plastic or vinyl type bag that can be filled with sand or native soil. These bags can be stacked or placed in such a fashion to redirect storm and debris flows away from homes or property improvements. Slope Drain - Typically a V-shaped ditch covered with gunite or concrete located horizontally and vertically along residential hillside areas. This device assists in draining the slope to protect against hillside erosion. Typical width is 3-5 feet and typical depth is 12". ("Same as a Bench Drain ") Sump - A low-lying area with no drainage outlet, which captures and contains any amount of storm runoff or debris flows. Sump Pump - A pump designed to remove water or debris out of a sump or basement.
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Contents - **Ozone in our atmosphere** Q1 What is ozone and where is it in the atmosphere? Q2 How is ozone formed in the atmosphere? Q3 Why do we care about atmospheric ozone? Q4 How is total ozone distributed over the globe? Q5 How is ozone measured in the atmosphere? - **The ozone depletion process** Q6 What are the principal steps in stratospheric ozone depletion caused by human activities? Q7 What emissions from human activities lead to ozone depletion? Q8 What are the reactive halogen gases that destroy stratospheric ozone? Q9 What are the chlorine and bromine reactions that destroy stratospheric ozone? Q10 Why has an “ozone hole” appeared over Antarctica when ozone-depleting gases are present throughout the stratosphere? - **Stratospheric ozone depletion** Q11 How severe is the depletion of the Antarctic ozone layer? Q12 Is there depletion of the Arctic ozone layer? Q13 How large is the depletion of the global ozone layer? Q14 Do changes in the Sun and volcanic eruptions affect the ozone layer? - **Controlling ozone-depleting gases** Q15 Are there regulations on the production of ozone-depleting gases? Q16 Has the Montreal Protocol been successful in reducing ozone-depleting gases in the atmosphere? - **Implications of ozone depletion** Q17 Does depletion of the ozone layer increase ground-level ultraviolet radiation? Q18 Is depletion of the ozone layer the principal cause of climate change? Q19 Have reductions of ozone-depleting substances under the Montreal Protocol also protected the Earth’s climate? - **Stratospheric ozone in the future** Q20 How is the ozone layer expected to change in coming decades? *The full document could be downloaded at: http://ozone.unep.org/Assessment_Panels/SAP/Scientific_Assessment_2010/SAP-2010-FAQs-update.pdf* Ozone in our atmosphere Q1. What is ozone and where is it in the atmosphere? Ozone is a gas that is naturally present in our atmosphere. Each ozone molecule contains three atoms of oxygen and is denoted chemically as \( \text{O}_3 \). Ozone is found primarily in two regions of the atmosphere. About 10% of atmospheric ozone is in the troposphere, the region closest to Earth (from the surface to about 10–16 kilometers (6–10 miles)). The remaining ozone (about 90%) resides in the stratosphere between the top of the troposphere and about 50 kilometers (31 miles) altitude. The large amount of ozone in the stratosphere is often referred to as the “ozone layer.” Q2. How is ozone formed in the atmosphere? Ozone is formed throughout the atmosphere in multistep chemical processes that require sunlight. In the stratosphere, the process begins with an oxygen molecule (\( \text{O}_2 \)) being broken apart by ultraviolet radiation from the Sun. In the lower atmosphere (troposphere), ozone is formed by a different set of chemical reactions that involve naturally occurring gases and those from pollution sources. Q3. Why do we care about atmospheric ozone? Ozone in the stratosphere absorbs a large part of the Sun’s biologically harmful ultraviolet radiation. Stratospheric ozone is considered “good” ozone because of this beneficial role. In contrast, ozone formed at Earth’s surface in excess of natural amounts is considered “bad” ozone because it is harmful to humans, plants, and animals. Natural ozone near the surface and in the lower atmosphere plays an important beneficial role in chemically removing pollutants from the atmosphere. Q4. How is total ozone distributed over the globe? The distribution of total ozone over the Earth varies with location on timescales that range from daily to seasonal. The variations are caused by large-scale movements of stratospheric air and the chemical production and destruction of ozone. Total ozone is generally lowest at the equator and highest in polar regions. Q5. How is ozone measured in the atmosphere? The amount of ozone in the atmosphere is measured by instruments on the ground and carried aloft on balloons, aircraft, and satellites. Some instruments measure ozone locally by continuously drawing air samples into a small detection chamber. Other instruments measure ozone remotely over long distances by using ozone’s unique optical absorption or emission properties. The ozone depletion process Q6. What are the principal steps in stratospheric ozone depletion caused by human activities? The initial step in the depletion of stratospheric ozone by human activities is the emission, at Earth’s surface, of gases containing chlorine and bromine. Most of these gases accumulate in the lower atmosphere because they are unreactive and do not dissolve readily in rain or snow. Natural air motions transport these accumulated gases to the stratosphere, where they are converted to more reactive gases. Some of these gases then participate in reactions that destroy ozone. Finally, when air returns to the lower atmosphere, these reactive chlorine and bromine gases are removed from Earth’s atmosphere by rain and snow. Q7. What emissions from human activities lead to ozone depletion? Certain industrial processes and consumer products result in the emission of ozone-depleting substances (ODSs) to the atmosphere. ODSs are manufactured halogen source gases that are controlled worldwide by the Montreal Protocol. These gases bring chlorine and bromine atoms to the stratosphere, where they destroy ozone in chemical reactions. Important examples are the chlorofluorocarbons (CFCs), once used in almost all refrigeration and air conditioning systems, and the halons, which were used in fire extinguishers. Current ODS abundances in the atmosphere are known directly from air sample measurements. Q8. What are the reactive halogen gases that destroy stratospheric ozone? Emissions from human activities and natural processes represent a large source of chlorine- and bromine-containing gases that enter the stratosphere. When exposed to ultraviolet radiation from the Sun, these halogen source gases are converted to more reactive gases containing chlorine and bromine. Some reactive gases act as chemical reservoirs that convert to form the most reactive gases, namely chlorine monoxide (ClO) and bromine monoxide (BrO). The most reactive gases participate in catalytic reactions that efficiently destroy ozone. Most volcanoes emit some reactive halogen gases that readily dissolve in water and are usually washed out of the atmosphere before they can reach the stratosphere. Q9. What are the chlorine and bromine reactions that destroy stratospheric ozone? Reactive gases containing chlorine and bromine destroy stratospheric ozone in “catalytic” cycles made up of two or more separate reactions. As a result, a single chlorine or bromine atom can destroy many thousands of ozone molecules before it leaves the stratosphere. In this way, a small amount of reactive chlorine or bromine has a large impact on the ozone layer. A special situation develops in polar regions in the late winter/early spring season where large enhancements in the abundance of the most reactive gas, chlorine monoxide, leads to severe ozone depletion. Q10. Why has an “ozone hole” appeared over Antarctica when ozone-depleting gases are present throughout the stratosphere? Ozone-depleting substances are present throughout the stratospheric ozone layer because they are transported great distances by atmospheric air motions. The severe depletion of the Antarctic ozone layer known as the “ozone hole” occurs because of the special atmospheric and chemical conditions that exist there and nowhere else on the globe. The very low winter temperatures in the Antarctic stratosphere cause polar stratospheric clouds (PSCs) to form. Special reactions that occur on PSCs, combined with the relative isolation of polar stratospheric air, allow chlorine and bromine reactions to produce the ozone hole in Antarctic springtime. Stratospheric ozone depletion Q11. How severe is the depletion of the Antarctic ozone layer? Severe depletion of the Antarctic ozone layer was first reported in the mid-1980s. Antarctic ozone depletion is seasonal, occurring primarily in late winter and early spring (August to November). Peak depletion occurs in early October when ozone is often completely destroyed over a range of altitudes, thereby reducing total ozone by as much as two-thirds at some locations. This severe depletion creates the “ozone hole” apparent in images of Antarctic total ozone made using satellite observations. In most years the maximum area of the ozone hole far exceeds the size of the Antarctic continent. Q12. Is there depletion of the Arctic ozone layer? Yes, significant depletion of the Arctic ozone layer now occurs in most years in the late winter/early spring period (January to March). However, the maximum depletion is less severe than that observed in the Antarctic and is more variable from year to year. A large and recurrent “ozone hole,” as found in the Antarctic stratosphere, does not occur in the Arctic. Q13. How large is the depletion of the global ozone layer? Depletion of the global ozone layer began gradually in the 1980s and reached a maximum of about 5% in the early 1990s. The depletion has lessened since then and now is about 3.5% averaged over the globe. The average depletion exceeds the natural year-to-year variations of global total ozone. The ozone loss is very small near the equator and increases with latitude toward the poles. The larger polar depletion is attributed to the late winter/early spring ozone destruction that occurs there each year. Q14. Do changes in the Sun and volcanic eruptions affect the ozone layer? Yes, factors such as changes in solar radiation, as well as the formation of stratospheric particles after volcanic eruptions, do influence the ozone layer. However, neither factor can explain the average decreases observed in global total ozone over the last three decades. If large volcanic eruptions occur in the coming decades, ozone depletion will increase for several years afterwards. Controlling ozone-depleting gases Q15. Are there regulations on the production of ozone-depleting gases? Yes, the production and consumption of ozone-depleting substances are controlled under a 1987 international agreement known as the “Montreal Protocol on Substances that Deplete the Ozone Layer” and by its subsequent Amendments and Adjustments. The Protocol, now ratified by all 197 United Nations members, establishes legally binding controls on national production and consumption of ozone-depleting substances (ODSs). Production and consumption of all principal ODSs by developed and developing nations will be almost completely phased out before the middle of the 21st century. Q16. Has the Montreal Protocol been successful in reducing ozone-depleting gases in the atmosphere? Yes, as a result of the Montreal Protocol, the overall abundance of ozone-depleting substances (ODSs) in the atmosphere has been decreasing for about a decade. If the nations of the world continue to comply with the provisions of the Montreal Protocol, the decrease will continue throughout the 21st century. Those gases that are still increasing in the atmosphere, such as halon-1301 and HCFC-22, will begin to decrease in the coming decades if compliance with the Protocol continues. Only after midcentury will the effective abundance of ODSs fall to values that were present before the Antarctic ozone hole was observed in the early 1980s. Implications of ozone depletion Q17. Does depletion of the ozone layer increase ground-level ultraviolet radiation? Yes, ultraviolet radiation at Earth’s surface increases as the amount of overhead total ozone decreases, because ozone absorbs ultraviolet radiation from the Sun. Measurements by ground-based instruments and estimates made using satellite data provide evidence that surface ultraviolet radiation has increased in large geographic regions in response to ozone depletion. Q18. Is depletion of the ozone layer the principal cause of climate change? No, ozone depletion itself is not the principal cause of climate change. Changes in ozone and climate are directly linked because ozone absorbs solar radiation and is also a greenhouse gas. Stratospheric ozone depletion and increases in global tropospheric ozone that have occurred in recent decades have opposing contributions to climate change. The ozone depletion contribution, while leading to surface cooling, is small compared with the contribution from all other greenhouse gas increases, which leads to surface warming. The total forcing from these other greenhouse gases is the principal cause of observed and projected climate change. Ozone depletion and climate change are indirectly linked because both ozone depleting substances and their substitutes are greenhouse gases. Q19. Have reductions of ozone-depleting substances under the Montreal Protocol also protected Earth’s climate? Yes. All ozone-depleting substances are also greenhouse gases that contribute to climate forcing when they accumulate in the atmosphere. Montreal Protocol controls have led to a substantial reduction in the emissions of ozone-depleting substances (ODSs) over the last two decades. These reductions have provided the added benefit of reducing the human contribution to climate change while protecting the ozone layer. Without Montreal Protocol controls, the climate forcing contribution from annual ODS emissions could now be 10-fold larger than its present value, which would be a significant fraction of the climate forcing from current carbon dioxide (CO$_2$) emissions. Stratospheric ozone in the future Q20. How is ozone expected to change in the coming decades? Substantial recovery of the ozone layer from the effects of ozone-depleting substances (ODSs) is expected near the middle of the 21st century, assuming global compliance with the Montreal Protocol. Recovery will occur as ODSs and reactive halogen gases in the stratosphere decrease in the coming decades. In addition to responding to ODSs, future ozone amounts will increasingly be influenced by expected changes in climate. The resulting changes in stratospheric ozone will depend strongly on the geographic region. During the long recovery period, large volcanic eruptions could temporarily reduce global ozone amounts for several years.
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Year 9 End of year revision Photosynthesis - Plants make their own food (for energy) in a process called photosynthesis. - Photosynthesis helps keep: - levels of oxygen high; - levels of carbon dioxide low. - Photosynthesis takes place in the chloroplasts. - Chloroplasts contain chlorophyll which absorbs the energy transferred by light waves for photosynthesis The equation for photosynthesis is: \[ \text{carbon dioxide} + \text{water} \rightarrow \text{glucose} + \text{oxygen} \] These are the things that plants need for photosynthesis: - carbon dioxide – absorbed through their leaves; - Water – from the ground through their roots; - light (a source of energy) – from the Sun. These are the things that plants make by photosynthesis: - Oxygen - released into the air from the leaves; - Glucose: - turned into starch and plant oils, used as an energy store; - This energy is released by respiration; - Used to make cellulose for cell walls. Water - Water is absorbed through the roots, by osmosis; - It is transported through tubes (xylem) to the leaf; - The roots contain cells called a root hair cells: - They increase the surface area - They have thin walls to let water pass into them easily. - They do not contain chloroplasts. Respiration v photosynthesis Photosynthesis: \[ \text{carbon dioxide} + \text{water} \rightarrow \text{glucose} + \text{oxygen} \] Aerobic respiration is: \[ \text{glucose} + \text{oxygen} \rightarrow \text{carbon dioxide} + \text{water} \] The equation for photosynthesis is the opposite of the equation for aerobic respiration. - **Photosynthesis**: - produces glucose and oxygen; - uses carbon dioxide and water; - **Respiration**: - produces carbon dioxide and water; - uses glucose and oxygen; Food security and pollination - Pollination is the transfer of pollen from one plant to another; - Pollen can be transferred by insects or by wind; - Insects that pollinate plants help us produce our food. - Our food supply depends on plants: - Our food made of, and from plants; - The animals we eat feed on plants. Carbon dioxide - Enters leaf by diffusion through the stomata. - Guard cells control the size of the stomata - Stomata closes in hot, windy or dry conditions. - Spongy layer has gaps between cells; - Allows carbon dioxide to diffuse to other cells in the leaf; - Allows oxygen produced in photosynthesis diffuse out of the leaf. Photosynthesis 1. Write the missing words - Plants make their own food (for energy) in a process called ________________. - Photosynthesis helps keep: - levels of oxygen ________; - levels of carbon dioxide ______. 2. Where does photosynthesis take place? 3. Name the green chemical inside chloroplasts? 4. What is the function of this green chemical? 5. Write the word equation for photosynthesis 6. Name the 3 things needed for photosynthesis 7. Describe 3 ways plants use glucose made from photosynthesis --- Respiration v photosynthesis 1. Write the word equation for respiration 2. How is photosynthesis different to respiration? 3. Which process uses carbon dioxide and water? 4. Which process uses glucose and oxygen? --- Food security and pollination 1. What is pollination? 2. Which group of organisms are involved in pollination? 3. How else can pollen be transferred? 4. Explain why pollination is important? --- Carbon dioxide 1. State the 3 weather conditions that closes the stomata 2. Name the gases that diffuse through the spongy layer 3. In which direction does the carbon dioxide diffuse? 4. In which direction does the oxygen diffuse? The human gas exchange system - Oxygen is needed for respiration; - Carbon dioxide produced in respiration needs to be removed; Gas exchange is moving oxygen from the air into the blood, and removing waste carbon dioxide from the blood into the air. The respiratory system contains the organs that allow us to get the oxygen we need and to remove the waste carbon dioxide we do not need: - Air passes from the mouth into the trachea (windpipe); - The trachea divides into two bronchi - one for each lung. - Each bronchus divides into smaller tubes called bronchioles. - At the end of each bronchiole, there are air sacs (alveoli) - The alveoli increase the surface of the lungs. Features of the alveoli - Increase surface area of lungs; - Moist, thin walls (just one cell thick); - A lot of tiny blood vessels called capillaries The gases move by diffusion (from a high concentration to a low concentration): - oxygen diffuses from the air into the blood; - carbon dioxide diffuses from the blood into the air. Ventilation - Ventilation is another word for breathing; - It involves movements of the ribs, intercostal muscles and diaphragm to move air in and out of the lungs: - inhale – breathing in; exhale – breathing out; | Inhaling | Exhaling | |----------|----------| | Diaphragm | Contracts and moves downwards | Relaxes and moves upwards | | Intercostal muscles | Contract, moving the ribs upwards and outwards | Relax, letting the ribs move downwards and inwards | | Volume of ribcage | Increases | Decreases | | Pressure inside the chest | Decreases below atmospheric pressure | Increases above atmospheric pressure | | Movement of air | Moves into the lungs | Moves out of the lungs | Aerobic respiration Energy is needed for: - growth and repair - movement - control of body temperature in mammals/birds The equation for aerobic respiration is: glucose + oxygen → carbon dioxide + water - Glucose and oxygen react to produce carbon dioxide and water and release energy; - It is aerobic respiration because oxygen is used; - Respiration happens in all living cells, including plant and animal cells; - Takes place in the mitochondria of the cell; - Energy is released from glucose; - Do not confuse respiration with breathing (which is called ventilation). Anaerobic respiration In humans: The equation for anaerobic respiration in humans is: glucose → lactic acid - Lactic acid builds up in the muscles; - Causing pain and tiredness (fatigue); - Can lead to cramp; - Lactic acid is broken down when you start aerobic respiration again. Fermentation The equation for anaerobic respiration in yeast is: glucose → ethanol + carbon dioxide - Anaerobic respiration happens in microbes (e.g. bacteria); - They need to release energy from glucose; - Yeast (unicellular fungi) can carry out an anaerobic process called fermentation; - Ethanol (alcohol) is produced; - The ethanol is used to make beer and wine; - The carbon dioxide helps bread rise. 9BB Biological systems and processes | Needs oxygen? | Aerobic | Anaerobic | |---------------|---------|-----------| | Yes | | No | | Needs glucose?| Yes | Yes | | Product(s) formed | Carbon dioxide and water | Lactic acid | | Energy released | More | Less | Impact of exercise - exercise causes an increase in: - breathing rate; - tidal volume (volume of air breathed in/out in one breath); Regular exercise can increase the: - strength of the diaphragm and intercostal muscles; - vital capacity (volume of air that can be forcibly exhaled after inhaling fully). The human gas exchange system 1. Which gas is needed for respiration? 2. Name the gas produced in respiration needs to be removed; 3. What is gas exchange? 4. Complete the passage - Air passes from the mouth into the ________ (windpipe); - The trachea divides into two ___________ - one for each lung. - Each bronchus divides into smaller tubes called __________. - At the end of each bronchiole, there are air sacs (__________). - The alveoli increase the __________ of the lungs. Features of the alveoli 1. Describe the features of the alveoli 2. What is diffusion? 3. In which direction does oxygen diffuse? 4. In which direction does the carbon dioxide diffuse? Aerobic respiration 1. Write 3 ways energy is used 2. Write the word equation for aerobic respiration 3. Why is the equation in question 2 called aerobic question? 4. Where does respiration take place in cells? 5. What is released during respiration? Anaerobic respiration 1. Write the word equation for anaerobic respiration in humans. 2. Name the chemical that builds up in the muscles during anaerobic respiration. 3. What does the build up of this chemical cause? 4. What can be done to break down this chemical built up in the muscles? 5. Write the word equation for anaerobic respiration in yeast 6. What is the name for this type of respiration? 7. Describe how ethanol and carbon dioxide is used in the food industry. 9BB Biological systems and processes | | Inhaling | Exhaling | |----------------------|----------|----------| | Diaphragm | | | | Intercostal muscles | | | | Volume of ribcage | | | | Pressure inside the chest | | | | Movement of air | | | Impact of exercise 1. How does exercise affect the breathing rate and tidal volume? 2. Describe the impact of regular exercise | | Aerobic | Anaerobic | |----------------------|---------|-----------| | Needs oxygen? | | | | Needs glucose? | | | | Product(s) formed | | | | Energy released | | | Smoking Smoking is very harmful to health. Smoke contains harmful substances. These include: - tar - nicotine - carbon monoxide Tar - causes cancer of the lungs, mouth and throat; - coats the inside of the lungs causing coughing; - damages the alveoli, making gas exchange difficult. Smoke - Cells in the trachea, bronchi and bronchioles produce mucus; - Mucus traps dirt and microbes; - Cells with cilia move the mucus out of the lungs; - Smoke and tar damages the cilia; - Smokers cough to move the mucus and are more likely to get bronchitis. Nicotine - Nicotine is addictive; - Nicotine increases heart rate and blood pressure, and makes blood vessels narrower; - This can lead to heart disease. Carbon monoxide - Carbon monoxide takes the place of oxygen in red blood cells; - This reduces amount of oxygen that the blood can carry; - It means the circulatory system has to work harder, causing heart disease. Smoking and pregnancy Smoking can damage the foetus during gestation. For example, it can: - increase the risk of complications in pregnancy and birth; - make it less likely to have a healthier pregnancy and a healthier baby - increase the risk of stillbirth; - make it more likely to be born too early; - be more likely to be born underweight. Drugs Drugs are a substance that has an effect on the body. They can be: - medicines are drugs that treat pain or disease; - recreational drugs are taken because people like the effects they have on their bodies. Some recreational drugs are legal, eg caffeine, tobacco & alcohol; Most recreational drugs are illegal, eg cannabis, ecstasy and heroin; Recreational drugs can be classified as a depressant or a stimulant; Most recreational drugs can be addictive. Stimulants Stimulants speed up messages in the brain and along the nerves. Legal Stimulants - Nicotine and caffeine are legal stimulants; - Caffeine is found in cola drinks, coffee and tea; - Caffeine makes you feel more alert, but it can cause insomnia (difficulty in sleeping), headaches and nervousness; Illegal Stimulants - Cocaine, ecstasy and amphetamines are all illegal stimulants; - Cocaine, ecstasy and amphetamines make you feel more energetic and confident, but damage the liver and heart; - They cause loss of memory and concentration, and increase risk of mental illness; Depressants Depressants slow down messages in the brain and along the nerves; - alcohol, heroin and solvents are depressants Here are some of the typical effects depressants have on the body: - feelings of well-being; - lowered inhibition; - slowed thinking; - slowed muscular activity; - a distorted view of the world, or hallucinations. Long-term effects of depressants: - damage to the liver, brain and heart; - alcohol can cause weight gain; - solvent abuse causes a rash around the nose and mouth; - loss of memory and concentration; - increased risk of mental illness. Asthma - Asthma affects the bronchioles; - Airways can become inflamed, swollen and constricted (narrowed); - excess mucus is produced. During an asthma attack: - the lining of airways becomes inflamed; - fluid builds up in the airways; - muscles around bronchioles contract, which constricts airways. Symptoms are: - wheezing, tight chest and difficulty breathing. - treated using drugs called relievers which relax and open up the airways. Relievers are often administered using an inhaler, to breathe the medicine in directly into your lungs. Any drug that is misused can cause damage to the body, as well as personal and social problems. Injecting drugs with syringes that someone else has used may lead to diseases such as HIV and hepatitis. | Tar | 1. Describe 3 effects of Tar in the lungs | |-----|------------------------------------------| | Smoke | 1. What is produced by the cells in the trachea? What is its function? | | | 2. What moves the mucus out of the lungs? | | | 3. What does the smoke and tar damage? What effects does this have? | | Nicotine | 1. Why is smoking difficult to give up? | | | 2. Describe the effects of nicotine on heart rate, blood pressure and blood vessels. | | | 3. What can the effects in question 2 lead to? | | Carbon monoxide | 1. What does carbon monoxide take the place of in red blood cells? | | | 2. How does affect the amount of oxygen carried around the body? | | | 3. What can it lead to? | | Smoking and pregnancy | 1. Describe 4 risks of smoking during pregnancy | | Drugs | 1. What are drugs? | |-------|-------------------| | | 2. Explain how medicines are different from recreational drugs? | | | 3. Give 2 examples of legal recreational drugs | | | 4. Give 2 examples of illegal recreational drugs? | | Stimulants | 1. What is a stimulant? | |------------|------------------------| | | 2. Give 2 examples of legal stimulants | | | 3. Give 2 examples of illegal stimulants | | | 4. Describe the effects and causes of caffeine? | | | 5. Describe the effects and causes of amphetamines | | Depressants | 1. Describe the effects of depressants on the brain and nerves | |-------------|---------------------------------------------------------------| | | 2. Describe 4 typical effects depressants have on the body. | | | 3. Describe 4 Long-term effects of depressants | | Asthma | 1. Which part of the respiratory system is affected by Asthma? | |--------|-------------------------------------------------------------| | | 2. Describe what happens during an asthma attack? | | | 3. What are the symptoms of Asthma? | | | 4. Name the drugs used to treat Asthma. Explain how they work? | | | 5. How are these drugs administered? | Joints - Most joints allow parts of the skeleton to move; - The human skeleton has joints called **synovial joints**. The synovial joint - The ends of the bones in a joint are covered with a tough, smooth substance called **cartilage**. - This is kept slippery by a liquid called **synovial fluid**. - Tough **ligaments** join the two bones in the joint; - If two bones moved against each other, without cartilage they would eventually wear away; - This is called **arthritis**. The skeleton - Bone is a living **tissue** with a blood supply. - It is constantly being dissolved and formed - It can repair itself if a bone is broken. - Calcium and other minerals make bone strong but slightly flexible. Four functions of the skeleton: 1) Support the body The skeleton supports the body. For example, without a backbone we would not be able to stay upright. 2) Protection of vital organs - the skull protects the brain - the ribcage protects the heart and lungs - the backbone protects the spinal cord 3) Movement - Bones are linked together by joints; - Some are **fixed joints** – eg in the skull; - Some are **flexible joints** – eg the knee; - Muscles move bones attached by joints. 4) Making blood cells Two main types of blood cell: - **red blood cells**, which carry oxygen; - **white blood cells**, which destroy **harmful microbes** (pathogens); - Both are made in the **bone marrow** - soft tissue inside large bones protected by the hard part of the bone around it. Muscles and movement - Muscles work by getting shorter - they **contract**; - Muscles are attached to bones by strong **tendons**. - During muscle contraction, it pulls on the bone, moving it. Antagonistic muscles - Muscles can only pull, they cannot push; - Muscles work in pairs, called **antagonistic muscles**; Your elbow joint has two muscles that move your forearm up or down. These are the **biceps** and the **triceps**: - to raise the forearm, the biceps contracts and the triceps relaxes; - to lower the forearm again, the triceps contracts and the biceps relaxes. - Muscles exert a force on bones when they contract. - You could work out the force exerted by the biceps muscle using the idea of **moments**. - The way in which muscles and bones work together to exert forces is called **biomechanics**. | Type of joint | Examples | Movement allowed | |---------------|----------------|-------------------------------------------------------| | Hinge joint | Knee, elbow | The same as opening and closing a door, with no rotation (turning) | | Ball and socket | Hip, shoulder | Back and forth in all directions, and rotation | Joints 1. What is the name given to human skeleton joints? 2. Name the tough smooth substance that is found at the ends of the bones in a joint? 3. Name the fluid that keeps the cartilage slippery? 4. What joins the two bones in the joint? 5. What would happen if two bones moved against each other, without cartilage? What is this condition called? The skeleton 1. State the 4 functions of the skeleton 2. Which organs does the ribcage protect? 3. What are the 2 main types of blood cells? Describe their function? 4. Where are these blood cells made? Muscles and movement 1. What do muscles do to work? 2. What attaches muscles to bones? 3. Describe what happens when a muscle contracts. 4. What can’t muscles do? 5. What do you call muscles that work in pairs? 6. Describe how the biceps and triceps work to raise the forearm 7. Describe how the triceps and biceps work to lower the forearm 8. What do you call the way in which muscles and bones work together to exert forces? | Type of joint | Examples | Movement allowed | |---------------|----------------|------------------| | Ball and socket | Knee, elbow | | | | Shoulder, hip | | Structure of DNA Genetic information is passed from one generation to the next. This is called heredity and why we resemble our parents. The genetic information itself is contained in a complex molecule called DNA. Scientists worked out the structure of DNA in the 1950s. Rosalind Franklin made ‘X-ray diffraction’ images of DNA. An X-ray diffraction image of DNA James Watson and Francis Crick used information from one of her images to work out a model for the structure of DNA. Work by Maurice Wilkins, a colleague of Franklin, supported their model. Watson and Crick were able to work out how DNA was arranged. They worked out that: - DNA has two strands; - the strands are twisted to form a double helix; - the strands are held together by bonds between base pairs. | Key terms | Definition | |-----------------|---------------------------------------------------------------------------| | Base Pair | the pair of nitrogenous bases that connects the (complementary) strands of DNA; | | Bond | the chemical link that holds molecules together; | | Chromosome | strands of DNA; | | DNA | Deoxyribonucleic acid. The chemical carrying the genetic code; | | Double helix | the shape of DNA molecule, two strands twisted in a spiral; | | Gene | a section of DNA which we inherit from our parents, and which controls part of a cell’s chemistry (protein production); | | Heredity | genetic information that determines an organism’s characteristics, passed on from one generation to another. | | Nucleus | controls what happens inside the cell, and contains chromosomes | Chromosomes, DNA and genes The DNA in all of your cells is approximately two metres long, except for: - Red blood cells which have none; - Sperm or eggs only have about one metre. - It is coiled into structures called chromosomes. - Chromosomes are found in the nucleus of each cell. - Human body cells each contain 23 pairs of chromosomes; - Half of which are from each parent; - Human gametes (eggs and sperm) each contain 23 chromosomes; - When an egg is fertilised by a sperm, it becomes a cell with 23 pairs of chromosomes; - We each have half of our chromosomes and DNA come from each parent; - DNA makes up genes, which makes up chromosomes. - One copy of all your chromosomes is called your genome. ### Structure of DNA 1. What does the term ‘hereditary’ mean? 2. What do you call the complex molecule that holds the genetic information? 3. Name the type of images of DNA produced by Rosalind Franklin. 4. Name the scientists who used the image to work out a model for the structure of DNA. ### Key terms | Definition | |------------| | the pair of nitrogenous bases that connects the (complementary) strands of DNA; | | the chemical link that holds molecules together; | | Deoxyribonucleic acid. The chemical carrying the genetic code; | | the coiled DNA structures; | | the cell in the human body that does not contain DNA. | ### Chromosome - **Definition**: the pair of nitrogenous bases that connects the (complementary) strands of DNA; - **Definition**: the chemical link that holds molecules together; - **Definition**: Deoxyribonucleic acid. The chemical carrying the genetic code; ### Double helix - **Definition**: the coiled DNA structures; ### Gene - **Definition**: the cell in the human body that does not contain DNA. ### Heredity - **Definition**: the coiled DNA structures; ### Nucleus - **Definition**: the cell in the human body that does not contain DNA. Eukaryotic Cells They have a nucleus to contain the chromosomes. These can be animal, plant or fungus or protist cells. Animal and plant cells are shown below. | Cell | Features | |--------|--------------------------------------------------------------------------| | Animal | Sperm | High number of mitochondria Ribosomes that make enzymes in the head | | | Nerve | Long Lots of branches (dendrites) | | | Muscle | High number of mitochondria High Number of ribosomes Store glycogen | | Plant | Xylem | Walls thickened with lignin to strength the cells into a tube | | | Phloem | Sections between cells called sieves to help transport substances like dissolved sugars | | | Root hair | Large surface area Lack of chloroplasts Large vacuole | RP1 – Microscopy; Observing Plant Cells Preparing the slide: 1. Place a thin layer of onion membrane on a glass slide with forceps. 2. Use a drop of iodine to stain the cells. 3. Gently place a glass cover slip over the same and tap carefully to remove air bubbles. Viewing the slide: 1. Place the slide on the stage and turn on the light. 2. Select the lowest magnification objective lens. 3. Look through the eyepiece and turn the coarse focus until the image can be seen. 4. Turn the fine focus until a clear image is formed. 5. Change the objective lens to another with a higher magnification and turn the fine focus re-focus the image. Diffusion - Substances move a higher concentration of that substance (red particles pictured) to where there is a lower concentration of that substance. (High → Low) - This happens because of the random movement of the particles in a fluid (liquid or gas). - There are ways the rate of diffusion can be changed: - the difference in concentrations (concentration gradient) - the temperature - the surface area of the membrane Examples Alveoli in the lungs and villi in the small intestine are both structured in similar ways so diffusion can happen at a high rate (fast). - having a large surface area - a membrane that is thin, to provide a short diffusion path - (in animals) having an efficient blood supply Calculating Magnification Units for image and actual size may need to be converted before using the equation below. \[ \text{magnification} = \frac{\text{image size}}{\text{actual size}} \] \[ \begin{align*} \text{mm} & \rightarrow \mu\text{m} & x 1000 \\ \mu\text{m} & \rightarrow \text{mm} & \div 1000 \end{align*} \] | 1. Name the three cell parts (organelles) found in a plant cell but not in an animal cell. | | 2. How can you identify an eukaryotic cells from its structure? | | 3. What is the role of a ribosome? | | 4. Which organelle releases energy through respiration? | | 5. What is the role of the cell wall? | | 1. Which part of a light microscope is the glass slide placed on? | | 2. Which objective lens is selected first to produce a magnified image of a sample? | | 3. What is used to stain plant cells? | | 4. What is place on top of the slide, sample and stain? | | 5. What part of the microscope is used to focus the image and make it clear? | | 1. How is a root hair cell specialised? | | 2. Why would a cell contain more mitochondria than usual? | | 3. Describe the structure of phloem cells. | | 4. How are nerve cells specialised? | | 5. Why does a sperm cell require a lot of mitochondria? | | 6. How are xylem cells specialised? | | 1. What factors affect the rate of diffusion? | | 2. Give an example in animals where diffusion would take place? | | 3. How are structures in organisms adapted for efficient diffusion? | | 4. Do substances move from a low concentration to a high concentration? | | 1. What are the advantages of using an electron microscope for viewing cells? | | 2. Convert 2.3 mm into μm. | | 3. How would we calculate the actual size of a cell using the image size and magnification? | | 4. Convert 570 μm into mm. | Amplitude: the maximum height of the wave from its resting position: - the greater the amplitude, the louder the sound Wavelength: the distance between two crests (tops) next to each other (or any other two identical point on waves next to each other) Frequency: the number of waves per second (Hertz - Hz): - the higher the frequency, the closer together the waves are, the higher the pitch Ultrasound Human beings can generally hear sounds as low as 20 Hz and as high as 20,000 Hz (20 kHz). Types of waves All waves transfer energy from place to place. There are two types of wave: longitudinal and transverse: Longitudinal waves Sound waves are longitudinal waves. The vibrations are parallel to the direction of travel. Transverse waves Light waves (and water waves) are transverse waves. The vibrations are perpendicular to the direction of travel. Water waves - Water waves move with a transverse motion - The undulations (up and down movement) are at 90° to the direction of travel. - Water waves, like all waves, can be reflected, refracted and diffracted. Superposition is where two waves meet and they affect each other: adding or cancelling. Adding (constructive interference) If two waves meet each other in step, they add together and reinforce each other. They produce a much higher wave, a wave with a greater amplitude. Cancelling (destructive interference) If two waves meet each other out of step, they cancel out. Reflection - Sound waves can reflect off surfaces - These reflections as heard as echoes - Hard, smooth surfaces are good at reflecting sound (more echoes) - Soft, rough surfaces are good at absorbing sound (less echoes) Loudspeakers - Loudspeakers work by converting electrical current into vibrations - This moves the cone which creates the sound waves. Properties of sound waves - When something vibrates, it produces sound - These sound waves are carried by vibrating particles - Sound can only travel through solids, liquids or gases - They cannot travel through empty space (a vacuum). 1. In the above diagram, label the amplitude and wavelength. 2. What is frequency? **Ultrasound** 1. State the frequency for human hearing. 2. Explain why humans cannot hear ultrasounds. 3. Describe 2 ways ultrasound is used. **Types of waves** 1. What do waves transfer? 2. Write down the 2 types of waves. 3. Write the definitions of the 2 types of waves. **Water waves** 1. What is a transverse wave? 2. What is superposition? What effects does this have? 3. Complete the diagram below to show how the resulting wave will look like. 4. For the above diagram, state how this affects the amplitude. 5. Look at the diagram below: Describe what has happened. **Ears** 1. What is connected to the 3 small bones in the ear? 2. What causes the ear drum vibrate? 3. Describe how vibrations of the ear drum leads to signals passed to the brain. **Microphones** 1. What do all microphones have that is similar to an ear drum? 2. Describe how the diaphragm works. **9PS Sound** **Reflection** 1. How are sound reflected sound waves heard? 2. What type of surface is good at reflecting sound? 3. What type of surface is good at absorbing sound? **Loudspeakers** 1. Describe how loud speakers work. **Properties of sound waves** 1. Describe the properties of sound. Change of state - Substances can change state, usually when they are heated or cooled; - State changes are reversible – eg ice can be melted and then frozen again; - No new elements or compounds are formed. The closeness, arrangement and motion of the particles in a substance change when it changes state: | | Solid | Liquid | Gas | |----------------|-------------|------------|-------------| | Closeness | All touching| Mostly touching| Far apart | | Arrangement | Ordered | Random | Random | | Motion | Vibrate, fixed position | Move freely | Move freely (faster than liquids) | | Density | Decreasing density | | | | Internal energy| Increasing internal energy | | | Pressure in fluids - A fluid is a liquid or gas. - All fluids can change shape and flow from place to place. - Fluids exert pressure at 90° to surfaces – we say that it acts normal to the surface. Brownian motion - Gas particles move very quickly; - Air particles move at 500 m/s on average at room temperature; - Particles collide with each other very frequently; - They change direction randomly when they collide; - Their random motion because of collisions is called Brownian motion. Atmospheric pressure The atmosphere exerts a pressure on you, and everything around you. Atmospheric pressure changes with altitude. The higher you go: - the lower the weight of the air above you; - the lower the atmospheric pressure. Pressure in liquids Just like the atmosphere, liquids exert pressure on objects. The pressure in liquids changes with depth. The deeper you go: - the greater the weight of liquid above - the greater the liquid pressure Diffusion - Diffusion is the movement of particles from an area of high concentration to an area of low concentration. - Diffusion does not happen in solids – only fluids (liquids and gases); - Particles in a solid can only vibrate and cannot move from place to place. - Diffusion is driven by differences in concentration; - No diffusion will take place if there is no difference in concentration from one place to another; - Diffusion in liquids is slower than diffusion in gases because the particles in a liquid move more slowly. Explaining diffusion in a smelly gas - When a perfume is released into a room, the perfume particles mix with the particles of air; - The particles of perfume are free to move quickly in all directions; - They eventually spread through the whole room from an area of high concentration to an area of low concentration; - This continues until the concentration of the perfume is the same throughout the room; - The particles will still move, even when the perfume is evenly spread out. Diffusion and temperature Diffusion is faster if the fluid (gas or liquid) is hotter. Floating and sinking - Liquid pressure is exerted on surfaces of objects in liquids; - This causes upthrust; - When an object sinks, the pressure increases and so the upthrust increases; - It will continue to sink if weight is greater than maximum upthrust; - When an object floats, the upthrust is equal and opposite to the object’s weight. Change of state 1. Write down the 3 key facts relating to changes of state 2. Complete the table below: | | Solid | Liquid | Gas | |----------------|---------|--------|--------| | Closeness | | | | | Arrangement | | | | | Motion | | | | | Density | | | | | Internal energy| | | | Pressure in fluids 1. What is a fluid? 2. How does a fluid exert pressure? Brownian motion 1. Describe Brownian Motion Atmospheric pressure 1. Describe how pressure changes with altitude Pressure in liquids 1. Describe how pressure changes with depth of liquid 2. Explain your answer to question 1 Diffusion 1. What is diffusion? 2. For diffusion to take place, what must there be? 3. In which states of matter can diffusion take place? 4. Explain why particles in a solid cannot diffuse? 5. State one way you can increase the speed of diffusion Floating and sinking 1. Name the force exerted by liquids on the surface of all objects 2. Describe what happens to pressure as an object sinks 3. Using weight and upthrust, explain why objects will either float or sink Explaining diffusion in a smelly gas 1. Explain how perfume will diffuse throughout the room when released \[ \text{density} = \frac{\text{mass}}{\text{volume}} \] **Word equations to symbol equations:** - replace names of each substance symbols or formula - use numbers to balance the equation **Example:** \[ \text{copper} + \text{oxygen} \rightarrow \text{copper oxide} \] \[ 2\text{Cu} + \text{O}_2 \rightarrow 2\text{CuO} \] Two copper atoms (2Cu) react with one oxygen molecule (O₂) to produce two units of copper oxide (2CuO). --- **Bases v alkalis** A base is a substance that can react with acids and neutralise them. Many bases are insoluble in water. If a base does dissolve in water it is called an alkali. Bases are usually: - metal oxides, such as copper oxide - metal hydroxides, such as sodium hydroxide, or - metal carbonates, such as calcium carbonate **General word equations for neutralisation reactions:** \[ \text{Metal oxide} + \text{acid} \rightarrow \text{salt} + \text{water} \] \[ \text{Metal hydroxide} + \text{acid} \rightarrow \text{salt} + \text{water} \] \[ \text{Metal carbonate} + \text{acid} \rightarrow \text{salt} + \text{carbon dioxide} + \text{water} \] **The lab test for carbon dioxide** Bubble the gas through lime water and watch for it turn from colourless to a cloudy milky colour. --- **Reactivity Series** The reactivity series is a list of elements in order of their reactivity: | Potassium | Most reactive | |-----------|---------------| | Sodium | | | Calcium | | | Magnesium | | | Aluminium | | | Carbon | | | Zinc | | | Iron | | | Tin | | | Lead | | | Hydrogen | | | Copper | | | Silver | | | Gold | | | Platinum | Least reactive | If a metal loses its outer electrons more easily, it will be more reactive. --- **Why do metals react?** Metals react because they want to gain a full outer shell and become stable. They do this by losing their outer electron(s) to become positively charged ions. For example: Magnesium loses its 2 outer electrons to become a +2 ion --- **Why do non-metals react?** Non-metals react because they want to gain a full outer shell and become stable. They do this by gaining electrons into their outer shell to become negatively charged ions. For example: Oxygen gains 2 electrons into its outer shell to become a -2 ion --- **Displacement Reactions:** This is when a more reactive metal displaces a less reactive metal from its compound. For example: \[ \text{magnesium} + \text{copper sulfate} \rightarrow \text{magnesium sulfate} + \text{copper} \] If the more reactive metal is already in the metal compound, nothing happens. For example: \[ \text{magnesium sulfate} + \text{copper} \rightarrow \text{no reaction} \] --- **Extracting copper from copper oxide** Copper is so unreactive, it does not react with cold or hot water, so it is used for water pipes. To extract copper: - mix copper oxide powder with carbon powder; - heat the mixture strongly in a crucible; - keep the lid on the crucible, to stop carbon reacting with oxygen in the air; - the carbon dioxide formed in the reaction escapes into the air; - let the crucible cool down, you tip the mixture into cold water. - brown copper sinks to the bottom, leaving unreacted powder suspended in the water. These equations represent the reaction: \[ \text{copper oxide} + \text{carbon} \rightarrow \text{copper} + \text{carbon dioxide} \] \[ 2\text{CuO} + \text{C} \rightarrow 2\text{Cu} + \text{CO}_2 \] --- **Naming salts** Hydrochloric acid → metal chlorides Sulfuric acid → metal sulfates Nitric acid → metal nitrates --- **Calculating relative formula mass** Formula mass is calculated by adding together the mass number of each atom in a compound’s chemical formula. E.g. \( \text{MgCl}_2 \) \[ A_{\text{Mg}} = 24 \quad A_{\text{Cl}} = 35.5 \] Formula mass = \( 24 + (2 \times 35.5) = 95 \) There are 2 chlorines in the chemical formula. --- **Pure metals Vs Alloy** The rows of atoms in a pure metal can slide over each other easily. In an alloy, the different sized atoms disrupt the layers so the atoms can’t slide. This makes alloys more useful than pure metals. **Word equations to symbol equations:** 1. Use the number of particles to balance the symbol equation \[ \text{copper} + \text{oxygen} \rightarrow \text{copper oxide} \] \[ \begin{align*} \text{Cu} & \quad + \quad \text{O}_2 \quad \rightarrow \quad \text{CuO} \\ \text{Cu} & \quad + \quad 2\text{O}_2 \quad \rightarrow \quad 2\text{CuO} \end{align*} \] --- **Typical properties of metals** | Appearance | State at room temperature | |------------|--------------------------| | Density | Strength | | Strength | Malleable or brittle | | Conduct heat? | Conduct electricity? | | Magnetic material | Sound when hit | --- **Pure metals Vs Alloy** 1. Draw the particle diagrams of a pure metal and alloy - **pure metal** - **alloy** 2. Describe the particle arrangement of a pure metal 3. Explain why alloys do not have layers --- **Bases v alkalis** 1. What is a base? 2. Write down the 3 types of bases 3. Write down the general word equations using all the bases in question 2 4. Describe the test for carbon dioxide gas --- **Reactivity Series** 1. What is the reactivity series? 2. Explain why some metals are more reactive than others? --- **Why do metals react?** 1. What must metals do in order to react? 2. What charge do metals form when they react? --- **Why do non-metals react?** 1. What must non-metals do in order to react? 2. What charge do non-metals form when they react? --- **Displacement Reactions:** 1. What is a displacement reaction? 2. Magnesium + copper sulfate → magnesium sulfate + copper Look at the reaction above. Explain why magnesium displaces copper from copper sulfate. --- **Acids and metals** 1. Write the general word equation for metals and acid reaction 2. Describe the test for hydrogen gas --- **Naming salts** - Hydrochloric acid → metal ________ - Sulfuric acid → metal ________ - Nitric acid → metal ________ --- **Calculating relative formula mass** 1. Calculate the relative formula mass of \( \text{MgCl}_2 \). Show all your working out --- **Extracting copper from copper oxide** 1. Explain why copper is used for water pipes? 2. Describe the process of extracting copper from copper oxide --- **Carbon and metal extraction** 1. Explain why some metals can be extracted using carbon 2. Name all the metals that can be extracted using carbon 3. When carrying out extraction of metals using carbon, which element is oxidised, and which is being reduced? Rate of reaction Reacting particles must collide with a minimum amount of energy (activation energy) for a chemical reaction to happen. How quickly a reaction happens is called the rate of reaction, and always involves a time measurement. We can increase reaction rate by: 1) Increasing the concentration of liquid reactants as it increases the frequency of collisions 2) Increasing the surface area of solid reactants as it increases the frequency of collisions 3) Using a catalyst as it decreases the energy that particles need to collide with for a successful reaction Some ways to measure the rate of a reaction - Time taken for a reactant to disappear - Time taken for the reaction mixture to change colour - Measure the number of bubbles produced in a certain time - Measure the volume of gas produced in a certain time. - Measure the change in mass in a certain time Exothermic and Endothermic reactions - Exothermic reaction - releases energy to the surroundings. - Causes a rise in temperature (positive temperature change) - Endothermic reaction - take in energy from the surroundings. - Causes a drop in temperature (negative temperature change) Catalysts - Speed up reactions - Are not used up during reactions - Are chemically unchanged after the reaction completes - Work by reducing the energy needed to start a reaction (activation energy). In industry, using catalysts often results in lower temperature being used in industry, saving money and cutting the use of fossil fuels and their subsequent emissions. Car exhausts have catalytic converters. - They reduce amount of toxic gases released - They contain platinum and rhodium as catalysts. Combustion - Combustion is another name for burning fuels. - It is an exothermic reaction - It is an example of an oxidation reaction. Complete combustion - Fuels contain hydrocarbons which react with oxygen when they burn - With enough oxygen, complete combustion happens: - the hydrogen atoms combine with oxygen to make water vapour, $H_2O$ - the carbon atoms combine with oxygen to make carbon dioxide, $CO_2$ - the maximum amount of energy is released. The equations for the complete combustion of methane. \[ \text{methane} + \text{oxygen} \rightarrow \text{water} + \text{carbon dioxide} \] \[ CH_4 + 2O_2 \rightarrow 2H_2O + CO_2 \] Incomplete combustion - Happens when there is not enough oxygen. - Water vapour and carbon dioxide are still produced; - Two other products are also produced: - carbon monoxide, $CO$; colourless toxic gas. - particles of carbon (soot/smoke); causes breathing problems. - the maximum amount of energy is NOT released. Identification tests - Lime water – colour change from colourless to cloudy when carbon dioxide - Glowing splint – will relight when placed in oxygen. - Blue cobalt chloride paper – colour change from blue to pink with water - Cobalt chloride paper – colour change from blue to pink with water Conservation of mass Atoms are not destroyed nor created during chemical reactions, so in any reaction: Total mass of reactants = total mass of products Thermal Decomposition This is the breaking down of a substance using heat, to form two or more products. Many metal carbonates take part in thermal decomposition reactions. For example, copper carbonate: - copper carbonate is green; copper oxide is black. \[ \text{copper carbonate} \rightarrow \text{copper oxide} + \text{carbon dioxide} \] \[ CuCO_3 \rightarrow CuO + CO_2 \] Other metal carbonates decompose in the same way. When they do, they follow this equation: \[ \text{metal carbonate} \rightarrow \text{metal oxide} + \text{carbon dioxide} \] For example, calcium carbonate: \[ \text{calcium carbonate} \rightarrow \text{calcium oxide} + \text{carbon dioxide} \] \[ CaCO_3 \rightarrow CaO + CO_2 \] Thermal decomposition is an example of an endothermic reaction. Energy must be supplied constantly for the reaction to keep going. ## 9CE Energetics and rates ### Rate of reaction 1. What must particles do to start a chemical reaction? 2. What does term 'rate' mean in terms of a chemical reaction? 3. Describe and explain 3 ways of increasing the rate of a reaction. 4. Describe 3 ways of measuring the rate of a reaction. ### Exothermic and Endothermic reactions 1. what is an exothermic reaction 2. what happens to the surrounding temperature in an exothermic reaction? 3. what is an endothermic reaction? 4. what happens to the surrounding temperature in an endothermic reaction? ### Identification tests 1. Describe the test for carbon dioxide gas 2. Describe the test for water ### Oxidation 1. what is an oxidation reaction? 2. magnesium + oxygen → magnesium oxide For the above reaction, which element has become oxidised? 3. carbon + oxygen → _______ ________ ### Combustion 1. what is combustion? 2. what type of reaction is a combustion reaction? 3. what do all fuels contain? 4. write down the products of complete combustion reaction 5. write down the products of incomplete combustion 6. Describe how complete combustion is different to incomplete combustion ### Catalysts 1. What is a catalyst? 2. How does it speed up a reaction? 3. Describe the advantages of using a catalyst in chars and industries ### Thermal Decomposition 1. what is thermal decomposition? 2. Name a type of substance that will undergo thermal decomposition 3. write down the general word equation for thermal decomposition of metal carbonates 4. complete the following word equation: copper carbonate → __________ + __________ 5. complete the following word equation: calcium carbonate → __________ + _______ 6. explain why thermal decomposition is an exothermic reaction? ### Conservation of mass 1. what is meant by the term 'conservation of mass?' C1 – Atomic Structure and The Periodic Table Atoms - Made up of protons, electrons and neutrons. | Subatomic particle | Relative Mass | Charge | |--------------------|--------------|----------| | Proton | 1 | Positive | | Neutron | 1 | Neutral | | Electron | Very small | Negative | Elements - Only have one type of atom - Found on the Periodic Table Atomic number Number of protons (same as electrons) Relative Atomic Mass ($A_r$) Number of protons + neutrons Number of neutrons = Atomic Mass – Atomic number (top) (bottom) Atoms are neutral as number of protons = number of electrons Compounds - Two or more elements chemically combined. - Formed by chemical reactions - For example: CO$_2$, H$_2$O, CH$_4$, HCl, NaCl Mixtures and Separation Mixtures – two or more elements or compounds not chemically joined. This means the different components of the mixture can be separated by physical methods (below) E.g. air is a mixture mainly made of nitrogen, oxygen and carbon dioxide. Distillation Simple distillation – separating a liquid from a solution. Boiling point of water - Liquid is heated to boiling point and evaporates - Vapours travel up into the condenser - Condenser has cold water around it. - Vapours cool and condense (turn back into a liquid). Chemical Equations - Shown by using a word equation. e.g. magnesium + oxygen $\rightarrow$ magnesium oxide Left of the arrow = reactants Right of the arrow = products. - Also can be shown by a symbol equation e.g. 2Mg + O$_2$ $\rightarrow$ 2MgO Chromatography To separate out mixtures (usually liquids) (e.g. colours in ink) Filtration To separate insoluble solids from liquids (e.g. sand and water) Evaporation To quickly separate soluble solids from a solution. (e.g. salt and water) Crystallisation To slowly separate a soluble salt from a solution. (e.g. copper sulfate crystals) | C1 – Atomic Structure and The Periodic Table | |---------------------------------------------| | 1. Name the three subatomic particles. | | 2. Which two subatomic particles are found in the nucleus of an atom? | | 3. What is the mass of a proton? | | 4. What is the radius of an atom? | | 1. Where are elements found? | | 2. What does the relative atomic mass of an element show? | | 3. What does the atomic number show? | | 4. How do you calculate the amount of neutrons? | | 1. Define the word compound. | | 2. Give three examples of compounds. | | 1. What two changes of state occur in distillation? | | 2. What temperature would the thermometer show when distilling salt and water? | | 3. Why does the water vapour condense in the condenser? | | 1. Is air an element, compound or mixture? Why? | | 2. What is chromatography used to separate? | | 3. What can be separated using filtration? | | 4. Give an example of a mixture that can be separated using filtration. | | 5. What is evaporation used to separate? | | 6. Give an example of a mixture that can be separated using evaporation. | | 1. Where do you find the reactants in a chemical reaction? | | 2. Where do you find the products in a chemical reaction? | C1 – Atomic Structure and The Periodic Table **Electronic Structure** - Electrons are found on shells (orbits) orbiting the nucleus. - There is a maximum number of electrons allowed on each shell: - First shell = 2 electrons - Second shell = 8 electrons - Third shell = 8 electrons. **The Modern Periodic Table** - Ordered by atomic (proton) number. - Columns = groups - Group number = number of electrons in outer shell. - Elements in each group have similar properties. **Group 1 (alkali metals)** - Similar properties as all have 1 electron in outer shell. - All lose one electron in reactions to form 1+ ions - Soft, grey, shiny metals - Stored in oil as would react with oxygen in air. - When placed in water they produce an alkali (hence alkali metals) and hydrogen gas E.g. Lithium + water → lithium hydroxide + hydrogen **Group 7 (Halogens)** - 7 electrons in outer shell – all react similarly - All gain one electron when they react to form 1- ions - Form molecules (e.g. Cl₂, F₂) - Non-metals. - A more reactive halogen can replace a less reactive halogen in a reaction (displacement) | C1 – Atomic Structure and The Periodic Table | |---------------------------------------------| | 1. Where are electrons found? | | 2. How many electrons can be placed in the first, second and third shells? | | 3. Which number on the element shows the number of electrons? | | 4. How are elements ordered in the modern periodic table? | | 5. Groups are rows or columns? | | 6. What does group number show? | | 7. What does period number show? | | 8. State 2 properties of Group 1 metals. | | 9. Why are they known as the alkali metals? | | 10. Are they reactive or unreactive? | | 11. As you go down the group, what happens to the reactivity of elements? | | 12. How many electrons do the halogens have in the outer shell? | | 13. What type of element are they? | | 14. State the trend in reactivity as you go down group 7. |
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BMAT students are reaching for the stars... ...and touching the moon! Find out on page 13 how we arranged for our young people to get a money-cannot-buy experience in science. Welcome... Happy New Year. I hope our families and friends had a wonderful Christmas and are ready for a new year and new challenges. I love the start of a new year because it provides a time to reflect on all the things you have achieved and what is possible in the future. So, this is an appropriate time to share with you some of the exciting opportunities that BMAT schools provided in the last three months of 2018. It took me by surprise to see the variety on offer to both our younger and older pupils. At BMAT, we aim to ensure our pupils and staff are freed to succeed. This means we don’t want anything to hold them back in life. It is to this end that we encourage all our pupils to take part in activities that will inspire them and fuel their imaginations. Latitude is a chance for parents to see this and talk to their children about it. If you are lucky enough, your child’s photo may appear. I can remember when my children were at school, feeling an immense sense of pride seeing them involved in school activities. We should not underestimate the amount of time and effort it takes to organise these events, but our passionate staff never grumble and indeed are eager to offer as much as can be fitted in to the week. They understand the impact this has on pupils. I heard one parent recently telling another that their child had not stopped talking about their trip to the zoo for weeks. Therefore, we will continue to work hard to ensure that every child has a lot of things to talk about. Helena Mills CBE, BMAT CEO Contact list Helena Mills, CBE, Chief Executive Officer, responsible for disadvantaged outcomes John Blaney, Executive Head, Royal Docks Academy and BMAT STEM Academy, responsible for attendance and exclusions Stephen Hehir, Executive Head, Forest Hall School and Epping St John’s School, responsible for secondary outcomes Marios Solomonides, Headteacher, Magna Carta Primary Academy, responsible for curriculum Sophie Laing, Executive Head, Freshwaters Primary Academy and Little Pardon Primary Academy, responsible for safeguarding Dee Conlon, Head of School, Sir Frederick Gibberd College, responsible for assessment Neil Stirrat, Headteacher, Cooks Spinney Primary Academy and Nursery, responsible for primary datas Michael Clark, Headteacher, Roydon Primary Academy Lisa Tooley, Headteacher, BMAT STEM Academy Laura McGlashan, Head of School, Burnt Mill Academy Hannah Jones, Head of School, Forest Hall School Amy Dias, Head of School, Freshwaters Primary Academy Kirstie Clark and Jackie Diggle, Co-heads of School, Little Pardon Primary Academy Tom Brighton, Chief Operating Officer Websites bmat-trust.org burntmillacademy.org eppingstjohnsschool.org freshwatersacademy.org magnacartaacademy.org roydonacademy.org bmatstemacademy.org cooksspinneyacademy.org foresthallschool.org littlepardonacademy.org royaldocksacademy.org sirfrederickgibberdcollege.org Parents rush to sign up for new BMAT school The learning opportunities Sir Frederick Gibberd College is offering have enticed parents to sign up a year before doors open. The school opens in Harlow in September 2019, starting with Year 7, with a mission to provide a centre of excellence for post-16 education in the future. The school and sixth form are being opened to offer students aged 11 to 19 more quality options closer to home. Parents completed application forms during a series of open events. Among them was Sophie Cowley who has applied for daughter Hollie to be among the first cohort of Year 7 students in 2019. Currently Year 6 at William Martin Community Primary School, ten-year-old Hollie is keen to join the school. Ms Cowley said: “If Hollie secures a place, I will feel extremely privileged to be a parent of a student embarking on a whole new chapter of exemplary teaching and happy she will not have to travel a long distance to obtain this high standard.” Irina Hadzhieva is keen for nine-year-old daughter Melina Stoilova to join Year 7 in 2020. The Year 5 pupil at Pemberley Academy joined her primary school when that, too, was under construction. Ms Hadzhieva said: “I am looking forward to my daughter being a part of the school and for her to be well challenged to successfully pass her exams and be academically prepared to go to the university of her choice.” Contact the school on 01279 307244 or email email@example.com 25 quality teachers arrive in Newham Royal Docks Academy started the new school year with a boost to staffing – with an extra 25 teachers joining the team, each judged to be “good” or “outstanding”. The school joined BMAT in January 2018 in a mission to improve standards and outcomes for young people. A wealth of improvements have been brought in since, including introducing an extra-curricular programme to 5pm each day and revision sessions on Saturdays for Year 11 students. Executive headteacher John Blaney said: “One of the issues here previously has been recruitment. We have held out to get the right quality people on board. Being part of a bigger Trust is attractive and means we have been able to offer opportunities to those joining us that were not possible previously. “We have already turned a corner and are starting to see the shift. Next year and the year after, we will see results continue to rise. When Ofsted are due to visit in 2020, we will have had outstanding results year on year. “We are very excited and can see so much potential here. The foundations are there; two more years and we will have this school in a really strong place.” The school has adopted the bespoke BMAT curriculum and students in Year 9, 10 and 11 study 100-minute lessons to enable deeper understanding of subjects. Performing arts is breaking down barriers Children with special educational needs and disabilities (SEND) are turning their lives around through performing arts. Students at Burnt Mill Academy who find various parts of school life a challenge physically, mentally or emotionally are thriving through music, dance and acting. Ben Eva, SENDCo and drama teacher, said: “It has always been known that children with SEND have hidden talents; to me, they are superheroes. Everyone has something, but it is knowing what works for that person. Children who are disadvantaged because of disability or need should not be limited in their ability to achieve greatness. It’s about smashing through the barriers to learning and that is what we are trying to achieve. “We use performing arts in a variety of ways, through performance or independent work, to build up social skills in rehearsals or learning an instrument, regardless of any barriers.” “We could be oversubscribed in the next year” Forest Hall School could be oversubscribed for the first time in the next year. The school has been on a journey of transformation since joining BMAT in 2015. Having joined the Trust with just 321 students, it is now celebrating its 501st student and is on track to reach its target of 560 students by 2020. The introduction of Saturday school, launch of holiday revision clubs and 100-minute lessons are among the tools used to turn around the reputation and achievements of the school. Hannah Jones, head of school, said: “The improved exam results have meant more local parents and carers send their child to this school. Also, although we have more than 500 students now, we still have that small school feel. “Teachers know students by their first name and the relationship which students build with their peers throughout vertical tutoring – where children from each year group form each tutor group - is also a plus.” The growth of the school means it now offers sociology, engineering and photography to KS4. Specialist ICT lessons for primary Primary pupils are being given ICT lessons in the specialist BMAT STEM Academy. In an effort to improve lessons in computer skills, Roydon Primary Academy is teaching its whole ICT curriculum in the specialist STEM – science, technology, engineering and maths – facility. Headteacher Michael Clark said: “In the primary curriculum, we cover word processing, Power Point, Publisher and e-safety. “It is a really good example of us making use of the resources available to us within the Trust. We are a small school which does not have the same resources that bigger schools have. But, BMAT STEM Academy is happy to share their resources with us.” Lisa Tooley, head of school at BMAT STEM Academy, said: “We are thrilled to be able to offer our amazing facilities to all children within our Trust family, regardless of their age.” Artistic view on Brexit wows judges A teenager’s artistic view on Brexit has seen her win a competition. The Jack Petchey Foundation supports the Take pArt Challenge which invited students aged 11 to 14 across Essex and Greater London to enter the art competition. They had to produce a piece of artwork on the theme of Evolve. Zoe Warner, Year 10 at Epping St John’s School, has been picked as the overall winner for her work looking at how the Brexit vision may evolve. She was presented with £500 for herself and £1,000 for the school when judges crowned her the winner at the V&A Museum in London. Zoe, who has decided the school’s winnings will be spent on materials for the art department, said: “The goodie bag of prizes were great and I can’t wait to try out the art materials I won.” Katie Driver, head of art, said: “The judges were blown away by her talent at such a young age. The concept of the idea and the quality of the execution was what caught their eye.” Children launch new newspaper for Harlow Pupils at Cooks Spinney Primary Academy have launched the Spinney Star to share news from their school and neighbourhood. The team of 20 Year 6 pupils are working on both a newspaper and podcast to keep pupils and parents up-to-date. Working with teacher Gary Cansell, a former journalist from The Sunday Times newspaper, pupils are drawing on his experience to produce their own work. Headteacher Neil Stirrat said: “Our pupils have taken ownership and it has empowered them. They are reporting on what is happening and what is important to them, with their first big feature looking at the potential closure of Mark Hall library. They interviewed Harlow MP Robert Halfon on the issue when he visited the school. “This is extending pupils’ skills and giving purpose to their writing as they have to think about who their audience is and what they might be interested in reading about. Our confident speakers are working with less confident presenters on the podcast, writing their own scripts and performing them. “The whole team is having to work to deadlines and use their teamwork and collaboration skills.” The newspaper and podcast will be published every four weeks and given to pupils, parents and posted on the school’s website. Art and culture opportunities for youngsters A cultural partnership has been set up in Harlow to give young people new experiences through arts and culture. With a mission of broadening horizons and opening up possibilities, the Local Cultural Education Partnership was launched in association with Royal Opera House Bridge. Anyone keen to improve the life of young people in Harlow and to expand the opportunities for creative learning is invited to get involved. Cristin Casey, director of performing arts for BMAT, is spearheading the campaign. She said: “I am passionate about getting involved in the community and so am working with Royal Opera House Bridge who are looking to get schools, and other cultural organisations, together. “We will get together and chat about what we can do, look at where the gaps are and see how we can work together and build partnerships. There are so many things we can do together. We will start with the young people and then branch out.” Remembering World War I The 100th anniversary of the end of World War I was marked by students and staff across BMAT. At Royal Docks Academy, the whole school gathered to remember those who died in the conflict. Students read the poem In Flanders Fields, acknowledged a minute’s silence and listened to the Last Post. Pupils at Little Parndon Primary Academy dressed in red to represent the petals of a poppy, while members of staff wore black to become the centre of the symbol. While a drone flew overhead to capture the moment, pupils and staff showed their respect and bowed their heads for a two-minute silence. Young pupils at Magna Carta Primary Academy have spent time throughout the term learning about remembrance, understanding World War I was about real people with real families and feelings. They even investigated relatives of their classmates who were Tommies in the war, having Tommie statuettes engraved in their names. Students at Forest Hall School and Epping St John’s School showed their respect by laying wreaths around school and in the community, while at Cooks Spinney Primary Academy pupils made poppies and student Harvey Lucas played the Last Post on his trumpet at Burnt Mill Academy. Peer mentors supporting classmates Young people are being trained as peer mentors to support each other through secondary school. A group of 20 students at Forest Hall School have been appointed as mentors as part of the new Helping Hands scheme. The mentors, from all year groups, spent a day training with Kidscape building on their understanding of low-level mental health and wellbeing issues, such as bullying, anxiety, friendship conflict and the impact they can have on young people. They will wear badges and be available to their peers around school during morning registration, breaks and lunch each day. Head of school Hannah Jones said: “As a school, we already have a support network in place for students, including tutor groups with mixed year groups where older students can help younger ones. We already have a very strong pastoral support network. Helping Hands is just another way to reach out to those who may need support and would prefer to speak to one of their peers in the first instance.” More Helping Hands mentors will be trained, and receive certificates, later in the year as the scheme expands. Ross Andrews, Year 11, said: “It’s good to help younger people, to make them feel comfortable, encourage them to go to study clubs to get the best grades they can and to tell them that anything is possible.” Lego challenge ignites imagination Teenagers went head to head with a Lego challenge. Year 9 students from Burnt Mill Academy and Epping St John’s School and Year 10 students from BMAT STEM Academy took on the task of designing and programming a robot to carry out a specific task. The day gave students an insight into computer science and an understanding that it not only incorporates maths, but imagination and creativity. Altay Ozkan, senior leader at BMAT STEM Academy, said: “While young people today understand how to operate computers, they do not necessarily understand how they work. We like to focus on the processes that go on behind the scenes. “In order for something to work, we have to know how to programme it. With this challenge, we broke it right down. “They now appreciate there is a lot of thought that goes into how robots and computers work.” BMAT primary schools will take part in a similar challenge. New BMAT primary officially opened Magna Carta Primary Academy welcomed families, pupils and members of the community for the official opening of its building. The school opened two years ago and moved into its brand-new building in September with 80 pupils in Reception, Year 1 and Year 2. Headteacher Marios Solomonides said: “We are here as the people opening this school, but we should take a moment to think about all the people who will come after us. We are just the caretakers of the school and it is bigger than that. “People hold such fond memories of their primary schools and that’s what we want for our children. Together, we will create that.” Pupils took the opportunity to tell their guests how much they love their new school, saying: “We love the building because it’s big and we have lots of space to play in and have fun and run around.” Helena Mills CBE, CEO of BMAT, said: “It takes a whole village to educate a child. We have a real opportunity here in Stansted to make sure everybody takes part in educating the children already in this school and those who are yet to attend the school in years to come.” Modern musical students learn to DJ Burnt Mill Academy prides itself on offering its students opportunities to learn to play musical instruments and to perform to live audiences. With music lessons focusing predominantly on traditional instruments, the school was keen to find new ways of reaching those who might only have an interest in modern music genres. Having introduced rap lessons, the school is now working with Future DJs to entice more students to take up music. The school has seen the number of students taking music as an option at GCSE double in the last year. Cristin Casey, director of performing arts, said: “This is about giving more opportunities for students to access creative subjects and GCSEs through different avenues. “Music making is not just about playing a traditional instrument like the clarinet anymore, it is engaging in technology and using that as an avenue to perform. “Our numbers have grown because we have built music technology into the curriculum and, using rap and DJing, brought our music offer into the 21st century.” Mad hatters return to the classroom An Alice in Wonderland theme welcomed pupils back to Freshwaters Primary Academy after the summer break. Not only did they attend a Mad Hatters Tea Party wearing hats they had made themselves, but pupils were also wowed to find part of their school had been spray-painted in the fairytale theme. Over two weeks, each class completed work around Alice in Wonderland with pupils dressed in fancy dress. They also dined on a themed lunch from a special menu. Amy Dias, head of school, said: “This was a really exciting way of opening up the new school year for pupils. Each class worked on a different element of literacy, with some writing letters as if they were Alice, some retelling the story and others rewriting the tale. It was a whole school approach with a hook to engage children back into school after the summer.” Disney brings opportunities to BMAT A partnership with Disney has seen children from across BMAT take opportunities otherwise out of reach. Disney offers discounted tickets to schools with limited resources and pupils who are first-time theatre goers through an outreach scheme. Cristin Casey, director of performing arts for the Trust, is on the Disney Theatrical Teachers Advisory Board and said: “At BMAT, we strive to ensure opportunities are available for all of our children to inspire them and unlock their passions and potential. Trips like this open their eyes, raise aspirations and help to bring context to what they are learning in the classroom.” - 37 students from Burnt Mill Academy watched Aladdin - 30 Year 7 students from Royal Docks Academy saw The Lion King - Epping St John’s School took 22 students to see Aladdin - 30 Year 5 and 20 Year 6 pupils from Freshwaters Primary Academy watched Lion King and Aladdin, respectively - 54 Year 2 pupils from Little Parndon Primary Academy watched Aladdin 50 things to do before secondary school Children are being challenged to complete 50 activities before they leave their primary school. From riding a bike, playing a game of cards, sleeping in a tent, flying a kite, to hunting for bugs, visiting a museum and playing a game of cricket, pupils at Roydon Primary Academy are broadening their life experiences. The 50 Things to do Before You Leave Roydon booklet has been given to all families, with the school committing to doing its bit to help children tick off as many activities as possible. Split into place to go, places to visit, things to do and things to learn, the optional list is a way of encouraging families to expose children to as many learning experiences as possible. Headteacher Michael Clark said: “The list is all of the things we want 11-year-olds to have done before they move on to secondary school. They are life experiences and involve a lot of outdoor learning.” Roald Dahl brings excitement to class Arriving at school to find Aunt Sponge and Aunt Spiker’s house has been recreated is enough to inspire anyone to want to read. That’s what pupils at Little Parndon Primary Academy were met with when they arrived at school on Roald Dahl day. Dressed as their favourite book characters, pupils enjoyed a day celebrating the famous author’s birthday. Kirstie Clark, co-head of school, said: “We used the national day as a stimulus to help pupils with their writing and other topic work. We celebrate the work of Roald Dahl every year and the children absolutely love all of his stories.” Front row seats for Brexit statement What better way to understand democracy than to watch a live discussion on Brexit in Parliament? That’s the lesson Year 9 and 10 citizenship students from Royal Docks Academy enjoyed when they visited London for a tour of the Palace of Westminster. On the day they visited, Prime Minister Theresa May was delivering her Brexit statement in the House of Commons. Students were able to watch as the Prime Minister answered questions from MPs. Irsha Amir, Year 9, said: “My experience in Parliament was mesmerising. I saw a live debate with Theresa May! It was really educational and, hopefully, I’ll be part of the House of Commons in the future.” During the visit, students also took part in a Participating in Democracy workshop, which involved creating a political party and manifesto promises. They had to decide which budgets to cut and taxes to raise to pay for their ideas. Graffiti brings library to life Transforming a library with floor to ceiling book characters has heralded the start of a literacy push. Cooks Spinney Primary Academy is pulling out all the stops to ensure children have a love of books and read as much as possible. A graffiti artist has given the library a more exciting feel by covering the walls with Jungle Book characters and a new library system is encouraging children to read more. The school has signed up to the Junior Librarian scheme which gives pupils ownership of their reading. Headteacher Neil Stirrat said: “The whole school is having a push on vocabulary and reading, both inside and outside school. We can make sure children are reading when in school, but we want them to also be stuck into books when at home.” A book fair raised more than £1,100 for new books and a book swap is giving families free access to reading books for their children. New facilities to benefit primary A former classroom at Little Parndon Primary Academy has been turned into a library to entice pupils to find a love of reading. A graffiti artist has breathed life into the space with Wizard of Oz and The Lion, The Witch and The Wardrobe images on the walls. For children with special educational needs and disabilities, a sensory room has also been created. Harlow MP Robert Halfon, who officially opened both spaces, said: “Little Parndon is a very, very special place. What is happening in this school is just wonderful. Every single thing has been thought about. “To come to a school like this makes you feel inspired. What is going on here is a miracle. I go to schools a lot, but the children here are so intelligent.” Kirstie Clark, co-head of school, “We want pupils to want to pick up a book and feel comfortable going into the library to relax and read. This space will give them enjoyment around reading. It’s really important for children with needs to be able to go somewhere to have that space and time. Now, we have a facility to give children what they need in school.” Did you know, there are 40 types of penguins? That is just one of the many facts Year 1 and 2 pupils from Freshwaters Primary Academy learned on a trip to Colchester Zoo. The trip gave pupils an opportunity to learn from a zoo keeper as well as seeing and feeding a variety of animals. Having worked on the topic of zoo animals in class - with Year 2 reading Lost and Found which features a lost penguin and science and geography lessons focusing on penguins - the children were excited to get up close to them during the trip. Humera Hamid, Year 2 teacher, said: “It was fantastic we could give our pupils a life experience they will remember.” Expectations laid out for Year 11 A Year 11 expectation evening has been held at Epping St John’s School so families can fully support children in their studies. The expectation evening forms part of the Year 11 strategy for students in their final year where data is regularly assessed and interventions put into place when the data suggests they are needed. Eposi Ewome, director of learning Year 10 and 11, said: “The aim of expectations evening was to talk about the Year 11 strategy, exam stress, exam requirements, the support we offer, how parents can support the school and their children and how students can support themselves in terms of accepting what we are offering them.” The school puts on weekly aspirations sessions after school for Year 11 students to complete extra revision with their subject teachers. These opportunities are also on offer during school holidays. New school to enrich lives The education of children at BMAT’s newest secondary school will be enriched with an extra hour of opportunity each day. Sir Frederick Gibberd College is being opened in Harlow to provide a solution to the critical shortage of school places in the town by 2019. A major focus within the curriculum will be the EBACC subjects of English, maths, science, history, geography and languages. PE and reading will also be important aspects of school life, with pupils having dedicated time during the week for these activities. At 3pm each day, Key Stage 3 students will attend extension classes for the more able, catch-up classes for those needing extra support, plus homework and reading sessions. Students in Key Stage 4 and Key Stage 5 studying for their GCSEs and A-levels will have the opportunity to stay beyond 4pm to further study for their qualifications. Every Friday, the last hour will be dedicated to enrichment, with staff and students taking part in clubs. Saturday and holiday school will also offer enrichment activities alongside academic studies, plus English and maths extension and catch-up classes. Dee Conlon, head of school, said: “We have designed our school day to offer more personalised support and create opportunities for students to build new skills and interests that they will pursue throughout their lives, and to offer activities that will develop them both academically and personally.” Contact the school on 01279 307244 or email firstname.lastname@example.org Pupils dine with parents on first day The youngest pupils at Magna Carta Primary Academy celebrated their first day at school by dining with their parents. The family lunch was held to ease the Reception pupils into their new routine. Shane and Charlotte Tomlinson joined son Zachary for his first school lunch. Mum Charlotte said: “We have been talking about it with him for so long that it was not a major surprise for him to start. Having lunch together on his first day has been really nice.” Headteacher Marios Solomonides said: “Lunchtime is such an important part of the school day for any child. This was an opportunity for parents to sample our new, healthier menu and to demonstrate that we want parents to be a part of our school community.” Primary unveils brand-new classrooms Pupils in Year 2 and 3 – previously taught in 1980s huts – have moved into new modern facilities at Roydon Primary Academy. Two classrooms were added to the school building over the summer holiday. Headteacher Michael Clark said: “The huts have been here for years, so it is quite a big thing for everyone.” The extension features solar panels on the roof which will not only power the new-build, but will help to power the main school. The building work is the latest in a programme of improvements being made to the fabric of the school, following on from the transformation of a once flaky wall into a Gruffalo scene, the restoration of an old pond and allotment and the installation of an adventure trail. Cost-effective LED lighting and new security gates were also added during the summer break. The removal of the temporary classrooms is providing the school with a larger play area. Relaunched sixth form is growing Epping St John’s School Sixth Form has been on a journey of transformation since relaunching recently. Students who are halfway through their courses showed signs of success in the summer as they received their interim results. Natalie Revell, Year 12 and 13 lead, is proud of what the sixth form has to offer. She said: “It’s all about giving students direction and encouraging them to start thinking about whether they are going on to university or an apprenticeship or into work. We also want them to enjoy life at sixth form. “The sixth form has grown and there’s a lot going on this year already.” Executive head Stephen Hehir said: “The sixth form is one of the biggest strengths of Epping St John’s. “Students have the opportunity to study advanced courses in state-of-the-art facilities, staff have the opportunity to teach to A-level and lower year groups can benefit from our excellent Year 12 and 13 role models.” Informal chats at parent coffee morning Parents are building closer links with their children’s primary school. Cooks Spinney Primary Academy is looking to work even closer with parents to ensure children get the best possible experience at the school. Each half-term, a coffee morning or evening is to be held to give parents, headteacher Neil Stirrat and senior members of BMAT an opportunity to meet informally to discuss the school. Parents have also been surveyed to find out their views on homework, with regular online surveys planned for the future. The first coffee morning was held before Christmas, with plans to hold an evening event before the February half-term. Mr Stirrat said: “We know our children really well and want to know our parents just as well. We want to get to know them even better and find out what they want for our school.” At the first gathering, topics of discussion included the homework policy, ways parents could get involved with the school, how parents evening is run and playground equipment. Teens talk tax, budgeting, wages and pensions Year 10 students at Royal Docks Academy stepped away from the traditional timetable to work with apprentices up to executive managers from Payment Systems Regulator (PSR). The drop-down day involved activities such as understanding wage slips, pension, tax, elevator speeches, personality tests and CV writing. At the end of the day, students were challenged to set one-month, six-month and one-year targets. Baili Abdul-Khaliq, BMAT director of careers, said: “The students found it extremely beneficial and were grateful for the opportunity to meet employers from a successful financial company. “They benefitted from raised aspirations, the opportunity to meet employers, interview practise and increased confidence.” Let’s hear it for the girls! Year 7 and 8 girls from Forest Hall School took part in the Women in Computing Festival: Her Story technology event. The group of 16 students went to the Centre for Computing History in Cambridge to learn more about women in technology and how it has changed over time. Mya King, Year 8, said: “I enjoyed the day. We got to do micro bit, which we do not get to do so much in class. It was cool to look at the old technology to do with computer science.” Teacher Sarah Power said: “It was a great day for our girls to be involved in. Seeing the way in which technology has changed throughout the years is fascinating. The story exhibition meant our students saw the women involved in technology, which was so important. “We need more women in the IT world to close the gender gap in the industry.” Future engineers build with Lego An after-school club which enables students to build and design Lego robots is helping them to become engineers of the future. Burnt Mill Academy has launched a Lego robotics club for Year 9 students. Members of the club are preparing to take part in the EEP Robotics Challenge where they will be faced with various tasks, such as programming a Lego robot to simulate the role of an engineer working in an airport. They will also have to give a presentation on how they think robotics can provide humanitarian aid and take part in a team challenge where they have to solve problems quickly. Luke Burrows, head of computer science and ICT, said: “The club has only just been set up and so we are starting with the basics and building up to be able to build more complex robots. “Students are learning programming skills, as well as the engineering side as they have to design a robot which can solve a real-world problem.” Nurture sessions bring rapid progress Students struggling with school academically or emotionally are being given tailored support to ensure they achieve their best. Royal Docks Academy has launched a nurture programme for Year 7 and 8 students who would otherwise find school difficult. Working in small groups, students with a variety of challenges are taught using step by step instructions and the “follow me” technique – where the teacher performs a small task and then they repeat it - to prevent them from feeling overwhelmed. The aim is for students to move into mainstream lessons as soon as they are able to, whether that be after weeks or months or whether they remain in the nurture sessions until they select their options in Year 9. Ellie McGoldrick, head of nurture, launched the groups in September. She said: “Children attending the nurture groups have been selected due to their SATs data, because they have special educational needs or because teachers here have established they would benefit from an alternative style of teaching. “They are given heavy intervention and support which enables them to access a full curriculum. These children can achieve. We are not a school that would decide to not put them forward for their exams. For some children, achieving a grade 1 at GCSE is still an achievement. We want them to get their GCSEs.” Students attend lessons in the full range of subjects, including English, maths, science, performing arts and Spanish. Passport to life experiences Children have been given a special passport to open the door to new life experiences. Every pupil at Little Parndon Primary Academy has their own Community Values Passport. The passport lists various tasks they are to complete at each age to ensure they have a wealth of knowledge and experience before they start secondary school. Kirstie Clark, co-head of school, said: “We are always looking to help our children to gain life experiences while they are with us at school. Instead of homework always focusing on English and maths, we are setting challenges for pupils to complete at home with their families, too. “Not all children have these life experiences outside of school, so we are trying to give them access to as many as possible. “The idea is that by the time they reach secondary school, they will have had a variety of cultural, social and moral experiences.” The passport challenges pupils to jump in puddles, tie their own shoe laces, raise money for charity, go pond-dipping and search for bugs, among other things. Eyes opened to apprenticeship options The world of apprenticeships was opened up to students at BMAT STEM Academy. Ann Ashworth, from Pearson Education, explained to students about the apprenticeship opportunities available at the organisation. She was joined by apprentices Harry Sheehan, 18, and Lauren Smithers, 20, who answered questions about their chosen pathways. Mrs Ashworth, also a governor at the school, told students Pearson not only writes qualifications and produces text books, but is also a corporate employer with 4,000 employees in the UK, including those based in Harlow. The head of Pearson employee apprenticeship programme said the scheme recruits 50 apprentices per year. She told students: “We look for enthusiastic, keen young people who are excited to work with Pearson. We can have 500 applications for three apprenticeships, so we need to see that real passion to make a difference. We sometimes turn down graduates in favour of those with just GCSEs if we feel they are the better candidates.” New choir has first gig...at the O2 Musical pupils at Freshwaters Primary Academy recently formed the school choir and have already been snapped up for a national performance. Children from around the country will join together to put on a concert at the London venue as part of the Young Voices campaign to inspire children to discover a love for music. Amy Dias, head of school, said: “This will be a whole new experience for our children as the choir was only set up this school year. For some, going to London and the O2 for the day will be something completely different for them. “This is not academic based and is another way of giving opportunities and engaging with things our children are good at. The arts are a good way of bringing new skills and allowing children to flourish in different ways. “It has been really nice to see pupils practising and coming together as a choir and working really hard. This is a fantastic opportunity for them.” The performance takes place in January after the Year 4, 5 and 6 pupils spend the day preparing with schoolchildren from around the country. WWII artefacts help topic work Artefacts and original letters from WWII helped pupils to get to grips with their topic. Year 6 pupils from Freshwaters Primary Academy took a trip to the Imperial War Museum in London. They were given a talk to recap their knowledge of WWII after learning about the Holocaust and the Blitz this term. Mav Ali, class teacher, said: “The visit really complemented pupils’ learning as they viewed real artefacts and original letters and diary entries – both of which they wrote during the topic in class after taking on the imaginary role of a wore-torn child. “I would highly recommend a trip to this museum as it has a lot to offer the children and is enticing due to the multitude of resources and articles including grenades, spitfires and shelters.” Pupil Holly Boad said: “My favourite part was the interactive section which had a trench you could go in.” Students go mad on Mondays...for revision Monday Madness has been launched at Forest Hall School to give Year 11 an extra opportunity to study for their GCSE exams. The study club focuses on additional English, maths and science revision where students get personalised sessions with their teachers in smaller groups. Kayleigh Trainor, acting assistant head for achievement and outcomes, said: “Monday Madness is for students who could benefit from extra time studying. By attending study club, students are easing the pressure on themselves as the exams get nearer. If they do everything that is expected of them in school, it means they can relax and do what they want when they get home. They are developing such a good work ethic and can prioritise and understand deadlines. It is getting them ready for the future.” Every other day of the week, there are subject specific study clubs for both the core subjects and the options subjects for all students. Young actors perform in Battle of the Bards Students from Burnt Mill Academy and Epping St John’s School indulged in Shakespeare to put on a joint production. Burnt Mill students performed Henry IV before Epping St John’s students put on a version of Othello for the same audience in Epping. Storylines were adapted, but the plots and language were kept true to Shakespeare. Cristin Casey, BMAT director of performing arts, said: “Students should be engaging with Shakespeare; it’s a birth right and it enriches their lives. We are committed to providing these high-quality opportunities and enabling students to benefit from the value of live performance. The sense of pride of having an audience applaud you is something you don’t experience in any other walk of life and it is something special.” Young leaders take on new responsibilities Keen pupils have this year gone through an application process, completing a form to outline their reasons for wanting to take on responsibility at school. The ten subject leaders work with younger children, run the library and organise resources, while the eight house champions act as prefects, showing visitors around, helping in the lunch hall and being role models to their peers. Headteacher Michael Clark said: “These roles are a way of teaching leadership skills and preparing our oldest pupils for secondary school, so they are used to leading something and supporting others. You can’t put a price on young leadership opportunities; it’s a really important life skill to be able to lead others.” All leaders were presented with a badge during assembly after being selected by topic teachers. Students reach for the stars...and touch the moon BMAT STEM Academy is one of the select few in the country to borrow a piece of the moon. Working with the Science and Technology Facilities Council, the school took part in the Lunar Rocks and Meteorites Loan Scheme which enabled it to borrow NASA moon rock discs and meteorites. Students from BMAT STEM, Burnt Mill Academy, Roydon Primary Academy and Cooks Spinney Primary Academy all got the chance to work with the samples. Kendra Paho, Year 5 pupil from Roydon, said: “It has been really interesting and cool. We got to see the moon right in front of us and find out more information about it. It was fascinating.” Paul Andrew, assistant head and science teacher at BMAT STEM, said: “It has been brilliant to share this with students. It has been lovely to see them so interested and engaged and doing something different. Seeing the way the children reacted to it really brought science alive. That is what it is about for me, making science real while doing something they can enjoy. One primary school pupil said she didn’t want to leave!” Movember challenge sparks discussion A bit of fun in school has raised serious issues among young people. The Movember Foundation is on a mission to stop men dying too young by encouraging them to talk more about prostate cancer, testicular cancer, mental health and suicide. At Burnt Mill Academy, teachers Luke Burrows, Alaric Cook, Philip Latchford and Khan Busby took part by growing moustaches throughout November. Year 9 student Toms Xavi was so keen to join in with the campaign, he wore a different stick-on moustache each day to raise awareness and money for the cause. Between them, they raised £1,128. Mr Burrows, head of computer science and ICT, said: “It’s been a great opportunity to bring up the health issues that men are facing and has raised a lot of questions among students. “This hopefully means that students will be more equipped to face issues, but also help others who might be struggling. Many students I talked to have mentioned they want to help next year and put a bigger focus on men’s issues.” Donate at https://moteam.co/burnt-mill-academy?mc=1 Caring teen gets on bike for charity A student who lost his aunt and grandfather to cancer took part in a charity cycle in their memory. Year 8 Forest Hall School student Morgan Hawkins raised a total of £150 for Isabel Hospice by taking part in a 25k charity cycle. Morgan, who has previously sold bracelets to friends and family and taken part in Race for Life to raise funds, said: “It was really tough when I saw my grandad changing so much. “I watched him die and it was horrible, so I don’t want anyone else to have to go through that. I raised the money so doctors can find a cure for cancer. “My family are really proud of me.” Cycling to kit out new school Students at BMAT STEM Academy are buying new PE equipment after raising the funds themselves with a sponsored bike ride. As a way of raising funds to provide table tennis tables and yoga mats, 11 students took part in a 30-mile cycle from the school to the Olympic Park in Stratford, London. Head of school Lisa Tooley said: “We want to make sure every child is catered for and looked after mentally and physically. “Our new yoga sessions will look after students’ mental health and wellbeing and provide an outlet for them to do something different during their breaks and at lunchtime. “We have a number of keen cyclists in school and so we thought it would be a nice challenge for them to take part in a fundraising bike ride. The conditions were quite tough as it had rained the night before. But, everyone completed the challenge and we are very proud of them for that.” The group raised a total of £590 to provide the school with its new equipment. Fight against waste launched Forest Hall School is working with Wastepack, the compliance provider, to make its community as eco-friendly as possible. A waste audit established that of 3.6kg of rubbish thrown into general bins at the school, 29 per cent could have been recycled. Of the 4.2kg of waste put in the recycling bins, five per cent was not recyclable material. The assessment found single-use plastic bottles and plastic wrappers were the main items discarded by students and staff. Hannah Jones, head of school, said: “In the next two years, we will become free of single-use plastic bottles. Wastepack has donated 600 reusable water bottles with the school logo on for our students to use in place of the single-use plastic bottles. The canteen will be giving out squash to encourage the use of the gifted bottles and there will be an expectation for students to bring them in each day.” The school is working with Wastepack to come up with an action plan, with the newly-launched eco club and student executive team eco ambassadors already active in helping to reduce waste in the canteen and monitoring recycling bins. Tackling waste to save the animals Primary school children are teaming up with a wildlife park to tackle waste. Pupils from Little Parndon Primary Academy are working with Paradise Wildlife Park on the HEART9 Helping Endangered Animals project. Lyn Edgley, SEN at Little Parndon, said: “As part of Paradise Wildlife Park’s sustainability mission, they have invited us to take part in this new project. It will involve collecting litter to create a sculpture or art piece which will help to communicate the message of a variety of endangered species, focusing on African animals. “The children see lots of programmes and news on television featuring pollution and animals, but being a hands-on project it brings it all to life. It gives them a greater understanding of endangered species and the effect of pollution.” The pupils’ artwork will be displayed in a special exhibition at Paradise Wildlife Park in May. Children take over assemblies Pupils at Cooks Spinney Primary Academy are stepping up to the challenge of hosting their own ten-minute assemblies. From January, at least one assembly each week will be planned and lead by pupils who will put forward their ideas in an application process. Headteacher Neil Stirrat will interview candidates who will outline what they would like to talk about. Successful pupils will be given an official letter from the head booking in their assembly slot. The school already has weekly Spinney Speaks sessions which inspire pupils to enter into discussions in lessons about a range of topics as a way of boosting their vocabulary. By taking the initiative one step further and into assembly, the aim is to increase pupils’ confidence and abilities in public speaking. Mr Stirrat said: “We want to improve children’s confidence in public speaking and give them ownership of assemblies. It will get them thinking about what other children might want or need to know.” France visit boosts language skills A Christmas market excursion gave students an opportunity to practise their foreign language skills. A group of 43 Year 7, 8 and 9 students from Royal Docks Academy took a two-day trip to northern France. They visited Lille Christmas market, made bread and croissants at a bakery, took part in a chocolate-making workshop and sampled the French delicacy of snails. Students also enjoyed lunch overlooking the harbour in Boulogne and visited a sweet factory. Spencer Russell, head of modern foreign and community languages, said: “This was a cultural trip which gave students an opportunity to speak French. “Many of our children do not often leave Newham, so this gives them the chance to experience a different culture which makes it a really powerful trip. It deepened cultural awareness of things like food, every-day life and people and took them out of what they knew. Some had never been away from their parents or done anything touristy. “Students have grown in confidence and now have real scenarios to draw on when it comes to their French language. Year 8, for example, are working on the past tense and can now draw on real experiences of when they visited the Christmas market in Lille.” Parents and children become Santa’s elves Santa’s elves rolled up their sleeves and helped children to make festive gifts. The visitors – who looked very much like mums and dads – spent one-on-one time with their own children at Freshwaters Primary Academy. The Elf Workshops are held over the last two weeks of the autumn term and give an opportunity for parents and pupils to work together on a Christmas project. Amy Dias, head of school, said: “Elf Workshops enable parents to come in for the last hour of the school day and spend quality time with their children. “The number of parents who come along to the workshops is phenomenal; it’s just brilliant. It’s a lovely opportunity to get parents into school and involved with their children’s learning. It helps to boost parent and school relationships and communication.” National maths competition success Young mathematicians qualified for the semi-finals of a national competition. The Year 8 students from Burnt Mill Academy competed against other schools from around the country to make it through to the next stage of the National Young Mathematician Competition. Erkan Ustura, assistant head, said: “They were a perfect example of working superbly as a team, with equal communication and involvement from all of the students. They were so encouraging of each other and praised all the efforts from everyone. They were fantastic at clarifying and challenged each other’s answers and were always sharing their thinking and listening to each other, which was amazing to see. Burnt Mill achieved full marks for teamwork due to their fantastic team communication, coordination and strategy. “The team were able to use their wider mathematical knowledge to build their own unique team thinking about how best to find all the possible solutions. We were so impressed with all the children and they should be very proud.” BMAT primaries support Children in Need The youngest pupils across BMAT schools did their bit for this year’s Children in Need appeal. From sponsored walks, to covering their schools with dots and wearing pyjamas to school, children had fun while raising money and learning about the battles other young people face in their lives. Children at Cooks Spinney, Little Parndon, Freshwaters, Roydon and Magna Carta primary schools got into the spirit of the occasion. Sports leaders awarded for SEND work Burnt Mill Academy has been named Newcomer of the Year in the Jack Petchey Panathlon Achievement Awards for sports leaders’ work in leadership. The school holds inclusive PE sessions for primary school pupils with special educational needs and disabilities (SEND). A team of Burnt Mill students have taken on the role of sports leaders to help to run the sessions. As a result of that work, the students have been asked to help out at events hosted by Panathlon, which led to the award. Phil Dawes, BMAT director of PE, said: “I have been really impressed with our sports leaders and the work they have been doing with children with SEND. They are so empathetic with the children they work with and have established a great rapport with them. “The success of the sports leaders and this award is testament to the work they have done in school and outside.” Students assist at national event Young sports leaders were called upon to help host a national event for children with special educational needs and disabilities (SEND). The Burnt Mill Academy sports leaders’ latest role saw them assist at the Panathlon Primary Schools National Finals at the Copper Box at the Olympic Park. Schools from all over the country had qualified to take part in the event, while Burnt Mill was among just three schools asked to help on the day. Phil Dawes, BMAT director of PE, said: “Our leaders received lots of praise for their conduct and encouragement from the organisers and also staff from the schools taking part. The school is very proud of our sports leaders.” The 14 leaders explained, judged and scored the activities, which included boccia, skittles, new age kurling, beanbag throws, table cricket, adapted basketball and target throws. First residential school trip Primary school children went on their first residential school trip. Cooks Spinney Primary Academy gave 70 pupils the opportunity to experience a three-day adventure to Kingswood. The Year 6 pupils took part in a range of physical activities during their stay. Neil Stirrat, headteacher, said: “This was the first residential trip we have taken pupils on in many years. We are hoping to now provide this opportunity every year. “For a lot of children, this will have been their first time staying away from home. Trips like this build independence and bring the pupils out of their shells. They took part in lots of team-building activities and there was a big team focus to encourage the children to work together. They overcame fears to succeed. “It is really exciting.” Star-gazing on the timetable Teenagers are reaching for the stars when it comes to their extra-curricular activities. Year 9 students at Epping St John’s School have signed up for the latest after-school club which will see them achieve a GCSE qualification in astronomy. The weekly club will focus on space, night and day, plants and how they adapt to the seasons, as well as teaching students how to plot the paths of stars and how to tell the difference between stars and planets. Sonia Ahmed, BMAT director of science, said: “The club will stretch the top level students and if they are looking to do jobs in space, this will be amazing for them. It is quite an advanced level, with lots of maths involved. The club will help students with both their maths and physics studies.” The club is looking to take students on trips to the London Planetarium and Greenwich Museum and to use facilities at fellow BMAT school BMAT STEM Academy.
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Stronger Safer Shorelines Nature-Based Solutions to Increase Resilience to Climate Change in the San Francisco Estuary The San Francisco Estuary is home to remarkable habitats, world-class businesses, multiple ports, and millions of residents. Climate change threatens the vitality of the region’s unique economic, social, and ecological balance. Working to protect these diverse and valuable resources requires a coordinated effort that spans agencies and interests across the Bay. Are you a city council member, city manager, or city staff person? This brochure presents an overview of Bay Area models for integrating nature-based infrastructure into approaches to increasing community resilience in the face of anticipated and yet unknown impacts of climate change. Photo Credit: California Coastal Conservancy www.sfestuary.org WHAT IS RESILIENCE? Resilience to climate change means cultivating the ability of cities, natural systems, and species to sustain themselves in the face of increased stressors such as extreme weather and rising sea levels. In the San Francisco Estuary, the resilience of cities and natural habitats can be closely connected. Shoreline communities derive flood protection benefits from expanded wetlands adjacent to upland habitats that absorb storm surges and the impacts of sea level rise, while native species benefit from expanded restoration efforts that ensure there is a place to move when the tides get higher. These multiple-benefit approaches will not only ensure that San Francisco Estuary communities are better protected in the face of climate change but that our ecosystems and wildlife are as well. Increasing the rate of restoration around the Bay’s shoreline is part of the resilience-building equation, since well-established wetlands stand a much better chance of keeping up with sea level rise over time than recently restored ones do. WHAT IS NATURAL AND NATURE-BASED INFRASTRUCTURE? Natural and nature-based infrastructure leverages ecological processes to provide multiple biological and physical benefits, such as greater flood protection, improved habitat, better water quality, and carbon sequestration. Infrastructure designs may include a combination of natural systems, new habitats, built structures (such as levees, stormwater facilities, and wastewater pipelines), and upgrades to existing infrastructure (such as creek mouth culverts, barriers, and flood control levees). The intent of these nature-based infrastructure approaches should not only be to render a single outcome, such as flood protection, but also to improve water quality, create community open space, and build habitat, among a range of possible benefits. These strategies can be applied at multiple scales, from restoring the banks of a creek to planning and building flood protection across an entire region. The San Francisco Estuary Partnership (SFEP) works with partners throughout the Bay Area and Delta regions to better understand and prepare for climate change impacts to shoreline habitats and communities. This understanding of risks and spirit of partnership guides SFEP’s work in promoting natural and nature-based infrastructure in the San Francisco Estuary. TIDES OF CHANGE As global temperatures continue to rise, scientists and planners have started to project how the outcomes of climate change will impact shoreline communities and habitats. Understanding the potential risks to infrastructure, natural habitats, homes, and businesses allows communities to identify vulnerabilities and respond to new and anticipated threats. Sea level rise, more intense and frequent storm events, and extreme temperatures are the primary climate change-related hazards that can be mitigated with natural infrastructure. Sea Level Rise Rising global temperatures have accelerated the melting of the earth’s ice caps. These massive reserves of ice, when liquefied, add to the volume of worldwide ocean waters. Additionally, water expands when it is heated, a process called thermal expansion, which accelerates rising sea levels. Sea level rise will affect coastal communities and tidal estuaries, including the San Francisco Estuary. Potential impacts in coastal areas and bayside communities include: - Damage to buildings, roads, and other critical infrastructure, such as wastewater treatment plants - New or prolonged shoreline flooding - Increased flood events from creeks and flood control channels - Loss of beaches - Loss of wetlands and shoreline habitat - Loss of trails and other shoreline recreational opportunities - Damage to levees, berms, and revetments Extreme Temperatures High temperatures that last for extended periods of time are another anticipated impact of climate change. A rise in average temperatures, as well as an increase in the number of extreme heat events, can: - Pose health risks to vulnerable populations, such as senior citizens, young children, and those with chronic illness - Disrupt habitats and migratory patterns - Exacerbate challenges facing threatened and endangered species More Intense & Frequent Storms Increased air and ocean temperatures can alter the patterns of storms and increase their intensity and frequency. In addition to sea level rise, storm surges and heavy rains can: - Exacerbate flooding - Damage levees, berms, and revetments - Damage buildings, roads, and other critical infrastructure, such as wastewater treatment plants - Disrupt habitats and ecosystems NATURE-BASED APPROACHES TO ACHIEVING RESILIENCE Hazard & Climate Adaptation Planning By considering resilience in planning documents, such as hazard mitigation plans, disaster recovery plans, general plans, urban water management plans, and climate adaptation plans, communities can anticipate and prepare for impacts from sea level rise and extreme weather. Local governments across the Bay Area and the Delta already develop plans to address anticipated impacts of potential hazards in their communities, such as earthquakes, landslides, and flooding. Integrating natural infrastructure into hazard mitigation and climate adaptation planning has a number of key benefits: - Recognizes the value of shoreline habitats in protecting adjacent communities from hazards such as flooding - Identifies vulnerabilities of natural resources to hazards and establishes programs and policies to protect them - Applies nature-based resilience solutions to protect communities from the impacts of climate change Habitat Creation, Restoration, and Enhancement Tidal habitats, oyster and eelgrass beds, restored beaches, creeks, and other natural and nature-based features of estuary shorelines can make the region more resilient to rising sea level, drought, water pollution, and other future stresses. The San Francisco Estuary is home to a number of valuable and threatened species and habitats. The historical development of tidal marshes and the ongoing urbanization of transition zones between marshes and uplands have reduced habitat availability, while hardscape environments increase the speed and decrease the quality of stormwater runoff. In addition to existing pressures from urbanization on native species, anticipated impacts of climate change, including sea level rise, more extreme storms, rising temperatures, and drought, pose threats to the vitality of the region’s wildlife. Multi-Benefit Projects Working with representatives from different stakeholder groups and agencies can allow for integrated projects that benefit both natural assets and shoreline communities in the region. Natural and nature-based infrastructure is a key component in planning and implementing projects to meet multiple objectives, including flood protection, habitat creation, and water quality improvements. A multi-benefit project might expand a wetland to provide additional habitat for threatened species, while also developing a natural levee that reduces the risk of storm surges for shorefront cities. A flood control channel can be redesigned to take advantage of natural processes to deliver sediment to tidal marshes while reducing maintenance dredging costs and increasing flood capacity. CASE STUDIES Oro Loma Horizontal Levee In the face of rising tides near essential wastewater treatment plant facilities, planners, engineers, and scientists came together to design and construct an experimental horizontal levee, which mimics the natural slope of historic wetlands into upland areas. This project, located on a 10-acre field next to the Oro Loma Sanitary District’s San Lorenzo wastewater treatment plant, takes in treated water from the Oro Loma facility at the top of the horizontal levee and lets it flow through the soil to sustain and be treated by native plants. Resilience Outcomes: - Creates wildlife habitat with vegetated levee - Removes nutrients that jeopardize water quality - Protects critical infrastructure and adjacent communities by slowing storm surges and buffering rising seas Photo Credit: City of San Jose/Hargreaves Associates South Bay Salt Ponds The South Bay Salt Pond Restoration Project is the largest tidal wetland restoration project on the west coast, with more than 15,000 acres of former commercial salt ponds restored to a mix of tidal marsh, mudflat, and brine-wetland habitats. The project provides much-needed habitat for endangered and other native species, provides large areas of contiguous habitat to boost biodiversity, and improves water quality through restoration of the tidal cycle. Resilience Outcomes: - Provides thousands of acres of habitat for native species - Improves public access and expands public awareness of the restored habitat and risks posed by climate change - Protects surrounding communities with tidal marshes Photo Credit: Judy Irving, Pelican Media Living Shorelines This multi-objective habitat restoration project used a living shorelines approach to enhance and protect physical and biological resources along the coast of San Rafael and Hayward. The project constructed oyster reefs and eelgrass beds, providing habitat and associated ecosystem services. Resilience Outcomes: - Installed and increased eelgrass which is habitat-critical for Bay Area native species - Installed habitat for Olympia oysters, attracting over four million oysters - Enhanced habitat complexity and function at the project site, increasing invertebrate, fish, and bird abundance - Reduced wave energy by 30% at the project site with new reef structures, protecting the shorelines Yosemite Slough The two-phase restoration of Yosemite Slough will result in restoration of 34 acres of habitat, including 10 acres of tidal wetlands, bird nesting islands, and transitional areas to buffer sensitive habitats. The slough is the largest contiguous wetland area in San Francisco County. The completed Phase I transformed a site covered with dilapidated warehouses, contaminated soils, and construction debris into 7 new acres of fully restored tidal wetlands. Resilience Outcomes: - Provides habitat for wildlife and improves water quality - Prevents erosion along the San Francisco shoreline - Buffers storm surges and minimizes impacts from sea level rise - Gives residents a clean, natural recreation area - Increases awareness of restoration and natural habitats through youth education and community involvement Photo Credits: California State Parks Foundation Flood Control 2.0 The project is a regional effort aimed at helping restore stream and wetland habitats, water quality, and shoreline resilience around San Francisco Bay. The project leveraged local resources from several flood control agencies to redesign major flood control channels to provide both future flood conveyance and ecological benefit under a changing climate. Resilience Outcomes: - Increases community awareness and education through engagement - Advances strategies for flood control - Provides multi-benefit conceptual models and cost-saving restoration options for other flood control channels Photo Credit: Flood Control Interested in learning more about how to build resiliency in your community? The following steps can get you started. Discover these resources and learn more at www.sfestuary.org/resiliency. 1. Planning for Change Incorporating the anticipated impacts of climate change into planning efforts can help protect essential infrastructure and strengthen the fabric of the entire Bay and Delta regions. A number of regional organizations, including SFEP, the San Francisco Bay Conservation and Development Commission (BCDC), the Association of Bay Area Governments (ABAG), and the Metropolitan Transportation Council (MTC), have developed plans and resources to assist communities in preparing for climate change. 2. Data & Research A number of tools have been developed for use by land managers and governments to consider the impacts of climate change on their project or community. SFEP has worked with scientists, researchers, and nonprofits to compile data about the Bay into accessible resources, and ongoing monitoring offers insights into the best ways to manage change. 3. Project Implementation Leveraging the region’s wealth of experts, funding, and political assets necessary to implement successful resilience projects can help your community achieve multiple goals and support the overall health and safety of the estuary. Multi-benefit projects can use natural infrastructure to build resilience, reduce pollutants, create valuable shoreline open space, and restore essential habitat for species. ONLINE RESOURCES - Regional plans and guidance documents, including Plan Bay Area - Adaptation and natural infrastructure case studies, such as those developed in the Adapting to Rising Tides project - Sample policies, provided through ABAG’s Resilience Program - Comprehensive mapping resources, including sea level rise projection viewers - Quantitative outcomes from natural infrastructure projects in other Bay Area communities - Overview of funding opportunities to design and implement multi-benefit natural infrastructure projects - Case studies from successful multi-benefit projects in the region www.sfestuary.org/resiliency ABOUT SFEP The San Francisco Estuary Partnership (SFEP) was established more than 25 years ago by the State of California and the US Environmental Protection Agency to prepare and implement a plan to better protect and restore the estuary. SFEP is one of 28 National Estuary Programs across the country. Today, SFEP manages over $100 million in regional restoration, water quality, and climate resiliency projects. The partnership is a program of ABAG. Visit us at: www.sfestuary.org
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Creating Well-Rounded Human Beings, by Deena Reedy, D.M A In the quest for the secret of music, a "man-made art", Dr. Suzuki determined, "Even if I had no talent, and even if my progress was slow, I determined to plod on step by step toward my goal of becoming a whole, well-rounded human being. I did not hurry, but I did not rest either. I endeavored ceaselessly. And it gave me both peace of mind and something to live for." When I began my journey as a Suzuki teacher over 15 years ago, I had been teaching students the traditional way, just as I had studied my instrument. There were many things that always struck me about Suzuki students that I had seen perform over the years, not the least of which was how fearless they were about performing from memory and, of course, how young they could begin learning and with such an atmosphere of fun and joy! However, the overall goal of creating a well-rounded human being with a beautiful heart was very appealing. Recently, this has taken on an entirely new meaning for me. Although I have had many students over the years that have put forth great efforts and have studied for many years, this marks the first year I will see a student complete her private music education from age 4 through high school graduation. I had no idea what a joyful journey it could be. Witnessing a person grow from a young child into a beautiful human being is a rare gift I would not have been able to experience without the Suzuki approach to teaching. For many of the early years, I was amazed at this student's progress, nurtured not only by her weekly lessons, but her interest in the flute and desire to work hard and especially by her mother's constant and gentle guidance. This student quickly developed an excellent and disciplined work ethic under her mother's direction, coupled with my suggestions. Although I thought we might never reach a point where she would abandon her excellent practice habits (as happens with practically all students at some point), it became an issue about midway through high school. She was getting by with little practice, playing in orchestra, but not making much progress. Her parents had a heart to heart conversation with her, and told her if she didn't start showing some effort, that they wouldn't continue paying for lessons. Of course, every child is different, but in this case, this was the wake up call she needed. She realized she didn't want to stop her lessons and began to practice more diligently again. However, if the work ethic hadn't been so successfully established early on, and our student/teacher relationship hadn't been cemented by years of working together, she might have made a different decision. No matter what struggles one may experience, try to remember that the long term end result of developing a well-rounded human being far outweighs the short term struggle. In addition to music, it's been incredible to see this student grow physically taller (we used to measure her height on my arm, but now we'd have to do the reverse), emotionally more mature, learn to work successfully with other musicians, excel in swimming and become a wonderful human being inside and out who has chosen a college and a career path. In order to accomplish this well-rounded persona, though, there were choices that were made to help maintain a balance; my student didn't do every competition or recital, but kept a balance between music, swimming and other activities. (I think we as teachers need to remember to do our part to help facilitate these choices.) Although she will not have music as a major, she has assured me that she will seek out opportunities to continue playing, because she loves to play. In closing, I would like to share one other quote from Dr. Suzuki: "Teaching music is not my main purpose. I want to make good citizens. If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline and endurance. They get a beautiful heart." Having now experienced this purpose from a long term perspective, I look forward to experiencing this transformation in many more students for many years to come. “Summer: Ready or not, here it comes!” by Amy Norton, Suzuki Violin Teacher It seems that as soon as the weather starts warming up, students and parents alike can’t wait for long, lazy summer days free from carpool, early morning wakeups, and endless commitments. As a parent and a teacher, I get excited about unscheduled summer days because all the free time equals more practice time and lots of progress for my students and my children, right? The truth is, the very thing that makes summer so wonderful can sometimes make consistent practicing and progress difficult. It can be tricky to practice consistently during the season of camping, water fights and spending time with friends and family. Unfortunately, summers without practicing can lead to months of work to regain skills that were mastered in May! With some advanced planning and preparation, summer can be a time of great progress. Here are some ideas from Suzuki teachers and families to keep motivation and momentum during the summer months. Work for Consistency. We all know that 7 days in a row of practicing, even in small amounts, leads to greater progress than practicing long amount for 2 days. Schedule a time every day for practicing, and stick to it. Mornings right after breakfast works great in my house. Suggest to your children that the practicing gets done before friends or video games, and if you know you have a busy day ahead, get up a little earlier to get the practicing in before you set off on your adventures. Have a plan for vacations. While it’s not always possible to travel with instruments, sometimes a little creativity can keep the momentum going. Take your instruments along on your vacation and perform for family members and friends. Take a practice break at a rest stop! I once heard about a piano teacher who challenged her students while vacationing to find a piano to play on every day and take a photo to send back to her. And don’t forget about the listening! Even if you can’t bring your instrument on a road trip, think of how many repetitions of your current book CD you can accomplish during your long drives or flights! Set Goals. Summer is a great time to set new practice goals. Work for 7, 14, 30 or more days in a row without missing and then celebrate your accomplishments. Make a goal for the whole summer of repertoire to learn or a specific technique to master and chart your progress. Be flexible and have fun! Summer is a great time to be creative in your practicing. Take your practicing outside for a day, invite a music friend over and have a “practice playdate” where the children practice then play together. Watch for outdoor concerts and events to motivate and excite your students. Don’t forget about Summer Institutes! These wonderful, focused weeks can be just the shot of motivation you and your student need. There’s nothing like the energy that comes from associating with amazing friends and faculty from all over and the new ideas you can take from the classes and concerts you attend. With a little planning and thinking ahead, summer can be a time of great progress. Here’s to a summer full of great musical fun and accomplishment! ASA Fall Workshop on October 21 and 22, 2016. The 2015 ASA Fall Workshop will take place on October 21-22 at Orangewood Church in Phoenix. The two-day workshop includes Friday Master Classes for Book 4 and above students, from 4 to 7 pm, with Suzuki violin, viola teacher, Terry Durbin, and Suzuki cello teacher, Carol Tarr, a Saturday Workshop for violin, viola and cello students, and a Teacher Workshop. Schedule: Friday Oct. 23, 4:00 -7:00 pm- Master Classes with Terry Durbin, violin, viola and Carol Tarr, cello. Saturday Oct. 24, 9:00 am -3:00 pm - Student Workshop for Suzuki violin, viola, and cello students. The day will conclude with a workshop concert at 2:00 pm. Saturday Oct. 24 3:30 - 5:30 pm - Teacher workshop with Terry Durbin: Group Lesson Ideas and How to Make Group Lessons Work for You and Your Program. Dr. Timothy (Terry) Durbin’s unique brand of teaching excellence makes him one of the most sought-after clinicians/conductors in the country. With infectious enthusiasm and inspired musicianship, he brings smiles and laughter to students throughout the United States and around the world. His dynamic teaching career includes over 800 workshops and institutes! His performance and teaching career stretches across the United States and Canada into Bermuda, Germany, Italy, China, Hong Kong, Malaysia, Indonesia and Singapore, and he has recorded two CDs, including the complete chamber music of Marcel Dupre for the Naxos label. He has been appointed principal conductor of the Cave Run Symphony Orchestra for the 2016-17 season. He has directed the South Dakota and Montana All State Orchestras. He is the holder of the American Suzuki Institute Suzuki Chair Award for 2013. Terry Durbin is also an accomplished composer and notable arranger. Dr. Durbin holds a DMA in orchestral conducting from Claremont Graduate University in Los Angeles, California, a Masters in violin performance from the University of Illinois, an undergraduate degree in violin performance from the University of Alabama, and is currently the director of the Suzuki String Program at the University of Louisville. He is a registered teacher trainer with the Suzuki Association of the Americas. Terry lives with his wife, Sandy, on 140 acres north of Lexington, Kentucky. They have three children and two grandchildren. He believes in the magic of music’s power to enrich our lives. Carol Tarr teaches at her home studio in Lakewood, CO, and long-term training at the University of Denver, Lamont School of Music. She has twice been president of Suzuki Association of Colorado. Her activities for the SAA include member of the cello committee, board of directors, Suzuki Principles in Action committee, and cello-coordinator for conference 2010. Carol loves to work with students, parents and teachers. Phoenix Piano Group News, by Gloria Elliott The Phoenix Piano Group of the ASA recently held their annual graduation concert with 33 students from 5 studios participating after having passed an audition in April. The Arizona Book 1 Level Christmas Day Secrets through the International Level 4 Haydn Sonata No. 48 were all represented and the picture accompanying this article shows students with their trophies during the final bow. The recital was held at My First Piano in Mesa on May 7. Master Teacher, Bruce Anderson, taught Arizona students from March 1 – 6. Five Phoenix teachers had students participate. Mr. Anderson was the first American piano teacher to do extended study in Japan with Suzuki Sensei and Kataoka Sensei for 3 years. That education in addition to his own masters degree and years of experience provide a broad range of knowledge and technical skills to share with teachers and students. His exciting way of helping students learn to really hear what they are playing can improve a student’s playing in just one lesson. ASA-PPG looks forward to his return next winter. In addition, Dr. Karen Hagberg will teach in Arizona in the fall of 2016. Arizona piano teachers using the Suzuki approach feel that students and teachers gain from the perspectives shared by these master teachers and our goal is for all students to have at least 1 and hopefully 2 master classes each year. If advanced students can benefit, surely beginning students can — and they do! The February workshop with Japanese teachers went very well with teachers registered from Canada, all west coast states, Nebraska and Arizona participating. Sixteen Phoenix area students were selected for the Friendship Concert held at the Kroc Performing Center. Twenty-eight area students participated in master classes. The Kick-Off Concerts in January in Mesa with private pizza buffet and organ concert at Organ Stop Pizza were enjoyed by 38 students and their families and relatives. ASA-PPG Students at their Graduation Recital Teacher’s Column Would you like to be listed on the Arizona Suzuki Association Website as a registered Suzuki Teacher? Just register today at www.azsuzuki.org Name__________________________________________ Instrument_______________________________ Address_______________________________________ City___________________________________________ Phone_________________________________________ Email__________________________________________ Or, fill out this form and send it to Mary Wilkening, 1157 E Acacia Circle, Litchfield Park, AZ 85340 with your $10 annual dues. On the Road: Summer Travel Tips for Musicians By Laura Tagawa, ASA President, Violin Teacher If your plans take you on the road this summer, here are some tips for travelling musicians! Before the trip I recommend making sure you have all the supplies you need while travelling. For string players, this includes rosin, polishing cloth, an extra bow (if possible) and an extra set of strings. Even if your strings are new, it’s funny how as soon as you leave home they seem more likely to break! This could be because of the change in temperature and humidity, or because you may be playing more than usual (if attending a summer music camp). Never the less, it is good to be prepared since you may not have access to a music store in your area while travelling. Also be sure to pack all your music books. It may save to space to photocopy the music you will need and put it in a binder, rather than bringing a lot of heavy books. If travelling by air, be sure to check with the airline for size limitations for carry-on items. For violinists, bring the smallest size case you can. Consider asking your teacher or friend to borrow a travel size case if you play a full-size violin. If travelling with a fractional size violin it should fit in the overhead without any problem (never check it with your checked bags). If you are a cellist, check with your teacher about travelling with a cello on an airplane, or the possibility of renting or borrowing a cello at your destination. If travelling by car, always bring your instrument inside with you, especially if travelling in warm/hot weather. If you must leave your instrument in a parked car, be sure it not visible so it is not a target for theft. Also be sure it is never in direct sunlight. Once you arrive at your destination, always check the condition of your instrument. It can be exciting practice in new places while travelling. If staying at a hotel or sharing space with others, a practice mute may come in useful. Try playing outdoors if the weather is nice, and enjoy the change from your home routine! Here is a checklist of things to bring, especially if you are attending a summer institute or camp. Enjoy your summer travels and music!!! Travel checklist for musicians: - Instrument (with an extra bow, if possible) - Shoulder rest (violin and viola), rock stop (cello) - Rosin and polishing cloth - Extra set of strings - Practice mute - Music - Pencils - Folding music stand - Tuner News from NAU School of Music 2015 Curry Summer Music Camp at NAU - Dates: Senior Session: June 19- July 2 (entering grade 9 - 13 in fall 2016) Junior Session: July 3 - 9 (entering grade 7 - 9 in fall 2016) Learn • Work with NAU School of Music faculty and renowned musicians from across the country • Full ensemble rehearsals with outstanding clinicians each day • Attend master classes, sectionals, and other courses that expand knowledge and appreciation of different facets of music • Private lesson and chamber coaching opportunities Perform • Finale ensemble concerts in Ardrey Memorial Auditorium at the end of each week • Audition to perform for peers in the annual Student Honor Recital, Student Chamber Recital, and Variety Show • Pianists perform in recital on the stage of Ardrey Memorial Auditorium at the conclusion of each session Enjoy • Established in 1950 by Dr. Jack Swartz • Surrounded by the San Francisco Peaks on the Northern Arizona University campus in Flagstaff, Arizona • Attend concerts, recitals, and other fun activities such as the talent show, dances, movie nights, camp games, and more! Go to www.nau.edu/music camp. for more information. It’s our 20th Birthday! The Arizona Suzuki Association was incorporated in April, 1996. We held our first Fall Festival on November 2, 1996 at Bethany Community Church in Tempe. The clinicians were Rodney Farrar, cello, and Doris Koppelmann, piano. Watch for a trip down Memory Lane in the upcoming issues of the ASA Newsletter. ASA Board of Directors 2016-2017 The ASA Board for 2015-2016 Laura Tagawa, President, Violin Chris Mahar, Treasurer, Parent Bonnie Roesch, Secretary, Violin Mary Wilkening, Newsletter, Webmaster, Cello Kylie Ahern, Violin Eunice Elie, Violin Christi Elie, Violin, Viola Amy Norton, Violin Megyn Neff, Violin Louise Scott, Violin Gloria Elliott, Piano Kari Weldon, Voice ASA members will receive a link from Survey Monkey to vote for our Board of Directors. How About a Music Camp This Summer? Here are some suggestions: 1. Curry Summer Music Camp at NAU. Junior Camp is July 3—9. Senior Camp is June 19—July 2. For more information go to www.cal.nau.edu/camp. 2. Prescott’s Chaparral Musicfest Suzuki Piano and Violin Academy (For Suzuki Piano Students in Books 1—3 and Suzuki Violin Students in Books 1—4; Ages 6—12); The dates are June 8—11. For more information go to www.chaparralmusicfest.org. 3. West Valley Youth Orchestra Chamber Music Summer Camp with Quartet Sabaku for students in Suzuki Book 2 or above or comparable traditional students. This camp is held in Goodyear June 6-10. For more information go to www.wvyo.org. See www.suzukiassociation.org for more Suzuki Camps ASA Fall Workshop with Terry Durbin and Carol Tarr, October 21 and 22, 2016 It’s Arizona Suzuki Association’s 20th birthday! Plan to come to the Fall Workshop and help us celebrate.
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From the Headmaster’s Desk Competition and Sport at WPPS Our aim in terms of our sport is to develop a love for sport and exercise which will be lifelong for all our boys. We also want them to enjoy participating, and being part of a team, as we believe that there are numerous benefits from this. Furthermore, we want to expose our boys to healthy competition, which is designed to build their character and grit. Competition is very important in our pursuit of excellence in all that we do at school, whether it is in the classroom, on the stage or on the sports field. Providing a competitive environment creates a drive amongst pupils to achieve at the highest level and this is something we all acknowledge as good and sound. Catherine Holecko maintains that: “Experts in both youth sports and child development agree: Kids are not ready for competition until they are at least 8 years old. Before that, they just can’t handle the stresses of winning, losing, and being measured and scored on their performance. For children under eight, sports should be about physical activity, having fun, learning new skills, and laying the groundwork for good sportsmanship.” Competition in young children can actually encourage them to become selfish, narcissistic and inwardly-focused rather than have compassion or empathy for others. Having spoken to many of our teachers they tell me that many of the boys who were involved in galas and athletics competitions at U7 and U8 levels, did not cope with the stress and the demands placed on them and often landed up in tears. Catherine Holecko also points out: “There’s an important distinction between ‘competing to win’ and ‘competing to excel.’ Competing to win means trying to ‘dominate and outperform’ others, while competing to excel is about ‘performing well and surpassing personal goals.’ It is clear from our experience as educators that boys as young as seven and eight find it difficult to make this distinction, and this then results in destructive competition. Furthermore, the selection of teams at the U7 and U8 level is very difficult for the boys to deal with at this age as they do not understand why they have been chosen for a team, as their perception of themselves in relation to others around them has not fully developed. In addition, it has been found that age at this level plays a major factor in skill proficiency, size and ability that would then result in all the boys born at the beginning of the year being chosen for the A teams. By having selection at U7 and U8 level we will be giving far more impetus and motivation to the older boys in each cohort to the detriment of the talented boys who are born after July. If we acknowledge that these are aspects that are important to take into account when dealing with sport competition at school, then our challenge at WPPS is how we should deal with the introduction of competition in sport so that the boys develop a positive, healthy and empowering competitive environment during their progress through the school. At the same time, we should be committed to unlocking every boy’s talents and providing him with the opportunities of developing skills so that he can achieve personal excellence. Firstly, we need to introduce our boys to competition gradually so that they are emotionally mature enough to deal with it. If our aim is to unlock and develop each boy’s God-given talent then we need to get our boys to participate in and enjoy all the different activities on offer without being graded and measured at U7 and U8 level. In the early years we should choose teams at random without grading them from A to F. We need to give our boys the space to give it a go. We are already doing this in our academics where boys are not given marks and are not graded in the early years. The same should happen with our sport. We believe that our boys should not be put into teams or compared against each other formally until they reach Grade 3. In our experience, we find that the boys in Grade 3 find dealing with team selection and graded performance (1st, 2nd and 3rd) difficult to come to terms with and so we have to work hard on this, even at this level. When I first arrived at WPPS, one of the biggest challenges I faced was a reported bullying culture and a great deal of hurtful behaviour amongst the boys. When I asked the boys why this was, a great number of them put it down to the ultra-competitive environment they found themselves in and the resultant jealousy that came from it. In order to mitigate against this, we felt that it was important to grow and develop a culture of healthy competition and a movement towards the use of competition to grow every boy’s personal excellence. This has resulted in us making several changes at the school to make it a place where every boy feels motivated, safe, secure, happy and keen to learn. It should be pointed out that there are only two things that we have changed at WPPS in terms of our approach to sport. The first is that we have withdrawn our boys in U7 and U8 from participating in inter-school galas and athletics meetings, as the choosing of the teams forces us to go against our sports philosophy. The only other thing that we have changed is that our boys do not get awarded trophies for winning the Pre-Prep and U7 and U8 at our annual Inter-House Cross Country event. These races still take place, but are seen as fun runs for the boys. Each boy decides how seriously he wants to engage in the run. The boys in Grades 1 and 2 continue to do sport for three hours per week. This is very much in keeping with what all the other schools in our area are doing. This time is designed to introduce the boys to different sporting codes and the emphasis is on skill development, mastery, participation, team development and enjoyment. This is preparing the boys for the sports they will encounter in Grade 3. We actively pursue the organisation of Grades 1 and 2 Festivals with boys from other schools, so that they are exposed to team competitions. In line with our vision and mission, we also concentrate a great deal on developing the correct attitude in our boys as far as their sport is concerned. This means that they need to learn that what they put in in terms of practice time will have positive results for their skill development. We try to teach them about discipline, drive, determination, resilience, grit and perseverance. Furthermore, we need to teach our boys to work together in teams so that they learn the power of collaboration and co-operation. When our boys leave school they will be part of a world where they will be a member of a team. How they conduct themselves in a team will be so important, and this makes what we do in terms of educating them about working together in a team, absolutely essential. It is inspiring when a team comes together and produces something special, where the whole team working together is greater than the sum of its separate members. The aim here is not exclusively on winning and beating others, but on the power of collaboration and teamwork, where members are fighting together for the benefit of all. The team should not only be judged by its results, but also by its collaboration, fighting spirit, encouragement of team members and its sportsmanship. In a team that works well, all members learn and develop beyond what they could do on their own. I believe that if we focus on these aspects in our sports programme, then all our boys will benefit and they can all become winners as they better themselves by making progress and driving towards personal excellence to become the best they can be for the world. Through this approach, we will also grow and develop a culture where there is working together of the boys and greater empathy and kindness between them. We will be working towards empowering and uplifting every boy at Wetpups. SIMON WEAVER A reminder that rugby and hockey team photos will take place on Tuesday. Please remind your boys to pack their correct kit for the photograph. RUGBY We welcomed Bishops Prep last Saturday with a full round of fixtures. There were some really exciting games throughout the day. With both schools adopting a similar brand of play, it was great to watch quick and expansive running rugby from all the age groups. Well done to the U11A and U9B teams for continuing their awesome rugby season thus far, as well as the 1st XV for showing huge character and drive. Tomorrow, we will be playing away against Sweet Valley. HOCKEY Our U13 A and B boys had the opportunity to play visiting teams last Friday, with the A side playing a return fixture against Bridge House School. The boys picked up where they had left off against Bishops on Wednesday playing very exciting and dynamic hockey, deservedly running out as 6-1 winners. The B team also did well, and beat Applewood from Elgin, 5-2. This week we returned to Rondebosch, and it was very pleasing to see our teams playing well against our opposition - the U11s have improved hugely and are looking better by the week. Another outfit that is playing with increased confidence and enthusiasm is the U10C team, that seems to be on a high after its maiden win against Bishops last week. We wish the U12A squad all the best as they head down to Reddam for an afternoon of hockey in the annual Reddam House U12 Hockey Festival. Well done to all those who played this week. We look forward to next week’s fixtures against Reddam. CROSS COUNTRY: Last week’s race at Zwaanswyk Academy took place in very cold conditions. Well done to: U9: Matthew Ratcliffe (2) and Jamie Thomason (8) U10: Nicholas McLagan (5) U11: Nicholas Axten (2), Chris McLagan (5) Rupert Robinson (17) and Simon Le Feuvre(18) U12: Jake Fenn (1), Max Marr (6) and Christian Gloyne(7) U13: James Le Feuvre (17) Thank you to the boys for giving their best. Today’s race is taking place at Sun Valley. Good luck to all our runners. SQUASH Our A team boys had another tight fixture last week against Bishops. Special mention must be made of Calum Daniels, who played one of the best games of squash we’ve seen in several years. Our B and C teams look forward to their round of fixtures at home against Fish Hoek this Friday. “Stop acting as if life is a rehearsal. Live this day as if it were your last. The past is over and gone. The future is not guaranteed.” American self development writer Wayne Dyer (1940-2015) One-to-One For the past 37 years, the service communities of Cape Town have come together to convene a unique day of fun, laughter and excitement, exclusively for approximately 3,500 guests with special needs. They, and other sponsors, are responsible for the considerable costs involved. One-to-One takes the form of a fun fair, with all the delights normally associated with this type of event, including live entertainment. The guests are accompanied by their “friend for the day”. These friends are all volunteer members of the public, who come from all walks of life. A wonderful feature of the day is that it has proved how naturally citizens, from all parts of our city, interact with each other for the benefit of those less fortunate. One-to-One is unique to Cape Town and South Africa. There is no other event that hosts this number of people and involves so many diverse organisations, schools, student and social groups. The focus is solely on the entertainment of the less abled folk of our city. Boys from Grades 6 and 7 participate on the day, convening a stall at which guests can win prizes. We rely on the Wetpups community to help us ensure that our stall is one of the highlights the year’s event. Please look out for an email containing information relevant to your specific grade’s involvement. Grade 4 Spreading the Joy The Grade 4s decided to celebrate Mandela Day by spreading some Madiba magic in their community. Sixty-seven minutes were spent writing heart-felt messages of joy. There was much excitement as they set off around the school to share their messages from their ‘Packet Full of Joy’. What was so special is that both the receiver and the giver shared the wonderful feeling of joy. The boys took their packets home to spread more joy in their broader communities. Fun Night Thank You A thank you event was held for the Fun Night Reps on Wednesday. We would also like to extend another huge thank you to our whole school community for helping to make the event the success that it was. The total profit was R373 000. This is a fantastic amount and will go towards the overall pool of funds raised from our fundraising events this year. These funds will go towards the WPPS Scholarship Fund and upgrading of the classrooms, which will help to enhance the learning spaces and facilitate better learning opportunities for the boys. Thank you to the Fun Night team and all involved. Eden Road Notes NOTICE TO ALL PARENTS When collecting your son early for an emergency appointment as arranged with your son’s teacher, kindly report to the office and refrain from going straight into the classroom during teaching time. Junior Prep boys are to wear WPPS rain jackets only. AFTERCARE Parents are reminded please to call the aftercare directly after 12:30 on 081 497 6347. ABSENTEEISM Any boy who arrives late must report to the office. If your son is absent, kindly inform the office by 08:00. If he has been off school for three days or more, please provide a doctor’s certificate. Please contact Mrs Jacobs on firstname.lastname@example.org or 021 674 1455. Please note that the Headmaster must be notified timeously, via email email@example.com of any leave of absence holiday, leave to attend a family function or missing a compulsory school event etc. Such leave of absence is viewed seriously and should only be requested in exceptional circumstances. Grade 7 African Marimba Ban Performance in Newlands Road Assembly on Monday Grade 1R STEM Activity This week the boys continued to experiment with density. They tested an egg in pure water and salt water. We revised words like solution, density and saturated. We also tested the egg in warm and cold water as well as a hard boiled, peeled egg. The discussion within the groups was amazing! The Grade Ns ended their “Day and Night” theme by having Pyjama Day last Friday. This included enjoying hot chocolate and marshmallows by candle light. We ended this theme with an outing to Kirstenbosch on Monday, where they learnt about all the nocturnal creatures that visit the gardens at night. Grades 4 to 7 Art Adam Cloete-Hopkins Graham Seaward Matthew Thomas Robert Carr Nicholas Weir celebrating life and learning
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DeSoto State Park's Junior Ranger Handbook Name:_________________ Hello! Welcome to DeSoto State Park, the home of Mother Nature. I am so glad you are here and would like to be a DeSoto State Park Jr. Ranger. It is not going to be easy. A Jr. Ranger has got to love and be curious about nature. You have got to want to conserve & protect our fragile environment. To become a DeSoto State Park Jr. Ranger you will need to follow the requirements on the next several pages. Clues & tips can be found all over the park to help you finish the activities. When you finish meeting all the requirements you will receive your official Jr. Ranger Certificate. Thank you for your help & good luck! IN ORDER TO RECEIVE YOUR JUNIOR RANGER CERTIFICATE YOU MUST FILL OUT THE INFORMATION BELOW AND TURN IN THIS ENTIRE BOOKLET AT DESOTO STATE PARK (Lodge or Country Store) Booklet & certificate will be mailed to you. Please print as clearly as possible. Participant Name: ____________________________ Complete Mailing Address: ______________________ Age: _________________________________________ Phone Number: _______________________________ Number of Room/Campsite/Cabin (if guest): ______ What date will you be leaving? _________________ Email (optional) _______________________________ Information about weekend activities & programs is available at the Country Store, Lodge & Nature Center. See www.ALAPARK.com>DeSoto>Park-Events for full calendar of events. Junior Ranger Requirements: 1. Attend 1 guided hike or program. (If available) 2. Hike at least two of the trails in the park. 3. Visit the Nature Center Name two live animals you saw in the Nature Center: 1. _______________________ 2. _______________________ 4. Visit 5 or more of the following: _______ DeSoto Falls _______ Little River Canyon _______ Indian Falls _______ Old CCC Rock Quarry _______ Needle Eye Rock _______ Lost Falls _______ Sallie Howard Memorial Chapel _______ Laurel Falls _______ Azalea Cascade _______ Lodge Falls 5. Collect any litter you see while hiking in the park. (Ask at the Country Store for trash bags) 6. Complete the exercises in this Jr. Ranger Handbook. As you Hike, remember: Be aware of potential hazards! This small creeper can crawl along the ground, grow into a bush, or up a tree. It always has 3 leaves & can camouflage itself among places that you may want to explore. Sounds innocent, right? Not! This plant can cause an allergic reaction on your bare skin. Stay on the trails in the park & be safe! These arachnids are very tiny and parasitic, meaning they feed on blood. Ticks crawl on shrubs & grasses waiting for host animals to pass by. They quickly let go of the plant and then crawl on the host. Be sure to check your hair & body after being in the woods. -All kinds of snakes can be found in the woods, though not very often. A snake’s most common form of defense is avoidance; they don’t want to see us as much as we don’t want to see them! If you happen to see one on the trail, step back, give it space and they will quickly slither off of the trail. They are protected in a state park. Leaf Shapes Botanists are people that study all about plants, including the sizes & shapes of leaves. Trace around the leaf shapes & look at plants while out hiking to help you become a botanist. Poison Ivy 'Toxicodendron radicans' Sweetgum 'Liquidambar styraciflua' Tulip Poplar 'Liriodendron tulipifera' Dogwood 'Cornus florida' Sassafras 'Sassafras albidum' Red Maple 'Acer rubrum' White Oak 'Quercus alba' Alabama the Beautiful! Use the above words to finish the puzzle Down 1. Alabama's State Wildflower is the ______. 2. Alabama's State Bird is the ________. 3. Alabama's State Tree is the ______ ______. Across 4. Alabama's State Insect is the ________. 5. Alabama's State flower is the _____. 6. Alabama's State Game Bird is the ________. The Civilian Conservation Corps built DeSoto State Park in the 1930s over 80 years ago. Find the words about the CCC in the puzzle below. Memorial Quarry Shelter Roads Cabins Star Drill Hoover Dedication Civilian Corps Roosevelt Conservation Restaurant Skilled Trails Sandstone DeSoto State Park Quiz Use the words below to solve the puzzle. ~Across~ 3. DeSoto’s Mountain Inn Restaurant was built in the original _____ dating from the 1930s. 4. DeSoto State Park was named for Hernando DeSoto, a Spanish _____. 6. Little River _____ was originally called May’s Gulf.. 12. The Pink Lady Slipper is Alabama’s largest native ______. 13. Park _____ help to protect the park. 14. The rare Green______ can be found in DeSoto State Park. 16. The Sallie Howard Memorial Chapel was built by ______Howard in memory of his wife. ~Down~ 1. The _____is Alabama’s state nut. 2. The _____Pitcher Plant is endangered in Alabama & can only be found in small colonies. 5. Digging or picking ______ is not allowed in state parks & other protected lands. 7. Alabama’s state ______ is the Red Hills Salamander. 8. DeSoto State Park was the largest state ___ in Alabama at the time of its dedication. 9. The Green Pitcher Plant is ______ in Alabama & can only be found in small colonies. 10. Little ______flows almost its entire length atop Lookout Mountain. 11. DeSoto State Park was_________on May 24, 1939. 15. A. A. Miller built the ____above DeSoto Falls in the mid 1920s. Connect the dots to see the picture. Green Pitcher Plant Did you Know? Green Pitcher Plants are carnivorous, meaning they eat animals & other organisms. This plant is only found in 3 states in the world, & is considered critically endangered. All manner of insects, arachnids, & even frog bones have been found in Green Pitcher Plants. Insects & other small animals are lured to the plant by the smell of the liquid trapped in the pitcher. Nature Journaling Do you keep a journal? A nature journal is a way to explore nature and record memories of your visit in nature in a creative way. A nature journal is a place to draw, or write, or paint your observations, experiences, or other cool things you see! This is just for you, so even if you don’t think you can draw well or write well, it is a creative way to record your memories of your visit to DeSoto State Park. Today’s interesting observation: Where I found it: My sketch: It was cool because: Your sketches & notes: Black Bears in Alabama 'Ursus americanus' Word Bank: Sow Garbage Mammal Omnivores Feeding Boar Ounces Anywhere Cub Trees Birth Yearlings Across 3. Black Bears are Alabama’s state _______. 4. An adult male black bear is called a _____. 6. Mother bears give_____ to baby bears during the months of January or February. 7. An adult female black bear is called a _____. 10. _____ are bears between 12 and 18 months old. 11. During hyperphagia in the Fall, bears can spend up to 20 hours a day _______ in order to prepare for winter hibernation. 12. Bears may try to eat people’s _______. Down 1. Black bears are opportunistic _______ meaning that they eat almost any type of food. 2. A baby black bear is called a _____. 5. Cubs weight 8 to 12 ____ at birth. 8. Bears are excellent climbers and will climb ___ for food and to escape disturbances. 9. Black bears can be seen potentially ____________ in Alabama, with males traveling great distances during late spring and summer Fun fact: Black bears are umbrella species, which means that conservation and management efforts that support black bears additionally support many other species as well- both plants and animals. Black Bear encounters in DeSoto State Park fairly rare. If you see a black bear, it requires caution but is not cause for great alarm, as they are seldom aggressive, and attacks are rare. If you see a bear before it notices you: stand still, don’t approach and enjoy the moment. Then move away quietly in the opposite direction. If you encounter a bear that’s aware of you: don’t run; running may trigger a chase response. Back away slowly in the opposite direction, talk in a normal voice and wait for the bear to leave. Visit bearwise.org/bear-safety-tips to learn what to do if a black bear approaches, charges or follows you. Congratulations! You have successfully completed all requirements to become a DeSoto State Park Junior Ranger. Now that you have earned the title of Jr. Ranger, it is your turn to show others how they can help to protect our beautiful state park. I hope that you have had a great time here at DeSoto and that you will visit again! Brittney M. Hughes DeSoto State Park Naturalist DeSoto State Park-Fort Payne, Alabama #desotostatepark To receive emails about events happening in the DeSoto State Park/Little River Canyon National Preserve area, sign up at the Country Store, Nature Center, or Lodge Lobby in DeSoto State Park. www.ALAPARK.com
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Outdoor Discoveries: Environmental Education Activities for National Public Lands Day NEEF National Public Lands Day 1730 Rhode Island Avenue NW, Suite 401, Washington, DC 20036 | 202-833-2933 | NEEFusa.org Introduction Welcome to the ultimate guide for celebrating National Public Lands Day (NPLD) with a focus on environmental education. This special day offers a unique opportunity to bring educators, youth, and other community members together to make a tangible impact on our public lands. Whether you're a seasoned volunteer manager or an enthusiastic educator, this guide is designed to help you lead inspiring and educational activities that not only enrich our natural spaces but also foster a deeper appreciation for the environment among participants. Incorporating youth engagement and environmental education into your NPLD event can: - Expand your target audience by attracting families with children or youth groups - Improve the volunteer experience by adding options for your visitors and allowing them to learn and have fun while also giving back - Connect youth to your public land site and inspire them to become lifelong stewards Our guide highlights three exciting activities that promise to engage and educate: promoting pollinators, exploring biodiversity, and a template for a scavenger hunt activity. Each activity is crafted to provide hands-on learning experiences that connect participants with the natural world while contributing to the health and sustainability of our public lands. Making it Your Own As you plan your event, remember that any environmental education activity you choose to include should ideally have some connection to the event theme or location. While many of the activities found in this guide can be used without modification, there are some simple ways to adapt them to your local event. Here are three suggestions to increase the relevance and effectiveness of an activity: - **Introduction**: Consider what interpretation you can add at the beginning of the activity to add context for your public land, habitat type, or to draw connections to the volunteer activities at the event. - **Customization**: Substitute local species and habitats during an activity to illustrate local connections and importance. - **Conclusion**: Conduct a short debrief after an activity that encourages participants to share what they have experienced, learned, or plan to do differently going forward. Activity Style & Sample Schedule Depending on the type of event you are hosting, you might consider adding activity stations or incorporating dedicated environmental education time into your schedule. Some environmental education activities in this guide are best run as a station where families can come and go, while others require a more dedicated audience. There are merits to each approach. Activity Station A staffed booth with a self-led activity that can be visited at any point throughout the event. Staff or volunteers provide an introduction to set the context, then give the family or child a worksheet or assignment to carry out on their own before returning—perhaps for a prize! The following schedule allows for stations to be explored during volunteer activities and for an hour after the thank-you address. This will help accommodate older youth who may be content to volunteer for the entire two-hour duration of the project, as well as any additional visitors who may not be a part of your volunteer event and are just stopping by. Sample Schedule: | Time | Activity | Details | |--------------------|-----------------------------------------------|--------------------------------| | 9:00 a.m. | Volunteer check-in | | | 9:15 a.m. | Volunteer welcome | | | 9:30 – 11:30 a.m. | Volunteer projects | Project A: Leapfrog Trail | | | | Project B: Star Meadow | | 9:30 a.m. – 1:00 p.m.| Education stations | Activity A: Leapfrog Trailhead| | | | Activity B: Visitor Center Porch| | 11:30 a.m. – 1:00 p.m.| Volunteer clean-up and thank you | | Scheduled Activity Time(s) Staff will lead the activity or hike starting at a particular time that has been advertised ahead of time. If you need a headcount for supplies or staffing estimates, consider adding registration slots to your volunteer registration platform or a free service like Eventbrite. You can also catch sign-ups at volunteer check-in or allow a certain number of walk-ups. Note: According to equity and inclusion best practices, you should only require registration if it is essential to the activity’s function; in these cases, the registration process should be restricted to five questions or less. The following schedule will split the volunteers into two groups, each with a volunteer project rotation. This way, families that are taking advantage of the nature hike will join the next project when your staff is ready for them, rather than show up mid-project. **Sample Schedule:** | Time | Activity | Details | |-----------------------|-----------------------------------------------|-----------| | **9:00 a.m.** | Volunteer check-in | | | **9:15 a.m.** | Volunteer welcome | | | **9:30 – 11:00 a.m.** | Volunteer project | Rotation A| | **9:30 a.m. – 10:30 a.m.** | Nature hike & BioBlitz 1 | | | **11:00 – 12:30 p.m.** | Volunteer project | Rotation B| | **11:00 a.m. – 12:00 p.m.** | Nature hike & BioBlitz 2 | | | **12:30 – 1:00 p.m.** | Volunteer clean-up and thank you | | As you embark on these activities, remember that National Public Lands Day is more than just a day of service—it's a celebration of our collective commitment to the environment. Each activity is a step towards nurturing a generation of environmentally conscious individuals who understand the value of our natural resources and are motivated to protect them. So gather your teams, roll up your sleeves, and let's make this National Public Lands Day a memorable and impactful experience for all! **Idea 1: Designing a Pollinator Habitat** | Recommendations | |------------------| | **Activity Style** | *Activity Station* | | Using an activity station approach—a series of tables with supplies for creating a specific type of habitat—can make this activity easier for staff to manage. Including additional tables for finished work will allow participants to safely store their project until the end of the event. | | **Duration** | 30-60 minutes | | **Age Range** | Grades 6-8. This activity is designed for youth to learn about the importance of pollinators, the threats they face, and how to mitigate these threats. | | | *Adapt for younger participants*: Consider highlighting local pollinators and providing them with research about the selected species. | | | *Adapt for older participants*: Consider providing guidebooks and other reference materials for them to conduct more independent research on local pollinators. The extension activity included in the handout suggests having youth build their pollinator habitat. This could be an optional station for older youth to contribute to pollinator habitat. | **Description:** In this activity, youth will select a local pollinator from a handful of short profiles created by your public lands staff. Once they learn about their chosen pollinator’s diet, habitat, reproduction, and risks, they will use the worksheet to document their pollinator’s preferences and design a pollinator habitat to best suit their needs. To be successful with this worksheet, we recommend hosting a short walking tour of a demonstration pollinator garden, for your activity to be stationed at a prairie lookout, or to print and laminate pollinator habitat examples for reference. You will need to help build a solid foundation of knowledge on the concepts of habitat, predators, and pollinators before you can get started. At a National Public Lands Day service event, you might use your introduction to make the connection between pollinator habitat and invasive species management, litter clean-ups, or whichever service project you are hosting. Perhaps you might consider calling your event a “Pollinator Party” in lieu of a traditional volunteer day—branding your event as part-education, part-fun, part-volunteerism can be an excellent way to attract new families to your public land! We recommend station rotations for a more structured event, or an open house-style event with multiple activity stations if you feel more comfortable with a flexible event schedule. Download the printable worksheet, pollinator background, and lesson plan here! Idea 2: A Mini-BioBlitz for Biodiversity | Recommendations | |------------------| | **Activity Style** | Scheduled Activity | | **Duration** | 60 minutes | | **Age Range** | Grades 6-8. This activity is ideal for a one- or two-hour session and works best for NPLD events focused on environmental education, where you have an engaged audience for an extended time. Other activities may be better suited as supplemental options to engage youth while their guardians volunteer. | Adapt for grades 9-12: This activity can be scaled up and pairs well with a teen-focused volunteer event on National Public Lands Day. **Description:** In this project, youth will engage in a mini-BioBlitz by surveying their local surroundings to determine species richness and whether there are native or invasive plant species in their area. Participants will document this information and evaluate the possibility of invasive plant removal to improve the biodiversity in the area. They will come away from the activity able to identify a few plant species, explain possible consequences of invasive species to the local public land site, practice common biological survey methods, and apply mathematical concepts to measure and analyze data. This lesson plan introduces participants to the concepts of native and invasive species through engaging discussions and a hands-on mini-BioBlitz project. In small groups or individually, participants will identify and document native and non-native plants in their community using identification guides and/or apps. You might consider working in a particular area of your public land site with a few distinct species to make it more appropriate for younger audiences. Participants will select a sampling site, establish a perimeter, and record data on plant abundance and distribution. They will use the worksheet to sketch their site in four quadrants, log their plant findings, and calculate area and abundance. There is an optional extension to the activity to create a biodiversity action plan. **Safety tip:** Be sure to check for poison ivy or other hazards before selecting your site. Download the printable worksheet, biodiversity background, and lesson plan can be found below. iNaturalist is a great tool to take this activity into the 21st century. NEEF hosts an NPLD iNaturalist project that can be used by any member of the public to record and track their findings on NPLD. Empower your young scientists to join this citizen science movement using our project and iNaturalist flyer. Download below. Idea 3: Public Lands Scavenger Hunt | Recommendations | |------------------| | **Activity Style** | Activity Station or DIY Printable Form/QR Code | | **Duration** | 30 to 90 minutes | | **Age Range** | Grades K-8: This activity is ideal for elementary and middle school students but can be adapted for all age ranges (see below) | **Description:** This activity is the most adaptable of the three to fit your event, age ranges, and local interpretive elements. Termed a “scavenger hunt,” participants receive a 3”x4” card and are challenged to color in each respective box as they find examples of biodiversity. This style can be adapted to your event’s theme. A cohesive, successful scavenger hunt has a theme to unify each term. Some ideas for adapting the scavenger hunt include: - **Biodiversity**: The activity guide is prepopulated with simple items like carnivore, prey, fungus, vine, etc. to demonstrate the diversity of the flora and fauna around us. You could substitute other examples that are present at your site to engage participants in different ways. - **Habitat identifiers**: Populate the scavenger hunt grid with terms relating to the NPLD site habitat; for example, “What’s Up with Wetlands?”, “Beachside Explorers”, “Mountain Meadow Mystery”, or “Evergreen Explorers”. You can also incorporate sounds (e.g., a bird call, cicadas buzzing, wind through the trees) and smells into the activity. - **Habitat condition assessment**: Including habitat quality markers in your scavenger hunt is a great way to introduce concepts such as habitat quality, habitat types, and habitat extent to teens and tweens. - **Site history**: Use signage or staff stations to include a land acknowledgement, find evidence of early settlers, and point out environmental justice concerns like redlining or illegal dumping. - **Leave No Trace**: Use signage, staff stations, or evidence of poor LNT ethics to teach about hiking, camping, and outdoor recreation safety and minimum-impact practices. Adapt this for teens by including concepts such as ADA compliance, safety hazards, and sign inventory. **Bonus:** Incentivize this activity with a prize once the full bingo card is turned in, or as a raffle opportunity for an extra-special prize! We recommend a relevant environmental education prize that helps young explorers build their skills and passion, such as a free pass to come back to the park, access to a future paid program at the park with a partner, a junior field guide, or kids’ binoculars. The printable activity guide can be found below. Download the printable activity to use at your event!
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Identify Mountain Flowers of Britain and Ireland Cross-leaved Heath, Erica tetralix Alan R. Walker Notes • Guide starts with an index of English and Latin species names for convenience when reading on-screen. Next is an introduction to placing a plant in its Family. In the main text are descriptions of the floral structures of nine typical Families. • Order of presentation here of 102 species follows that of typical comprehensive guides to flowers of Britain and Ireland. • This guide is distributed online for viewing on screen as an A5 document. For a printed guide take a copy of the Pdf document to a high-street copy-shop and ask for: A5 size, colour, ring-bound. Index. (Asphodels, Avens, Orchids, etc in English are listed as groups.) Achillea millefolium 102 Ajuga reptans 83 Angelica sylvestris 105 Alchemilla alpina 31 Alchemilla xanthochlora 30 Anemone nemorosa 9 Anemone, Wood 9 Angelica, Wild 105 Antennaria dioica 97 Arctostaphylos uva-ursi 72 Arabis hirsuta 46 Armeria maritima 49 Asphodel, Bog 107 Asphodel, Scottish 106 Avens, Mountain 28 Avens, Water 29 Azalea, Trailing 73 Bearberry 72 Bedstraw, Heath 75 Bedstraw, Lady’s 76 Bilberry 70 Bird’s-foot-trefoil 20 Bistort, Alpine 51 Bistorta vivipara 51 Bitter-vetch 19 Bogbean 90 Bugle 83 Buttercup, Meadow 5 Butterwort, Com’n 80 Calluna vulgaris 67 Caltha palustris 7 Campanula rotundifolia 89 Campion, Moss 55 Campion, Red 56 Cardamine pratensis 48 Cerastium alpinum 58 Cerastium fontanum 57 Cherleria sedoides 59 Chickweed wintergreen 64 Chrysosplenium oppositifolium 16 Cinquefoil, Alpine 26 Cirsium heterophyllum 101 Cirsium palustre 100 Cloudberry 23 Cochlearia officinalis 47 Coeloglossum viride 111 Colts-foot 93 Cornel, Dwarf 61 Cornus suecica 61 Cowberry 71 Cow-wheat, Com’n 87 Crane’s-bill, Wood 40 Crowberry 66 Cuckooflower 48 Cudweed, Dwarf 98 Cyphel 59 Daisy, Ox-eye 92 Dactylorhiza maculata 109 Dactylorhiza purpurella 110 Devil’s-bit Scabious 104 Drosera anglica 53 Drosera rotundifolia 52 Dryas octopetala 28 Empetrum nigrum 66 Epilobium anagallidifolium 42 Epilobium brunnescens 43 Erica cinerea 68 Erica tetralix 69 Euphrasia (species) 88 Eyebrights (species) 88 Fairy flax 39 Filipendula ulmaria 24 Fragaria vesca 27 Galium saxatile 75 Galium verum 76 Geranium robertianum 41 Geranium sylvaticum 40 Geum rivale 29 Globeflower 6 Goldenrod 96 Grass-of-Parnassus 33 Gymnadenia borealis 113 Harebell 89 Hawkbit, Autumn 95 Hawkweed, Mouse-ear 94 Heather 67 Heather, Bell 68 Heath, Cross-leaved 69 Helianthemum nummularium 44 Herb-Robert 41 Hypericum pulchrum 35 Kalmia procumbens 73 Lady’s-mantle, Alpine 31 Lady’s-mantle, Intermediate 30 Lathyrus linifolius 19 Leucanthemum vulgare 92 Linum catharticum 39 Lotus corniculatus 20 Lousewort 85 Lysimachia europaea 64 Marsh marigold 7 Meadow-rue, Alpine 8 Index. Meadowsweet 24 Melampyrum pratense 87 Menyanthes trifoliata 90 Micranthes nivalis 15 Micranthes stellaris 14 Milkwort, Heath 21 Mountain Everlasting 97 Mouse-ear, Com'n 57 Mouse-ear, Alpine 58 Narthecium ossifragum 107 Omalotheca supina 98 Orchids: Early-purple 112 Frog 111 Heath-fragrant 113 Heath-spotted 109 Northern-marsh 110 Orchis mascula 112 Oxalis acetosella 34 Oxyria digyna 50 Pansy, Mountain 38 Parnassia palustris 33 Pedicularis sylvatica 85 Pilosella officinarum 94 Pinguicula vulgaris 80 Primrose 62 Primrose, Bird's-eye 63 Prunella vulgaris 82 Polygala serpyllifolia 21 Potentilla crantzii 26 Potentilla erecta 25 Primula farinosa 63 Primula vulgaris 62 Pyrola minor 74 Ranunculus acris 5 Rhinanthus minor 86 Rhodiola rosea 17 Roseroot 17 Rubus chamaemorus 23 Rock-cress 46 Rock-rose 44 Rumex acetosella Saussurea alpina 99 Saw-wort, Alpine 99 Saxifraga aizoides 13 Saxifraga hypnoides 11 Saxifraga oppositifolia 12 Saxifrages: Alpine 15 Golden 16 Mossy 11 Purple 12 Starry 14 Yellow 13 Scorzoneroideas autumnalis 95 Scurvygrass 47 Sedum anglicum 18 Selfheal 82 Sibbaldia 32 Sibbaldia procumbens 32 Silene acaulis 55 Silene dioica 56 Solidago virgaurea 96 Sorrel, Mountain 50 Speedwell, Germander 77 Speedwell, Heath 78 Speedwell, Thyme-leaved 79 Stellaria graminea 60 St John’s-wort, Slender 35 Stitchwort, Lesser 60 Stonecrop, English 18 Strawberry, Wild 27 Succisa pratensis 104 Sundew, Round-leaved 52 Sundew, Great 53 Thalictrum alpinum 8 Thistle, Marsh 100 Thistle, Melancholy 101 Thrift 49 Thyme, Wild 81 Thymus drucei 81 Tormentil 25 Tofieldia pusilla 106 Trollius europaeus 6 Tussilago farfara 93 Vaccinium myrtillus 70 Vaccinium vitis-idaea 71 Valerian, Common 103 Valeriana officinalis 103 Veronica chamaedrys 77 Veronica officinalis 78 Veronica serpyllifolia 79 Viola lutea 38 Viola palustris 37 Viola riviniana 36 Violet, Common dog 36 Violet, Marsh 37 Willowherb, Alpine 42 Willowherb, New Zealand 43 Wintergreen, Com'n 74 Wood-sorrel 34 Yarrow 102 Yellow-rattle 86 Guide to 20 commonest plant Families included here. A start to identifying species is through their Family, using basic structure of individual flowers or flower-heads. Regular = radial symmetry through central axis; irregular = bilateral symmetry. Petal includes petaloid sepals and bracts. Separate regular flowers, 4 petals Willowherbs 42-43 Brassicas 45-48 Bedstraws 75-76 Speedwells 77-79 Separate regular flowers, 5+ petals Buttercups 4-9 Saxifrages 10-16 Roses 22-32 Cranesbills 40-41 Sundews 52-53 Campions 54-60 Primroses 62-64 Ericas 65-74 Separate irregular flowers, 4-5 petals Peas 19-20 Violets 36-38 Louseworts 84-88 Compact head of regular flowers. Docks 50-51 Asphodels 106-107 Compact head of irregular flowers. Deadnettles 81-83 Orchids 108-113 Dense head of varied irregular flowers. Daisies 91-102 This book is for people who walk on the moors and mountains of the botanical area comprising all islands of Ireland and Britain. This upland habitat supports a wide variety of herbs. Their flowers enhance a walk up a grassy hillside, then onto the alpine tundra of the summits. What is a mountain flower? This guide includes many species commonly seen on open land above 250m, but lower in the far north. Of the 102 species in this guide about a third are widely distributed over much of this region and will be also found on the lower slopes of mountains. Here, twenty plus species of mountain flowers are too rare for this guide. Moss Campion is a montane plant – adapted for life near the summits by a perennial cushion of leaves. Sea Campion flourishes along seacoasts but also can be found growing on mountains. Photograph below was taken on a scree-slope at 700m. Sea campion is adapted for life on rocky ground and probably seed blown uphill onto western mountains is able to establish small colonies, but this species is too uncommon on mountains here to include in this guide. Red Campion is included because it is common in this region and often found on moorlands. Maps of plant distribution. These are simplified versions, redrawn from definitive maps produced by the Botanical Society of Britain and Ireland. Published as: *Plant Atlas 2020: mapping changes in the distribution of the British and Irish flora*. P.A. Stroh, K.J. Walker, T.A. Humphrey, O.L. Prescott & R.J. Burkmar, 2023, Princeton University Press, New Jersey. These maps and related information are freely accessible to use [https://plantatlas2020.org/]. This information was collected over many decades by thousands of volunteer botanists, and mapped as present or absent in 10km squares. This shows the range of a species but not its density per area. Names of species used here, and information on seasonality and habitat, are from this atlas. Comprehensive identification guides include: *Wild Flowers of Britain and Ireland*, M. Blamey and others, 2013, Bloomsbury, [paintings]. *The Wild Flower Key*, F. Rose, 2006, Warne, [paintings & keys]. *Collins Flower Guide*, D. Streeter and others, 2009, Collins [paintings]. *Harrap’s Wild Flowers*, 2013, Bloomsbury, [photographs]. Other sources used for this guide. *New Flora of the British Isles*, C. Stace, 2019 (4th ed.) C & M Floristics. [Definitive taxonomic book for naming these plants, has many keys and some illustrations. Order of presentation in *Identify Mountain Flowers* follows Stace, based on studies of evolutionary relationships of plants using molecular methods.] *The Vegetative Key to the British Flora*, J. Poland & E. Clement, 2020, Publisher: J. Poland. [much detail of leaf structure and season]. *Common Families of Flowering Plants*, M. Hickey & C. King, 1997, Cambridge University Press, [line illustrations of structure]. *A Botanist’s Vocabulary*, S.K. Pell & B. Angell, 2016, Timber Press, [well illustrated with line drawings]. Thanks: to staff of Botanical Society of Britain and Ireland; Botanical Society of Scotland; Field Studies Council; Royal Botanic Gardens Edinburgh; National Trust for Scotland; National Trust; many national parks, and nature reserves. This guide owes much to Margaret and Caroline Walker, my botanical companions on the hill. Families selected here as examples of flower structure and botanical terms. Ranunculaceae are first because of their simple form; sequence of Families follows Stace, 2019. The flowers are regular: radially symmetrical along any plane from top to bottom. Petals and sepals are distinct from each other and not fused together. The seed forming structures (the female carpels) are separate and numerous. The pollen producing structures (the male stamens) are numerous. Pollen is shed from the anthers held high on long filaments. Pollen from another buttercup that sticks to the top of a carpel then migrates within the carpel to its base where an ovum is. After fertilization the ovum develops into a seed. 5-8 petals or sepals (petal-like). Many stamens (male reproductive units). Anther + filament = stamen Many carpels (female reproductive units). Sepals: they enclosed the flower when in bud. Flower stalk, usually simple. Marsh marigold. Sepals are like petals in this species. Ring of many stamens, comprising anthers on long filaments. Cluster of separate carpels. Meadow Buttercup, *Ranunculus acris* Buttercups, Ranunculaceae - Flowers in May to July, leaves in January to December. - Widespread in most habitats. In uplands on montane flushes and rocky ledges. - Solitary flowers on simple stem to 50cm; leaves all at base of stem. - Petals distinctly shiny and curved to form a bowl. - Leaves deeply palmate (with lobes and veins arising from a single point at top of leaf-stem). - Similar: Creeping Buttercup has furrowed stems and leaves that are hairy on upper surface only. About 40 stamens and 30 carpels. 5 shiny petals. Sepals are hairy. Flower stem is rounded in cross section. Long thin stalk. Leaves palmate with deep clefts, distinctly hairy on both sides. Globeflower, *Trollius europaeus* Buttercups, Ranunculaceae - Flowers in May to July, leaves in January to December. - On uplands on grassy areas, mountain flushes and rocky ledges. - Conspicuous solitary globes on stems to 70cm, with leaves at base. - Flower comprises many overlapping sepals. Tiny petals act as nectaries within the globe. Pollinating insects attracted into the globe. Fully mature flowers open to reveal a dense mass of stamens and dark tipped stigmas of the carpels. 5-15 sepals (petal-like) form globe. Scale bar - flower only. Stem distinctly furrowed. Leaves palmate, deeply divided and toothed, smooth, with distinct veins. Marsh-marigold, *Caltha palustris* Buttercups, Ranunculaceae - Flowers in May to July, leaves in January to December. - Widespread herb of wetlands and mountain flushes. - Growing as conspicuous patches of bright yellow and green. - Leaves are semi-circular with scalloped (crenate) edges, clustered at base of stem but also further up. - Stems are stout, 25-50cm tall. Stamens numerous, about 50. 5-8 sepals (petal-like) petals are absent. Scale bar - flower only. 5mm Thick, furrowed stem. Cluster of about 10 carpels. Leaves semi-circular, scalloped edge, smooth. Alpine Meadow-rue, *Thalictrum alpinum* Buttercups, Ranunculaceae - Flowers in June to July, leaves in April to October. On mountain grasslands. A delicate and inconspicuous plant amongst grass, despite its long stem. - Flowers mostly comprise clusters of stamens with large anthers. - Leaves form distinctively shaped shiny green clusters at base of stem. Stamens with long filaments and large anthers. 4 sepals. Scale bar - flower only. Leaves pinnate, in opposite pairs of 3 lobes. Wood Anemone, *Anemone nemorosa* Buttercups, Ranunculaceae - Flowers in March to May, leaves in March to July. - Widespread, common on moors and hills as large patches. Strongly associated with woodland but also thrives on wide areas of grassy moors. - Solitary flowers with sepals that are petal-like, and may be pale pink. - Stem from 10-30cm, with leaves usually half-way up stem. 6 sepals (petal-like), faintly veined. 30 - 40 yellow stamens and 15 - 20 carpels. Palmate leaves, hairy on lower surface. This family is best known for its characteristic genus *Saxifraga* which includes many species of mountain and alpine flowers. This is a variable family and included here species from other genera: Golden Saxifrage, also Starry Saxifrage, and Alpine Saxifrage. These flowers are regular. Their carpels are distinctive: a central pair of flask-shaped structures, each with a projecting style as a short or long stalk. An adhesive stigma is at top of the style. The leaves of saxifrages species are usually in a whorl at the base of the stem and are simple, although often lobed. Leaves simple or lobed. 5 petals typically. 10 stamens typically. 2 flask-shaped carpels. 5 sepals typically. Stigma + style = carpel Receptacle is often a wide disc shape. Pair of prominent flask-shaped carpels. Yellow Saxifrage. Mossy Saxifrage, *Saxifraga hypnoides* Saxifrages, Saxifragaceae - Flowers in April to July, leaves in January to December. - An upland plant of vegetated flushes, usually in distinct patches. - Long stem raises this species above its moss-like group of small leaves. - Similar: Irish Saxifrage, with similar flowers but broader leaves, found on mountains in Connemara and Kerry, western Ireland. 2 carpels above shaped receptacle 5 petals. 10 stamens with yellow anthers. 5 sepals. Glandular hairs. Purple Saxifrage, *Saxifraga oppositifolia* Saxifrages, Saxifragaceae - Flowers in March to August, leaves January to December – a springtime blaze of colour. - A montane species of rocky cliffs and ledges, also on scree. Masses of tiny evergreen leaves are conspicuous here, firmly rooted to the rock with creeping woody stems. 10 or 12 stamens with orange anthers. 5 or 6 petals and sepals. 2 long styles. Yellow Saxifrage, *Saxifraga aizoides* Saxifrages, Saxifragaceae - Flowers in June to August, leaves in May to October. - Dense patches of these flowers grow typically where water flows over limey soil on moorlands and mountains. - Petals are widely spaced, revealing large sepals in the same plane. Flower colour is enhanced by orange anthers and spots on the petals. - Leaves are narrow and grow densely along lower part of stems. - Similar: Marsh Saxifrage, a rare moorland plant of a few northern sites. 10 stamens with orange anthers. 2 carpels form a broad disc with central styles. 5 broad sepals between petals. 5 petals with orange spots. Starry Saxifrage, *Micranthes stellaris* Saxifrages, Saxifragaceae - Flowers in June to August, leaves in January to December. - On rocky ground of hills and mountains, as conspicuous patches. - Branching stems reach to 30cm; basal leaves are broad. - Five petals each have a distinctive pair of yellow spots. Red anthers and prominent red carpels contrast with white petals. ![Map showing distribution of Starry Saxifrage in Britain] ![Diagram of Starry Saxifrage flower] Alpine Saxifrage, *Micranthes nivalis* Saxifragaceae - Flowers in July to August, leaves in January to December. - Near tops of rocky mountains, a scarce but distinctive plant. - Carpels as a broad green disc surrounded by orange anthers. - Leaves broad, in basal rosette and with red lower surface. Petals & sepals from 5 or more. Anthers are yellow to orange. 2 carpels with broad styles and stigmas. Flowers in April to July, leaves in January to December. In the uplands grows on wet rocks and mountain ledges. Flowering stems to 15cm with leaves in opposite pairs up stem. Leaves at base of stem, heart shaped and glossy. Flowers without petals but with 4 sepals and also bracts. Carpels are obscured by a film of nectar held in the wide bowl formed by sepals and base of paired carpels. Also: Alternate-leaved Golden-saxifrage may be in same area. Roseroot, *Rhodiola rosea* Stonecrops, Crassulaceae - Flowers in May to August, leaves in April to October. A bulky plant of mountain ledges, also on sea-coasts in far north. - Single stems of 30-40cm and a rounded flower-head (inflorescence) of about 50 separate flowers (florets). - Florets each with 4 or 5 petals and sepals, and stamens or carpels. - Leaves are simple, thick and often with a red tinge. Below: single floret of the inflorescence. Note – these plants normally have florets either female or male but this drawn specimen from Perthshire was bisexual. English Stonecrop, *Sedum anglicum* Stonecrops, Crassulaceae - Flowers June to August, leaves January to December. - On dry upland grasslands and rocks. - Creeping red stems form a mat of foliage on rocky surfaces, slate tips. - Flowers grow directly from the stems and their flask-shaped carpels are tinged red. - Also: Thick-leaved Stonecrop and White Stonecrop. 10 long stamens with black anthers. 5 petals 5 carpels with long thin styles. 5 bulbous sepals. Bitter-vetch, *Lathyrus linifolius* Peas, Fabaceae - Flowers in April to July, leaves January to December. - Wide distribution on moorlands and upland heaths. - Pea Family flowers are irregular: with bilateral symmetry along central plane. The five petals have special names, shown in the drawing. - The pair of petals forming the keel contains a single carpel surrounded by ten stamens. ![Map showing distribution](image) ![Diagram of flower parts](image) Common Bird’s-foot Trefoil, *Lotus corniculatus* Peas, Fabaceae - Flowers in June to September, leaves in October to June. - Common in uplands on grasslands and mountain ledges. - A low lying plant to 10cm; creeping stems may stretch to 50cm. - Flower is irregular, as for Bitter-vetch. Carpels develop into a pea-pod and a cluster of these gives the “bird’s foot”. - Leaves are slightly hairy and comprise five leaflets with two of them bent back from the stem (these plants are not truly trifoliate or trefoil). Heath Milkwort, *Polygala serpyllifolia* Milkworts, Polygalaceae - Flowers March to August, leaves January to December. - On grassy heathlands, moors, and rocky ground. - A creeping herb with stems rising to 20cm. - Flower is irregular as shown below (white flowers are common). - Leaves smooth and in opposite pairs up the stem. **Similar:** Common Milkwort, with leaves alternating (not in opposite pairs) up the stem. ![Map showing distribution] 3 small outer sepals. One inner sepal not shown. 1 of 2 large inner sepals. 3 petals form tube containing style and stamens. Roses, Rosaceae: flower structure. A large and varied family; some species can be confused with Buttercups. Flowers are regular and four to eight petalled but some species may have individual plants growing with a double whorl of petals. See Water Avens, page 29, for an example. Sepals, petals and stamens are borne on a wide receptacle-cup. Numerous carpels are usually on the same level as the receptacle-cup. Carpels are often free, and their individual styles cluster centrally. A receptacle may mature into a large edible part, as in strawberry plants. Petals are positioned individually and alternate with the sepals. Stamens may be double or more the number of petals. Leaves palmate or pinnate. Usually 5 petals form corolla. 4 or 5 bracts of the epicalyx. Receptacle. Anther. 8 or 10 or more stamens. 4 or 5 sepals of the calyx. Separate carpels each with one style. Alpine cinquefoil. Regular shape; many yellow stamens; central cluster of carpels with long styles. Cloudberry, *Rubus chamaemorus* Roses, Rosaceae - Flowers in May to June, leaves in April to October. - Grows in large patches on upland grasslands and heather moors. - Can be conspicuous as a ground covering herb with distinctly toothed palmate leaves. Seldom found in flower and the fruits in this south westerly botanical region are scarce, although prominent when fully ripe. - Sexes are separate – photograph at left and drawing below are of male plants bearing only long stamens with yellow anthers. Stamens only on this male flower. 5 overlapping and net-veined petals. 5 sepals alternated with petals. Meadowsweet, *Filipendula ulmaria* Roses, Rosaceae - Flowers in June to October, leaves in March to October. - Conspicuous in uplands, growing tall within communities of herbs. - Many small flowers, each of them with about fifty long wavy stamens. - Leaves are pinnate, with the paired leaflets each distinctly toothed. Stamens inserted on receptacle-cup. 5 petals. 2mm Carpels. 5 reflexed sepals. Stamens and petals not shown here. Tormentil, *Potentilla erecta* Roses, Rosaceae - Flowers in June to September, leaves in August to March. - Common on moors and upland grasslands. Usually only four petals. - Plant is often low or creeping but may rise to 40cm. - Similar: Trailing Tormentil and Creeping Cinquefoil. 16 stamens with large anthers. 8 styles 4 bracts. 4 notched petals. 4 sepals. Alpine Cinquefoil, *Potentilla crantzii* Roses, Rosaceae - Flowers in June to July, leaves in January to December. - A scarce plant of mountain cliffs; stems project out to 25cm. - Five petals with a distinct notch and an orange patch at base. - Leaves are palmately divided into three deeply notched lobes. Many stamens. 5 notched petals. 5 sepals. Many styles. 5 bracts. Wild Strawberry, *Fragaria vesca* Roses, Rosaceae - Flowers in April to July, leaves January to December. - In the uplands they are found on mountain rocks and scree. - Five rounded petals without notches. Many carpels grow into pips of the tasty red portion developed from the receptacle. - Leaves are trifoliate, distinctly toothed and folded. Numerous stamens. 5 rounded petals. Numerous styles on small carpels. 5 sepals (bracts not shown). Mountain Avens, *Dryas octopetala* Roses, Rosaceae - Flowers in June to July, leaves in January to December. - A scarce plant of base rich upland soils, except where it grows in profusion on westerly limestone pavements of Ireland. - Flowers on stems to 20cm, petals usually eight, or doubled. - Small, hairless, evergreen and shiny leaves are distinctive. 8 rounded petals. Many stamens. Many long carpels. 8 sepals, no bracts. • Flowers in May to September, leaves in January to December. • Widely distributed; in uplands usually amongst tall herb communities. • Distinctive plant, to 50cm, with leaves on stem trifoliate and serrated. • Flower at right shows double whorl of petals as sometimes found in Rosaceae. ![Map showing distribution of Water Avens](image) ![Diagram of flower structure](image) Flowers in May to September, leaves in April to October. Widely distributed on grassy hillsides. Lady’s mantle species are many and similar – this species has leaves with hairless upper surface and six or seven lobes. Glands at leaf margin can secrete a watery liquid, but rain-drops also bead on the leaf surface. Tiny flowers with 4 sepals. 4 stamens with small anthers. 4 bracts. Single style with spherical stigma. Alpine Lady’s Mantle, *Alchemilla alpina* Roses, Rosaceae - Flowers in June to September, leaves in April to October. - Grows on mountain grasslands, rocks and scree. - This is a species of Lady’s Mantle easy to identify with its shiny palmate leaves as five to nine long, toothed, lobes. - Flowers are closely similar to those of Intermediate Lady’s Mantle drawn on previous page. ![Map showing distribution](image) Sibbaldia, *Sibbaldia procumbens* Roses, Rosaceae - Flowers in July to August, leaves in March to October. - Grows low on the ground of alpine tundra: a fully montane plant. - Scarce, but distinctive even when no flowers found: look for a procumbent growth-form with these leaf characters. Distinct hairs on upper and lower surfaces of leaves. 5 petals. 5 stamens in wide nectar secreting area. 5 sepals. 5 bracts. Grass-of-Parnassus, *Parnassia palustris* Parnassiaceae - Flowers in July to October, leaves in April to October. - Grows on upland grasslands; easy to spot this distinctive plant. - Single flowers on a stem to 30cm, with a single basal leaf that is heart-shaped and surrounds the stem. - Alternate stamens modified as glandular staminoids. 5 veined petals. 5 normal stamens. 5 small sepals. 4 domed carpels. 5 staminoids. Wood-sorrel, *Oxalis acetosella* Sorrels, Oxalidaceae - Flowers in April to May, leaves in January to December. - Mostly in lowland woods but also on montane grasslands and limestone pavement; to 10cm, in patches. - Combination of distinct veins on petals, with trifoliate leaves, often hanging downward, make this plant distinctive. 5 tall and 5 short stamens 5 styles. 5 petals (and 5 sepals). One of three hairy leaflets. Slender St John’s-wort, *Hypericum pulchrum* St John’s-worts, Hypericaceae - Flowers in June to August, leaves in January to December. - On moorlands and heaths; stems to 30cm make plant conspicuous. - Petals in bud tinged red and petal margins have minute black spots. 40-50 long stamens. 3 long styles. 5 petals with spotted margins. 5 sepals. Simple heart-shaped leaves. Common Dog-violet, *Viola riviniana* Violets, Violaceae - Flowers in April to June, leaves in January to December. - On heathlands and mountain grasslands, low growing to 10cm.. - Flowers are irregular (bilateral symmetry) with two upper and three lower petals, also a white spur formed from the central lower petal. - Leaves are simple, heart-shaped. - Also: other Dog-violets: Early… Heath… Pale… ![Diagram of Viola flower parts](image-url) Marsh Violet, *Viola palustris* Violets, Violaceae - Flowers in April to July, leaves in April to October. - Grows on wet moors and heaths, flower stems to 15cm. - Flower as for Common Dog-violet but spur is short. - Leaves distinctive: large, simple and heart-shaped. 2 upper and 3 lower petals. Spur is short. Veins act as nectar guides. Mountain Pansy, *Viola lutea* Violets, Violaceae - Flowers March to August, leaves April to October. - On upland grasslands; stems to 20cm, flower form as for Marsh violet. - Colour proportions highly variable: pale to dark and purple to yellow. - Similar: Field... Wild... Seaside... Prominent nectar guides on 3 lower petals. Long spur. Fairy Flax, *Linum catharticum* Flaxes, Linaceae - Flowers in June to September, leaves in March to September. - On many types of basic soils and rocks on hillsides. - Straggling stems to 25cm with sparse paired leaves; flowers small. ![Map of Britain] ![Diagram of flower] Wood Crane’s-bill, *Geranium sylvaticum* Cranesbills, Geraniaceae - Flowers in June to July, leaves April to October. - Mainly upland areas, to 70cm, in displays of bright showy flowers. - Leaves with about six lobes and toothed margins. - The five carpels pack close together to give the central “crane’s bill”, enlarging after the petals drop. - Similar: Meadow Crane’s-bill, with blue petals. 5 overlapping petals. 10 stamens. Carpels pack together, giving appearance of beak of a crane. Herb-Robert, *Geranium robertianum* Cranesbills, Geraniaceae, - Flowers in June to July, leaves in April to October. - Grows in many habitats, including mountain screes. - Stems to 50cm. Leaves deeply divided into three to five lobes. 5 overlapping petals. 10 stamens. 5 styles of the carpels. Alpine Willowherb, *Epilobium anagallidifolium* Willowherbs, Onagraceae Chickweed Willowherb, *Epilobium alsinifolium* for comparison. - Flowers in July to August, leaves in January to December. - Wet areas on mountainsides. Usually unbranched stems to 20cm. SIMILAR, and with overlapping distribution and habitat is Chickweed Willowherb. This is larger, has branching stems, and leaves with more distinctly toothed leaves than Alpine Willowherb. New Zealand Willowherb, *Epilobium brunnescens* Willowherbs, Onagraceae - Flowering in May to October, leaves in January to December. - A non-native species that grows in many habitats of the uplands. - Creeping growth with long stems and small leaves in pairs. - Carpels very long, fused, then split four ways to release seeds, asterisk. ![Map showing distribution](image) ![Diagram of plant parts](image) Common Rock-rose, *Helianthemum nummularium* Rockroses, Cistaceae - Flowers in May to September, leaves in January to December. - On moorlands and heaths, usually chalk or limestone areas but also on other basic soils. - Stems to 30cm. Delicate and crinkled petals are distinctive. 5 petals, also 5 sepals. Dense bunch of stamens. Single, central style. Brassicas or Cabbages, Brassicaceae: flower structure. - A large family that used to be called Cruciferaceae after the cross-shape of four symmetrical petals. Flowers have a simple and regular form. The carpel develops into an elongated pod. Leaves are simple or pinnate (= lobes from a central axis) and they usually alternate up the stems. Leaves simple or pinnate. 4 regular, free, petals. 4 long and 4 short stamens and anthers producing pollen. 4 free sepals alternate with the petals. Stigma + style = carpel (or pistil). Cuckoo flower. Small group of flowers at top of stem. Free sepals alternate with petals. Stigma, style and anthers showing above petals. Regular, equal, petals may form a cross shape in some species. Hairy Rock-cress, *Arabis hirsuta* Cabbages, Brassicaceae - Flowers in April to September, leaves in January to December. - Grows on upland grasslands to rocky areas. Stem to 40cm. - Small inflorescence head. Stems and leaves distinctly hairy. - Similar: Wavy Bitter-cress and Hairy Bitter-cress, both common. 4 regular petals form a cross. Style protrudes above folded petals. Anthers of the 4 long stamens. 4 free sepals. Stem and leaves with stiff hairs. Common Scurvygrasses, *Cochlearia officinalis* agg. Cabbages, Brassicaceae - Flowers in February to August, leaves in January to December. - Common Scurvygrass is well named: the most likely to be found from rocky sea-shores to mountain tops – a similar distribution to Thrift, page 49, with its adaptation to rocky habitats. - Flowers in groups of five to six. Leaves hairless, heart-shaped or with broad teeth. - **Also:** Mountain... Danish... English... etc. *Cochlearia* is a complex, varied genus, hence the aggregate designation above. **Short, stout, ovary.** **Stem leaves with broad teeth.** **2mm** **4 bowl shaped sepals.** **4 long + 4 short stamens.** Cuckooflower, *Cardamine pratensis* Cabbages, Brassicaceae - Flowers in March to July, leaves in January to December. Common on upland grasslands. - Conspicuous on erect stem to 50cm with a cluster of florets. - Colour varies, may be white but veins are distinct. - Leaves vary depending on position up stem. Upper leaflets narrow; lower leaflets broad. Stamens with yellow anthers. Long style... 4 regular petals. 4 sepals alternate with petals. Thrift or Sea Pink, *Armeria maritima* Thriffs, Plumbaginaceae - Flowers in April to October, leaves in January to December. - Common on sea-shores (left) and north-western mountain tops (right). - Flower is a compact inflorescence of about thirty florets. **SINGLE FLORET** One petal not shown. 5 sepals form a calyx tube. 5 styles. 5 petals. 5 stamens. Mountain Sorrel, *Oxyria digyna* Docks, Polygonaceae, - Flowers in July to October, leaves in April to October. On Mountain grasslands. - Short, thick stem to 15cm. - Flower is a dense inflorescence of tiny florets. - Leaves basal, thick and kidney-shaped. **Similar:** Sheep’s Sorrel, with slender branching stem and arrow-shaped leaves. Common on grassy uplands. Alpine Bistort, *Bistorta vivipara* Docks, Polygonaceae On lower stem are bulbils (aerial bulbs) that disperse and grow into a new plant. - Flowers in June to August, leaves in April to October. - On rocks and mountain grasslands. - Stem to 30cm, with florets uppermost. - Basal and upper leaves simple, narrow. Narrow leaf with fine net veining. 3 styles. 6 stamens. 3 petaloid sepals. Scale bar - flower only. Flowers in June to August, leaves in April to August. A common specialist plant of boggy ground beside tarns and lochs, also on peaty moorlands. Several flowering stems to 15cm rise from basal rosette of about twenty round leaves, all with fringes of sticky hairs which trap insects as a source of nitrogenous nutrients. Compact white flowers, rarely found open. See Great Sundew, next page, for drawing of a sundew flower. Great Sundew, *Drosera anglica* Sundews, Droseraceae - Flowers in July to August, leaves in April to October. - On boggy ground and stony shores of tarns/lochs. - Small flower on stems to 15cm rise from rosette of long oval leaves with sticky hairs. - Also: Oblong-leaved Sundew with leaves half length of Great Sundew leaves. ![Map showing distribution of Great Sundew](image) ![Diagram of flower parts](image) This family includes a wide variety of flowers from the large pinks (*Dianthus* species) to the minute Cyphel which is a distinct montane plant. Care is needed with counting petals: some species have petals so deeply cleft that an appearance of twice the true number of petals is created – see Lesser Stitchwort, page 60. Carpel bases fuse together into an ovary. Simple leaves are in opposite pairs on the stem, without flower-stalks. **Leaves are simple blade-shaped.** - **Flowers usually bisexual and of regular shape.** - **4 to 5 sepals, separate or forming a tube (calyx tube).** - **4 to 5 petals, often deeply notched.** - **8 to 10 stamens.** - **3 to 5 styles arising from bases of carpels.** - **Bases of carpels here are fused together to form an ovary.** **Alpine Mouse-ear.** - **5 notched petals.** - **10 stamens.** - **Free styles arise from group of 5 carpels.** Moss Campion, *Silene acaulis* Campions, Caryophyllaceae - Flowers in May to July, masses of leaves form large perennial cushion. - Conspicuous on high mountainsides: a well adapted montane plant. - Flowers on stems to 5cm, with 5 sepals as a calyx tube. Flowers: - 10 stamens. - 5 folded back petals. - 5 sepals form calyx tube. Leaves: - Simple blades, pointed apex, edged with fine stiff hairs. Scale bar - flower only. Red Campion, *Silene dioica* Campions, Caryophyllaceae - Flowers in May to June, leaves in January to December. - Widespread, including mountain cliffs and scree. - Medium tall, to 80cm, with broad simple leaves covered in fine hairs. - Also: Sea Campion and Hybrid Campion. 3 styles protrude above petals of female flowers (sexes are separate). 5 sepals fused to form a tube covered in hairs. Leaves simple, with hairs on both sides. Deep notches in the 5 petals. Common Mouse-ear, *Cerastium fontanum* Campions, Caryophyllaceae - Flowers in April to September, leaves in January to December. - Widespread, including mountain grasslands. - Medium tall, to 50cm, stems and leaves covered with fine short hairs. - **Similar:** see Alpine Mouse-ear, next page. **Diagram:** - 5 styles. - Deep notches in 5 petals. - 10 stamens. - 5 separate sepals. - Leaves paired, with fine hairs. Alpine Mouse-ear, *Cerastium alpinum* Campions, Caryophyllaceae - Flowers in June to August, leaves in January to December. - Grows in patches on rocky ground on mountains. - Flowers similar to Common Mouse-ear but less deeply cleft. - Leaves and stem densely covered in long, fine hairs. - Similar: in form and distribution is Arctic Mouse-ear, but with less dense growth of hairs. 5 petals with shallow notches. 5 styles protrude from ovary. Leaves and stem covered densely with long fine hairs. Cyphel, *Cherleria sedoides* Campions, Caryophyllaceae - Flowers in June to August, leaves in January to December. - Forms large cushions on rocky mountainsides. Cushion of similar compact form to that of Moss Campion, see page 55. - Flowers are tiny, lying close to surface of cushion. Often petals are absent but the yellow sepals are distinct. 10 long stamens with white anthers. Styles on ovary. Ring of 10 nectaries. Simple leaves with short hairs. Flowers in May to August, leaves in January to December. Widely distributed and grows on upland grasslands and heathlands. Stems to 30cm are straggly and much branched. Five petals are deeply divided. Elongate leaves are in alternating pairs. 10 long stamens with coloured anthers. 5 petals, deeply divided. 5 sepals, separate. Scale bar - flower only. Short hairs on leaf margins. Dwarf Cornel, *Cornus suecica* Dogwoods, Cornaceae - Flowers in July to August, but plant may not flower that season; leaves in June to October. - Grows mostly on upland grasslands and mountains. - Four white bracts resemble petals. Tiny flowers cluster centrally. - Large leaves in opposite pairs up the single stem to 25cm. Ripe berry and remaining developing carpels. Credit: (both photographs) Guy Wimble. Primrose, *Primula vulgaris* Primroses, Primulaceae - Flowers in December to May, leaves in January to December. - Widespread, often in large patches, and on shaded cliffs in the hills. - Stem to 15cm; leaves in basal rosette. Pin-eyed form shown, with stigma visible. 5 sepals fused as a hairy calyx. Bird’s-eye Primrose, *Primula farinosa* Primroses, Primulaceae - Flowers in May to June, leaves in April to October. - Compact distribution to limestone moorlands of northern England. - Ten to twelve flowers from single main stem form a globular group. - Also: rare Scottish Primrose on north coast of Scotland, and Orkney. 5 petals, without overlaps. 2 of 11 flowers on stalks. 5 sepals fused into calyx tube. Chickweed-wintergreen, *Lysimachia europaea* Primulaceae, Primroses - Flowers in June to July, leaves in May to October. - Grows in upland woods, heaths and heather moorlands. - One or several stems rise to 20cm; leaves often tinged brown. - Flower resembles Wood Anemone but leaves are dissimilar. - (This is not a true Chickweed nor a Wintergreen, as on page 74.) Long style with small stigma. 5 to 9 petals. 7 stamens with yellow anthers. Central rounded carpel. 5 to 9 sepals. The heaths and ericas vary from low creeping forms with minute flowers such as Trailing Azalea, to unusual herbs such as Crowberry, and include rhododendrons and tree species. The drawing here is a simplified version of typical bell shape. Most species are evergreen shrubs with tough leaves. Some are well known for tasty fruits as capsules or berries. Bilberry fruits can be prolific in the herb layer and are often collected; Cowberry fruits are tasty but much fewer; crowberries are for the birds. Leaves simple, oval. Stamens usually double the number of petals and with anthers that release pollen from pores. 4 or 5 regular sepals closely against the petals. Long, single, style with flat-topped stigma for receiving pollen. 4 or 5 regular petals that are often fused along most of their margins. Sepals collectively form a calyx. Base of carpel. Cowberry. Thick, leathery leaves usually evergreen. Large anthers surrounding a single central style. Style may protrude far beyond the petals. Crowberry, *Empetrum nigrum* Heaths, Ericaceae - Flowers in May to June, leaves in January to December. - Large shrub growing on acidic heathlands and mountain tops. Leaves rolled up as a protective tube. - Female and male plants are separate. - Fruits are small, shiny and prolific. **Male:** 3 stamens, 3 petals, 3 sepals. **Female:** 6 stigmas, 3 petals, 2 sepals. Heather or Ling, *Calluna vulgaris* Heaths, Ericaceae - Flowers in July to September, leaves in January to December. - Grow as shrubs on large areas of sandy heathlands and peaty moorlands. - Flowers are more open than other heaths; leaves are tiny scales. Leaves scale-like, in opposite fours. 4 long sepals. 4 short petals. 8 stamens and 1 style. Bell Heather, *Erica cinerea* Heaths, Ericaceae - Flowers in July to September, leaves in January to December. - A small shrub of dry upland heathlands, often as small patches in areas dominated by Heather, but denser flower colour and narrow bell-shape distinguish this species. - Leaf margins are rolled over and leaves grow in irregular whorls of three. Leaves stout, in whorls of 3. 4 sepals plus bract on flower stalk. 4 petals fused to form elongate bell. Stigma of the style protrudes. Cross-leaved Heath, *Erica tetralix* Heaths, Ericaceae - Flowers in July to September, leaves in January to December. - A low shrub on wet heathlands, often in patches amongst Heather. - Similar to Bell Heather but with paler coloured and broader bell shape. - Leaves distinctive: small and in groups of four neatly along the stem. Numerous glandular hairs. 4 sepals plus bract on flower stalk. Leaves stout, in whorls of 4. 2mm 4 petals fused to form bulbous shape. Bilberry, Vaccinium myrtillus Heaths, Ericaceae - Flowers in April to June, leaves in April to October. - Grows on heather moorlands and peat bogs. - Globular flowers like rows of lanterns. - Leaves are bright green in spring but brownish later in the season. - Berries are dark blue, with a matt bloom that rubs off easily. - Similar: Bog Bilberry on northern moorlands. Flowers grow individually from leaf axils. 5 petals, almost completely fused to form a globe. Style hidden in corolla tube. 2mm Cowberry, Vaccinium vitis-idaea Heaths, Ericaceae - Flowers in June to August, leaves in January to December. - Grows on upland heaths and rocky ground. - A low creeping shrub with stems to 20cm. - Red fruits (tasty) ripen in late summer. Leaves are shiny, lightly veined, with smooth edges and a small pale button at their tip. 8 stamens with yellow anthers. 2 bracts. 4 sepals. 4 petals partly fused. 1 style. Bearberry, *Arctostaphylos uva-ursi* Heaths, Ericaceae - Flowers in June to September, leaves in January to December. A mat forming shrub of heaths and moors. - Flowers a distinct bell-shape; leaves smooth and similar to Cowberry but without a button. Red fruits mature in late summer. - Similar: Alpine Bearberry, high on mountains in Scotland. Alpine Bearberry with net-veined leaves (fruit ripens to black). Trailing Azalea, *Kalmia procumbens* Heaths, Ericaceae - Flowers in May to July, leaves in January to December. On stony mountain tops, to 5cm with creeping woody stems. - Tiny but profuse flowers create a dense pinkness amongs the rocks. ![Map showing distribution] 5 petals, fused at base only. 5 stamens. Carpel. Leaves thick and folded under at margins. Common Wintergreen, *Pyrola minor* Heaths, Ericaceae - Flowers in June to August, leaves in January to December. - Grows on wet heathlands; a distinctive flowering spike to 20cm with about twenty globular flowers. - **Similar:** Intermediate Wintergreen; style protrudes a short way. **Distribution:** - Map showing distribution in Britain and Ireland. **Diagram:** - Long stem with spiral ridges. - 5 sepals. - 5 overlapping petals. - 10 stamens with anthers showing. - Stigma of short style remains within level of the petals. Heath Bedstraw, *Galium saxatile* Bedstraws, Rubiaceae - Flowers in May to August, leaves in January to December. - Common on dry grasslands, heaths and rocky ground. - Many small regular flowers on stems rising to 30cm. Leaves in whorls, smooth upper and lower surfaces but with tiny forward pointing prickles on margins. **Similar:** Limestone Bedstraw. • Flowering in June to August, leaves in January to December. • Common on many types of upland grasslands and rocky ground. • Conspicuous, with many small flowers in a loose inflorescence spike rising to 50cm or more. • Leaves similar to those of Heath Bedstraw but with many minute hairs on top surface and no prickles on the margins. See previous page for information on flowers, which have similar structure and size as those of Heath Bedstraw. Germander Speedwell, *Veronica chamaedrys* Speedwells, Veronicaceae - Flowers in March to July, leaves in January to December. - Grows on upland grassland, screes and rocky areas. - Slightly irregular flowers are large and densely bright. - Leaves are large and undivided, in opposite pairs, deeply toothed and hairy on both surfaces. Large hairy leaves. 2 stamens with broad filaments. 4 petals. Long single style. Heath Speedwell, *Veronica officinalis* Speedwells, Veronicaceae - Flowers in May to August, leaves in January to December. - On upland grasslands and heaths, with creeping and spreading stems to 30cm. Leaves at base of stems only. 2 protruding stamens and 1 style. 4 petals and 4 sepals Leaves densely hairy both sides. Thyme-leaved Speedwell, *Veronica serpyllifolia* Speedwells, Veronicaceae - Flowers in May to October, leaves in January to December. - Widespread in many habitats including on mountain rocks. - Stems to 20cm with leaves all the way up, mostly in opposite pairs. - Similar: Alpine Speedwell in a few areas of Scottish Highlands. Leaves are smooth, shiny and untoothed. 4 petals and 4 sepals. 2 stamens and 1 style. Common Butterwort, *Pinguicula vulgaris* Butterworts, Lentibulariaceae - Flowers in May to July, leaves in May to September. Grows on boggy moors. - Several flower stems of 5-15cm tall, from a basal rosette of sticky leaves that trap and digest insects. - Flowers are irregular with two upper and three lower petal lobes. - Similar: Pale Butterwort in Britain and much of Ireland, and Large-flowered Butterwort in Ireland. ![Map showing distribution of Common Butterwort](image) ![Diagram of flower structure](image) Wild Thyme, *Thymus drucei* Deadnettles, Lamiaceae - Flowers in May to August, leaves in January to December. - A dwarf shrub that creeps over rocks and moss, on moorlands. - Leaves are small simple ovals in opposite pairs on young stems. An irregular flower with 4 petal lobes of varied shape. Fused petals form a 4-lobed corolla tube. Sepals form a calyx tube. 4 stamens of 2 lengths. 1 style. Selfheal, *Prunella vulgaris* Deadnettles, Lamiaceae - Flowers in June to September, leaves in January to December. - Common, grows on upland grasslands; stem to 20cm. - Flower-head usually has many empty calyx tubes; stem is square. Irregular flower of 4 lobes and a corolla tube. Single, divided style. Calyx tube of 5 fused sepals. 4 stamens with spur at level of anther. Bugle, *Ajuga reptans* Deadnettles, Lamiaceae - Flowers in May to July, leaves in January to December. - Widespread on lower ground but also on grassy uplands as conspicuous blue spikes to 30cm. - Irregular flowers in tiers up square stem, matching the alternating pairs of leaves. 4 stamens. Single style. Calyx tube of fused sepals. Corolla tube of fused petals. This family has various species that are common on the uplands. It contains the genus *Euphrasia* of twenty plus species of Eyebright flowers that are difficult to differentiate. Many plants in this family are parasitic to some degree on other plants. Flowers are irregular: symmetrical in one plane only. Sepals are fused into a calyx tube. Petals are fused into a corolla tube with an upper lip or lobe, like a hood, and three lower lips or lobes. The single carpel comprising style and stigma is long and may protrude enough to be visible. Similarly four stamens reach toward the end of this tube. Leaves simple or pinnate. **Eyebright, *Euphrasia* species.** - Upper petal lip. - Lower 3 spreading petals. Lousewort, *Pedicularis sylvatica* Louseworts, Orobanchaceae - Flowers in April to July, leaves in January to December. - Common on grassy heathlands and moorlands. Low growing to 25cm with small pinnate leaves clustered at base of flowers. - **Similar:** Marsh lousewort – wider and taller to 50cm, in same habitat. ![Diagram showing parts of the plant](image) Yellow-rattle, *Rhinanthus minor* Louseworts, Orobanchaceae - Flowers in May to August, leaves in April to September. - Grows to 30cm on upland grasslands and rocky ground. - Leaves narrow, simple, distinctly toothed and in opposite pairs. Calyx of fused sepals. Upper lip hides 4 stamens and 1 style. Anthers and stigma of style protrude slightly. Common Cow-wheat, *Melampyrum pratense* Louseworts, Orobanchaceae - Flowers in May to October, leaves in April to October. - Small but distinctive plant on stems to 40cm, amongst bilberry in upland woods and on lower hillsides. - Leaves in opposite pairs, narrow, and with several teeth at base. - Similar: Small Cow-wheat in a few mountain areas. ![Map showing distribution in Britain](image) ![Diagram of flower parts](image) • Flowers in May to September, leaves in June to September. • Common herbs to 10cm on upland grasslands. Species usually difficult to tell apart, despite obvious difference above, hence this *aggregate* name. ![Map of Britain with red dots indicating distribution] ![Diagram of flower parts] Harebell, *Campanula rotundiflora* Bellflowers, Campanulaceae - Flowers in July to September, narrow leaves in January to December. - Grows in a wide range of habitats including grassy and rocky hills. - Also called Bluebell but is distinct from ordinary Bluebell, family Aparagaceae, which carpets woods in spring and also grows on hills. Corolla tube with 5 lobes. 5 sepals. Stigma. Bogbean, *Menyanthes trifoliata* *Menyanthaceae* - Flowers May to July, leaves March to October. - Grows to 30cm rooted into edges of tarns or lochs on moors. - Globular flowering head is on a single stem that rises to 30cm. - Appearance of flowering head is from dense covering of wavy white hairs, together with pink flower-buds. - Leaves grow in threes direct from stems and are densely veined. 5 petals, all with densely hairy upper surface. 5 stamens with thick filaments. Central style. The daisy family, Asteraceae, have complex flower-heads with several forms of the individual flowers or florets. These are typically as an outer ring of ray-florets. These have one of their petals elongated into a strap-like ligule. Ray-florets are either female or bisexual. The female components, as a carpel with one long style, produce a single tiny fruit. This fruit is dispersed by wind with its ring of long fine hairs (= a pappus). The inner disc of florets typically comprises many male or bisexual disc-florets with only very small petal lobes. Various other arrangements of flowers occur in this large and diverse family. Leaves pinnate or simple. Oxeye Daisy, *Leucanthemum vulgare* Daisies, Asteraceae - Flowers in May to August, leaves in January to December. - On wide variety of habitats, mostly in lowlands but also grows in patches on mountainsides. - A bold plant raising its large flower heads on single stalks to 100cm. - Upper leaves sparsely spaced, clasping stems and deeply lobed. Ligules of ray-florets. Dense mass of disc-florets 10mm Colt’s-foot, *Tussilago farfara* Daisies, Asteraceae - Flowers in March to April, but leaves from April to October. - A pioneer plant of sand and gravel when on hillsides. - Flower-head on a single stem to 15cm with small centre of disc-florets and wide ring of ray-florets. - Large leaves, heart shaped and with initial downy film. Ligules of ray-florets. Disc-florets with anthers protruding. Bracts. Stem scales. Mouse-ear-hawkweed, *Pilosella officinarum* Daisies, Asteraceae - Flowers in March to August, leaves in January to December. - A common species in many habitats including high on mountainsides. - This Hawkweed and the Hawkbit on the next page belong to a group of dandelion type plants that are many, varied, and difficult to differentiate. These two species are those most likely to be found on hills and mountains. - Mouse-ear-hawkweed is more frequent, has pale yellow flowers. Leaves are distinctive: basal, large, lance-shaped, with long white hairs on upper surface and a white matt lower surface. - See next page for drawing of a single bisexual ray-floret of Autumn Hawkbit. Autumn Hawkbit, *Scorzoneroides autumnalis* Daisies, Asteraceae - Flowers in June to November, leaves in January to December. - Widespread including heathlands and rocky mountainsides. - Flower heads with bisexual ray-florets only. - Distinctive leaves in a basal rosette, long narrow lance shape with lateral lobes and purple central vein. ![Map of Britain] ![Diagram of flower parts] Goldenrod, *Solidago virgaurea* Daisies, Asteracea - Flowers in June to September, leaves in April to October. - Grows to 100cm on hillsides and to 5cm on alpine tundra habitat on mountain tops. - Flower heads with about eight ray-florets and twenty five disc-florets. - Leaves are net-veined and with fine hairs on margins and lower surface. Anthers of disc-floret. Style of ray-floret. Ligule of ray-floret Bracts. Mountain Everlasting, *Antennaria dioica* Daisies, Asteraceae - Flowers in June to July, leaves in January to December. - Grows on single stout stems to 15cm on rocky ground and alpine tundra on mountain tops. Leaves in a basal rosette of untoothed ovals with woolly lower surface. - Individual plants are female (above) or male. **Female flower head.** Mass of pappus hairs of individual florets. Long styles with double stigmas. Bracts. Dwarf Cudweed, *Omalotheca supina* Daisies, Asteraceae - Flowers in July to September, leaves in January to December. - A small herb adapted for life on mountain tops and alpine tundra, growing to 10cm on stoney ground. Late summer flower-heads develop a mass of seeds with pappus hairs (above right). - Leaves and stems covered with fine woolly hairs. About 30 of only disc-florets. Woolly surface of stem. Alpine Saw-wort, *Saussurea alpina* Daisies, Asteraceae - Flowers in July to October, leaves in April to October. Grows as single stems to 60cm in patches high on mountainsides. - Six to ten flower heads in a loose cluster. - Leaves untoothed, shiny upper surface. A single flower-head. Cluster of anthers. Bracts. Style. Tubular-floret with 5 petal lobes. Marsh Thistle, *Cirsium palustre* Daisies, Asteraceae - Flowers in July to September, leaves in January to December. Common and grows on moors and hills. - Stem to 100cm, most leaves grow direct from stem. ![Map of Britain with red area indicating distribution] Melancholy Thistle, *Cirsium heterophyllum* Daisies, Asteraceae - Flowers in July to August, leaves in April to October. Grows in patches on upland grasslands. A bonnie plant – no spines. - One flower head per stem, up to 100cm. Floret structure: see previous page. Yarrow, *Achillea millefolium* Daisies, Asteraceae - Flowers in May to September, leaves in January to December. - Grows everywhere, including mountain grasslands and summits. - Leaves are feathery, double or triple pinnate and grow direct from the 50cm tall stem (5cm on alpine tundras). - Similar: Sneezwort. (Flower-head is confusing. Entire whole inflorescence comprises about 60 separate flowers. Each of these has five ray-florets with a broadly rounded ligule and a single style. The disc-florets are minute and have protruding groups of orange anthers. These disc florets show as the central orange clusters.) Common Valerian, *Valeriana officinalis* Valerians, Valerianaceae - Flowers in June to August, leaves in May to October. Grows in most habitats including upland grasslands. - Conspicuous on stems to 100cm. - The domed flower-head has overall white or pink colour. - Leaves pinnate, with toothed leaflets. ![Map of Britain showing distribution] 3 stamens. Single style. 5 petal lobes and long corolla tube. Base of carpel. Devil’s-bit Scabious, *Succisa pratensis* Teasles, Dipsacaceae - Flowers in May to October, leaves in January to December. Grows to 100cm on moors, heaths and hillsides. - Flower-head is packed with tiny florets. - Leaves are simple, long, pointed ovals. ![Map showing distribution in Britain] 4 stamens. 4 petal lobes and long corolla tube. Calyx. Single style. Small bract at each floret. Wild Angelica, *Angelica sylvestris* Carrots, Apiaceae - Flowers in July to September, leaves in January to December. - Grows on many habitats including mountain grasslands. - Conspicuous: stems to 100cm, large flower-head is white or pink. - Leaves have a double pinnate form as drawn here. 5 petals with recurved tips. 2 styles 5 stamens. Double pinnate serrated leaves. Scottish Asphodel, *Tofieldia pusilla* Scottish Asphodel Family, Tofieldiaceae - Flowers in June to August, leaves in May to October. Grows to 20cm as inconspicuous groups on grassy mountainsides. - Simple grass-like leaves grow in a basal rosette. 3 styles with rounded stigmas. 6 stamens. 6 petal-like sepals. Bog Asphodel, *Narthecium ossifragum* Bog Asphodel Family, Nartheciaceae - Flowers in July to October, leaves in March to October. Common on most boggy moors as single stems to 40cm. Leaves in a basal rosette, simple, grass-like. 6 stamens with orange anthers and fine hairs on the filaments. Single carpel. 6 petal-like sepals. Orchids, Orchidaceae: flower structure. Orchids are fascinating, beautiful and confusing. As a single flower of the flower-spike develops from bud its stem twists to turn the flower upside down. Three petaloid sepals are on the top side, usually all of similar shape. Three ordinary petals form two structures. A pair overlap to form a hood which covers most of the compact stamens (pollinia, produce pollen) and stigmas (of the carpels). The lower petal spreads forwards as a large lip (labellum) and backwards as a large hollow tube (spur). Shape of the spur is important for identifying species. Nectar produced in the spur attracts pollinators. Also the specific shapes and colours of these flowers are attractive to pollinators. Identifying orchids can be difficult because within some genera there is hybridization between species. Leaves simple, grass-like. Heath Spotted Orchid. Heath Spotted-orchid, *Dactylorhiza maculata* Orchids, Orchidaceae - Flowers in May to July, leaves in March to July. Commonest orchid on grassy uplands, stems to 30cm. Leaves are broad and distinctly spotted. - **Similar:** Common Spotted-orchid and several Marsh Orchids. Spur medium length and pointed. Pollinia. Stigmas. Labellum with lines and dots, and margin without lobes but with a central tooth. Flowers in May to July, leaves in April to August. A stocky orchid growing to 30cm on upland grassland. Less common here than Heath Spotted-orchid. Spur * is characteristic: broad and short. Pattern on lip is mainly a single loop with broad lower margin. Frog Orchid, *Coeloglossum viride* Orchids, Orchidaceae - Flowers in June to August, leaves in March to August. - On grassy and rocky sites in the uplands. On 15cm stems and inconspicuously green amongst the grass. - Structure of flower distinctive, with the strap-like lip. Spur is short and blunt. 2 small upper petals. 3 sepals form a globular hood. Labellum as a strap, with 2 lobes and a tooth. Early-purple Orchid, *Orchis mascula* Orchids, Orchidaceae - Flowers in April to June, leaves in February to June. Mainly a woodland plant but also conspicuous as an early and purple spike on grassy mountainsides. - Leaves broad and usually plain. - Spur is long, blunt and upturned. Spur: long, blunt, upturned. Pattern of spots on white background. 5mm Lateral sepals upright. Central sepal curved down. Labellum broad and 3 lobed. Heath Fragrant-orchid, *Gymnadenia borealis* Orchids, Orchidaceae - Flowers in June to August, leaves in April to August. Grows in patches on heathlands and moors. - Leaves long, narrow, without spots. - Similar: Marsh Fragrant-orchid. Lateral sepal. Spur is long, narrow, down-curved. Central sepal. Pair of upper petals. Labellum slightly lobed.
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Greetings from New Bridge! The Bergen County Historical Society continues to move in a positive direction on multiple fronts and I am excited to see where we will be at the same time next year. Amazingly, New Bridge Landing was the site of eleven major engagements or skirmishes during the war, not to mention it being a constant military outpost throughout the American Revolution. And yet, many people are unaware of this strategic location and best preserved Revolutionary War battleground in northern New Jersey. To reintroduce residents of Bergen, the state, and nation to the role New Bridge Landing played beyond the critical retreat over the Bridge that Saved A Nation, the Society has embarked on a modern painting that will capture this story, much as Emanuel Gottlieb Leutze immortalized George Washington crossing the Delaware. The stories of Bergen are so compelling that this could be the first in a series and we would welcome sponsors for such an endeavor. Our membership continues to grow, with 85+ members joining this fall, making us one of, if not the largest, historical society in the State! This is an exciting achievement and is testament to quality programming. Through our dedicated volunteers, we are able to successfully tell the important stories of Bergen County as a whole. History may be viewed by some as long past events that we know everything about, yet time and time again, we are pleasantly surprised that there are still plenty of stories to be discovered and our history is constantly being re-written. This gets to the heart of the Society’s mission, keeping true to our founding purpose. As always, I am thankful for your support of the Bergen County Historical Society. Be sure to sign up for the email blasts or visit Facebook to find out the latest information. From my family to yours, have a wonderful holiday season! James Smith, BCHS President In this issue President’s Letter ......................... 1 “Ackerman & Goff” .................. 2-3, 15 Lustron houses in Bergen County .... 4-6 Stanton in Tenafly ..................... 7-14 News ........................................... 15, 16 “Ackerman and Goff” By BCHS Trustee Peggy W. Norris “Ackerman and Goff,” short-hand for the church records and cemetery inscriptions recorded and published by Herbert Stewart Ackerman and Arthur James Goff in the 1940’s. In the introduction to Thirty-seven Cemeteries, they wrote: “We have personally copied and checked these cemeteries and also carefully compared them with records taken at earlier dates by others. The result is, we think, the most complete record that could be made of these old and genealogically important cemeteries. Some of the earlier records consisted only of the old families. We have listed all interments.” Why use these books in the days of findagrave.com when most Bergen County cemeteries now have online listings? If there is a good photo on findagrave you can verify the information on the stone. However, if there is no photo or the stone is now weathered or damaged, resort to the old lists provides confirmation of the original information. Findagrave is a compiled record, the transcriptions, relationships, etc. being contributed from many sources, usually not specifically identified. Other important reasons to consult cemetery transcriptions (Ackerman and Goff’s and others) are for the relationship among the stones, interments missing from findagrave, and to verify the inscription on the stone. Herbert Stewart Ackerman was born in 1875 in New York and pursued various careers before becoming an accountant. He married Marjorie Ross and they had moved to Ridgewood by 1930. The Ackerman’s had no children. Marjorie died in 1938. Ackerman died in 1960 and his obituary notes: “Interested in family and church history, Mr. Ackerman compiled many histories and genealogies, and was well-known as a genealogist throughout the United States.” (Ridgewood Herald News, 9 June 1960) In addition to the cemetery books he also published books on the Bogert, Hopper, Romeyn, and Tallman families. Arthur James Goff was born in Brooklyn in 1881. He also was an accountant or statistician. He married Margaret Isabelle Wood in 1917 and they moved to Ridgewood. They had a son Everett, but unfortunately, Margaret died in 1928. Goff died in 1949 and his obituary notes: “He was much interested in historical and genealogical research work, especially in connection with American Revolutionary history…” (Ridgewood Sunday News, 27 November 1949) Goff was especially active in the Paramus Chapter of the Sons of the American Revolution. Sometime after Marjorie Ackerman died in 1938 and before Goff’s death in 1949, Ackerman and Goff started tramping the local cemeteries and recording the inscriptions on the markers. They privately published at least 14 books of church records and cemetery transcriptions, which are still basic resources today. Many of the inscriptions they were able to read will never again be read in the cemeteries. The markers have been victims of weathering, spalling, lichens, or vandalism. We all owe a special tribute to Ackerman and Goff for making lasting contributions to the study of our local history. He died on 28 Nov 1949, aged 69, when I was 3 months old. Arthur James Goff was the youngest child of James Henry Goff and Sarah Elizabeth House. He was born on 10 Aug 1881 in Brooklyn, New York. He lived in Brooklyn except for a short time in Pennsylvania until 1917. Arthur had to leave school early to help his family out financially. Because of his lack of education, he was very adamant that his son receive a college education—Arthur collected pennies and saved over $3000 to send his son to college. Arthur’s natural intelligence and voracious reading made up for his lack of formal education. He loved history and knew more than most history teachers. During the years before he married, he became an avid genealogist and spent every Saturday at the New York City Public Library. He also collected stamps and other coins. He was a quiet, shy, gentle man who was considerate of others. He was honest to a fault. Arthur married Margaret Isabelle Wood in 1917 and moved to Ridgewood, New Jersey, where he spent the rest of his life. Arthur was 35 years old when he married 21 year old Margaret. Arthur’s only child, my dad, Everett Wood Goff, was born on June 10, 1922. Tragically, Arthur’s wife, Margaret, died of a brain tumor in 1928. Arthur never remarried. She was the love of his life. He adored my Dad. I have a picture of Everett when he was about one with Arthur sitting in the playpen with him! As Everett grew older, he said his friends always wanted to “hang out” with Arthur. My mother simply adored him and lived with him while my Dad served in World War II. Arthur worked exhaustively on his own genealogy and compiled accurate, well researched work. I have taken over this work and am amazed at what he accomplished with such limited resources. He would have embraced the technology today! He would be so thrilled that one of his descendants has the same love of family history he did. I feel such a connection with my grandfather! Arthur co-authored 11 books of cemetery inscriptions with Herbert S. Ackerman. My mother remembers driving him to these cemeteries so he could compile the names. As with everything he did, he was methodical, accurate and thorough when he performed those labors. Arthur worked as a statistician for U.S. Steel Corporation until his retirement. Arthur was active in the Paramus Chapter of Sons of the American Revolution. He held many offices in this organization including Registrar, Historian, and President. He served as a genealogy consultant for many people and prepared genealogies on the House, Bush, and Bayliss families. We have a beautiful hand written book Arthur prepared, entitled, “The Record of My Ancestry” that is truly a work of art as well as a treasure trove of genealogy of the Goff family. He was a member of the Long Island Historical Society. We still have a flag pennant that was used on a float for a 4th of July parade that Arthur was involved in—it is framed in my home. Although I only met my grandfather one time, his influence on my life has been immeasurable. Every once in a while when I find a record on-line that someone indexed, I think of Arthur combing through all those cemeteries so people could find their people! Oh, how I wish I could have known him! bibliography included on page 15 Mid-Century Landmark Rescued from the Wrecking Ball By Jennifer Rothschild Closter’s Harold Hess Lustron House, listed on both the state and national registers of historic places, was scheduled for demolition in 2014. Two attempts to designate the house locally, in 2004 and 2013, had failed due to the council’s unwillingness to designate the property over owner objections. The Borough was awarded a matching grant from Bergen County for acquisition of the house in 2014; however, the property was sold at a higher price to a developer who wanted to subdivide it and build new homes. Thanks to advocacy by then-mayor Sophie Heymann and positive action by the Zoning Board, an unusual compromise was reached with the developer-owner of the property to donate the historic house to the Borough of Closter. The house, located at 421 Durie Avenue, has a blue Bergen County Historical Society marker in the front yard that states: “To ease post WWII housing shortages, the Lustron Corp. of Ohio made an unique house of all pre-fabricated steel parts on an assembly line basis and shipped them directly to owners’ lots. Harold Hess purchased a Westchester Deluxe model with attached garage from an NJ dealer and assembled it on this site in 1950. All walls, roof and chimney are porcelain enameled steel panels. Between 1948 and 1950, Lustron made 2,498 homes.” There are only two Lustron houses remaining in Bergen County. The other is located in Alpine and has no local historic preservation protection. Approximately nine have survived statewide and an estimated 1500 remain nationwide. Thanks to the tireless efforts of Pat Garbe Morillo, founding chairwoman of the Closter Historic Preservation Commission, a thematic nomination of Lustron Houses in Bergen County was filed with the state in 2000, after a similar Lustron house in Closter was demolished for new development. Along with the BCHS marker in front of the house, the state and national historic designations have brought awareness to the governing body and the public of the house’s historical significance. Closter Mayor John Glidden has appointed Bobbie Bouton Goldberg, a member of Closter’s Historic Preservation Commission, to chair the Lustron Committee. The Committee, along with the Closter administrator, mayor and council, is working on a plan to restore and maintain the house so that it can be opened to the public for special events. Closter’s Lustron house was vacant for eleven years and utilities remain disconnected, so progress in cleaning and restoring the space has not yet begun in earnest. An arrangement with a local painting contractor, Mick Pisano, is being negotiated for maintenance and restoration work at the house. Mr. Pisano has perfected a method of safely removing layers of paint from the enameled steel surfaces and has experimented with auto waxing compounds to address conditions of the interior metal paneling. Architect-Planner and Closter Historic Preservation Commission member William J. Martin assessed the house in August, 2015. He described it as being in remarkably good condition and showing a high level of architectural integrity. The Lustron committee has begun the process of interpreting the space by placing Mid-Century furniture and furnishings in the house. The Lustron Story—a modest piece of the American Dream “Lustron” is a trademarked name that stands for “Luster on Steel.” The shiny efficiency of these homes mirrors the optimism that was felt by this country as its GI’s returned home triumphant from the Great War. Lustron homes are one-story ranch-style houses built on concrete slabs. They are very modest in size, averaging 1000 square feet of living space. Most of the Lustrons built were two-bedroom models, although a three-bedroom model did become available towards the end of production. Elements of streamline design abound in Lustron homes, which feature built-in vanities, bookshelves and dining room/kitchen cabinetry, as well as pocket doors and sliding closet doors—all made of porcelain-enamelled steel. Lustron homes were marketed as having “cheerful convenience” and “easy-to-keep-clean brightness.” They cost approximately $10,000 each and came in four colors: maize yellow, surf blue, desert tan and... model and serial numbers and located on the back wall of the utility room. The Lustron house was the brainchild of Carl G. Strandlund, who saw the possibilities of utilizing steel left behind from the war effort to create needed housing. Strandlund had previously worked for the Chicago Vitreous Enamel Products Company that manufactured steel enamelware for refrigerators, stoves, and other household appliances. Connecting this technology to the housing industry was the ticket to success in securing federal funding necessary to start production. The Lustron Corporation opened a one-million-square-foot plant in Columbus, Ohio in 1947. But just as quickly as the company’s star rose, it plummeted, and the Lustron Corporation closed in 1950 due to overwhelming debt. JENNIFER ROTSCHILD is Vice Chair of the Closter Historic Preservation and serves on the Preservation Committee of BCHS. Her educational background includes a law degree from New York University in 1990 and a Certificate in Historic Preservation from Drew University in 2012. She has presented on “Best Practices for Historic Preservation Commissions” panels at Drew University and at two annual New Jersey Historic Preservation Conferences (2013, 2014). She has written several local individual and district nominations for historic designations, as well as a nomination to the (NJ) state and national register, and wrote the Bergen County historic preservation acquisition grant in 2013 for acquisition of the Closter Lustron house. She is a member of Closter’s Lustron Committee. Now living in South Nyack, New York, Jennifer serves on the board of the Historical Society of the Nyacks. In March 2015 she co-curated an exhibit “An Underground Railroad Monument comes to Nyack: Inspired by Toni Morrison, Honoring Cynthia Hesdra.” Founding member of the John Green Preservation Coalition and contributor to the successful “save” of Nyack’s John Green House on lower Main Street—the only remaining early sandstone house in Nyack (built 1819). Steuben comes home We thought he was a goner but Gary McGowan at CPR repaired the Sandy-damaged scale model (50” high with base) through our application to FEMA. The full-size statue, also by Albert Jaeger, is located in Lafayette Park across from the White House. Trustee Manfred Wegner made a new wood base and member Carol Restivo painted it. Elizabeth Cady Stanton in Tenafly By Past President Kevin Wright A tract of 2,120 acres, one mile in width, extending between the Hudson River and the Tiene Kill, was patented to Colonel Jacobus Van Cortlandt, of New York, on April 27, 1688. He conveyed it on April 10, 1738, in equal parts to his three daughters, namely, Margareta (1694-1770) and her husband Abram De Peyster; Anna (1701-1774) and her husband John Chambers; Mary (1705-1777) and her husband Peter Jay (1704-1782), all of New York City. Upon her death on April 14, 1774, Anna Chambers devised her share to nephew Sir James Jay, who also inherited his mother’s third upon his father’s death in 1782. Sir James Jay later devised the northern third to his son Peter Jay and the other third to his daughter Mary O’Kill. Sir James Jay, the son of Peter Jay and Mary Van Cortlandt, was born in New York on October 27, 1732. He studied medicine at the University of Edinburgh, graduating in 1760. He returned to New York, but visited London in 1762-63 to solicit funds for King’s College, when King George III knighted him. He served in the New York senate during the American Revolution. He lived with Anne Erwin in Springfield, New Jersey, in 1780, but he never officially married because she refused to include the vows to “honor and obey.” She was a pioneer feminist who admired the writings of British feminist Mary Wollstonecraft, author of *A Vindication of the Rights of Women: with Strictures on Political and Moral Subjects* in 1792. She especially argued for women’s equal access to education. A detachment of Loyalists from Staten Island captured Sir James Jay whilst he was sleeping in bed at the house of Arent Schuyler in Second River (Belleville) on April 15, 1782. The captors described their prize as a “Child of the Rebellion.” At the time, he carried a letter from New York governor George Clinton, authorizing Jay to procure a loan in specie from New York City. Paroled upon the arrival of Sir Guy Carleton, James inexplicably traveled to England in July 1782, raising great controversy over his loyalties and causing embarrassment to his younger brother John Jay, first American minister to Spain, who was then in Paris acting as a peace commissioner. Sir James Jay’s eccentric adventure at such a delicate diplomatic moment inevitably raised suspicion that his capture had been by his own design. At least as early as 1789, Sir James Jay and Anne Erwin resided on a farm in “Closter,” the name given to a broad neighborhood atop the Palisades in Bergen County, on property he inherited from his father in 1782. He however died at Springfield, NJ, where he practiced medicine, on October 20, 1815. Anne Erwin died in 1840. Mary Jay, daughter of Sir James Jay and Anne Erwin, married John O’Kill (who was born in New Jersey about 1780) on August 13, 1807, at St. John’s Church in New York City. In keeping with her mother’s strong feminist beliefs and practices, Mary O’Kill founded a school for women in New York City in 1810. John O’Kill was listed as living in Ward 5, New York City, in 1820. Compelled at her father’s insistence to either divorce John O’Kill or be excluded from her inheritance, Mary chose divorce. According to census records, Mary O’Kill resided with her widowed sister, Jane Swift, 35 years of age, in New York City, in September 1850, along with thirteen other women and two men between the ages of 20 and 60, presumably comprising the faculty and student body of her school. According to the *New York City Directory for 1857*, Mary O’Kill kept school at 8 Clinton Place (in the Bronx?), New York City. She died in 1859. Mary Helena O’Kill, the daughter of John O’Kill and Mary Jay, was born around 1815 in New York City. She was presumably educated at her mother’s school. Mary H. O’Kill married Dennis Hart Mahan on June 29, 1839, in New York City. He was born April 2, 1802, in New York City, but grew up in Norfolk, Virginia. He received an appointment to West Point in 1819, graduating at the top of his class in 1824. The following year he was appointed an assistant professor of military engineering at the West Point Military Academy. After a brief tour in France, he accepted a permanent professorship at West Point in 1832, which he held until his death by suicide on September 16, 1870. He and Mary Helena O’Kill had several sons, Alfred Thayer Mahan, born on September 27, 1840, at West Point; Frederick Augustus Mahan, born in 1847, and Dennis Hart Mahan, born in 1849. **Highwood Park** After Mary (Jay) O’Kill’s death in 1859, Jane L. Swift seems to have resided with younger sister Mary H. (O’Kill) Mahan at Cornwall, New York, just outside of West Point. The Northern Railroad opened between Jersey City and Piermont, New York, on May 26, 1859, spawning “beautiful parks and villas” along its route and making their inherited lands in Hackensack Township attractive to suburban developers. On August 1, 1866, Mary H. Mahan and Dennis H. Mahan, of West Point, New York, released 183.68 acres, bordering the Tiene Kill in Hackensack Township, to Ashbel Green and Francis Howland for $42,000. Excepted from the sale were three previously sold lots, comprising 13.8 acres, and the rights-of-way for the public road and the Northern Valley Railroad, leaving about 166 acres, more or less. The sale price was therefore about $253 per acre. The survey for the property began at a stake in the northwest corner of the farm or plantation of James Jay and at the southwest corner of land belonging to Michael F. Connelly, who acquired about 100 acres of the former Jay estate, which he divided into 43 splendid villa sites, ranging from 1-1/2 to 2-1/4 acres each, and 217 building lots. On the same date, August 1, 1866, Jane L. (O’Kill) Swift, a widow, residing at West Point, New York, conveyed two tracts in Hackensack Township to Ashbel Green and Francis Howland for $40,000, the first containing 40.46 acres bordering the division line between Jane L. Swift and Mary H. Mahan, and the second containing 128.94 acres bordering the Tiene Kill and the division line between Jane L. Swift and Mary H. Mahan. Several previously sold parcels were excepted from the sale, including 1.26 acre that Jane L. Swift sold to the Trustees of the Presbyterian Church at Tenafly (55 Magnolia Avenue) on March 23, 1866; another 1.36 acre she sold to John B. Sloat on March 24, 1866; and another .98 acre to Joseph Wall. The sale also excluded .92 acre occupied by the public road and 1.75 acre for the Northern Valley Railroad. A deed between Francis Howland and Ashbel Green, dated December 1, 1863 refers to “a certain public highway from Englewood to North Englewood called the new County Road.” Subtracting from 6.27 acres previously sold from 169.4 acres, the sale price was about $245.20 per acre. Investors Ashbel Green, Francis Howland, R. C. Bacon, Andrew Clerk, Charles G. Sisson and J. B. Wortendyke laid out about 500 acres near the Tenafly train station into building lots on macadamized serpentine streets, planting double rows of young maples to shade the sidewalks. This, adding to the naturally wooded hillside, suggested the name of *Highwood Park*. As an added bonus to prospective buyers, there were reputedly no mosquitoes, owing to the relatively high elevation of the ground. *The Map of Highwood Park and Villa Sites at Tenafly Station on the Northern Valley Railroad* was filed in the Bergen County Clerk’s Office on July 6, 1867. Thus a new subdivision was planted on the western slope of the Palisades, 16 miles north of Jersey City along the Northern Valley Railroad and about a forty-minute commute from New York City. Sixteen trains came and went daily and commutation cost $87 per year. Highwood Park’s well-advertised view shed originally extended northwest to Orange Mountain in Essex County and south to Snake Hill and Newark Bay. The mountain slope also yielded a beautiful ‘cream-colored stone’ for building purposes, which was used to great effect in a new Gothic church near the equally new Highwood Hotel. Truman & Houghton opened the Highwood House, about 1,200 feet from the Tenafly train station, on June 10, 1867. Truman was formerly associated with the Continental Hotel in Philadelphia. Standing on an eminence with a commanding view, the Highwood House stood three-stories tall and was built in Italianate style with a basement, mansard roof and tower, fronted on three sides with wide pizzas, 220 feet in length. A billiard room, kitchen and laundry occupied the first floor. A public hall, offices, dining room, sitting room and family suites occupied the principal floor, while single rooms and suites filled the second and third floors. Gas, manufactured in an adjacent gashouse, lit the hotel and a steam pump continually filled a large tank on the top floor with water. This wooden palace proved short lived: Valued at $60,000, the Highwood House burned down on October 20, 1874. On Sunday, June 16, 1867, only ten days after the opening of the Highwood House, A. J. Bleeker, Son & Co. conducted an auction at Highwood Park for “about one hundred plots of ground, varying from a quarter of an acre to an acre and a half […] The attendance of buyers from New-York was very large. Four or five hundred persons were on the ground, and followed the auctioneer for hours under a burning sun.” Prices ranged from $1,900 for a lot measuring 200 x 200 feet, located on the west side of Park Street between Forest Road and Highwood Avenue, down to $360 for seven lots on County Road, near Central Avenue, each measuring 50 x 255 feet. The sale generated $112,000. **Elizabeth Cady Stanton** Many New York merchants in particular found it cheaper and more pleasant to reside in Highwood Park and commute daily rather than endure living in New York City. But other successful professionals were also to be counted in the ranks of buyers, including a reformer for women’s rights of international renown. Elizabeth Cady Stanton moved her family from Seneca Falls to New York City in 1862 when her husband Henry B. Stanton accepted the job of deputy collector of the customs house for the port of New York. He resumed lawyering and also wrote for the *New York Tribune* and later *The New York Sun*. At the conclusion of the Civil War, Elizabeth Cady Stanton decided to test whether a woman could hold political office, running for Congress in 1866, but, far in advance of her times, she received only 24 votes. She and close friend Susan B. Anthony launched their newspaper, *Revolution*, in New York City on January 8, 1868, continuing its publication until 1872. When the first American Woman Suffrage Convention met in Washington continued on page 10 in 1869, Elizabeth Cady Stanton lobbied for a constitutional amendment to enfranchise women. Rejected as too radical, she and Susan B. Anthony formed the National Woman Suffrage Association. Wanting to own property in her own name, Elizabeth Cady Stanton used her own income to purchase lots and build a house in Highwood Park. First, on April 17, 1868, Ashbel Green and his wife Louisa and Francis Howland and his wife Frances sold Lots # 89 and 90, situated at the northeast corner of Highwood Avenue and Park Street, to Andrew Clerk for $2,000. Three days later, on April 20, 1868, Andrew Clerk, of Jersey City, a Brooklyn fishhook manufacturer, and his wife Louisa, sold the same lots to Elizabeth Cady Stanton, of New York City, for $2,500, subject to a mortgage, dated April 17, 1868, by Andrew Clerk to Mary H. Mahan for $885. According to the *Map of the City of New York And Its Vicinity*, published in 1863, Highwood Avenue did not exist in 1863 and there is no house depicted east of Engle Street in the vicinity of the present intersection of Park Street and Highwood Avenue. Therefore, it is safe to say Elizabeth Cady Stanton built her home in Tenafly in 1868, a fact confirmed by its architectural style, naming it *Cedar Hill*. Given the strong feminist upbringing of Mary (Jay) O’Kill and her daughters Jane L. Swift and Mary Helena Mahan, one wonders if they had any influence in bringing Elizabeth Cady Stanton to Tenafly? After visiting in October 1869, the New York correspondent for the *Cincinnati Inquirer* described the Stanton home in Tenafly as “a pretty little brown cottage nestling charmingly among the firs and cedars on a hill overlooking the town. It is an unpretentious house, with a Mansard roof, a small veranda and a bow window at one side. There are flowers dotted about, a hammock slung to a couple of magnificent oaks on the lawn, and vines carelessly clambering over picturesque stumps.” The famed suffragist greeted her guest in “a pleasant parlor, small and quiet in tone, to be sure, but full of refinement. Music books and pictures, stereotyped but expressive. On the wall on one corner is a queer mixture of little portraits—Wendell Phillips, Horatio Seymour, Gerritt Smith, Calhoun and Clay.” The charming hostess next ushered the correspondent into “a charming little library opening upon the veranda and seats us by a window, from whence we can see the distant palisades, the Orange Mountains and the roofs of Newark glowing in the sunlight.” Dedicated entirely to her life’s cause, the motherly suffragist employed a model housekeeper, who reputedly made “the most delicious bread and butter imaginable.” Elizabeth Cady Stanton attracted not only journalists to her suburban abode, but also newspaper editors and many leading social reformers. She composed many lectures and letters here, undertaking some of her most important work in her home, including writing the *Declaration of Rights of the Women of the United States*, which Susan B. Anthony read at the Centennial Fair in Philadelphia on July 4, 1876. Stanton was instrumental in placing woman suffrage on the ballot in Kansas in 1867 and in Michigan in 1874. She also annually addressed a congressional committee in support of a constitutional amendment on women’s suffrage. **Attempt to Vote at the Valley Hotel** As autumn leaves fluttered down on Highwood Park in 1880, Elizabeth Cady Stanton was hard at work upon her *History of Woman Suffrage*. On October 27, 1880, the *Times-Picayune* of New Orleans reported, “Miss Susan B. Anthony has come from her home in the city of Rochester, N. Y., to aid her friend and collaborator, Mrs. Elizabeth Cady Stanton, in preparing for the press the first volume of their history of the agitation for woman suffrage. The two are working in Mrs. Stanton’s royally shaded nook of three acres on a gentle declivity midway between the railroad station in Tenafly, New Jersey, and the brow of the Palisades.” In response to an invitation received at Boston from Elizabeth Cady Stanton, suffragist Elizabeth Boynton Harbert traveled “to the home of one of America’s greatest women” to celebrate Foremothers’ Day on October 18, 1880. Upon arriving, she passed a silver nameplate on the gate and followed a winding path to the front door. Mrs. Harbert noted, “The house, spacious and convenient, planned by Mrs. Stanton, stands in the midst of an enclosure of three acres, and from garret to cellar, from kitchen to drawing-room, is a model of neatness, the grass plot and honey-suckle about the back door being as perfectly cared for as that at the front.” She also reported, “In Mrs. Stanton’s library, one soon becomes interested in her collection of pictures of representative people, a collection at one time amounting to hundreds, and classified in groups (for benefit of her children), composed of authors, poets, inventors, educators, reformers, statesmen, and others.” She also informed her readership, “Miss Anthony is making her home with Mrs. Stanton at present, in order that they may complete before the holidays the first volume of their history of the woman suffrage movement.” In the midst of contemplating women’s history, Elizabeth Cady Stanton and Susan B. Anthony decided to make a memorable show of defiance against the time-honored male order of things. In an account written within days of the event, Elizabeth Cady Stanton explained: “Sitting in my library in the early morning of our great national election day [November 2, 1880], that had dawned so bright and beautiful, my thoughts naturally turned to our grand experiment of government, the deep significance of a national election, and the blessed freedom of thought and speech our people here enjoy. My heart swelling with gratitude and hope that our right to be a nation might to-day be fully vindicated at the ballot-box, I seized my pen to give an outpouring of my patriotic soul to a woman’s journal; when lo! The Republican carriage and horses, all decked with flags and evergreens, drove gayly to my door. One of our leading citizens announced himself in search of voters. As my six legal representatives were scattered far and near, in the old world and the new, I offered to do the voting for them and represent myself, a most fitting thing for me to do, being the owner of the homestead, and having paid my own taxes in person, and having resided in the Democratic state of New Jersey twelve years; being also of sound mind, sufficient education to read the constitution, and the ticket I offered, and of the legal age three times over. My staunch Republican friend accepted the proposition, and accordingly Susan B. Anthony (always ready to make an escapade on the ballot-box) and I donned our Sunday attire, stepped into the carriage and were borne in triumph to the polling-booth mid the crowd of American sovereigns, their crown and scepter, the ballot, in their own right hand. This greatest of all duties of an American citizen we found was to be performed in a wayside inn, where the aristocracy of Bergen County are wont to seek the elixir that keeps them warm in winter and cool in summer, though suppressed on election day until the clock strikes 7, when the polls close and the sun is supposed to set on this 2nd day of November. Ushered into the august presence of the inspectors of election and of the imposing ballot-box, with the Holy Bible pressed to its inanimate lips, my champion announced: ‘Mr. Stanton has come to vote a clean Republican ticket.’ As this occurred precisely in the same spot where I usually paid my taxes, I felt quite at home, and at the prospect of enjoying the highest privilege of citizenship, much lighter hearted than on any former occasion when compelled to pay its penalties; and when my heart did not respond to the tender Scriptural sentiment, ‘It is more blessed to give than to receive.’ At the first proposition for a woman to vote, one of the inspectors, whom I knew well, dropped into his chair, looking as meek as Moses; another stood back with bowed head, as if searching for grains of mustard seed in the cracks of the floor, while the chosen champion for the combat took his position with dogged determination that ‘none but male citizens could vote; that there was no precedent for females voting.’ I told him that in the opinion of many learned judges, lawyers, and statesmen, women were enfranchised by the fourteenth amendment to the National Constitution, which declares ‘the citizen’s right to vote.’ I am here as a United States citizen to vote for United States officers. It is not the duty of a town inspector to decide on my liberties. As to a precedent, there are many precedents for women’s voting. Women are voting on school questions in eight States of the Union to-day, and on the sacred soil of New Jersey, were we now stand, women voted thirty-one years, from 1776 to 1807. But this stolid Democrat (for the two Republican judges had cunningly thrust him forward), was impervious to argument or appeal, and in his stress for something to say, he innocently admitted what his assailants and the bystanders had already perceived, that he knew nothing about the matter—never having read our constitutions, State or national. Shades of Jefferson and Jackson forgive, ‘that of such material we now make town inspectors of election.’ At this point Mr. [Cornelius] Cooper, a Democratic State Senator, seeing his brother Democrat pushed to the wall, impertinently called from the corner: ‘Pray proceed with the voting: we have wasted time enough over this trifling matter.’ ‘Gentlemen,’ said I, ‘this is the most momentous question the citizens of our town have ever been called upon to consider.’ The acting inspector then asked his Republican coadjutors if they agreed with him to refuse my vote, and each solemnly bowed his assent. I then tendered my ballot, but, as no out-stretched hand was ready to receive it, I laid it on the box, the inspector meantime keeping one hand heavy on the Bible, evidently fearing that, with the heroic Miss Anthony at my elbow, who ever and anon, in a low tone, had made suggestions, the two might with some dextrous maneuver slip the proscribed ballot into the sacred enclosure. In retiring I said: ‘I leave my ballot here. With you rests the responsibility of refusing to count it.’ We returned in the ‘Republican carriage’ in waiting to our home, leaving the voters of Palisade Township to discuss the merits of the question. Several called on us during the day for papers, pamphlets, and constitutional arguments, and we have thrown down the glove for a series of public discussions. What a spectacle this gorgeous autumnal sun shines down upon this 2nd of November. A free people with millions of voters enthusiastically assembling round the tens of thousands of polling booths to express their will in regard to the principles of government. And what a grand education to our people are these political campaigns, in which the ablest minds of the nation teach the men in every school district their duties as citizens, and the value of free institutions. It is an inestimable loss to the nation that the large class of intelligent, educated women, ever loyal to the best interests of society, should stand silent witnesses of this sublime spectacle; denied the right to express their will. But the good time is coming when we, too, will share in the great national uprising, and march in the grand procession of freedom. Meantime let us American citizens rise above the personal injustice we suffer, above the dust and smoke, the frauds and corruptions of politics, and remember the great experiment of government we are now making, based on human equality. Though failing at so many points to maintain our declared principles, yet we are steadily moving, step by step, toward the consummation of what philosophers have predicted, poets sung, and artists painted, the golden age, when among the sons and daughters of earth there shall be no class nor caste.” The Ottawa Daily Republic of Ottawa, Kansas, noted on November 9, 1880, “Mrs. Elizabeth Thompson, of New York, has made a liberal contribution for the publication of the ‘History of Woman Suffrage in the United States,’ which Miss Susan B. Anthony, Mrs. Stanton, and Mrs. Gage are now completing. Miss Anthony and Mrs. Stanton have cancelled all lyceum lectures for the season, and will spend the winter together at Mrs. Stanton’s rural home in New Jersey.” In 1882, Elizabeth Cady Stanton was the only woman featured among 185 biographical sketches in W. Woodford Clayton’s History of Bergen and Passaic Counties, New Jersey. Therein, she not only advertised her History of Woman Suffrage (including the name of the publisher), but she revealed, regarding her attempt to vote, “it is Mrs. Stanton’s intention to do for the women of New... Jersey what she has already done for those of New York, and to give the rulers of this State no rest until all of its citizens stand equal before the law.” Elizabeth Cady Stanton departed Tenafly in 1882, but returned to “the comforts of home, on the blue hills of Jersey” three years later. She sold her Tenafly home in May 1887 and died in New York City on October 26, 1902, at 86 years of age. Ahead of her time, Stanton fought ignorance and braved ridicule to secure “justice to Woman,” being an early advocate of an amendment to the United States Constitution, ratified in 1920, giving women the right to vote. The Valley Hotel The place where this historic event took place was the Valley Hotel on County Road in Tenafly—a landmark soon to be relegated to the rubbish heap despite the international significance of its great moment in time. A German immigrant named Hermann Heinrich Eicks built the Valley Hotel at the intersection of County Road and Highwood Avenue, a short walk from the passenger station, in 1868. He was born in Hanover, Germany, about 1816, and arrived in New York City sometime before 1855 when he was first listed as a baker, residing at 276 W. 19th Street. He appears in the IRS Tax Assessment List for 1864 as a liquor dealer and hotel owner in the English Neighborhood. The federal census for 1870 also lists him as a hotel owner, residing with his wife, Anna, who was of French origin, and their children: William, 14 years old; Maria, four years old; and Annie, two years old. George Hoffman, who was 30 years old and born in New York, was the hotel clerk. Hoffman’s wife Eliza was 20 years old and “without occupation.” Lizzie Clark, 25 years old, was a domestic servant. Andrew Boyd’s *New Jersey State Directory* for 1872 lists “Eicks H. H. saloon” in Tenafly. A notebook preserved in the collections of the Bergen County Historical Society records the expenses of the Palisade Township Committee for 1876, showing $25 paid to “H. H. Eicks … use of Room for Spring Election” on April 10, 1876, and on November 7, 1876, $25 paid to “H. H. Eicks use of room for fall election.” According to the 1880 census, Hermann and Anna Eicks resided at the Valley Hotel with their four children: Herman H., 19 years old; Maria T., 15 years old; Anna M., 12 years old; and Augustus W., 9 years old. Eliza Hoffman, 30 years old, was a servant, who resided in the hotel with her six-year-old daughter Georgiana. The last will and testament of Hermann H. Eicks Sr. of Tenafly, probated 10 March 1889, bequeathed the use and income of his real and personal property to his widow for and during the time of her widowhood. Upon her death, he ordered his property be divided equally among his five children. In a codicil dated 27 March 1888, he gave his executors full power and authority to sell “my homestead known as the Valley Hotel and from the amount received therefrom set aside three thousand dollars to build purchase a home for my wife Anna Maria for her use during her natural life if she so long remains my widow.” Anna M. Eicks made “her X mark” on a list of articles selected and set apart for the use of the family in *An Inventory of the Goods, &c., of Hermann H. Eicks*, proven on 31 May 1889. Creating the best visitor experience at Historic New Bridge Landing is part of our success. Thus, we have planted trees along Main Street to begin to “mask” modern intrusions. The last area to be planted is directly in front of the Campbell-Christie House. Currently we are considering planting both river birch trees and flowering dogwoods along the fence to not only buffer the modern surroundings, but to also benefit native birds. **Consider a donation to leave a living lasting legacy** at Historic New Bridge Landing: Each tree sponsorship is $250, with six trees planned for the area. While no permanent plaques will be placed, a digital record on a map will be noted. “Cemetery Inscriptions by Herbert Stewart Ackerman and Arthur J. Goff” 1. *First Hackensack Reformed Church 1801-1886*: (1943) BCHS 285.7 HAC 2. *Records of Four Methodist Churches in Northern New Jersey* (1948) New Prospect Methodist Episcopal Church of Waldwick (1797-1870), Cross St. Methodist Ch. of Paterson (1862-1903), Prospect St. Methodist Episcopal Ch. Prospect St. Station, Paterson, NJ (1845-1901) and Market Street Methodist Episcopal Church (1860 1877) BCHS 287 MET (1946) 3. *New York Cemetery Records*. (1945) Now Maple Grove Cemetery, 583 Hudson St. Hackensack BCHS 285.7 Hac 4. *Paramus Reformed Dutch Church Records: Marriages 1799-1900, Baptisms 1851-1900*. (1944) BCHS 285.7 PAR DR A 5. *New York and New Jersey Cemeteries*. (1947) BCHS 929.1 ACK 6. *Records of True Reformed Church at Paramus, Members 1823-1899 Marriages 1856-1892; Bap. 1823-1897; Cemetery inscriptions, 1830-1938.*, (1945); BCHS 285.7 Du 7. *Pascack Reformed Church and Cemetery Records, Park Ridge, NJ*. (1946) BCHS 285.7 Pas 8. *Records of Ramapo Lutheran Church at Mahwah, N.J.* (1944) Includes gravestones 9. *Records of Saddle River Reformed Dutch Church, Upper Saddle River, NJ 1812-1924*. (1944) BCHS 285.7 Sar 10. *Records of Zion Lutheran Churches at Saddle River and Ramapo, N.J.: 1821-1907*. (1943) Includes gravestone inscriptions from the church in Saddle River BCHS 284.1 SaR LUT 11. *Thirty -Seven Cemeteries in New Jersey*. (1946) BCHS 285.7 ACK 12. *Valleau Cemetery Records. Ridgewood, NJ*. (1944) BCHS 285.7 Par 13. *Records of Wyckoff Reformed Protestant Dutch Church*. (1945) Including Gravestone Inscriptions from the Churchyard: 1864-1925. BCHS 285.7 WYC DR E 14. *Inscriptions from tombstones in graveyard of the Protestant Reformed Dutch Church at Acquackanonk* (1942) BCHS 285.7 Acq Ackerman and Goff cemetery inscriptions are available at the following libraries: BCHS Library (see call numbers above for titles owned), Ridgewood Public Library, FamilySearch Books, Family History Library microfilm. Not receiving BCHS email blasts? It could be because your email address was entered incorrectly or it could be because your server is rejecting the email. Please contact us if you would like to receive BCHS event email blasts. Bergen County Historical Society P.O. Box 55, River Edge, NJ 07661 www.BergenCountyHistory.org Deborah Powell and Kevin Wright editors & layout email@example.com “New Jersey was battle ground in the war of the revolution; and our good county of Bergen, though not distinguished by those brilliant though brief successes that gave lustre to the names of Trenton, Princeton and Monmouth, was the constant arena of war. Tradition has well preserved the story of many a fray, and the sufferings and stout resistance of the Bergen yeomanry, who with a few inglorious exceptions, in the years when the stronghold of the enemy was in our great city, stood shoulder to shoulder in that protracted strife and slept not but on their arms.” In 1847, A. O. Zabriskie, Esq., of Hackensack provided a eulogy for Capt J. W. Zabriskie, 1st Regiment of Illinois Volunteers, who died during the Mexican War. This acute observation from the 19th century offers us a window into how later generations viewed the American Revolution in Bergen County. Judge Abraham Zabriskie was indeed correct: The Steuben House likely saw more action during the Revolutionary War than any other spot in the original thirteen colonies. In an effort to raise public awareness of Historic New Bridge Landing as a battleground and its story during the American Revolution, the Bergen County Historical Society has commissioned Trexler Historical Art to bring the climatic battle at New Bridge during the March 23rd, 1780 raid on Bergen County to life. During this encounter, the county courthouse was burned, a Continental outpost in present day Ridgewood was attacked, and a two-hour fire fight ensued at New Bridge while Continental and Bergen County forces attempted to prevent Crown forces from returning to New York. This painting will help to further the tale of Bergen County’s role in the American Revolution with a stunning visual and will also be used to benefit the Society on future projects. — James Smith, BCHS President. A Holiday Gift for the History Buff in your family: 1776 British Invasion & Washington’s Retreat Map Illustrates events that took place in Bergen County November 20 & 21, 1776 — described as the closest call of the war for Washington’s army. Includes routes, times and details of events in color, and newly discovered information. 24” x 18” - standard size for easy framing. 10 pt matte card stock. Perfect for the office or home. Available in the Campbell-Christie House Gift Shop during events or BergenCountyHistory.org. $21.50 for members. $23.50 includes tax.
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Objective? NII has established Speech Resources Consortium (NII-SRC) so as to promote dissemination and distribution of speech resources. NII-SRC conducts collection, distribution, investigation and research on speech resources (including speech data and software tools) necessary for developing science, education and industry related to speech. What are we doing? We contribute to the development of various research including speech recognition and synthesis by collecting and distributing speech corpora or speech databases which are difficult to develop individually. Another scientific contribution by supplying valuable material for phonetics and sociolinguistics by preserving dialects and minority languages. 1. What is “Speech Corpus/Corpora” What is corpus/corpora? A corpus means a systematic collection of data for research with some additional information to be used for research. (Ex.) Speech corpus, text corpus, multimedia corpus, image corpus, etc. Variety and use of speech corpora 【Use】 Analysis, synthesis, recognition of speech; analysis of discourse and dialects; preservation of languages, etc. 【Variety】 Isolated words, continuous speech, read speech, dialogues, dialects, multilingual speech; speech by non-native speakers, infants, aged people; speech in noisy or reverberant environments. Recording media of speech corpora The major recording media are used though it varies according to the use or data size. DVD-R is the most common currently. On-line distribution will be available soon. 【Recording media for speech corpora】 CD-R, DVD-R, HDD, DAT, LD, etc. Contents of speech corpora Analysis data Video Transcription data 3. Categorization of speech corpora Corpus attributes (8 attributes and 58 items) | Attribute | Item | |--------------------|----------------------------------------------------------------------| | Input device | 7 items Type of input device (ex. Desk-top microphone) | | Input environment | 5 items Recording environment (ex. Soundproof room) | | Number of speakers | 10 items Number of speakers | | Speaking style | 4 items Style of speech (ex. Continuous speech) | | Speech mode | 5 items Speech mode (ex. dialog, read speech) | | Data mode | 9 items Other information (ex. Sampling frequency) | | Language | 4 items Type of language (ex. Monolingual) | | Purpose | 14 items Keyword for use or development (ex. Recognition) | 4. Corpus similarity visualization Speech-related Organizations in the World. ELRA Chinese LDC SITEC NII-SRC GSK LDC Digit data corpora Close-talking microphone Read speech corpora Digit data Dialog corpora Continuous speech Dialog speech Large read corpora Read speech corpora Monolingual Over 100 Speakers Small corpora Fewer than 10 speakers
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Know the FACTS Families Acting for Community Traffic Safety Project of the Nebraska FCCLA Community Leader Peer Education Team # Table of contents 1. All About FACTS 2. National Teen Driver Safety Week 3. Ideas for your Chapter! 4. Awards & Recognition 01 All About FACTS What does FACTS stand for? • Families Acting for Community Traffic Safety (FACTS) gives members the information and incentives they need to build an understanding of what it means to drive safely, both today and in the future. • Through their projects, members work to educate adults and peers about traffic safety and support enforcement of local rules and regulations. • FCCLA members are given the tools to help families promote basic safety attitudes that can last a lifetime. Unit 1: People What does the Unit People emphasize? The Unit: People is to understand and promote your role as a driver or passenger and keep yourself and others safe. Examples of safe driving: Buckling up, eliminating distractions, checking blind spots, following road laws, knowing when not to drive, and avoiding bad weather. Unit 2: Vehicles What does the Unit: Vehicles emphasize? The Unit: Vehicles is to understand vehicle safety and the role it plays in safety for you and others. Examples of promoting safe driving: Check your mirrors often and scan to see what's happening 20 to 30 seconds ahead of you, keep your speed down, follow the 3-second rule to set a safe following distance, cut out distractions, don't rely on other drivers. Unit 3: Roads What does the Unit Roads emphasize? The Unit: Roads is to understand and promote your role on the road as well as the safety hazards you may encounter and how to avoid or react to them. Examples of safety hazards: potholes, pedestrians, heavy traffic, drunk or impaired driving, weather, and construction. 02 National Teen Driver Safety Week Before we begin... National Teen Driver Safety Week is October 20th through October 26th. This week is a great week to spread awareness about safe driving skills across your community! Make sure you share your awareness projects on social media, tagging Nebraska FCCLA. Facts about Teen Drivers Motor vehicle crashes are the leading cause of death in teenagers. Teenagers not wearing seatbelts is one of the leading factors to the amount of deaths in crashes. In 2022, 811 teen drivers died in car crashes. Drugs and Alcohol cause teens to make unpredictable decisions causing more accidents. Goals of National Teen Driver Safety Week Goal #1 is to bring awareness to a current issue in your community. Goal #2 is to get teens talking about changes that can be made. Goal #3 is to prevent injuries and deaths in teens. | Rules of the road | Description | |-------------------------------------------------------|-----------------------------------------------------------------------------| | Always buckle up | As the driver you should make sure everyone is buckled up | | No consuming drugs/alcohol | Drugs and drinking cause you to make decisions that could cost someone's life | | No speeding | Speeding is the number 1 cause of accidents, slowing down saves lives | | Limit extra passengers | Passengers are distracting so limit them | | Don't drive drowsy | Being tired behind the wheel is destined to end badly, pull over and switch drivers if possible, if not stop and rest | Recap of the week! During this week make sure to help your peers become more informed. For more information use your resources to provide accurate information in your community! - Law enforcement can provide safe driving tips - Trusted adults can help you make a smart decision - Teendriversource provides great information as well 03 Chapter Project Ideas Community Night Give your community the chance to have a fun, yet educational night! At the gathering your chapter could educate about FACTS/teen driving safety while making it fun for the community and students. Ideas... - Fun games with educational twists - VR driving simulation - Hands on stations to learn about driving laws. - Alcohol vision simulation goggles Chapter Service Get your chapter together do complete a service project for your community! Ideas... - Clean up the roads - Seatbelt check for students - Crossing guards for elementary students - Offer assistance for the elderly at gas stations - Car wash to promote safe driving Educational Speaker Give students at your school the opportunity to listen to experts in the field of driving safety by bringing in educational speakers. These speakers could be law enforcement or people affected by tragedy. Examples... - the alexis PROJECT - Nebraska MADD - Nebraska State Patrol - CARES program; Providence Medical Center 04 Awards & Recognition with links included! Why to apply and where to start the message? There are multiple reasons chapters should apply for awards as well as just putting together a project. As you have seen, the statistics are frightening. If we can get our youth to begin understanding the importance of traffic safety, we are already one step ahead! Starting with the most impactful group in our society, it will begin a ripple effect onto the rest of drivers on the road. Our youth is the KEY to success in traffic safety. Capture the Action 1. Plan and carry out a project that relates to FACTS, Career Connections, or StandUp. 2. Capture a picture of your project in action. 3. Fill out the short application. a. Applications due January 15th 4. Top projects will be recognized at the Peer Education Conference in February. To apply for these awards go to the Nebraska FCCLA website-nebraskafccla.org Nebraska National Program Awards Chapters can submit a project that they did based on a National Program in which they can include: - A description of their project - How many students were involved - How many people were reached through the project - How many people were reached through public relations - The top application receives an award at SLC - All chapters that applied will receive recognition - The due date is March 1st. To apply for this award click here and go to the program awards tab: affiliation.registermychapter.com National Program Awards recognition at Nationals FCCLA offers recognition at the national level to chapters and individuals for their projects through National Programs. - There is a High School, Middle School and Runner Up Award. - The top Middle School and High School awards give the winners $1,000. - The Runner Up gets $500. **The only national program that does not receive a cash award is Power of One. To apply for this award click here: fcclainc.org The 24-25 Community Leader Team Chairperson Sawyer Brudigam Wakefield Contact Vice-Chairperson Natalie Nelson Nebraska City Contact Secretary Ashtyn Contrerez Medicine Valley Contact Vice-Public Relations Ellie Bales David City Contact
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Project Twin Streams – Creative Log Contents 4 What is creative engagement? 6 How does Project Twin Streams use creative engagement? 8 How does art equal clean water? 10 How do we engage? 13 Creative Log 2005 27 Creative Log 2006 45 Creative Log 2007 65 Creative Log 2008 85 Creative Log 2009 105 Creative Log 2010 This fabric eel, created by a number of community organisations involved in Project Twin Streams, was used in a number of Christmas parades in Waitakere. What is creative engagement? Creative engagement is the tool that Project Twin Streams uses to raise awareness of the causes of stream pollution and the solutions towards healthy streams. Our Arts Coordinators work with schools, community groups and local residents using activities such as drawing, painting, drama, singing and sculpture to allow people to absorb information in a fun and interesting way. There are two strands to our creative engagement: • Environmental arts activities at Project Twin Streams events such as community planting days and festivals. Examples include the painting of clay fish, paper making from weeds, weaving, badge and clay model-making. • Long term projects, both large and small, that span months and at times, years, draw together various groups, schools and sections of the community. These are the cornerstone of our creative engagement. Te Herenga Tangata Sculpture at Urlich reserve. How does Project Twin Streams use creative engagement? The Project Twin Streams’ creative engagement strand was not part of the initial grant from Infrastructure Auckland which funded the riparian restoration, property purchases and the walk and cycleway components of the project. A separate Sustainable Cities funding strand in 2005 allowed the project to employ an Arts Coordinator part-time for six months. That engagement was a resounding success and the creative engagement was funded by the former Waitakere City Council, now part of Auckland Council, when the Sustainable Cities pilot was complete. The Arts Coordinators work across the project, liaising with each of the Community Coordinators and then, in turn, with schools, alternative education providers, community groups, arts organisations and businesses – who may or may not have already participated in Project Twin Streams planting events – to develop creative engagement projects which raise awareness of the causes of and solutions to stream pollution. There is now (as of August 2011) one part-time Arts Coordinator and two contract part-time Coordinators. Each year, these Coordinators work on a diverse range of projects engaging with a range of schools and other residents. This Creative Log captures the strategy behind our creative engagement strand and outlines the different ways in which we engage with residents. It also showcases a range of the projects we have created since 2005. We hope you enjoy the journey. More examples of Project Twin Streams creative projects can be found on projecttwinstreams.com/about/auniqueapproach/creativeengagement A Flanshaw Road primary school student proudly holds up her artwork for the Our Place book published by the school in 2006. How does art equal clean water? The following key principals underpin all creative engagement across the project. 1. Active participation “Tangible actions such as planting days, arts projects, celebrations and events provide the best means of engaging local people in the project” – *Evaluations Rachael Trotman*. 2. Belonging, Empowerment and Connections “This project has created opportunities for the boys to experience empowerment.” 3. Attitude change “Initiatives such as the Birdwood school rap song provide an enriching experience that’s not only deeply rewarding for participants, but illustrates real-life applications for their creative skills.” 4. Behaviour change “The Songquest really shifted participants perspectives on the environmental issues effecting our streams. These previously disengaged youth were shocked to discover the state of some of our waterways while researching their songs and as a result, we now have youth in our community championing our cause as a direct result of the contest.” 5. Reinforcement Opportunities for involvement as teachers become learners. 6. Healthier communities and cleaner streams Longer term projects allow participants to absorb information and learn how they can participate in change and make a difference. “Creativity and the arts act as a glue holding the project together at the community level” *Evaluations Rachel Trotman.* How do we engage? The creative engagement strand of Project Twin Streams works with: 1. New Groups Creative engagement brings residents and groups that have no previous connection or experience with Project Twin Streams into the project. These groups learn about the project and what it is looking to achieve in a fun and creative way. They learn how their actions and behaviours make a difference – learnings which we then hope residents will translate into other areas of their lives. 2. Existing Groups Existing groups are those who have previously participated in Project Twin Streams. This may have involved planting at a community planting day, ongoing work on an adopted area, volunteering or through some other links such as ongoing involvement in the project by a school or education provider. 3. Art activities and Events A key way to deliver the creative engagement strategy of the project is to offer art activities with an environmental and educational focus at community and public events. Oratia youth group, the Young Believers, wrote and recorded a rap song as a call to action for stream health. Cranwell Park Early Childhood Centre made ceramic eels and mosaics that were installed on a fallen log in their adopted area. The stream fairy keeps children entertained at community planting days in her specially created costume. 4. Collaborations and Partnerships The creative engagement strand of the project undertakes and builds collaborations and partnerships both between and with arts organisations, schools, community groups, high-profile events, artists and performers. This facilitates awareness raising and knowledge transfer across the project whilst offering learning opportunities in a fun and creative way. Some of the collaborations and partnerships nurtured by Project Twin Streams include working with Corban Estate Arts Centre, Auckland Festival of Photography, Trash to Fashion, Waitakere Trust Art Awards and Henderson Historical Society. Many local schools have been brought together by jointly working on creative projects such as art murals. 5. Umbrella Projects Project Twin Streams’ umbrella projects are the cornerstone of the creative arts engagement strategy. These projects – large and small – which span months and sometimes years draw together various groups, schools and sections of the community to create lasting artifacts which record the project’s achievements and commitment to environmental sustainability. Environmental art workshops in partnership with Corban Estate Arts Centre. Rachel Bebbington Sheary won first Prize in the painting category at the PTS Art Awards 2008 with ‘Rivercarers’. Pacific Mamas, Mother of Divine Mercy, Beautiful Daughters, Liston and Henderson High Schools collaborated on this project. 2005 Mokomoko the Gecko Mokomoko the Gecko was created by Ranui After School Care. The children were asked to draw a creature which was significant to them and the stream. From these drawings, a shape was selected and enlarged. The gecko was originally planned as a piece of landscape art to go by the Project Twin Streams cycleway. However, other groups such as the Ranui Baptist Church and the Ranui Action Project came on board and became so enthusiastic about the project, it was decided to keep it near the centre where the children who worked so hard to create it, could enjoy it. A member of Ranui Baptist Church works on the gecko. Ranui After School Care children provided the inspiration for the gecko. A Project Twin Streams art display was held in the Ranui Library with Mokomoko the gecko holding centre-stage. Official ceremony for Mokomoko with groups involved such as Ranui Baptist Church, Ranui Action Project and Ranui After School Care programme. A group of children from Westwave After School Care designed and made these flags after visiting the stream. These colourful flags are used as markers for community planting days. The children have been very busy making their own costumes for the nativity play. They have used a variety of materials to create their costumes, including fabric, felt and ribbon. The costumes are bright and colourful, with some featuring traditional nativity symbols such as stars and angels. The children are excited to be performing in the play and are looking forward to showing off their costumes to their families and friends. The Henderson Creek, Weekend Celebration exhibition was opened by Ewen Gilmore and featured artworks from Edmonton and Flanshaw Road primary schools, Conductive Education and Wartakere Arts Painting Groups. Flanshaw Road primary school create their fabric wall-hangings Waitakere Arts Group, Alfresco painting. Artists, young and old, gathered to paint the Henderson Creek. Children from the Maori Unit at Birdwood primary school record their rap song. These t-shirts were designed by a Ranui youth group called Ranui 135 and feature a ‘Keep Ranui Fresh’ logo (above). Birdwood school perform their rap song at a community planting day. 2006 Birdwood School Rap The idea for a Project Twin Streams inspired rap song grew out of a brainstorming session with students from the school’s Maori unit. Students collaborated on the lyrics of the song and later recorded it in a converted school cupboard which doubled as a makeshift recording studio. To reinforce the Project Twin Streams connection, students attended a local Community Planting Day. Seemingly disengaged students grew very protective of “their plants” as a result of this exercise. This song, which was subsequently performed at a Ranui-Massey planting day and formed the subject of a music video project by Auckland University of Technology (AUT) students, proves the value in finding the right creative outlet for the diverse participants in Project Twin Streams creative engagement. Rap song video is made by students from AUT. The group was formed in 2013 by a group of young women from Te Rūnanga o Ngāti Porou, who wanted to create a space for young women to come together and learn about their culture. The group has since grown to include men and women from across the region, and they perform at various events and festivals throughout the year. The group's performances are always accompanied by traditional music, which is an important part of the cultural experience. The music is played on a variety of instruments, including the kōrero (a type of drum) and the pūkana (a type of flute). The music is often accompanied by singing, which is also an important part of the performance. The group's performances are always accompanied by traditional music, which is an important part of the cultural experience. The music is played on a variety of instruments, including the kōrero (a type of drum) and the pūkana (a type of flute). The music is often accompanied by singing, which is also an important part of the performance. The school has a strong focus on Māori and Pasifika students, with a high proportion of students from these groups. The school is committed to providing a safe and supportive environment for all students, and has a range of initiatives in place to promote positive behaviour and academic achievement. The school has a strong partnership with the local community, and works closely with parents and caregivers to support student learning. The school also has a range of extracurricular activities and sports teams, which provide opportunities for students to develop their skills and interests outside of the classroom. Overall, the school is a vibrant and dynamic community that values the unique strengths and perspectives of its diverse student population. Local graffiti artist Dan Tippits helped students create a mural depicting a healthy stream. Children from Freyberg Community school engage with the stream through making dioramas. Students from Flanshaw Road primary school created a book that was launched at Storyfest which features pastel artworks and quotes from children. James: ‘I liked all the plants and creatures. When we planted the trees we found some kauri gum.’ Albert: ‘All the wildlife is important to me. I want it clean so there will be more birds.’ James and Albert worked on this picture together. They drew lots of fish to represent a clean river, and a pohutukawa tree in flower. Can you see the pukeko with her eggs, and the insects Albert drew above her for her to eat? Te Ata, a mental health support group, engaged in various creative activities including screen printing, ceramic tile painting, photography, and mixed media works. Te Ata created a sign to mark their adopted area of the Opanuku Stream. Each child in the school made a tile for this mural which depicts nikau palms and twin streams. This mural was a collaboration between Birdwood school and St Dominics College Year 10 art students. Community Waitakere, Waipareira Trust, Te Rito, Kaupapa Maori Day programme, Te Ukaipo and the Pacific Mamas created a fabric eel. The Whanganui River is a living being, and the people of Whanganui are its guardians. The river is sacred to the Māori people, and they believe that the river has a spirit and a life of its own. The river is also a source of food, water, and cultural heritage for the people of Whanganui. In 2016, the Whanganui River was granted legal personhood in New Zealand, making it the first river in the world to be given such status. This decision was made by the Whanganui River Claims Court, which ruled that the river should be treated as a legal entity with rights and responsibilities. The granting of legal personhood to the Whanganui River has been seen as a significant step towards protecting the river and its environment. It has also been seen as a symbol of the growing recognition of the importance of nature and the need to protect it. The Whanganui River is a unique and special place, and it is important that we continue to protect it for future generations. This Giant Kokopu now hangs at the Massey Community Centre. Arts activities at the Ranui-Massey (left) and Opanuku (right) community planting days. 2007 Moana the Eel A 10 metre long eel sculpture found a new home at the Waitakere Pacific Arts and Culture Centre located at the Corban Estate Art Centre on the Opanuku Stream. The eel was created from recycled materials and mosaic tiles designed and made by local community groups. A repurposed steel frame, used as the base for the sculpture, was found at the Corban Estate after being left by a previous artist. Carved stone from the old Henderson Town Hall, which was also found nearby, forms one of three seats incorporated into the eel. An old tramline track has also been put to good use by the artist Bruce Courtney who helped to create the base of the sculpture. Three hundred Maori and Pacific Island tiles were designed and made by five local groups; Liston College, Henderson High School, Mother of Divine Mercy Community Group, Beautiful Daughters (a group of young women from alternative education provider Mary MacKillop Centre) and the Pacific Mamas. Pacific Mamas performing at the blessing ceremony of Moana the eel. Pupils from Henderson High School and Liston College create tiles to adorn the eel sculpture. Artists create the eel using a recycled frame abandoned at Corban Estate Arts Centre. The sculpture was unveiled in 2010, and has become a popular meeting place for the community. It is a symbol of hope and resilience, representing the strength and determination of the people of Te Kākahu. The sculpture was created by local artist, John McPhee, and was installed in 2007. It is a tribute to the whales that once swam in the waters around the Bay of Islands. The sculpture is made from recycled materials and is a symbol of the importance of protecting our environment. The sculpture has become a popular attraction for visitors to the Bay of Islands, and has been visited by thousands of people since its installation. It is a reminder of the beauty and diversity of our natural world, and a call to action to protect it for future generations. The Project Twin Streams Cycleway launch featured a special performance of *Sina and her Tuna* by students from Glen Eden intermediate school. As well as the drama production, there were a number of other art activities at the launch. The Glen Eden Celebration Arts Performance was an opportunity for young people to express their vision for the stream through dance, drama and song. Children from Glen Eden primary school had a drama workshop with John Gouge as part of their preparation for their Glen Eden Celebration Arts Performance. Every student from Flanshaw Road primary school was involved in a Project Twin Streams themed production they wrote themselves. The children made the costumes themselves, which also featured in Trash to Fashion. Year 12 outdoor education students from Henderson High School created these tiled posts. The school has a strong commitment to environmental education and sustainability, with a focus on practical action and community engagement. Students participate in various environmental projects, such as tree planting, waste reduction initiatives, and conservation activities. The school also encourages students to take responsibility for their actions and to become active citizens who contribute positively to their community. In addition to these efforts, the school has established partnerships with local organizations and businesses to further its environmental goals. These collaborations provide opportunities for students to learn from experts in the field and to gain real-world experience in environmental management. The school's commitment to sustainability is evident in its ongoing efforts to reduce its carbon footprint, promote renewable energy sources, and educate the community about environmental issues. Overall, the school's approach to environmental education and sustainability is holistic and comprehensive, encompassing both theoretical knowledge and practical application. By fostering a culture of environmental stewardship among its students, the school aims to inspire a new generation of leaders who will make a positive impact on the planet. Community Planting Kaurilands Reserve. Swanson Stream. Opanuku Stream Matariki. The stream fairy keeps children entertained at community planting days and other events in her specially created costume. Pupils from Henderson South primary school worked with artists Ebony Waru and Mandy Patmore to create this mural with a ‘before and after’ theme. 2008 Art Exhibition Awards The inaugural Project Twin Streams Awards, a sponsored category in the long running Waitakere Trust Art Awards, provided an opportunity for artists to showcase their knowledge of the project through both painting and sculpture. The awards attracted entries by over 40 artists who explored Project Twin Streams themes through a diverse range of media and mediums. There were a number of different interpretations of the themes and ideals of the project. Ann Uerata, winner of the sculpture category had been involved with restoration on the Opanuku Stream for over a year and a half prior to the awards. Ann’s work Wāka Kura mo nga tangata focused on the idea of Project Twin Streams being a carer for the health and environment of the community. This was symbolised through the use of a traditional Moses basket, woven by Ann, and a mattress screen printed with the Project’s logo and aim. Laingholm School’s Art teacher Rachel Bebbington Sheary impressed the judges with her work, Rivercarers3, which reflect on the beauty of the community coming together to both nurture a community space and to enjoy it. Rachel explored the symbiotic relationship between trees and people in her winning painting entry. Project Twin Streams secured funding for seven prizes valued at over $3000. 67 The exhibition space was designed to showcase the unique and diverse art pieces created by the artists, with each piece displayed on its own stand or in a group setting. The lighting was carefully chosen to highlight the intricate details and vibrant colors of the artwork, creating an immersive and engaging experience for visitors. The exhibition also featured a variety of mediums, including paintings, sculptures, and installations, which added depth and complexity to the overall display. The use of black walls and flooring provided a stark contrast to the colorful artwork, making it stand out even more. Overall, the exhibition was a success, attracting a large number of visitors who were impressed by the creativity and skill of the local artists. The event not only showcased the talent of the artists but also promoted cultural exchange and appreciation among the community. TE MARAMA KA MATAU BY LIGHT COMES WISDOM MA TE MATAU KA ORA BY WISDOM COMES LIFE Rachel Bebbington Sheary won first Prize in the painting category for ‘Rivercarers 3’ Henriata Nicholas won second prize in the painting category Ann Uerata won first prize in the sculpture category for her woven Moses (Waka) basket. Linda Mills won second price in the sculpture category. Students from Holy Cross school studied the fantail, eel and gecko before creating a mural about each. 73 The school has a strong focus on sustainability and environmental education, with a dedicated Green Team that organises events such as the annual Earth Day celebration. The school also participates in the Australian School Grounds Program, which aims to improve the quality of school grounds and create more sustainable environments for learning. In addition to its environmental initiatives, the school is committed to providing a high-quality education for all students. It offers a range of programs and activities designed to support student success, including a strong focus on literacy and numeracy, as well as opportunities for extracurricular activities and community involvement. The mural was blessed by Father John K. Lee, pastor of St. Mary’s Church in Seattle, on June 10, 2006. Sunnyvale primary school mural. The children’s artwork was displayed on the wall of the new building. This exhibition, at Lopdell House Gallery in Titirangi, featured artworks from pupils at Konini, Green Bay and Kaurilands primary schools. The exhibition was opened by the Mayor of Lewisham, Councillor Sue Hodge, and the artist, with a talk about the project. Oratia youth group, the Young Believers, wrote and recorded a rap song called ‘No time to Borrow’ as a call to action for stream health. St Dominics College collaborated with Western Heights primary school to create a mural celebrating the Opanuku Stream. Children drew and wrote about their dream stream as part of eco-day celebrations (left) and children engage in eel mosaics at a Henderson creek community planting day (right). Visitors created art and also sculptures from junk at the Project Twin Streams stand at the ‘Clean-Up Henderson Creek’ day. 2009 Te Herenga Tangata Sculpture at Urlich reserve After two years of dedicated work by the Ranui-Massey community, Project Twin Streams’ most ambitious art project was unveiled in June 2009. Te Herenga Tangata, a 4.75 meter sculpture which stands in Urlich Reserve in Ranui, incorporates and celebrates the traditional designs and motifs of the local Maori, Croatian and Pacific Island communities. Te Herenga Tangata fittingly means ‘Unity of Nations’. Mosaic workshops were held at the Ranui Community Centre to make the Croatian components. Te Herenga Tangata. Liston College students made the mosaic panels depicting flax. Agape Homecare created the mosaic of hearts and kauri leaves. Engineers Industry Training created the Kereru (wood pigeon) which sits at the top of the sculpture. Mosaic workshops were held at the Ranui Community Centre to make the Croatian components. The Maori, Croatian and Pacific Island communities in Ranui and Massey created this sculpture as an identity marker for their adopted area of stream bank along Swanson stream. Held in August 2009, the Song Quest competition invited students 18 and under to write a song inspired by Project Twin Streams. The brief was to create music which would in turn encourage people to make a positive change and create a better future for the environment. Project Twin Streams Arts Coordinator Mandy Patmore saw the Song Quest as an opportunity to reach new members of the community with this innovative approach, an ambition that also stood out for the judges at the 2009 ARC Sustainable Environment Awards, where the project was one of five finalists in the Youth Category. The call was answered by some 27 individual musicians and bands, a number whittled down to a core group of 13 finalists after a challenging audition process. A crowd of over 400 people turned up to see the bands battle it out at Zeal Global Café in Henderson for the final performance night in August 09. The judging panel was made up of Andrew Fagan, former Mocker, Ben Collier from Goldenhorse, Dei Hamo, a leading hip hop artist and Jess Clark from Project Twin Streams. Finalists ranged from the sweet sounds of ukulele strummers, through to a heavy metal band and virtually everything in between. An independent film-maker, Ben McAlister documented the Song Quest from the auditions through to the finals and beyond. As well as capturing the event “Songs to Save our Streams” also shows how the competitors’ understanding and interest in the various environmental issues facing our streams, shifted and deepened through the competition. Photo by Paul Shepherd. Photo by Paul Shepherd. Treasures of our Stream An initial ideas session with students from Henderson Primary School revealed a wish to create an artwork that would be seen by people walking to the mall that reflected the school’s streamside location. This evolved into the Treasures of our Stream mural which is made up of some 350 painted fish which reflect the individual ideas of those students involved. The Waiparera Trust kindergarten was also involved in painting the fish. The mural is attached to a fence beside the school and since its installation has become a true local landmark of the area. The installation of the fish on the fence was a collaborative effort between the artist and the community. The fish were made by local artists, students, and volunteers, each contributing their own unique style and color scheme. The result was a vibrant and dynamic display that added a touch of whimsy to the otherwise mundane setting. The installation was not only visually striking but also served as a reminder of the importance of preserving our natural resources. The fish, with their bright colors and varied designs, represented the diversity of life in our oceans and rivers. They also served as a symbol of hope, reminding us that even in the face of adversity, we can come together to protect what is important to us. In conclusion, the installation of the fish on the fence was a beautiful and meaningful addition to the community. It brought people together, inspired creativity, and raised awareness about the importance of conservation. It will be remembered as a testament to the power of art to transform spaces and inspire change. The fish art project was a collaborative effort between the students, teachers, and community members. The students created the fish designs, painted them, and then attached them to the fence. The project not only beautified the school grounds but also promoted environmental awareness among the students. The students at the 2010 Summer Camp held up their finished fish projects. Environmental Art Workshops at Corban Estate Art Centre. 99 St Dominics students partnered with children from Swanson primary school to create this stream mural at the front of Swanson school. The Parekura unit at Henderson high school created six mosaic pavers. They depict native flora and mark their adopted area on the Opanuku Stream. Waitakere writers collaborated to create a book which tells stories from the Opanuku Stream. Students from St Dominics College were mentored by a professional photographer and their work was exhibited as part of the Auckland Festival of Photography. 2010 Adobe Wall A pile of old bricks dug up by Project Twin Streams Arts Coordinator Kristin Kell at a community planting day on the Opanuku stream in late 2009 was the starting point for the 56 metre Adobe wall constructed the following year at Henderson Valley School. Further inspiration for the project came from the work of visionary artist Fredrick Hundertwasser; the Austrian artist famous for the toilet block in Kawakawa. The wall, which now partially encloses the school’s Native Tree Identification garden, was constructed over a manic 10-day period in the October 2010 school holidays. Derek March Project Twin Streams Opanuku Coordinator, Kristin Kell and Gunter Andrasca worked 10 hour days over the 10 day period to bring the project to fruition. Much of the man and woman power came from the Walsh Trust, who have an adopted area nearby, and they worked for four consecutive days and were assisted by members of the local school community and pupils. Students also had an active role in the project design. They researched geographical features of the local landscape, flora and fauna and Maori stories around the stream. The wall incorporates the recycled bricks found on the community planting site and recycled concrete from a small building recently removed from the school grounds. Recycled bottles brought in by the children and ceramic feathers made by the pupils as a stream-side arts activity were also incorporated. The ceramic feathers reference the story of the kidnapping of the Maori chief’s wife Panuku – a story which is very pertinent to the school as the steep track her kidnappers took is behind the school. Also included is a selection of coins from each culture represented in the current school roll. As construction got underway, it was nerve-wracking for Kristin to not know how much community input and involvement she would have over the construction period. Many people stayed and got involved for a few hours when they dropped their children off and on the second to last day there was a big community turnout. “All the blood, sweat and tears were worth it in the end … seeing such a great outcome for the school as a result of the local community spirit was just fantastic. A real highlight for me was seeing the children climb all over the wall after the unveiling,” says Kristin. The sand sculpture was created by local artist, John McPhee, and was inspired by the local wildlife. The first two images show people working on a brick wall, with one person smiling and another focused on their task. The third image shows a group of people working together to build a brick structure in an outdoor setting. The children’s play area at the school is a place where they can be creative and have fun. The play area includes a variety of equipment, such as swings, slides, and climbing frames, which provide opportunities for physical activity and social interaction. The play area also has a sand pit and a water table, which encourage imaginative play and sensory exploration. The play area is designed to be inclusive and accessible to all children, regardless of their abilities or disabilities. The equipment is placed in a way that allows children to move freely and interact with each other, promoting social skills and teamwork. The play area is also monitored by staff members who ensure the safety of the children while they are playing. In addition to providing a space for physical activity and social interaction, the play area also serves as a place for children to learn and develop important life skills. For example, children can learn about cause and effect through play, as well as develop their problem-solving skills by working together to solve challenges. The play area also provides an opportunity for children to express themselves creatively, whether through building with blocks or painting on the walls. Overall, the play area at the school is a valuable resource for children, providing them with a safe and engaging environment to explore, learn, and grow. The Lucinda Place Community Orchard mural drew on the artistic talents of around one hundred children from across five West Auckland Primary Schools. The students worked together to create a 12 metre long art work that celebrates the success of the orchard and the sense of community it fosters. Commitment to maintaining the local environment is another key theme in the children’s work. The orchard has transformed a previously residential area that sits within the Waikumete Stream’s natural flood plain. The fruit trees provided inspiration for the vibrant mural which spells out letters in the shape of fruit, vegetables, plants and animals. The children wanted massive birds, insects and water creatures on the mural making the point that these creatures lived in our environment and were important. The mural marks the entrance to the community orchard on land purchased for Project Twin Streams. Concrete sculpture modelling project Flanshaw Road primary school. Local teachers were offered a taster of what is offered during the school term at the Learning Experiences Outside the Classroom workshop as part of Corban Estate Education Programme partnership with PTS. Going with the Flow was a Sunderland School PTS learning partnership project. The book captures explorations in technology, art and science which have engaged the students in learning about their stream. This art post (left) was designed and made by students at Sunnyvale primary school. This mosaic art post (right) marks Holy Cross school’s adopted area on the Wakumete Stream. Cranwell Park Early Childhood Centre made ceramic eels and mosaics that were installed on a fallen log in their adopted area. The painting on the left is a collaborative work by students from the University of Waikato, and the painting on the right is a collaborative work by students from the University of Auckland. Both paintings are part of the exhibition "Whakapapa: The Art of Place" at the Auckland War Memorial Museum. Waitakere Painters on Canvas Project. The finished works are displayed at Walsh Trust in Henderson. West City Mural Arts co-ordinator Mandy Patmore began work on Waitakere’s largest community arts project to date. Following a design process which involved five schools, two community groups, Westfield management, and the PTS team, plans for a 27 metre long collaborative artwork were finalised. The artwork will be displayed on the exterior wall of Westfield Westcity alongside the Oratia Stream. Workshops began in schools and community venues, and included a hugely successful two-day workshop held in the centre, which saw the public paint over 400 ceramic fish. Participants also learned about some of our native fish and weta from visiting experts. Join our club! Participants in the Westfield WestCity Mural Community Open Days, create their part of this mural which is due to reach completion in October 2011. A family enjoys painting at the mall, while two women smile and work on their projects. The children at the school in the suburb of Otara, Auckland, New Zealand, were very excited to be involved in the project. They worked with the artist and the community to create a large mural on the wall of their school. The mural depicts a tree with leaves and fruit, symbolizing growth and abundance. The children also created individual drawings that were displayed on the wall, showcasing their creativity and artistic skills. The artist, along with other community members, was instrumental in guiding the children through the creative process. They provided support and encouragement, helping the children to express themselves and develop their artistic abilities. The collaboration between the artist and the community created a positive and supportive environment for the children to thrive. The project not only enhanced the physical appearance of the school but also had a significant impact on the children's lives. It provided them with an opportunity to learn new skills, develop their confidence, and foster a sense of belonging within their community. The mural became a source of pride for the children and a testament to their hard work and dedication. In conclusion, the project at the school in Otara, Auckland, New Zealand, was a remarkable success. The collaboration between the artist, the community, and the children resulted in a beautiful mural that brought joy and inspiration to all who saw it. The project not only improved the physical environment of the school but also had a profound impact on the children's lives, empowering them to express themselves and reach their full potential. The students at the school have been working on a project to create a mural for the school. They have been using clay to create various animals and other objects that will be used in the mural. The students have been working together to create a cohesive design, and they are excited to see their work come to life. Created and produced by Atlas Communications. © Auckland Council 2012. www.projecttwinstreams.com
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WHAT IS THE SANDWICH GENERATION? The term "Sandwich Generation" describes adults balancing the care of aging parents and supporting their own children. According to Pew Research, these individuals have a parent aged 65 or older and at least one child needing financial support. Currently, 26% of American adults, or about 67.8 million people, fall into this category, up from 23% in 2022. This dual responsibility brings significant emotional and financial challenges, as caregivers juggle elder care, such as managing medical appointments and coordinating services, with raising or financially supporting their children. STATISTICAL REALITIES OF THE SANDWICH GENERATION **Time Commitment** Sandwich Generation adults spend an average of 22 hours per week providing care for aging relatives and an additional 28 hours per week caring for their children under 18. This totals to 50 hours weekly—10 more than the typical 9-5 job. **Financial Strain** Almost half (47%) of Sandwich Generation adults have experienced periods where their household struggled to meet essential expenses due to the costs associated with caregiving in the past year. **Lifestyle and Financial Adjustments** A staggering 90% of Sandwich Generation adults report making lifestyle changes or financial decisions due to caregiving responsibilities. The most common adjustments include cutting back on other expenses (34%), reducing contributions to emergency savings (26%), and taking on more debt (26%). **Impact on Personal Finances** Caregiving significantly affects personal finances for 95% of Sandwich Generation adults, with 47% citing direct impacts. This financial strain often correlates with challenges in mental health and increased stress (44%), as well as disruptions in social lives (44%). **Gender Disparities** Women caregivers feel less prepared for long-term financial support than men. While 72% of men feel confident managing caregiving expenses for another year without adjusting their finances, only 54% of women share this confidence. Additionally, 14% of women believe they can only afford caregiving for up to 6 months, compared to 3% of men. **Regrets and Mental Strain** A significant 40% of the Sandwich Generation admit to making financial decisions they regret due to the mental strain caused by caregiving responsibilities. www.inbetweenseasons.com COMMUNICATION STRATEGIES 1. Open and Honest Communication a. **Regular Family Meetings**: Schedule regular check-ins to discuss caregiving tasks, concerns, and updates. b. **Transparency**: Share all relevant information openly to avoid misunderstandings. 2. Active Listening a. **Empathize**: Show empathy and understanding to each family member’s perspective. b. **Reflective Listening**: Paraphrase and repeat back what you’ve heard to ensure clarity and understanding. 3. Clear and Concise Messaging a. **Avoid Jargon**: Use simple and clear language to ensure everyone understands. b. **Stay Focused**: Stick to the topic at hand to avoid overwhelming discussions. 4. Respect and Validation a. **Acknowledge Feelings**: Validate each person’s feelings and viewpoints. b. **Show Respect**: Respect the contributions and opinions of all family members, regardless of age or role. 5. Nonverbal Communication a. **Body Language**: Maintain open and approachable body language. b. **Eye Contact**: Make eye contact to show engagement and sincerity. EDUCATION OPPORTUNITIES **ZOOM SESSION:** THURS, JULY, 25th 7pm THRIVING UNDER PRESSURE: Unlocking the Secrets to Stress Resilience with Parenting and in a Caregiver Role **Stress Evaluation Program** - 20 min call gets 20% off - Energy Leadership Index™ Assessment - which shows your E-Factor – a measure that has been statistically correlated to satisfaction in 14 areas of life. The more your E-Factor increases, the more satisfied you’ll be, and the less stress you’ll experience. To schedule your Assessment and get 20% off ELI, schedule quick call www.inbetweenseasons.com www.inbetweenseasons.com Navigating the unique challenges of the Sandwich Generation—caring for both aging parents and young children—requires a delicate balance of time, energy, and resources. Statistics highlight the growing prevalence and pressures faced by this group, with many juggling full-time jobs and caregiving responsibilities. Effective communication emerges as a critical tool in managing these demands, fostering better understanding and support among family members. By implementing clear, empathetic communication strategies and practical tips such as setting boundaries, delegating tasks, and prioritizing self-care, members of the Sandwich Generation can cultivate resilience and maintain their well-being. Embracing these approaches not only enhances the caregiving experience but also strengthens familial bonds, ensuring a more harmonious and supportive household. In Between Seasons Coaching Pete Barusic, PT, CWDS, ELI-MP COR.E Dynamics Wellbeing Specialist Energy Leadership Index Master Practitioner CLIENT SHOWCASE Debriefing after the Energy Leadership Index Assessment, helped me to realize why I was lethargic and not functioning around a project this year, which last year was just the opposite experience for me. Talking about the catabolic and anabolic behaviors and rating how I use them has helped me with my wellbeing. I can see that further coaching can be a benefit in obtaining consistent and sustainability in my wellness. Dr. Pamela Milosevich, DC The Healing Center For More Information www.inbetweenseasons.com “Strength doesn’t come from what you can do. It comes from overcoming the things you once thought you couldn’t.” – Rikki Rogers www.inbetweenseasons.com
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Spotlight on Change An Essential Skills Upgrading Program For Women Over 40 Marianne Paul & Lindsay Kennedy Funded by the Office of Literacy and Essential Skills (HRSDC) ISBN: 978-0-9732083-4-4 # TABLE OF CONTENTS Acknowledgements ........................................................................................................ iii Introduction .................................................................................................................. 3 **Module 1: Exploring My Self** Unit 1: Getting to Know Each Other ........................................................................... 25 Unit 2: The View from Here – Living my Life ............................................................. 45 Unit 3: What I Gained from My Past Work ................................................................. 63 Unit 4: Skills Learned through Unpaid Work .............................................................. 79 Unit 5: My Strengths and Challenges .......................................................................... 103 Unit 6: How I Work and Learn .................................................................................... 127 Unit 7: Taking Advantage of My Personality .............................................................. 155 Unit 8: Stitching the Pieces Together ......................................................................... 187 **Module 2: Exploring My Community** Unit 1: My Family, My Friends, My Circles ............................................................... 215 Unit 2: The Employment Landscape ........................................................................... 245 Unit 3: My Essential Skills .......................................................................................... 273 Appendix 1: Essential Skills Indicators Worksheets ............................................... 301 Unit 4: Essential Skills in the Jobs that Interest Me .................................................. 323 Unit 5: Is Entrepreneurship or a Non-traditional Career for Me? ............................. 349 Unit 6: Learning and Training Opportunities ............................................................. 389 Unit 7: Finding the Community Support I Need ........................................................ 415 Unit 8: Making Decisions ............................................................................................ 439 **Action Plan: Exploring My Future** My Action Plan ........................................................................................................... 467 **Additional Appendices** Appendix 2: Essential Skills Descriptions .................................................................. 489 ACKNOWLEDGEMENTS There are many people, mostly women, to thank. The idea for this project—like many great project ideas—came from a focus group discussion about local demographics and emerging employment trends. Someone noticed that “unemployed women over the age of forty” seemed to be an underserved demographic. From there the discussion moved on to the service needs of this “market segment”—what would their learning needs be and what services could they access in the community? It was soon clear that there was a need to create program content specifically for unemployed women over forty, in fact, for any woman over forty. Anne Ramsay at Project READ Literacy Network saw the potential for this type of program and volunteered to develop a project proposal. The project application, to the Office of Literacy and Essential Skills (OLES), Human Resources and Skills Development Canada, was successful. Our thanks to OLES for the project funding that led to the development of the Spotlight on Change curriculum. The work of the project was guided and supported by a team of great people. Business people and staff from community organizations in several different communities helped the project consultants, Lindsay Kennedy and Marianne Paul, create the framework on which this resource took shape. The advisory team helped us see what the whole program would look like—and its potential to put the Spotlight on Change. Members of the advisory team were: - Christine Bearinger, Northern Lights Canada Ltd. - Carole Formica, Barrday Incorporated - Olga George-Cosh, Focus for Ethnic Women - Amneh Hamdan, YMCA Cross Cultural and Immigrant Services - Teresa Morgan, Conestoga College - Karen Morgan-Bowyer, The Literacy Group of Waterloo Region - Carole Risidore, The Literacy Group of Waterloo Region - Carol Simpson, Waterloo-Wellington Training and Adjustment Board - Pam Tetarenko, The Training Group Douglas College Early on we conducted key informant interviews with a number of recently unemployed women over forty. These women had worked in the automotive industry for many years. Their comments about their experiences with traditional job search and résumé writing programs were extremely insightful. We also consulted with Dr. Lorraine Vander Hoef from the Women’s Studies program at Wilfrid Laurier University. Her perspective was a valuable contribution to the shape and direction of the curriculum framework. Field testing played an important role in the final development of the content. In fact, it is the women who volunteered to be participants in the field tests to whom we owe the most. In B.C., Pam Tetarenko arranged for us to use a college setting to test the full program. In Ontario, Olga George-Cosh provided us with a community-based setting. Both of these women were extremely supportive. Each of them worked with enthusiasm to overcome the challenges that the delivery of this curriculum created. The field testing of the full curriculum happened because they could see the value of an Essential Skills program for women over forty. At both field test sites, the entry requirements for participants were identical: women over forty who were out of work or who had been out of the workforce for a period of time. At each location flyers were circulated to community organizations and groups. Over 20 women participated in the two field test sites. The field test facilitators were: - Barb Grant at Focus for Ethnic Women - Jane Keresztes at Douglas College Many thanks to Barb and Jane for their willingness to take on untried content and run with it. Their facilitation styles suited our approach to women-centred learning perfectly. During the full field test period each facilitator collected and documented feedback on a regular basis. After the field testing we conducted in depth face-to-face interviews with program participants and the program facilitators. This dual process of data collection was invaluable in shaping the final content. Many thanks to the women participants: we bow to their strength and applaud their courage for taking the journey that allowed them to put the spotlight on the changes they felt ready to make. The content was also tested in a different way at three other locations: The Literacy Group of Waterloo Region (Kitchener and Cambridge, Ontario) and at YMCA Cross Cultural and Immigrant Services in Cambridge, Ontario. At these locations, agency staff picked specific activities or units to try out. We then met with them to collect their feedback. This approach, which involved an additional 20 participants, helped to ensure that it would be possible for instructors to browse through the content and use individual activities or units without having to provide the whole program. Our thanks to Karen Morgan-Bowyer, Nancy Cowan and Amneh Hamdan for trying this approach and for providing us with their feedback. **About the cover:** the quilt square on the front cover was taken from a larger quilt made by the participants at the Focus for Ethnic Women field test site. You can see an image of the whole quilt at www.projectread.ca/spotlightonchange. This has been a truly gratifying project to work on! Sincerely, Lindsay Kennedy and Marianne Paul Cover Design: S. Knowles at The Right Type Desktop Publishing: L. Kennedy Proof-reading: C. Harwood ISBN: 978-0-9732083-4-4 Copyright: 2010 Project READ Literacy Network, Waterloo-Wellington ACKNOWLEDGEMENTS As a result of taking the Spotlight on Change program, the participant better understands herself, her skills, her goals, and her community as they relate to finding work. She applies the Essential Skills required for work, learning and life to enact change and to move closer to her employment goals. INTRODUCTION AND OVERVIEW COURSE OUTCOME: As a result of taking the Spotlight on Change program, the participant better understands herself, her skills, her goals, and her community as they relate to finding work. She applies the Essential Skills required for work, learning and life to enact change and to move closer to her employment goals. INTRODUCTION Welcome to Spotlight on Change! We are delighted to offer this Essential Skills training program for women aged forty plus who are seeking employment. This manual is written for the facilitator, and it outlines the learning progressions, women-centred activities, and hands-on worksheets for the course participants. Older women, especially immigrants, experience higher rates of unemployment than the general population. Often they are challenged in their job search by a lack of formal education and low literacy. In response to the economic climate and needs voiced within our own community, we developed a curriculum for older women who are low-skilled and unemployed. The program is designed to help participants increase their Essential Skills and their confidence so that they can build employability skills. We field-tested Spotlight on Change within and outside our community, in group and one-to-one settings, with immigrant and non-immigrant women, and have listened intently to the feedback. The participants have told us how vital it is to have curriculum directly based on the needs of older learners, that honours how women learn, and acknowledges the challenges they face when seeking employment. Many of the women had participated in other employment training sessions that included both males and females, and a large “catch-basin” of people at various ages and life-stages. They felt lost and dissatisfied, and their lack of comfort and success underscores the need for a different approach. We’ve chosen to start and end the units with participant quotations, so you can read what the women had to say in their own words. They speak to the needs and challenges facing older women workers much better than we could (as authors of the *Spotlight on Change* program). We’ve also included tips and comments from facilitators and participants about specific activities and program content – what worked from their perspectives and suggestions for delivery. As a result of participation in *Spotlight on Change*, it is our hope and intent that each woman will better understand herself – and her unique blend of skills, strengths, needs and interests as they relate to finding work. It is also our aim that each woman better understands her community, its unique makeup, employment needs, and the opportunities it offers her specifically. Does *Spotlight on Change* promise the participant she will find employment at the end of the course? No, it can’t do that. Neither can you as the facilitator. The program isn’t designed as a job-search or job-training program. What we can promise is that each woman will explore Essential Skills for work, learning and life, and move closer to her employment goals. She will gain a clearer understanding of the job she wants, and how she will get it. She will make decisions based on what is best for her in consideration of her skills, interests, and life situation, and will formulate these decisions into an Action Plan. And she’ll do all that within a supportive environment. The curriculum is written to help you, the facilitator, guide participants as they take steps towards their future and gain the self-awareness and community awareness to make employment decisions that are a best-fit for their individual situation. HOW SPOTLIGHT ON CHANGE IS ORGANIZED The curriculum consists of two main modules, each consisting of eight units, and a third wrap-up section consisting of one unit. Here’s the breakdown: - Module One: Exploring Myself - Module Two: Exploring My Community - Creating My Action Plan: Exploring My Future The content has been developed to encourage the participant to first look inward to discover her strengths and interests, to explore her past experiences, and to acknowledge and overcome her challenges and barriers. Next, the content provides the opportunity for each woman to look outward to explore her community to gain a better understanding of the resources and opportunities she can find there and the support available to her. It is designed to help her examine the employment landscape where she lives, and explore her skills and interests in light of her discoveries. In the final section, the participants will look forward using the skills and knowledge they have gained as a result of their participation in the learning activities to develop an Action Plan for the future. This is an extremely important part of the program as it encourages participants to synthesize what they’ve learned about themselves and their community to enact change in their lives. Each woman is also asked to initiate a step of her choice from her Action Plan with the support of the facilitator and her peers. This is crucial in helping the individual make a successful transition from the Spotlight on Change program towards her plans for the future. For example, a participant might: - Apply for an apprenticeship program or other learning or training opportunity. - Visit a college and talk to a counsellor about enrolling. • Search job banks and apply for a job in the field she has chosen. • Improve a specific Essential Skill area required by her occupation choice by completing related learning activities. • Write a résumé. The seventeen units that make up the two modules and the Action Plan are all organised in the same manner with a consistent layout: • A unit outcome • The Essential Skills for work, learning and life that the women will be practising while participating in the unit activities • Resources and websites that supplement the key learning of each unit • Get Ready activity for the participant to help prepare for the unit • Get Ready activity for the facilitator to help you think about the unit’s content from the perspective of the learners, that is, to apply to your own life some of the thinking that you’ll be asking the participants to do • Suggestions and tips for facilitation and delivery of the unit • Activities to present the core content • Participant worksheets that correspond to the activities • Follow-up activities that are suggested if time and participant interest permits • Learning Journal and Portfolio ideas • Wrap-up discussion including gathering feedback PARTICIPANT WORKSHEETS Approximately seventy participant worksheets and handouts have been embedded into the manual, along with Action Plan worksheets in the final sections. We’ve put these worksheets in close proximity to the related activity for your ease of reference. For ease of printing, we’ve also gathered the participant worksheets together in one document. You can find the participant worksheets on the Project READ website or on the memory stick you have received. You are welcome to print the worksheets for use in *Spotlight for Change* sessions. We ask that you respect the copyright of the original creators of excerpted portions as stated on the worksheet or on their website, and credit/use their work accordingly. We have made concerted efforts to locate permissions and cite references, and urge you to contact us if we have made omissions. Where no source is cited, Project READ Literacy Network is the copyright holder and has created the materials. Two learning tools have been incorporated into the content. These include a Learning Journal and a Portfolio. The Learning Journal, in particular, was a favourite with field-test participants and we encourage you to make it part of your sessions. We have also provided computer options, and encourage you to provide computer opportunities for participants as part of their learning. THE SPOTLIGHT ON CHANGE APPROACH While the goal of the project was to create curriculum, we have not created a lock-step process. Rather, we’ve provided suggestions and approaches to learning. The program promotes an approach that is flexible and easily adaptable to a variety of settings. While we’ve built flexibility into the curriculum in terms of timelines, setting, and the number and choice of activities to use, there are other aspects that are not negotiable. These are the cornerstones of the *Spotlight on Change* program, and are integral to your delivery and facilitation in order to meet the needs of the target group. These cornerstones include: - **Culturally sensitive**: The program honours and draws upon the background of the women. It explores and values their needs, challenges, and experiences in making the transition from where they are now to where they want to be in the future. - **Age and life-stage relevant**: The program focuses upon the perspectives and issues of women seeking to gain or strengthen employability skills at mid-life. As such, it is rooted in the principles of adult education. This means it is based in the needs of the individual woman learner, it is participatory, it draws upon her experiences, skills and knowledge to construct new learning and, it supports her so she can take ownership of her plans for the future. - **Linked to Essential Skills**: The program focuses upon the Essential Skills needed for work, learning and life and specifically, the combination of skills that will help women see how they can make employment-related transitions based on individualized goals. Each participant initiates change in her life in ways important to her. The curriculum has been designed to accommodate participants with low literacy proficiency, and its associated lack of confidence. It encourages women with higher skill levels to help those who are struggling. - **Woman-centred and gender-based**: The program respects and is firmly situated within the perspectives and “ways of knowing/learning” of women, while at the same time recognizing and making room for individual differences. Ideas for delivery are offered below, based on our research about how women learn. We’ve also structured the learning environment to respect the principles of adult education and we promote a level of interaction between the women that may not be found in other curriculum. To do this we used the following set of guiding principles. Cooperative and collaborative learning - we have provided situations and activities that promote opportunities for the women to interact, work together to solve problems and make decisions, and learn from each other. We have set up the activities so that the sharing of ideas and experiences is facilitated through small groups and partnering. Group discussion and conversation is an embedded learning strategy. Reaching a ‘single/absolute answer’ isn’t the primary goal, rather the expression of opinions and ideas through the exploration of the issue at hand, and the building of communication skills and self-confidence is valued more highly. Opportunities for mentoring play a key role in all the activities and interactions. It is this interaction between a more experienced person and a less experienced person that will provide all the participants with additional opportunities for learning and growing. The activities are learner-centred and participatory. They have been designed so that you, as the facilitator, act as a guide and “mid-wife” to the women’s thinking/learning. Each opportunity for learning is clearly centred on individual and group needs so that the participants take responsibility for, and influence, the planning and delivery of lessons and content. There is a great deal of knowledge and experience in the community. In several of the units we suggest that you create opportunities for the women to learn from and interact with women in the community who have found success in work. This interaction takes the form of guest speakers, panel discussions, job-shadowing, mentoring, networking, volunteer placements and field trips. Learning from women from the community helps to ensure that the context is real – that the activities and learning are situated in applied contexts. This will help to create personal connections to what is being learned and why: “How does this relate to my life, and benefit me in a concrete, useful and real way?” Using narratives such as case studies, learning journals, portfolios, role-playing, first-person stories and examples, and true-life articles and accounts (on-line & print media) also provide a powerful opportunity to make the context real and relevant. Drawing upon the participants’ experiences and helping them apply critical reflection to create meaning and knowledge fosters a cyclical learning process that employs experience-reflection-experience to integrate what is learned back into real-life situations. Critical reflection, as an ongoing approach to learning, will help to enact change (transformative learning), and to develop metacognitive (learning how to learn) skills. Above all, the curriculum, and our approach to it, is holistic. Acknowledging the importance of relationships, connectedness, caring and “feeling” to how women learn will provide a learning environment that is safe emotionally as well as physically. Choosing activities that position learning to the whole-person and the multi-faceted nature of the individual will ensure that “Women’s voices are not gender related, but also rooted in class, race, age, sexual orientation, and family status.” (Cafferella, 1992). MORE ABOUT ESSENTIAL SKILLS Human Resources and Skills Development Canada (HRSDC) define Essential Skills as “the skills needed for work, learning and life.” They consider these skills to be the foundational skills for all other learning and needed to “enable people to evolve with their jobs and adapt to workplace change.” More and more employers understand and use Essential Skills. It is becoming a common language for both employers and employees. By linking the Essential Skills to the activities in Spotlight for Change we can assist participants to not only become familiar with the language, but also give them a way to see the skills they already have in a new way. This new understanding builds confidence as well as helping the participant discover employment areas that correspond with her interests and skill strengths. There are many useful resources and tools available online from the HRSDC Essential Skills website, and it is worthwhile to become familiar with the site, especially when it comes time for participants to explore the Essential Skills required for the employment opportunities in which they are interested. Nine Essential Skills have been identified, and considerable work has been done to link the Essential Skills to nearly every occupation. 1. Reading Text 2. Document Use 3. Numeracy 4. Writing 5. Oral Communication 6. Working With Others 7. Computer Use 8. Thinking Skills 9. Continuous Learning Thinking skills are divided into six different types of cognitive functions: - Problem solving - Decision making - Critical thinking - Job task planning and organizing - Significant use of memory - Finding information. Numeracy has also been divided into a number of subsets. For more information about numeracy visit HRSDC’s website: www.hrsdc.gc.ca/eng/workplaceskills/oles/olesindex_en.shtml. ASSESSMENT The field test sites that facilitated *Spotlight on Change* with groups of women (approximately ten participants per group) were required to use formal pre- and post testing assessment as “bookends” to the program. The assessment tool chosen for this was the PDQ developed by Educational Testing Service. PDQ is a full-length, on-line assessment that consists of a short set of background questions plus three sets of Prose, Document and Quantitative Essential Skill tasks (hence PDQ). This assessment can be used to provide a profile of an individual’s literacy skill or to determine whether skills have improved over time as the result of some intervention. The scores, reflective of the 500 point International Adult Literacy Survey levels across five levels of literacy proficiency, describe an individual’s strengths and weaknesses with respect to the types of literacy tasks they can perform. PDQ is not recommended for individuals who are ESL, but neither are other Essential Skill assessments. However, the results from a pre- and post assessment should still show an improvement with intervention. What makes this assessment feel less intimidating is that it is not timed. Instead, individuals can work at their own pace within a reasonable period of time, a valuable approach to the women in this target group. Both groups in our field test showed marked improvement in their PDQ test scores across the board. We found that although the *Spotlight on Change* program wasn’t designed to directly focus on increasing literacy-related skills, this is exactly what happened. The women’s confidence levels with language and the Essential Skills grew as they used these skills within a supportive group to explore their strengths and needs, and learned about the Essential Skills embedded in the jobs that they choose to pursue as a result of their work in the program. It is not necessary to do formal pre- and post skills assessment to offer the *Spotlight on Change* program, although our experiences doing so were positive for the participants, and we would recommend it. As with any learning program, regardless of the assessment tools you choose, you will want to establish a baseline for the participant’s skills at the start so that she can see her progress, and can better understand her strengths and needs as these relate to finding employment. TIMELINES AND GROUPINGS *Spotlight on Change* is designed to be adaptable and flexible. We field-tested the curriculum with two groups that met for about a ten-week period, five days a week, three hours a day. One group met within a college setting, and another within a community-based agency setting. We also field-tested the program with smaller groups and one-to-one tutoring matches, asking facilitators to incorporate activities from the curriculum into their teaching sessions. We found that the curriculum is adaptable to a variety of settings and timelines. You are invited to use the *Spotlight on Change* materials in the ways that best suit the group of women you are serving. This means you may choose to run the whole program from start to end as it is presented, or select specific activities and units in support of your regular learning sessions and programs. We did not assign overall time guidelines to the *Spotlight on Change* program as a whole, nor to specific activities. We found that the length of many of the activities were dependent upon the skills and interests of the women in the group. Discussions lasted a lot longer in many cases than the facilitators had thought they would, as the women shared and learned from each other, and expressed their emotions and experiences. This “sharing time” was instrumental to the success of the program, and the learning of the women. Both of the larger field-test groups completed the program in its entirety in an eight to ten week time span, meeting approximately twelve to fifteen hours a week. In general, *Module One: Exploring My Self* took about three to four weeks to complete. *Module Two: Exploring My Community* took four to five weeks, and the final piece, *Creating My Action Plan: Exploring My Future*, about a week. We’ve purposely provided a wide range and choice of activities – core activities as well as follow-up activities – from which you may select to suit the learners’ needs and your program’s timelines. FEEDBACK We’ve included the evaluation form that we asked participants to fill out at the end of each unit during the field-testing stage. This provided us with the feedback we used to revise the curriculum. You may wish to use it during your delivery of *Spotlight on Change*. Gathering feedback and encouraging participants to express their opinions, and thereby shape the delivery and content of the program, is essential. It is important that you provide plenty of opportunities for both oral and written feedback, expressed both as part of the group and individually. We hope you enjoy facilitating *Spotlight on Change*, and that it is a positive and life changing experience for the women who participate. We welcome your feedback, ideas and questions. You can contact us through Project READ Literacy Network, Waterloo-Wellington (Ontario), [www.projectread.ca](http://www.projectread.ca). PARTICIPATION EVALUATION Please tell us what you thought about the work that you did in this unit. 1. What was a positive message in the unit for you? 2. Was there anything you would have liked to learn more about? If yes, what would that be? 3. How would you rate the activities that you did? (Circle one) - Very useful - Useful - Not very useful - Not useful at all 4. What 3 things did you like the most about the unit? 1. 2. 3. 5. What 3 things did you like least about the unit? 1. 2. 3. 6. Which ideas or statements really made you think during the unit? 7. Is there something that you will do differently as a result of this unit? If yes, what will that be? 8. Is there anything else you’d like to say about this unit? Module 1: Exploring My Self OUTCOME The participant creates a skill, knowledge and personality profile and uses the profile to identify areas of employment that reflect her interests and strengths. # MODULE ONE TABLE OF CONTENTS ## Unit 1: Getting to Know Each Other - Unit Outcome ........................................................................................................... 25 - Skills for Work, Learning and Life ............................................................................ 25 - Getting Ready – for the Facilitator ............................................................................. 25 - Getting Ready – for the Participants .......................................................................... 26 - Reaching Out – Supplementary Resources ............................................................... 26 - Making it Work – Facilitation Suggestions ................................................................. 27 - Getting Started ........................................................................................................... 28 - Getting Down to Work ............................................................................................... 31 - Activity 1: Dream Jobs .............................................................................................. 31 - Activity 2: My Dream Job ......................................................................................... 32 - Activity 3: Setting up My Portfolio .......................................................................... 33 - Activity 4: Getting to Know Yourself ....................................................................... 36 - Activity 5: My Learning Journal or Scrapbook ....................................................... 37 - Activity 6: Using the Computer ............................................................................... 38 - Wrap Up ..................................................................................................................... 43 - Getting Ready for the Next Unit ................................................................................ 44 - Closing Words ........................................................................................................... 44 ## Unit 2: The View from Here – Living My Life - Unit Outcome ........................................................................................................... 45 - Skills for Work, Learning and Life ............................................................................ 45 - Getting Ready – for the Facilitator ............................................................................. 46 - Getting Ready – for the Participants .......................................................................... 46 - Reaching Out – Supplementary Resources ............................................................... 47 - Making it Work – Facilitation Suggestions ................................................................. 47 - Getting Started ........................................................................................................... 48 - Getting Down to Work ............................................................................................... 49 - Activity Unit 1: What I Value .................................................................................. 49 Activity 2: My Passions, Values, Skills and Interests ........................................... 51 Activity 3: Here’s Something I Learned about My Self ........................................... 52 Activity 4: Work Values .......................................................................................... 53 Activity 5: Computers and Working Online ......................................................... 58 Activity 6: Writing It Down – My Work Values .................................................... 59 Wrap Up .................................................................................................................. 60 Getting Ready for the Next Unit ........................................................................... 61 Closing Words ........................................................................................................ 61 Unit 3: What I Gained from My Past Work Unit Outcome ........................................................................................................ 63 Skills for Work, Learning and Life ....................................................................... 63 Getting Ready – for the Facilitator ....................................................................... 63 Getting Ready – for the Participants ..................................................................... 64 Reaching Out – Supplementary Resources ......................................................... 64 Making it Work – Facilitation Suggestions .......................................................... 65 Getting Started ...................................................................................................... 67 Getting Down to Work .......................................................................................... 68 Activity Unit 1: A Typical Day at Work ............................................................. 68 Activity 2: Three Personal Strengths ............................................................... 69 Activity 3: Role Play .......................................................................................... 72 Activity 4: Strengths Employers look for ......................................................... 73 Activity 5: Building Blocks ............................................................................... 74 Activity 6: Computers and Working Online .................................................... 76 Activity 7: My Reflections about a Past Job ................................................... 76 Wrap Up .................................................................................................................. 77 Getting Ready for the Next Unit ........................................................................... 78 Closing Words ........................................................................................................ 78 Unit 4: Skills Learned Through Unpaid Work Unit Outcome ........................................................................................................ 79 Skills for Work, Learning and Life ....................................................................... 79 | Section | Page | |------------------------------------------------------------------------|------| | Getting Ready – for the Facilitator | 79 | | Getting Ready – for the Participants | 80 | | Reaching Out – Supplementary Resources | 81 | | Making it Work – Facilitation Suggestions | 81 | | Getting Started | 84 | | Getting Down to Work | 85 | | Activity Unit 1: Identifying Transferable Skills | 85 | | Activity 2: My Transferable Skills | 86 | | Activity 3: Valuable Work Experience | 89 | | Activity 4: Volunteers Needed | 89 | | Suggested Programming Options | 95 | | Activity 5: Local Volunteer Opportunities | 95 | | Activity 6: Volunteer Opportunities Online | 97 | | Optional Unit Activities | 98 | | Activity 7: Guest Speaker | 98 | | Activity 8: Group Discussion | 99 | | Activity 9: Field Trip | 99 | | Wrap Up | 100 | | Getting Ready for the Next Unit | 101 | | Closing Words | 101 | | **Unit 5: My Strengths and Challenges** | | | Unit Outcome | 103 | | Skills for Work, Learning and Life | 103 | | Getting Ready – for the Facilitator | 103 | | Getting Ready – for the Participants | 104 | | Reaching Out – Supplementary Resources | 104 | | Making it Work – Facilitation Suggestions | 105 | | Additional Information | 107 | | Getting Started | 108 | | Getting Down to Work | 109 | Activity Unit 1: Growing Older – the Joys and Frustrations ........................................... 109 Activity 2: Can Do! ............................................................................................................. 111 Activity 3: Living it Up! ................................................................................................. 113 Activity 4: Lifeline Map ............................................................................................... 114 Activity 5: What do I Worry About? ............................................................................ 116 Activity 6: Life Experiences ....................................................................................... 118 Alternative Activity: Employment and Education Map .............................................. 123 Activity 7: Guest Speaker .......................................................................................... 123 Activity 8: Group Planning ......................................................................................... 124 Wrap Up .......................................................................................................................... 124 Getting Ready for the Next Unit .................................................................................. 125 Closing Words ............................................................................................................... 125 Unit 6: How I Work and Learn Unit Outcome .................................................................................................................. 127 Skills for Work, Learning and Life .................................................................................. 127 Getting Ready – for the Facilitator .................................................................................. 127 Getting Ready – for the Participants ................................................................................ 128 Reaching Out – Supplementary Resources ..................................................................... 128 Making it Work – Facilitation Suggestions ..................................................................... 129 Getting Started ................................................................................................................ 133 Getting Down to Work .................................................................................................... 134 Activity Unit 1: My Best Learning Style ....................................................................... 134 Activity 2: Learning Style Quick Test .......................................................................... 135 Activity 3: Online Learning Style Inventories ............................................................ 139 Activity 4: Learning Style Profiles .............................................................................. 142 Activity 5: Learning Style Profile Alternative ............................................................ 142 Activity 6: More than One Way to Learn ..................................................................... 149 Activity 7: MI Inventory ............................................................................................... 149 Activity 8: My Learning Journal .................................................................................. 150 Wrap Up .......................................................................................................................... 153 Getting Ready for the Next Unit ................................................................. 153 Closing Words ....................................................................................... 154 Unit 7: Taking Advantage of My Personality Unit Outcome ....................................................................................... 155 Skills for Work, Learning and Life ...................................................... 155 Getting Ready – for the Facilitator ..................................................... 155 Getting Ready – for the Participants .................................................. 156 Reaching Out – Supplementary Resources ........................................ 157 Making it Work – Facilitation Suggestions ........................................ 157 Getting Started .................................................................................... 161 Getting Down to Work ........................................................................ 162 Activity 1: My Personality – Part 1 .................................................. 162 Activity 2: How do My Peers see Me? ........................................... 167 Activity 3: What Jobs do My Peers think suit Me? ....................... 168 Activity 4: Personality Quick Test .................................................. 169 Activity 5: My Personality – Part 2 ................................................ 171 Activity 6: My Thoughts on This ................................................... 183 Activity 7: Online Personality Inventories ..................................... 183 Optional Activity .................................................................................. 184 Activity 8: Guest Speaker .............................................................. 184 Wrap Up ................................................................................................ 185 Getting Ready for the Next Unit ......................................................... 186 Closing Words ...................................................................................... 186 Unit 8: Stitching the Pieces Together Unit Outcome ....................................................................................... 187 Skills for Work, Learning and Life ...................................................... 187 Getting Ready – for the Facilitator ..................................................... 187 Getting Ready – for the Participants .................................................. 188 Reaching Out – Supplementary Resources ........................................ 188 Making it Work – Facilitation Suggestions ........................................ 189 | Section | Page | |----------------------------------------------|------| | Getting Started | 190 | | Getting Down to Work | 191 | | Activity 1: My Quilt Square | 191 | | Activity 2: What I’ve Learned about Me! | 192 | | Activity 3: Exploring My Self Quilt | 200 | | Activity 4: Communicating My Skills Verbally | 203 | | Activity 5: My Skills and Strengths | 204 | | Activity 6: My Thoughts on This | 204 | | Wrap Up | 205 | | Getting Ready for the Next Unit | 206 | | Closing Words | 206 | SPOTLIGHT ON CHANGE GETTING TO KNOW EACH OTHER “It was very helpful to hear how other women within my own age thought, felt and dealt with circumstances in their lives. In the act of observing my classmates, in hearing what they had to say, I was able to change my perspective on many things. My emotions and feelings regarding my own situation and my experience began to make room to take in a new way of seeing myself, and this is exactly what I needed to move forward.” ~ Spotlight on Change Participant UNIT OUTCOME As a result of this unit, the participant is introduced to other women in the group. She understands how they will work together to support each other in pursuing their employment goals. She feels comfortable (or more comfortable) with her participation within the group, and is clearer on the purpose of the program. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Writing - Working with Others - Continuous Learning For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect upon these situations and questions: - Identify an event where you moved outside your comfort zone, such as attending a group with people you didn’t know. What emotions did you feel? Was there anything you did, or someone else did (such as a group leader) that made you feel more comfortable or less comfortable? - If you could have your ideal job, what would it be? Is this ideal job more suited to you than your current job? How? --- **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - If you could have any job at all, without any obstacles standing in your way, what would it be? What is it about the job that appeals to you? --- **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. - Service Canada ~ www.servicecanada.gc.ca. • Service Canada Employment Services For You ~ Visit the Service Canada website, and follow the menu link for Employment to reach the web page. • Human Resources and Skills Development Canada (HRSDC) ~ Visit the home page at www.hrsdc.gc.ca and follow the menu link to the Essential Skills web pages, or access www.hrsdc.gc.ca/essentialskills. A variety of employment-related information is available on these web pages. You will benefit from exploring the sites to find web pages that provide information specific to the needs of the participant. Depending upon her computer and language/literacy skill, the participant will also benefit from checking out the site to become familiar with what it may offer her. **MAKING IT WORK – FACILITATION SUGGESTIONS** • *Make the setting inviting* – a circle arrangement of chairs is inclusive, encourages conversation and sharing, and aids sight and hearing. • *Present yourself as a guide*. Encourage the women to learn from each other and from other sources, as well as from you. Help them become independent learners, gaining confidence in their own abilities to carry out their job search. • *Participate in the activities*. The women will sense and appreciate your authenticity. Your sharing will serve as a model for how they might participate. GETTING STARTED The purpose of this segment is to introduce the women to each other. Here are some ideas for doing that – you, as the facilitator, may have other ideas. 1. **Welcome participants**. Introduce yourself. Ask each woman to introduce herself to the person sitting on one side of her, then the other, so that each woman will know the names of three people from the start – you, and two peers. Explain the locations of the washrooms, the basic agenda for the day such as break and lunch, and other information that is important to know from the start. Focus on building relationships and a friendly atmosphere. 2. **Give out blank nametags**. Ask each woman to write her name on a nametag and put it on. Pair participants. Here’s one way: Have participants “number off,” and pair up with the person with the same number. For example, if you have 8 participants, the numbering will be 1, 2, 3, 4; 1, 2, 3, 4. The two 1s get together, the two 2s, etc. 3. **Have each pair sit down and chat** until they discover two things they have in common – maybe they are mothers of teenagers or grown children, or their aged parents live with them, or they belong to a common religious or cultural group, have a similar country of origin, or have been recently laid-off. 4. **Write on a flip chart** the words: “We share....” Return to the bigger circle. In turn, each woman introduces herself, tells who she was partnered with, and what they have in common by completing the sentence: “We share...” Record the commonalities on flip chart. **Insights & Tips** “Exercises 3 & 4 proved to be great icebreakers. We spent almost an hour chatting in pairs and with the larger group.” ~Field-test facilitator 5. **Draw attention to the commonalities.** What do most group members have in common? Relate the commonalities to the program design and composition: **women, age 40+, unemployed** and **wanting to find work**. Emphasize the women will explore common ground as part of this course, but also focus on their own unique needs. 6. **Explain the outcome or the end result.** Through participation in the course, each woman will gain a better understanding of herself – what kind of work suits her, and what jobs and training are available in her community. She will create an Action Plan to help her gain the skills to be ready for the job. 7. **Briefly outline how the course will work.** Hand out materials that clarify the basic elements of the course such as schedule, learning journals and portfolios. 8. **Describe the role of learning journals or scrapbooks** – for the participant to learn more about herself. The learning journal or scrapbook is a tool that will be used throughout the program to explore and record thoughts and feelings. Compare the process to a diary. Explain that it is for the woman’s personal use, and will only be shared with the facilitator to help them create plans for the future. 9. **Explain the purpose of the portfolio** – to help each woman develop job-related items that support her personal job search, and that demonstrate her progress. 10. Introduce the nine Essential Skills, and briefly relate the topic of Essential Skills to what the women will learn in the program. You may wish to review the section “More about Essential Skills” found in the Introduction or the information about Essential Skills found in Appendix 2. 11. Collaboratively establish ground rules or norms for participation. 12. Answer questions from the group. 13. Review the day’s agenda. Use a flip chart and post the unit agenda so the participants may refer to it. Note that each unit will follow the same format: 1) Getting ready or introduction to the topic, 2) Group discussion and group work, 3) Break, 4) Individual work and/or peer work, 5) Wrap-up. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills, her ability to work with others and her approach to continuous learning. For more information check out the Essential Skills descriptions provided in Appendix 2. Guidelines/Norms Established by one field-test group - Listen. - One person to speak at a time. - Be on time – call if possible if you will be late. - Turn cell phones to vibrate. - Stay positive. - Respect each other. - What is said in the room stays here. - Parking lot sheet for unfinished business - large sheet with “stickies” to add items. ~Field-test facilitator GETTING DOWN TO WORK Activity 1: Dream Jobs Introduce the “Getting Ready” question: *Dream Job* - If you could have any job at all, without any obstacles standing in your way, what would it be? Start with yourself. Describe your dream job. Then go around the circle. Emphasize that there are no wrong answers – no matter how out-of-reach the job may seem. Make a flip chart list of the dream jobs. 1. Ask participants to reflect about why they’d like the job – what makes it a dream job. Then go around the circle again, starting with yourself. Use your answer to model the kinds of things group members may consider when talking about their reasons. 2. Make a list on flip chart paraphrasing/categorizing the answers: e.g., flexibility, being the boss, helping people, working with “Some women found it hard to envision a dream job being so new to Canada. We brainstormed the criteria to choosing a job – what is important to you – and then recorded the answers on chart paper.” ~Field-test facilitator children or the elderly, job security or benefits, working outdoors, getting to travel, good pay, the hours, etc. Ask clarifying questions to help the women examine and communicate their thoughts. 3. **Read the list aloud.** What do the items on the list tell group members about what is important to them in a job? Ask each woman to pick the top factor on the list for her personally. Then ask her to pick the least important factor. Share and discuss as a group. 4. **Point out that each person is different,** so the right job – or the factors that make up the right job - will be different for each person. The task for each woman, and what this course will help to do, is to identify the right job, or job areas, that suit her. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **SUGGESTED FOLLOW-UP ACTIVITIES** Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio. **Activity 2: My Dream Job** Follow up the group discussion by handing out **Worksheet 1.** Have the participant copy the flip chart list to Column A. Next have her fill in Column B by renumbering or ranking the items on the list according to her needs and interests - with #1 being the most important factor, #2 being the second most important factor, and so on to the least. Then in Column C, have the participant rewrite the list in the new order so that it better represents initial ideas about what the individual wants in a job. Gather in small groups. Have each woman share the highlights of her list with her peers and talk about why she made these choices. Encourage the women to ask questions to learn more about each other. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of document use, writing and working with others. You may wish to review the Dream Job Worksheet with each participant and make a note of the Essential Skills you feel it demonstrates. For more information check out the Essential Skills descriptions provided in Appendix 2. **Activity 3: Setting Up My Portfolio** Have each woman set up and personalize her portfolio. Revisit the purpose of the portfolio: to help the individual develop and collect items that will help in her personal job search, and that show her improvement and progress towards skills required for the job of her choice. If you have done Activity 2, then make Worksheet 1 the first item to be stored in the portfolio. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of document use and writing. You may wish to review the Dream Job Worksheet with each participant and make a note of the Essential Skills that it demonstrates for the individual. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 1 My Dream Job 1. Copy the list from the flip chart you created in class into Column A. 2. In Column B renumber the list according to what is important to you. # 1 would be the thing that is most important to you. 3. When you’ve re-numbered all the items that are important to you, rewrite the list in Column C. Here’s an example: “flexible hours” is number three on the flip chart but it is what is most important to me, so I put the number 1 beside it in column B. In Column C, I’ve re-written the list so it shows what is most important to me. | Dream Job Worksheet - Example | |-------------------------------| | **Column A** | **Column B** | **Column C** | | list from Flipchart | Your needs or interests | Write the list in your new order | | 1 Short bus ride | 3 | 1 Flexible hours | | 2 Working alone | 2 | 2 Working alone | | 3 Flexible hours | 1 | 3 Short bus ride | Turn this page over to use the worksheet. When you are finished put the worksheet in your portfolio. You may wish to discuss the completed worksheet with the facilitator. DREAM JOB WORKSHEET | | Column A list from Flipchart | Column B Your needs or interests | Column C Write the list in your order | |---|-----------------------------|----------------------------------|-------------------------------------| | 1 | | | 1 | | 2 | | | 2 | | 3 | | | 3 | | 4 | | | 4 | | 5 | | | 5 | | 6 | | | 6 | | 7 | | | 7 | | 8 | | | 8 | | 9 | | | 9 | |10 | | | 10 | |11 | | | 11 | |12 | | | 12 | Why did you make these choices? When you are finished put the worksheet in your portfolio. You may wish to discuss the completed worksheet with the facilitator. Activity 4: Getting To Know Yourself Write the following statement on the flipchart and post where it is easily viewed and read: “The more you know about yourself, the better prepared you’ll be to find a job.” - Relate the statement to the previous discussions and work, where participants spent time getting to know each other. Now, each woman will spend some time getting to know herself. - Brainstorm ideas as a group: - What does it mean, getting to know more about yourself? - How can “knowing yourself” help you with your job search? Write the following statement on the flip chart: “Here’s one thing I know about myself for sure: I am …” - Do a “go-around” with each woman finishing the sentence. Listen to what each woman has to say. Talk about the importance of looking at one’s attributes and skills in a positive way. Repeat the “go-around”, helping the participants restate or rephrase the sentence to focus on their strengths. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her learning journal or scrapbook, and one that provides the opportunity to use a computer. Activity 5: My Learning Journal or Scrapbook Emphasize the purpose of the learning journal or scrapbook— for the participant to learn more about herself. You may also wish to discuss the difference between a journal and a scrapbook, and ask the women to choose which they’d like to do. Compare to a diary and explain that the writing is for the woman’s personal use, and will only be shared with the facilitator to help them together create plans for the future. Ask each woman to work independently to write her first entry. Have the writing reflect what has been explored during the unit. Here are some ideas: - **Describe your dream job.** What is it about the job that appeals to you? - **Write down the statement from the flipchart** in your learning journal: “The more you know about yourself, the better prepared you’ll be to find a job.” What do you want to find out about yourself that might help you with your job search? - **Write down the statement from the flipchart** in your learning journal: “Here’s one thing I know about myself for sure: I am ....” Finish the statement. Then expand upon it. Add other things you know about yourself for sure. *The participants loved the idea! Some had never journaled before.* ~ Field-test facilitator • Personalize the learning journal or scrapbook. Put your name and contact information on it, but you might also add illustrations or other notes. • Create a list of positive things using the following as guidelines: o Three things I have made o Three things I have fixed o Three things I could show someone else how to do While the purpose of the learning journal is not to be assessed in terms of writing ability, you should be able to gain a sense of her writing skills, as a result of her participation in this activity. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 6: Using the Computer Show the computers and workstations available for use during the course. Recognize that there will be a range of computer awareness and comfort within the group. Some women may have had no exposure to computers at all, and you’ll need to help them with computer basics. Others will have used computers at home or in another setting, and will know how to use a computer for email, social networking sites, or other purposes. Accommodate various skill and comfort levels. Here are some ideas: • Demonstrate basic information participants need to know to operate the computers at your site such as log-ins. Have participants turn on the computer and log-in. Keep explanations simple and positive. - An email address is useful for group work and communication. Have participants share email addresses and create a contact list or address book. Help those who don’t have an email address set one up. - Those women who are familiar with computers may choose to do the portfolio and/or learning journal or scrapbook on the computer. Encourage participants to bring a storage device for a back-up file so they can transfer their work between home and school computers. - Ask each participant (or pair) to research online a different essential skill, and report back to the group. Help participants access the HRSDC website to find related web pages. - Use Worksheet 2 as a handout to guide the Essential Skills online research and presentation. - Worksheet 3 is a hard copy of the HRSDC web page, “What Are Essential Skills?” Help the participants put the information into their own words, and use examples from their own lives. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of computer use. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 2 Essential Skill Research 1. Complete the chart for the Essential Skill you are researching. 2. Use the chart to record notes during presentations about other Essential Skills. Put the notes in your own words. | Essential Skills | Typical Applications | Workplace Examples | Community Examples | |------------------|----------------------|--------------------|-------------------| Human Resources and Skills Development Canada (HRSDC) define the Essential Skills as “the skills needed for work, learning and life.” They consider these skills to be the foundational skills for all other learning and needed to “enable people to evolve with their jobs and adapt to workplace change.” Below you’ll find information about each of the nine Essential Skills and some examples of how you could use those skills at work or in your everyday life.\(^1\) | Essential Skills | Typical Applications | Workplace Examples | Community Examples | |------------------|----------------------|--------------------|-------------------| | Reading | Scan for information or overall meaning. Read to understand, learn, critique or evaluate. Analyze and synthesize information from multiple sources or from complex and lengthy texts. | If you were working as an airline sales agent you might read notices on a computer screen, such as special handling requirements or weather information. | You may use this skill to understand a lease agreement for a new apartment. | | Document Use | Read signs, labels or lists. Understand information on graphs or charts. Enter information in forms. Create or read schematic drawings. | If you were working as a bricklayer you would need to interpret blueprints to determine the height, length and thickness of walls. | You may use this skill when referring to a bus schedule to plan an outing. | | Numeracy | Make calculations. Take measurements. Perform scheduling, budgeting or accounting activities. Analyze data. Make estimations. | If you were working as a payroll clerk you would monitor vacation entitlements to prepare budget and scheduling forecasts. | You may use this skill to calculate deductions on personal tax forms. | \(^1\) Taken from http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/pdfs/awareness/what_are_es.pdf. | Essential Skills | Typical Applications | Workplace Examples | Community Examples | |------------------|--------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Writing | Communicating by arranging words, numbers and symbols on paper or a computer screen. | • Write to organize or record information. • Write to inform or persuade. • Write to request information or justify a request. • Write an analysis or a comparison | If you were working as a human resources professional you would need to write recommendations on issues such as workplace health and safety. You may use this skill to complete an application for a credit card. | | | Oral Communication| Using speech to exchange thoughts and information. | • Provide or obtain information. • Greet, reassure or persuade people. • Resolve conflicts. • Lead discussions. | If you were working as an office clerk you would take messages and share information by phone and in person. You may use this skill to explain a food allergy to a server at a restaurant. | | | Thinking | Finding and evaluating information to make rational decisions or to organize work. | • Identify and resolve problems. • Make decisions. • Find information. • Plan and organize job tasks. • Use critical thinking. • Use memory. | If you were working as a paramedic you could diagnose a patient’s condition based on medical charts and your own observations. Paramedics use their judgement to start an appropriate treatment plan. You may use this skill to research and select courses at your local adult learning centre. | | | Computer Use | Using computers and other forms of technology. | • Use different forms of technology, such as cash registers or fax machines. • Use word processing software. • Send and receive emails. • Create and modify spreadsheets. Navigate the Internet. | If you were working as a telephone operator you would use customized software to scan databases for telephone numbers or long distance rates. You may use this skill when withdrawing or depositing money at an automatic teller machine (ATM). | | | Continuous Learning| Participating in an ongoing process of improving skills and knowledge | • Learn on the job. • Learn through formal training. • Learn through self-study. • Understand your own learning style. • Know where to find learning resources. | If you were working as a retail sales associate you would improve your skills and knowledge by attending sales training and reading product brochures. You may use this skill when taking a first aid course at a community centre. | | WRAP UP (Final 30 minutes of the day) • Gather oral & hard copy feedback. Bring participants back together in the circle formation. Discuss the day’s work. How did they feel at the start of the unit? How do they feel now? Is there something they’d like to change to make them feel more comfortable? Were the activities and discussions enjoyable and useful? • Encourage each participant to express her opinion. Tell how you, as the facilitator, felt about the unit. • Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. • Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s unit. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). Explain that it is an exercise to help participants reflect upon the topic ahead of time. It won’t be marked and isn’t meant to take up a lot of time. • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. Insights & Tips “Most women felt excitement and anticipation about participating in the program.” Expectations the women identified included: - Improve communication - Learn about jobs - Identify their skills - Know themselves - See what level of commitment they could maintain to figure out if they are ready for work outside the home.” ~ Field-test facilitator GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - Bring an object to share with the group (may be a photograph, ornament, keep-sake, etc.) that means a lot to you and represents what is important in your life today. CLOSING WORDS “This course gave me understanding about myself, what my dreams are and what qualities I need to fulfil my dreams. Now I am able to understand the abilities and skills I already have. I start thinking to make some changes in my life.” ~ Spotlight on Change Participant THE VIEW FROM HERE – LIVING MY LIFE “In other courses I took, the age range was well across the board – early twenties to mid sixties. Some people were on disability, some on EI, some simply looking for work, and some dealing with significant emotional challenges. How could a nineteen-year-old know what it feels like to be fifty-five, a mother, a wife, a breadwinner for a family without a father? How does a sixty-year-old man know what a middle-aged woman feels like competing with a twenty-five-year-old as she sits in an interview experiencing hot flashes? The wide mix of ages made it difficult to bond, share, and listen with any true level of interest. We were just too far apart in our experiences, our goals, our attitudes.” ~ Spotlight on Change Participant UNIT OUTCOME The participant shares her life experiences (e.g., raising a family, taking care of aged parents, coping with an illness or disability, immigrating to Canada), and through examination of these experiences gains insight into her strengths, skills, interests and values. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Working with others - Thinking Skills - Critical Thinking - Significant Use of Memory For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: - Bring an object from home as described in the “Getting Ready” activity for the participants. How does the object represent what you value in life, and what is important to you? - Participate in the activity and model the type of information that you want the group to share – the kinds of influences that shape and “rule” your life today, your life experiences. GETTING READY – FOR THE PARTICIPANTS This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Bring an object from home (may be a photograph, ornament, keep-sake, etc.) to share with the group – one that means a lot to you and represents what’s important in your life today. Insights & Tips “This turned out to be a very heart-warming activity – everyone participated and a deeper understanding of each other was gained!” ~ Field-test facilitator REACHING OUT – SUPPLEMENTARY RESOURCES Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. Service Canada (www.servicecanada.gc.ca) has a variety of job-search quizzes described as a starting point in self-discovery. Participants are invited to explore their abilities, interests and preferences related to making decisions about employment. From the main menu, follow the links to reach these Service Canada web pages: - Career Navigator and Quizzes - Work Values Quiz. “*I found these quizzes to be excellent resources.*” ~ Field-test facilitator MAKING IT WORK – FACILITATION SUGGESTIONS - Focus on participants viewing themselves, their peers, and their situations in a positive and non-judgemental way. Respect the differences in people’s lives and life experiences. Acknowledge the unique life situation within which each woman finds herself. As a group, identify factors that will help each woman find job opportunities that match her current situation, needs and values. - Relate how self-exploration and self-discovery benefit each woman’s personal job search. For some, pursuing a job that she chooses based on her needs and interests will be a new and even frivolous concept. Getting a job – any job – may be the past pattern for finding work, particularly when the family is dependent upon her. income. In some family situations, the needs of the woman are not central, and so such a discussion may be unfamiliar and challenging. - **Be prepared for emotional responses from participants.** Sometimes asking a person to reflect upon her life experiences may bring emotions to the surface. Acknowledge such feelings. Communicating them is part of the risk-taking involved in working within a group, and enacting change in one’s life. Recognize the limits of your skills as a facilitator and suggest professional help in situations that call for it. --- **Insights & Tips** “Participants often face multiple, complex issues. These challenges may include looking for work with limited education or training, having to leave children in inadequate daycare, trying to find a home when you are faced with being homeless, and often, attempting to leave abusive or non-supportive relationships. Individually, these can be incredibly trying; together they will seem overwhelming.” ~ Anson Green, *Ready to Work!* p. 35 --- **GETTING STARTED** The purpose of this segment is to introduce the unit’s outcome and agenda. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - **Review names.** Give participants the opportunity to share news that has occurred since the last unit, and to share their thoughts about the previous unit now that they’ve had the time to think more about it. - **Review the current unit’s outcome** – the desired results. Discuss the agenda as it relates to the outcome. Make changes to the agenda to suit the group. - **Review the ground rules or norms that the group set the previous session.** Would participants like to add anything, or do they want clarification? Focus particularly on those ground rules that involve confidentiality, respecting personal opinions and differences, and discussions. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **Getting Down to Work** **Activity 1: What I Value** Present the “Getting Ready” activity. Start by asking for volunteers. If no one offers, then share your item, and tell how it symbolizes what you value in life, your life experiences, and/or your interests. Ask each woman to show the group the item she has brought from home. Have her share why it means a lot to her and how it represents what’s important in her life today and/or her past life experiences. Recognize that some of the women may find it difficult to speak in front of the group, and others may find it easy. Foster discussion, critical thinking, and conversation by having group members ask questions of the woman about what she has brought to the class and has told the group about the item and herself. Listen for underlying issues and statements. Draw out and paraphrase for clarification – “You brought a photo of your elderly mother. It’s obvious you care for --- **Insights & Tips** “I had planned 20 minutes for this activity and the women actually spent an hour on it. It worked well – different perspectives from different countries.” ~ Field-test facilitator your mother a lot. Do you look after her at home? What does that involve?” or “You’ve brought the Qur’an. I see that your religion is central to your life…” At the end of the activity, have each woman put her item in front of her. Give the start of a statement and ask participants to finish it for each woman in the group: “This is what I’ve learned about you today…” Ask participants to offer their thoughts and observations about each woman in turn, based upon what she has told them and the item she has brought to share. Stipulate that all statements must be voiced in a positive way. Here are some examples: - This is what I’ve learned about you today…. you are compassionate and family is important to you. - This is what I’ve learned about you today… you are a great cook and you like to make people happy. - This is what I learned about you today… you are a survivor – your story about fleeing your home country tells me that. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Suggested Follow-up Activities Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her learning journal. Activity 2: My Passions, Values, Skills and Interests Have each woman relate the “Getting Ready” discussion from the above activities to her personal passions, values, skills and interests as they apply to searching for a job. Use yourself as a model – relate an aspect of your current job to your values and interests. Ideally (but not necessarily) what you model will have flowed from the item you brought to class. For example, “I am happiest when I’m working with others – I’d be really unhappy in a job where I was totally alone. I need a job where I interact with people. That’s why I brought the group photo of myself with my past students…” Continue the conversation as a group. Help each woman to connect what is important to her, or what she values in life, or her life experiences to potential employment. Focus on interests, skills and values rather than specific jobs. Be sure that by the end of the discussion, each woman, with the help and input of her peers, has identified at least one element that is integral to her future employment and job satisfaction. For example: - I tend a community garden plot and grow all the family’s vegetables. I like working outside… can’t imagine being stuck in an office all day. I’d go insane… Insights & Tips “Talents were acknowledged by peers even if the participant thought they were nothing. For example, a woman might say ‘I sew my husband’s shirts and put buttons on,’ and someone would respond, ‘Not everyone can do that.’ Some women felt their value was less than it should be, but left feeling better about their accomplishments and themselves.” ~ Field-test facilitator • I’m good with my hands and I like detail – as you can see from the cross-stitching pillow I’ve brought. I’d want a job where I can use my hands and where I work alone… • Whatever job I get – it’s got to be flexible enough that I can pick up my grand-daughter after school. There’s no one else to take care of her. I give her dinner and help her with her homework until her mom gets home from work. I guess I need a job that lets me do that – nights maybe, or early mornings. • I’m the one who fixes things around the house. I just changed the old faucets in the bathroom for new ones… I like fixing things, figuring out how things work. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 3: Here’s Something I Learned About Myself For a learning journal entry, ask each participant to write a note on what she has learned about herself during this unit – a passion, interest, skill, need, or value that she possesses. How could what she has learned help her with her job search? Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of writing. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 4: Work Values Write the following statement on the flipchart and post where it is easy to see: “Job satisfaction doesn’t usually happen by chance. It requires careful assessment of your passions, interests, talents, skills, and preferences. The more you know about yourself, the better prepared you’ll be to find a job that suits you and enriches your life.” Source: Look At Me, Service Canada Website, Training and Careers Read the statement aloud. Note that each woman will be spending a lot of time over the next few units exploring her passions, interests, talents, skills and preferences. She started that process earlier in the unit with the group, and now she will continue it during the second part of the unit on her own. Hand out Worksheet 4. Explain that the purpose of the quiz is to help each participant start to identify her passions, interests, talents, skills and preferences. State and credit the source of the quiz: Service Canada, Work Values Quiz. Complete the quiz in the best way to suit the literacy levels of participants. Here are some ideas: - **Read a statement aloud.** Have each participant answer the statement on her Worksheet. Encourage participants to ask questions to clarify the statement’s meaning. - **Take turns having group members read aloud** a statement, and then have individuals mark their choices on the Worksheet. --- **Insights & Tips** “I read each question aloud as it seemed to be challenging for the participants to do the quiz on their own.” “The women in the group found it easier to answer True or False, or Yes/No/Maybe to the Work Values Quiz.” ~ Field-test facilitators • Have participants work through the quiz in pairs. Team women with good reading skills with those who need help with language and reading. • Have each participant do the quiz independently, turning to her peers first, and then yourself, for help if she needs clarification. When participants have completed the quiz, have them use a highlighter to note their response from the “Important” column. They should put their completed quizzes in their portfolio for further reference. Link to Essential Skills As a result of a woman’s participation in this activity, and depending on which approach you take with the quiz, you should have a sense of her skills in terms of document use and writing. You may wish to review the Work Values Quiz with each participant and make a note of the Essential Skills you feel it demonstrates. For more information check out the Essential Skills descriptions provided in Appendix 2. Your values are important clues to what kind of work and work conditions you would like. The Work Values Quiz can help you determine your work motivations, your preferred work setting, how you like to interact with others, and your work style. There are 4 parts to this quiz. ### PART 1: MY WORK MOTIVATIONS | Statement | Important | Somewhat Important | Not Important | |---------------------------------------------------------------------------|-----------|--------------------|---------------| | The idea of making money motivates me a great deal. | | | | | I'm motivated by work that allows me to help other people, either | | | | | individually or in small groups. | | | | | I'm not interested in managing other people. I'm motivated by work that | | | | | allows me to manage just myself. | | | | | Money is not as important to me as a personal sense of satisfaction. | | | | | I want work that absorbs me, even if it takes up my leisure time. | | | | | I'm motivated by work that will improve the world. | | | | | It's important to me to get public recognition for the work that I do. | | | | | I'm motivated by work that will lead to a management position. | | | | | I want work that leaves me leisure time for my family and friends. | | | | --- 2 Taken from Service Canada, Work Values Quiz. www.jobsetc.ca/toolbox/quizzes/values_quiz.do?lang=e | PART 2: MY PREFERRED WORK SETTING | Important | Somewhat Important | Not Important | |----------------------------------|-----------|-------------------|--------------| | I would like to travel and experience different cultures and places. | | | | | I want a calm, peaceful work setting. | | | | | I would like to work outside all or some of the time. | | | | | I like work that is physically challenging. | | | | | I prefer indoor work. | | | | | I want work that challenges my intellectual capacities. | | | | | I want work that doesn't involve travel. | | | | | I enjoy a workplace with lots of fast-paced activity. | | | | | PART 3: HOW I LIKE TO INTERACT WITH OTHERS | Important | Somewhat Important | Not Important | |------------------------------------------|-----------|-------------------|--------------| | I like to work independently with little or no supervision. | | | | | I like work that lets me persuade or negotiate with others. | | | | | I like to compete and put my skills and abilities against others. | | | | | I would like to work with the public. | | | | | I want work where I set and meet my own personal goals. | | | | | I want work where I get to interact with a team of other people. | | | | | I prefer to work away from the public. | | | | | I want work where I can influence the attitudes or opinions of others. | | | | | PART 4: MY WORK STYLE | Important | Somewhat Important | Not Important | |--------------------------------------------------------------------------------------|-----------|--------------------|---------------| | I like work where I can solve problems and decide how things should be done. | | | | | I enjoy work that has fixed hours and a set schedule. | | | | | I want work with responsibilities that change frequently. | | | | | I want work that lets me use my creativity to think up new ways to do things. | | | | | I want the freedom to work to my own schedule. | | | | | I enjoy work that requires attention to detail and accuracy. | | | | | I prefer a work situation where my responsibilities are the same every day. | | | | | I want a work situation that's exciting and high-pressured. | | | | Suggested Follow-up Activities Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her learning journal. **Activity 5: Computers and Working Online** Here are two ideas from which to choose: - **Have each participant do the Work Values Quiz online** (instead of doing the hard copy Worksheet). For those women who are comfortable and familiar with computers, provide the URL to the quiz or the home page of the Service Canada site, or have them “Google” it. - **Have each participant go online and enter the information from the hard copy into the online quiz.** This will help them gain experience with using computers to complete a work task. *Note:* Service Canada has a feature to the online Work Values Quiz where the participant’s choices are organized by the headings: important, somewhat important, not important. For those women who are uncomfortable or unfamiliar with computers, walk them step-by-step through the Work Values Quiz, or have a peer helper provide assistance. This allows them to gain experience using a computer to enter data. Have each woman print up the results for further discussion and reference, and store the hard copy in her portfolio. The results of this quiz, and other Service Canada quizzes, may also be stored and accessed online. Participants can click on the log-in button and set up a user ID at the Service Canada website. For those --- **Insights & Tips** “We did the activity in partnerships, and focused on the nine Essential Skills.” ~ Field-test facilitator women who are uncomfortable or unfamiliar with computers, “walk” them step-by-step through logging in and accessing the Work Values Quiz, or have a peer helper provide assistance. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of computer use. For more information check out the Essential Skills descriptions provided in Appendix 2. **Activity 6: Writing It Down – My Work Values** For a learning journal entry, ask each participant to write a note on what she has learned about herself as a result of completing the quiz. - How does she feel about what she has discovered? - Has it changed her thoughts about what kind of job she might seek? **Link to Essential Skills** While the purpose of the learning journal is not to be assessed in terms of writing ability, you should be able to gain a sense of her writing skills, as a result of her participation in this activity. For more information check out the Essential Skills descriptions provided in Appendix 2. WRAP UP (Final 30 minutes of the day) • Debrief from the Work Values Quiz. Ask the group members to share their thoughts about the results. Did anything about the results surprise them? Did they learn something they didn’t know before about themselves? Can they see a way to use the results in their job search? • Gather oral & hard copy feedback. Ask specific questions to help you plan future units. For example, “how did using the computers go for you? Would you like to do more computer use? Less? Did you enjoy the quiz? Are quizzes a good way for you to learn? How was the reading level? Hard? Okay?” • Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s unit. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. “I liked this unit because it reminded me that I have many skills. I liked getting to know the other women better and identifying with others as a mother.” ~ Field-test participant GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - Think about a job you had in the past. What did you do? What was a typical day at work for you? Be prepared to share this information with the group. CLOSING WORDS “I made many friends who are in similar situations as me. We are all over 40 years old, women who have lots of experiences and skills, yet we don’t have a job.” ~ Spotlight on Change Participant MODULE ONE: EXPLORING MY SELF | UNIT TWO: THE VIEW FROM HERE—LIVING MY LIFE WHAT I GAINED FROM MY PAST WORK “Being an immigrant, I have [had] to sacrifice my past job and experience. I always feel something missing in my life in Canada. It’s not only missing my family and friends but also my self-confidence, too. I felt already retired, and as if my entire past job experience was worthless.” Spotlight on Change Participant UNIT OUTCOME The participant explores her work experiences and through examination of these experiences, gains insight into her strengths, skills and interests. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Reading - Writing - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - Think about a job you had in the past, preferably one very different from what you do now as a teacher of adults. What skills did you need to do the job? - How have the skills from your past job been transferred or applied to your current job? Think of at least one way. --- **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Think about a job you had in the past. What did you do? What was a typical day at work for you? Be prepared to share this information with the group. --- **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. These resources are Canadian and offer not only job listings, but also job advice. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. - Service Canada Job Bank ~ www.jobbank.gc.ca. - For Her Success ~ Job Postings for Women, www.forhersuccess.com. - The Retired Worker ~ www.theretiredworker.com. MAKING IT WORK – FACILITATION SUGGESTIONS - Help each woman look beneath the surface of her past job to explore the skills that she used, and what she can take or transfer from her past job to new job opportunities. - Listen carefully. Ask clarifying and probing questions so that participants examine and communicate job details, not just job titles or categories. Draw out and note aloud skills, talents, and experiences. Breaking down a job to discover what skills lie beneath it may be challenging for some participants; they may not recognize that they’ve gained valuable or marketable skills, or they may underestimate their own skills, lacking self-confidence or self-esteem. “I never graduated from high school, what do I know?” or “I worked in a factory that makes tires and now the factory is shut down. That’s all I’ve ever done, so I’m looking to find the exact same job.” - Encourage each participant to articulate her thoughts, even those that may appear on the surface to be negative. For example, even a job that a woman hated tells her what she doesn’t want in her next job, and what she personally needs for job satisfaction. - Be flexible in your definition of what constitutes work. Some women in the group may never have had paying jobs, staying at home to raise their children, or may not view tasks they did as part of family life (for example, working on a family farm) as employment or real work. Focus on skills. - *This is the first time in the group setting* of the course that the women have been invited to talk about their past work. For example, if a woman has worked at the same job in the same factory for many years and the factory has recently closed, then she may be experiencing fear, anger, anxiety or sorrow over the job loss. Acknowledge emotions, and allow time for them to be expressed. - *Once participants are able to give voice* to one or two skills, talents, and experiences that lie beneath past jobs, have them practice stating or rephrasing these in a positive and assertive way that can be used as sound bites to prepare for job interviews or writing a résumé or job letter. **Insights & Tips** **Expert Advice** “These days, it seems like dreaming just to think about finding a job that will fulfil our personal goals. Getting a job that pays the bills is challenge enough. Some of us end up in jobs that do not allow us to use the skills we have. Many employers are breaking jobs into job tasks and competencies. These are more precise ways of measuring what people do and how skilled they are at doing it. Measuring job skills in this way means that it’s not enough to say, ‘I’m a receptionist’ or ‘I’m a machine operator.’ You must show that you have a range of skills you can put to work.” ~ Jennifer Stephen, *Choosing Training? p. 5* GETTING STARTED The purpose of this segment is to introduce the session’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous session now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Accommodate personal goals/needs and facilitate independent work. As the participant becomes more familiar with the group and her personal job search, she will be more confident in voicing what she wants to work on, particularly during the individual work portion of the agenda. Respond accordingly. It is not necessary (or desirable in a learner-centred environment) for everyone to work on the same activities. INSIGHTS & TIPS “Accommodating participants’ differing needs and goals became even more important as the course progressed, partly due to differing skills levels, for example, with computers.” ~ Field-test facilitator LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: A Typical Day at Work Present the “Getting Ready” activity. Ask each woman to share with the group a past job she has had, and to describe what she did during a typical day at work. Would she want to find work in the same or a similar field? Or is she ready for something completely different? Encourage questions and comments from the group. Relate the “Getting Ready” discussion to skills that the women have gained through the job experiences they have described. Some participants may find it difficult to make the bridge between tasks that they did at their previous work, and the skills that make up the tasks. This difficulty may be particularly true for tasks that the women consider easy or did without conscious thought – they may underestimate what they can do. Listen attentively to each speaker as she shares past job experiences. Model the concept of skills through comments or questions. For example: - You must have good math skills making change at the convenience store. You’re comfortable with cash registers then? - You had to deal with a lot of different things happening quickly – it’s obvious you can keep your head in high-pressure situations and that you can multi-task! - In your job at the factory, you had to pay attention to detail and use fine motor skills – those are skills you can definitely use in other jobs! Open the “skills challenge” to the group. Ask the women to think of the job stories and experiences described by their peers. From what they heard, what are other members of the group good at? What are their strengths? Be sure that each woman receives feedback or the thoughts of the group—help participants voice their comments as skills and strengths. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **Suggested Follow-up Activities** Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio. **Activity 2: Three Personal Strengths** Divide the group into small groups or pairs. Participants may feel comfortable choosing whom they work with according to friendships they’ve forged. However, you may also wish to choose pairings or groupings to develop specific peer/mentor relationships, or to help the success of the activity by ensuring a strong leader is part of each group. Ask each pair or grouping to chat with each other about past jobs, and through their conversations, identify two or three strengths that each woman possesses. Hand out **Worksheet 5**. Have the women help each other fill it out stating these strengths. With the worksheet as a reminder or tip sheet while she speaks, ask each woman to describe her strengths to her partner or group, using an example from her past job to show or illustrate the strength. Participants may choose to put their completed worksheet in their portfolio for further reference. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, and depending on which approach you take, you should have a sense of her skills in terms of document use and writing. You may wish to review the completed worksheet with each participant and make a note of the Essential Skills you feel it demonstrates. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 5 My Strengths | What I Did (Tasks) | My Strengths | |-------------------|--------------| | | | | | | | | | | | | Activity 3: Role Play Start with a group discussion. Together identify 3 “top/hot tips” for communicating strengths when talking to a potential employer. Write the tips on a flip chart. For example: - Say what you can do. State things in a positive way. - Give an example from your past job that shows your strengths. - Be assertive. Don’t worry that you’re bragging. It’s not bragging to say what you can do! Use role-play for participants to practise describing skills and strengths to a future employer. Break into pairs. Have participants take turns describing their strengths and skills to each other, with one being the employer and the other the person in a job interview, and then switching roles. At the end of each “interview” have partners provide feedback, using the “3 top/hot tips” list to guide their suggestions. Repeat the role-playing, with partners integrating the suggestions. Insights & Tips “One participant had an interview after class and we decided to do a mock interview to help her out, as she hadn’t been to a job interview in years. Rather than I being the interviewer, I asked a classmate of hers who did a fabulous job. We used an ad that I had selected from the paper. The class watched, critiqued, clapped and added positive feedback to both ‘actors.’ It was a great experience for us all, and one of those ‘teachable moments’ that fit in so well.” ~ Field-test facilitator Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 4: Strengths Employers Look For The purpose of the activity is to acquaint participants with the language that is commonly used by employers in terms of skills, abilities and strengths. Focus on skills and strengths, rather than job title. Use the task to build confidence; for example, descriptors such as “hard worker” to describe valued strengths are not dependent upon education, but life experiences and values. - Bring print or hard copy job ads from a variety of newspapers or other sources to the session. Offer variety and multiple samples. - Ask participants to go through the ads and highlight words that describe skills and strengths desired in the job candidate. Give an example from an ad to start off the activity: “hard worker”, “self-starter”, “excellent typing skills”, “communication skills”, “mature” (yes, being older can be a strength!), “detail-oriented…” - Ask participants to make a list of ten skills or strengths that employers are asking for in the ads, and share the list with a partner. - Have each woman choose a few of the words that apply to her, and give an example from her past work or other experience that demonstrates it. Participants may choose to put their completed lists in their portfolio for further reference. Insights & Tips “I brought to the session six classified job ads cut out from the newspaper. I divided the class into three groups. Each group selected someone to record the skills and a reporter to tell the class what skills the group had identified in the ad. It really worked well.” “This activity was helpful in learning the language regarding ‘strengths and skills.’ For example, what is a self-starter? What does continuous learning mean?” ~ Field-test facilitators LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to work with documents (job ads) and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “We related the job ads to the nine Essential Skills. For example, an employer asking for passionate energetic people to sell theatre subscriptions through the telephone was looking for people with good oral communication skills.” ~ Field-test facilitator SUGGESTED FOLLOW-UP ACTIVITIES Activities 5, 6 and 7 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her learning journal and one activity that involves using the computer. Activity 5: Building Blocks Each participant creates written and personalized “building blocks” that may be used for a future résumé, letter of application, or a script for an interview - based on the skills and strengths she has identified throughout the session. Here’s one “building block” idea. • Ask the participant to complete the statement in writing: o I am ____________ (a hard worker, a self-starter, good with numbers, etc…). • Encourage her to use the same language she has read in the job ads. • Then have the participant write one sentence that demonstrates the skill or strength she has chosen to describe herself – using a past job or life experience. • Repeat the exercise for other strengths and skills. • Have the participant store the “building block” information in her portfolio for future reference. **Higher Level Learners:** Participants with higher literacy skill levels may transfer what they’ve learned about their skills and strengths directly to a project they identify as important to their personal job search, such as a résumé or cover letter. Be sure to provide time and opportunity for this type of activity. Participants may choose to put their completed documents in their portfolio for further reference. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her writing and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 6: Computers and Working Online Use online job banks and employment ads to complete the two previous activities (Activity 4: Strengths Employers Look For and Activity 5: Building Blocks). Instead of using print ads provide links to a reputable job bank site for participants to use. - Check the links ahead of time to ensure they are still running and current, and to problem-solve difficulties participants may have navigating the site. - The Reaching Out – Supplementary Resources section in this unit provides some job bank websites. - Your local newspaper may also have job ads online. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her skills in terms of computer use. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 7: My Reflections about a Past Job Have the participant write in her learning journal her thoughts and feelings about a past job. - Did she like the job? - Did she dislike the job? - What do her thoughts and feelings tell her about the kind of job she wants in the future? Link to Essential Skills While the purpose of the learning journal is not to be assessed in terms of writing ability, you should be able to gain a sense of her writing skills, as a result of a woman’s participation in this activity. For more information check out the Essential Skills descriptions provided in Appendix 2. WRAP UP (Final 30 minutes of the day) • Debrief from the “skills and strengths” activities. Ask the group members to share their thoughts. Can they now give voice to a personal strength or skill? Is it hard for women to talk positively about their strengths? • Gather oral & hard copy feedback. Were participants satisfied with the unit? Did they learn at least one thing they can use in their personal job search? • Introduce the topic or focus of the next unit. If a guest speaker on volunteerism has been arranged for the next session, prepare participants by letting them know who will be attending. • Read aloud the “Getting Ready” activity to do before the next unit (see below). Briefly discuss hobbies and volunteer work so that participants are comfortable completing the activity, and understand what is expected. For example: o A hobby is something you do in your spare time. You do it because you enjoy it. Volunteering is a bit like a hobby – it is something you do because you enjoy helping others. o Volunteering is also described as unpaid work. Other types of unpaid work include chores you do around the house – you might not enjoy doing it but it is something that needs to be done. • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - Share your hobby or other non-paid activities in which you participate, with the group. For example: - If you do yoga, tai chi or dance with a cultural group, demonstrate some stretches or movements. - If you like to read, bring in the book you are currently reading and explain the story and why you like it. - If you bake, sew or do a craft bring in something you’ve made. - If you participate in a charitable group or event, bring information about it, or something that represents it, such as a poster or a photo. - If you don’t have a hobby, do you volunteer somewhere – perhaps at your place of worship or a school? Tell the others what it is you do and how it makes you feel. If you don’t have a hobby and don’t volunteer, think about the types of things you might do if you had the time or energy! CLOSING WORDS “This course gave me a chance to get out of the house and learn about myself. Finding out about myself turned out to be a big help for my family and me. I found courage and confidence. I find within me that I can do a lot for myself and my family, and I can be independent because I have all the skills to find and do work.” ~ Spotlight on Change Participant SKILLS LEARNED THROUGH UNPAID WORK "[Participating in] this course actually encouraged me to spend more energy to be an active person doing something useful in this life, helping myself, serving others by volunteering in different places." ~Spotlight on Change Participant UNIT OUTCOME The participant explores volunteering, hobbies, or unpaid work, and through examination of these experiences gain insight into her strengths, skills and interests. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Working with Others - Reading Text/ Document Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - Do you volunteer? - If you were to volunteer to do something you’ve never done before, what would you do? Why? - Do you think of unpaid activity as work? Do you value unpaid work as much as paid work? **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - *Share your hobby*, or other non-paid activities in which you participate, with the group. For example: - If you do yoga, tai chi or dance with a cultural group, demonstrate some stretches or movements - If you like to read, bring in the book you are currently reading and explain the story and why you like it - If you bake, sew or do a craft bring in something you’ve made - If you participate in a charitable group or event, bring information about it, or something that represents it, such as a poster or a photo. - *If you don’t have a hobby*, do you volunteer somewhere – perhaps at your place of worship or a school? Tell the others what it is you do and how it makes you feel. If you don’t have a hobby and don’t volunteer, think about the types of things you might do if you had the time or energy! REACHING OUT – SUPPLEMENTARY RESOURCES Research the organizations in your community that match up volunteers with agencies, organizations, or individuals that need assistance. Here’s one idea: - **Volunteer Canada** ~ www.volunteer.ca. This website provides links to community resource and volunteer centres in every province. The linked sites often provide listings for volunteer opportunities, as well as related information about volunteering. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. --- **Insights & Tips** “Volunteering is an integral and significant part of our way of life. People’s reasons for volunteering range widely and might include skill development, giving back to the community, a chance to use their knowledge, as a way to meet people or simply because it’s fun. Volunteer opportunities range as well from short term to long term, in terms of duties and tasks, and locations and skills that are required. One thing stays true, and that is that volunteering is critical to the work that can and is achieved in our local non-profit sector.” ~ *Change in My Community* *United Way of Cambridge and North Dumfries* --- MAKING IT WORK – FACILITATION SUGGESTIONS - **Know your own values** – do you perceive non-paid work as meaningful and important? Respect the experiences of participants and acknowledge non-paid accomplishments and activities. Many participants will have gained valuable skills and experiences through unpaid work, and made contributions that are as important as, or more important than, work done by other women within paid jobs. • Much in Canadian society in general focuses on the importance of money and materialism. Some women may not think of their unpaid work or volunteer contributions as “real work”. Draw out their skills and strengths for this type of work in the same way you did for paid employment. • Recognize that the concept of volunteerism may be unfamiliar to some participants. They care for family, friends and community as a way of life and as part of their culture, not as an “extra” activity that is outside their day-to-day responsibilities. Don’t assume everyone in the group has the same understanding or experiences with volunteerism as you. • Search out and become aware of volunteer bureaus and how a participant may access volunteer opportunities in her community. Be ready for questions you may be asked, and/or to facilitate volunteer actions that a participant would like to explore. • The activities in this unit offer a range of ways to explore volunteer opportunities, and require different commitments for the individual and the program. These include: o Examining past and current volunteerism to identify personal skills and interests. o Searching out volunteer opportunities with the individual so she can gain new skills and/or job experience by volunteering outside the classroom. o Participating as a group in a volunteer field trip or opportunity as part of the program to practise and/or gain new work skills. • Choose or “mix and match” the unit’s activities to meet the needs and time availability of the individual, the interests of the group, and the resources of your program. Some of the activities will mean expanding the volunteer focus beyond one unit, either as a one-time event, or as an ongoing part of an individual’s participation in the program. **Insights & Tips** **Volunteer Background Facts...** - Ninety-five per cent of volunteers report that they believe in the cause supported by the organization. - Eighty-one per cent say that volunteering allows them to use their skills and experiences. - More than 40 per cent of Canada’s 78,000 registered charities have no paid staff and rely exclusively on volunteers to carry out their missions. - People between 45 and 54 are most likely to volunteer. - Fifty-four per cent of volunteers are women. *Source: Ontario Ministry of Citizenship and Immigration* “Volunteers not only assist their community when they help others, they enhance their own lives in ways that may not seem obvious at first glance. People who volunteer learn new tasks and discover new strengths. They learn how to work in teams. They improve their customer service skills by serving the public. They develop skills that they already have by using their talents in new situations. They gain confidence in themselves, discover new interests and open new doors. Employers today are interested in well-rounded individuals. Volunteering can be a life-changing decision, leading to an enhanced résumé and increased employability. Volunteering is truly a win-win situation for everyone involved.” ~ Leslie Bamford Coordinator of Volunteers City of Kitchener GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Guest speaker – review who is coming, and how she relates to the unit. Together set some basic guidelines for interaction with the guest speaker. For example, will questions/comments be left to the end of the presentation or be made during it? If so, how do we keep the presentation on track? Ask participants what they’d like to learn from the guest speaker – what questions do they want to ask? - Introduce questions for group discussion to spark thinking about the unit’s topic: “What do you do that is ‘unpaid’ work for your family and friends? Does society value a woman’s unpaid work? What are these same skills and tasks worth in the workplace?” - Accommodate personal goals/needs and facilitate independent work. Check in briefly with individuals about what they’d like to work toward or accomplish during the unit. LINK TO ESSENTIAL SKILLS As a result of the woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: Identifying Transferable Skills Present the “Getting Ready” activity. Ask each woman who has a hobby to talk about her hobby and to demonstrate it, or show what she has brought. “Show and tell” will let the participants share their experiences. At the same time, it will introduce them to the different perceptions, environments, and interests of the other participants. - Encourage questions and comments. - **Transferable skills** – during the discussion, draw out the skills involved in the hobby, and relate these to skills used in the workplace. You may wish to begin to use the term “transferable skills” to talk about strengths and skills that can be applied in a different setting or to complete a different task than originally learned. **Insights & Tips** “Pulling the transferable skills out of their hobbies was interesting for the women. We came up with such things as: - Sewing - good hand-eye coordination; following patterns/directions. - Baking - creativity; following directions. - Yoga - ability to focus and concentrate; good coordination; patience. - Artwork - hand-eye coordination; creativity; patience.” ~ Field-test facilitator Optional Activities for Activity 1 “Show and tell” will introduce participants to the different perceptions, environments, and interests of the other participants. Here are two optional activities. - **Whole group demonstration**: If the group is interested, you could schedule a more in-depth presentation of some of the hobbies. For example, if you are in a location with access to a kitchen, you could set up a food demonstration. • **Peer-to-Peer Teaching**: one or more participants could teach a small group of other participants some of what she knows (a tai chi movement, a dance step, how to fold origami, cooking tips or a recipe). **LINK TO ESSENTIAL SKILLS** As a result of her participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **SUGGESTED FOLLOW-UP ACTIVITIES** Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio and one that allows her to add a comment to her learning journal. **Activity 2: My Transferable Skills** Have participants document the skills and knowledge gained through volunteer work, hobbies, and other unpaid activities. Relate this activity to building a résumé. Use **Worksheet 6** as a guide. 1. **Starting with point form**, ask participants to list basic details such as what they did, where and for how long. 2. **Next have participants expand** what they wrote to include a brief description of related skills. Participants may search job banks and the volunteer listings for examples of how skills are presented and the language used to describe them. 3. **Ask participants to rewrite and present** the information in order. Here are two choices: • Chronologically, starting from the most recent. • The most important skills gained presented first (those the woman would like to emphasize). 4. For those participants who are ready, have them use the lists they’ve created as an outline for writing a paragraph in sentence form, or the body of a job letter, describing their volunteer work, unpaid work, or hobbies, and the skills involved. Participants may choose to put the completed worksheet and any other documents they create into their portfolio for future reference. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her ability to enter information onto a simple document and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “Transferable skills the women came up with: ♦ Being a mother – Decision making; critical thinking; multi-tasking; oral communication; working with others (husband, kids, teachers, doctors, etc.). ♦ Running a household - numeracy (banking, shopping, balancing household budgets); document use (bank statements, mortgage/rental papers, etc.) ♦ Volunteering in a school - working with others; oral communication; reading, numeracy; critical thinking.” ~ Field-test facilitator WORKSHEET 6 Identifying My Transferable Skills For each volunteer or unpaid work placement you’ve done answer the questions below. | What did you do? | |------------------| | | | Where did you do it? | |----------------------| | | | How long were you there? | |--------------------------| | | | Describe the skills that you used | |-----------------------------------| | | Put the completed worksheet(s) in your portfolio for future reference. Activity 3: Valuable Work Experience Learning Journal. Ask the participant to write an entry in her learning journal about an unpaid work experience (e.g., as a stay-at-home mom, working in a family business, helping out a neighbour or an individual in the community, or volunteering for a charity). What did she learn from it that she could apply to a job? - Has the participant also been the recipient of another person’s help? - How did she feel about both experiences – volunteering and receiving? Insights & Tips “Talking about my past volunteer work brought back good memories of myself – and made me realize how much I had in common with other women in the group from other countries.” ~ Field-test participant Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her writing and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 4: Volunteers Needed Have participants read Worksheet 7 independently or with a partner. - If you are working with women with low literacy skills, then pair a stronger reader with a less skilled reader, and ask the women to read the advertisements aloud. - You might also use the ads to design a literacy-specific activity, such as identifying/circling common “employment” words and key points embedded in the ads. After the reading of the volunteers ads, hand out Worksheet 8. Ask the participants to answer the questions listed on the worksheet. - When working in pairs, the questions may be first answered as a discussion between the two women: What job posting attracts each one the most? The least? Why? What skills would be involved in the jobs? Does the woman have those skills? Would she like to develop them? - Independent workers may answer the questions in written form. You may wish to bring the participants back into the larger group to continue discussing the ads, and flip chart responses to the questions from Worksheet 8. **Insights & Tips** “This activity sparked the interest of the women to do volunteer work. Many of them viewed it as an exciting prospect and a good way to practise their English language skills.” ~ Field-test facilitator WORKSHEET 7 Volunteers Needed Read the volunteers needed ads. Please note the positions listed are not current. The contact information has been removed and the descriptions are offered as samples only. - **Ten Thousand Villages**, a non-profit, fair trade organization, is recruiting volunteers to assist in their retail and distribution centre operations. Join them in helping to provide vital, fair income for artisans in developing countries by selling their handcrafted items and sharing their stories. Applications are available. - **Do you have talent in the aesthetics department?** Christian Horizons is in need of a volunteer who would like to enhance their professional career by offering their services to individuals with exceptional needs. Services can include: manicures, pedicures, makeovers, and others that the volunteer has experience with. Make a difference in someone’s life by helping them feel better about themselves! - **The Alzheimer Society** needs **Volunteer Companions for people with Alzheimer’s disease or dementia**. Volunteers develop a warm and friendly relationship by going to a person’s home and participating in activities that help to maintain their dignity and build their self-esteem. This allows the caregiver to leave the home knowing that their loved one is safe in the care of a trained companion. Compassion, patience and a willingness to learn are required for this position. - **Langs Farm Village Association** is in need of Resource Centre Volunteers for Monday evenings 5-8 pm. Answer phones and provide administrative support to programs. - **Community Support Connections** is looking for an individual who can support our frozen meal program for seniors by unpacking stock and hand packing orders to be delivered by our volunteers each week. Day needed is Wednesday’s from 12:30 – 3:00. • **KidsAbility Centre for Child Development** working with children with Special Needs is looking for Volunteers to help out with our Adapted Aquatics Therapeutic Recreation Program as well as a Swim Program for our Junior Kindergarten Classroom. Program takes place in the YMCA pool. • **Pride Stables** is a therapeutic horseback riding program for children and adults with disabilities. We are seeking daytime volunteers to lead horses and side-walk for our riders between the hours of 9:00 and 2:00. These hours are flexible. Horse experience is not necessary. We will train. If you love horses and children, please contact us. • **Memorial Hospital** needs Patient/Family volunteers to assist on the Medicine Unit. Volunteers will assist visitors as they enter and exit the unit to ensure a smooth flow of people on the unit during visiting hours. They will assist staff in ensuring infection control procedures are followed by all visitors and family members. Light admin duties to help the staff will be required periodically. The shifts are 2 pm to 5 pm and 5 pm to 8 pm seven day per week. Volunteers will be asked to come in one shift per week. • **The Bridges Shelter Corporation** is looking for a total of 2 volunteers to help prepare, serve and clean up (including doing dishes) for our community breakfast held Thursday mornings. The shift runs from 7:00 am until 10:00 am. Read the volunteer advertisements in Worksheet 7. Next pick a volunteer job that interests you and then answer the questions below. | Volunteers Needed | |-------------------| | What is the job? Describe it in your own words. | | What skills or strengths are needed for the job? | | Which of the skills do you feel you have? | | If you were in an interview for the position, what would you say to let the interviewer know you wanted the volunteer position? Why do you think you are a suitable candidate for the placement? | Volunteers Needed What questions would you ask the interviewer? Put the completed worksheet in your portfolio for future reference. SUGGESTED PROGRAMMING OPTIONS Here are two programming options for you to consider: - **Set up volunteering as a program requirement**, where each woman chooses a volunteer opportunity to gain skills and experiences that she can apply to her personal job search. For example, a requirement may be 6 hours of volunteer work, any place and in any time-commitment combination that suits the individual. - **Present individual volunteering as an option** and support each woman who wishes to volunteer in choosing the opportunity that suits her needs, and in taking the steps to make it a reality. Participants may also identify volunteer opportunities themselves, perhaps through personal contacts and community involvement. Encourage personal searches. SUGGESTED FOLLOW-UP ACTIVITIES Two follow-up activities are provided for the suggested programming options. If you choose not to use these activities, then please select at least one activity that allows the participant to use her reading and critical thinking skills. **Activity 5: Local Volunteer Opportunities** Identify current volunteer opportunities in the community. Provide listings in hard copy form, including full contact information. Gather these listings from the local volunteer bureau, or other places where volunteer jobs are listed. - Ask participants to search through the listings to see if there are placements they’d like to research further, and/or apply for. Have each woman make a list of the key components of the volunteer job she has chosen and analyze them to ensure the placement suits her needs, and she meets its needs – e.g., time requirement, day of the week, etc. If she thinks the specific placement seems right for her, then ask her to identify how she would apply for the position, and make a plan for doing so. For example: - **Is an application required?** Where does she get one? Can she get to the location to pick it up? Would she like to bring it back to class to work on it? - **Is a résumé required?** Does she have one or does she need to create one? - **Does she contact a specific person** to set up an interview? Who? How does she contact the person? Telephone? Email? What are the details? Support the participant as she works independently on materials required to apply for the volunteer position, such as drafting an email, filling out an application, and contacting the organization. The participant may choose to keep copies of written documents in her portfolio. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her reading and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 6: Volunteer Opportunities Online Have participants access local volunteer opportunities online, through their own online search, or by providing links to volunteer organizations or resource centres in your community. If a woman finds a placement that interests her, then ask her to complete the same kinds of “question and answers” as presented in Worksheet 6. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her reading and critical thinking skills and her skills in terms of computer use. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “I turned this activity into a short online research project. We had 3 groups, each researching one of the following topics: - The local Volunteer Action Centre - The benefits of volunteering; www.givingandvolunteering.ca - Using volunteer work on your résumé; www.serviceleader.org. The women made info packages for each participant, and the groups presented their findings to the class. Through the activity we worked on computer skills, working in groups, and research and presentation skills!” ~ Field-test facilitator OPTIONAL UNIT ACTIVITIES Below are three optional activities. Please note that links to Essential Skills are not provided. Refer to the Essential Skills web site or similar activities if you wish to link these to Essential Skills. Activity 7: Guest Speaker Invite a guest speaker to talk about volunteering as a way to gain job experience or job skills. Ideally, the speaker will be a woman in the same general age category as the participants. If the group consists primarily of immigrant women, or newcomers to Canada, then the speaker should ideally be an immigrant woman or a newcomer. Look for a guest speaker who is volunteering in the community and ask her to talk about her experiences, and the skills she has gained through volunteerism. - You may also wish to present the activity as a panel: Include two speakers who volunteer in very different positions and have gained different skills, and/or a person who works with a volunteer agency and can tell them about current opportunities. - Before the speaker(s) arrive, brainstorm with the participants a list of things they would like to learn about being a volunteer. Have them phrase their thoughts and requests as questions. - Schedule the activity so there is ample opportunity for the women to ask questions of the speakers and offer their thoughts. Be sure the speakers understand the time limits – and do not talk too long! Review with them ahead of time the kinds of experiences and information you’d like them to share. Insights & Tips “Our guest speaker was from Somalia. She is a mother of four children and is in her forties. She told us about her experiences with volunteering: how she started; how her multiple languages (e.g., Urdu) were a real asset to her community; her work with the community centre; and how she was offered job opportunities because of her volunteer work and motivation.” ~ Field-test facilitator Activity 8: Group Discussion Follow up the guest speaker with a group discussion. Begin by providing the opportunity for the participants to share personal experiences with volunteering – either as the person doing volunteering, or the recipient of a volunteer act. - Move the conversation towards discussion of whether the participants feel that volunteering is something they would like to do to improve their employability skills, gain experience, or simply to help an organization or person. - What kind of volunteer work might they like to do? - How could that help them gain skills or experience? - Suggest participants follow up, during the independent work portion of the unit, on their personal options and volunteer opportunities. Provide the tools for them to do so. Insights & Tips "Some of the women expressed concerns that they were too old to volunteer, or that their English skills weren’t good enough. As a group we were able to talk about and address their concerns." ~ Field-test facilitator Activity 9: Field Trip Plan a one-time or short-term group volunteer field trip. Check with the local volunteer bureau to see what tasks are available and suitable for group participation; many bureaus now offer group volunteer opportunities. For example, the group may volunteer for a block of time at a soup kitchen, food bank or co-op, or at a charitable event. If feasible, offer choices so the participants may choose the ones that best fit their common needs and interests. • Ask participants to identify volunteer opportunities, and to take charge of the planning and actualization of the field trip. Use the event (pre-event and post-event) to explore skills and experiences required and gained through the activity, and for each woman to relate what she has learned to her individual job plan and search. Potentially, the activity could become a group interactive project that spans several units, and facilitates the practice and learning of a variety of Essential Skills. • Another idea for a related field trip is to visit a volunteer fair as a group, checking out the booths and gathering brochures and other information. WRAP UP (Final 30 minutes of the day) • Ask the group members to share their thoughts about the session, particularly concerning transferable skills. Did they learn something that they didn’t know about themselves? Can they see a way to use this in their job search? • Gather oral & hard copy feedback. If a guest speaker has been part of the unit, ask the women what they thought of her presentation, and if they would like you to arrange other speakers. Ask for suggestions. • Find out if there was a volunteer opportunity presented during the unit that the group or an individual would like to follow up on. Plan briefly how future units may support or facilitate it. • Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. • Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s unit. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. **GETTING READY FOR THE NEXT UNIT** This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - In your experience, thinking about your own life, what are the good things about growing older? - In your experience, thinking about your own life, what are the most challenging things about growing older? - Is there an older person you admire? What is it about her that you like? **CLOSING WORDS** “I like this course because I interact with other people. I discover my other skills and I [now] have other ideas about me. This course helped me to find places where I can have new opportunities and that permit me to volunteer. [I learned] about our community and the opportunities it has for me.” ~ Spotlight on Change Participant MODULE ONE: EXPLORING MY SELF | UNIT FOUR: SKILLS LEARNED THROUGH UNPAID WORK MY STRENGTHS AND CHALLENGES “I was a really afraid person when I started the course – very stressed and unsure of myself. I sincerely believed I was too old to learn new things, and that I have very few skills to offer an employer. I no longer feel this way.” ~ Spotlight on Change Participant UNIT OUTCOME The participant identifies strengths and challenges of aging, culture, gender and family needs as they relate to her exploration of job opportunities. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Thinking Skills - Problem solving - Critical thinking - Job task planning and organizing - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - Do you treat older adult learners differently than younger adult learners? - At what age do you think a woman is “older?” Do you consider yourself “older?” - Do you find that society in general, or your workplace, is treating you differently as you age? **Getting Ready – For the Participants** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - In your experience, thinking about your own life, what are the good things about growing older? - In your experience, thinking about your own life, what are the most challenging things about growing older? - Is there an older person you admire? What is it about her that you like? **Reaching Out – Supplementary Resources** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. Women in Canada: A Gender-based Statistical Report ~ From the Statistics Canada (www.statcan.gc.ca) website: “Statistics Canada has produced Women in Canada an updated and expanded version of the original publication, first released in March 1985. This report analyzes the situation of Canadian women by exploring their demographic and cultural characteristics, living arrangements, income, labour force activity, health and criminal and victimization characteristics.” To access the report, click the publications link on the Statistics Canada home page. Ontario Women’s Directorate ~ Includes links to related sites in other provinces and areas of Canada. Provides a variety of information (www.citizenship.gov.on.ca/owd) concerning employment issues, pay equity, women’s centres, and health and wellness. MAKING IT WORK – FACILITATION SUGGESTIONS - Encourage the women to share experiences, information and strategies so that they mentor and support each other – what has worked or helped one woman may work or help another. Help each woman give voice to the challenges she faces based on the realities of her life, and her own perspectives towards aging, gender issues, family and culture, specifically as these affect her search for employment. Remember that solutions aren’t always necessary, or even possible in all situations. It is often a relief to know that others have felt or face the same issues – the participant is not alone in how she feels. Acknowledgement of a challenge or difficulty may be enough, even when there are no obvious or easy solutions. “Insights & Tips” “A world-wide research study on 2 million people, from 80 nations, reveals an extraordinarily consistent international pattern in depression and happiness levels. Amazingly, researchers discovered depression and unhappiness is more common during middle age for all cultures.” ~ Middle-Age Blahs are Universal Ric Nauert, Ph.D. • Recognize that not all participants will face the same issues or think about them in the same way, although they share and face many of the same experiences as others in their demographic group. Some may see aging as a challenge. Some may view women’s health issues such as menopause or peri-menopause as a challenge. Some may view their family situation as a challenge – children still at home, or grandchildren, or aged parents. Others may face the same issues but not see them as difficulties or obstacles, or have the circle of support in place to help them. • Be flexible in your planning and teaching/facilitation so that you can focus efforts on those issues or situations that the women introduce during the discussion – those that they choose to talk about – rather than needing to talk about “all” the related issues. • When possible, help the participant give voice to the positive aspects of the situation, or coping responses that have worked for her. For example, aging presents specific challenges such as slower recall of information and short-term memory; however, experts in learning also say that because older adults have a much deeper bank of experiences to draw upon, their problem-solving and creative abilities are much more developed than younger adult learners. And although older adults sometimes have trouble with recall, they often excel at multiple-choice situations, or other learning strategies, where the choices give them a hint which helps them pull the information out of their memory. • Have community contact information, resources and organizations available to respond to a variety of situations that may arise; for example, information about a community women’s health clinic, elder care respite, the food bank or women’s shelter. A participant may choose to use it or not – depending on her situation and needs. • Be aware of, and acknowledge, the challenges that immigrant women face when searching for work. The statistics support anecdotal experiences that immigrant women may share in the group such as difficulties finding work, or finding work with adequate or good pay. ADDITIONAL INFORMATION Here is some additional information, from a variety of sources, to help you increase your understanding of some of the challenges that the participants may face. You can also use this information to create discussion points or topics. What Women Worry About Worry about health care and family weigh heavily on women ages 35 to 54. Here are the results of one survey: - Concerns about an aging parents care or well-being: 65% - Worry about not having enough time to help, support a family member: 59% - Difficulty managing stress: 55% Sources: National Association of Social Workers & New York Academy of Medicine Later in Life Later marriages, later child-bearing and longer life spans are forcing more women into taking responsibility for their kids and their parents, says social demographer Janice Wassel of the University of North Carolina-Greensboro. The "sandwich" years don't even go away by the 60s anymore. "We've got these 60-year-olds who take care of 92-year-old parents and 16-year-old kids." Source: Marilyn Elias, USA TODAY Ill-health and Poverty Melannie Hogg once owned a successful catering business in Toronto. Then multiple sclerosis and arthritis reduced the 39-year-old Kitchener woman to a life of poverty. She lives on a disability pension of $746 a month. "I am the face of poverty," Hogg told about 70 people at a forum on poverty. "I am your daughter, sister, cousin, friend and neighbour. I am not the stereotype, not what you would normally think of when poverty comes to mind. I didn't choose to be poor. I chose to be a productive member of society." Source: Frances Barrick, *The Record* **Underemployed** - Immigrant women identify access to suitable employment as a key issue in their lives. - After their arrival in Canada, three out of five women work in an occupation different from their field prior to immigrating. - Recent immigrants make significantly less than other women. In 2000, women who immigrated to Canada in the previous decade had an average income of just $16,700. - In 2000, 35% of women who immigrated to Canada between 1991 and 2001 were living in a low-income household. Source: ACTEW ~ A Commitment to Women and Training --- **GETTING STARTED** The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. Note that people often learn and gain from sharing their thoughts, experiences, and emotions. It is hoped that during this unit participants will share with each other their reflections upon being women, 40 plus, and looking for work, as well as explore other commonalities, such as being immigrant women within Canada, and dealing with life’s realities and challenges. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: Growing Older – The Joys and Frustrations** Present the “Getting Ready” activity. Introducing for discussion the topic of aging and the changes it brings may, in itself, generate conversation without too much other prompting from you as the facilitator. Ask participants to share their thoughts about the **positive aspects** of aging, and also the challenges. Start with your own experience, if necessary. Go with the flow of the conversation, pulling out themes that are common, and expanding upon them. Note prevalent issues and concerns for follow-up, either for individual or small group work. Encourage participants to relate their comments to incidents or experiences in their lives, so that their answers move from the general to the specific. For example: **Insights & Tips** “There was a general consensus from the women in the group who had emigrated to Canada that they did it for their children. Without them, they may have decided to stay in their home country. They looked to Canada for a better life.” ~ Field-test facilitator • “My daughter is married and has left home, and my son pretty much takes care of himself – so I have more time to do some things for me. And I can look for work without worrying about finding day care, or the babysitter being sick and having to find a replacement or call in sick myself. That’s what it was like when the kids were babies, I’d have to call in sick.” • “I dropped by a lot of places looking for work after I lost my job. Then I finally got a call back for an interview at a video store. The person interviewing me was half my age! Could have been my son! He hired a young woman straight out of high school instead of me. It’s harder to get a job, now that I’m in my forties. Employers want someone young…” • “I feel so stretched for time. I’m busier now than I ever was… this thing about having more time the older you get doesn’t apply to my life. I still have a child at home, and I’m also trying to take care of my parents. Dad had a stroke and we’re looking for a nursing home for him. Mom wants to stay living in her house, but I don’t know how she can do it. She’s getting more frail, and forgetful. I try to help as much as I can, but there’s only so much time…” • “I lose my temper with my family more often and I have mood swings. I’ve been carrying around a little fan to deal with the hot flashes when they strike – right out the blue. And I find myself feeling sad a lot…” **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio and one that allows her to add a comment to her journal. Activity 2: Can Do! Post the following quotation on a flip chart. Have participants read the quotation silently, and then have someone read it aloud to the group. “A woman’s life is tough, and largely unappreciated. It’s only in their 40s that they realize that they need to and CAN strike out and focus on themselves. I love seeing women in their 40s and 50s living it up. Finally they are giving themselves the attention they have always deserved.” ~ Mini Mathur, TV personality The Times of India Discuss: Does the comment represent their experiences of being a woman? And then being a woman aged 40 plus? Together break the quotation into its two main messages: one which tends to focus on challenges and one which focuses on the positive aspects of aging and gender. Ask group members to share their thoughts and experiences. Move from personal experiences, to thinking about larger groups and the role of women. Message One: “A woman’s life is tough, and largely unappreciated.” - Does that statement “ring true” for the women in the group? - For the participants as individuals? • As a general perspective of Canadian society? • As part of the participant’s specific cultural group? • Does the statement apply to their job search? • Do participants think it’s harder for a woman to find a job than a man? Is it harder for a woman to work at some jobs? Are women treated differently in the work force? Is it harder for an immigrant woman to find work in Canada than others? What experiences back up their thoughts? You might also want to share and discuss the quotations on the previous pages by Melannie Hogg about the “face of poverty” and by Janice Wassel about the “sandwich years,” as well some key findings from the ACTEW fact sheet on Immigrant Women and Employment. **Message Two:** “It’s only in their 40s that they [woman] realize that they need to and CAN strike out and focus on themselves.” • Is that true in the experiences of the woman in the group? • For them personally, and/or for women in general? • As part of Canadian society as a whole, or the women’s specific cultural group? • Does the statement apply to their job search? Are there skills they have now or a different perspective from when they were younger that can serve them in their job search? “It was productive to identify the challenges of being a woman. I think the activity also helped the women identify their commonalities and therefore become closer. For example, some participants spoke about unsupportive husbands.” ~ Field-test facilitator As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **Activity 3: Living It Up!** Focus on the last part of Mathur’s statement: “[Women 40+ realize] that they need to and can strike out and focus on themselves.” Have the women work as a larger group, or divide them into smaller groups or pairs. Ask them to work together to make a list on flip chart of what they are doing now in their lives to focus on themselves. Ask them to be specific – something that they do. Encourage each woman to try to think of at least one thing – it might be as simple as taking time to meet with a friend or neighbour for tea or coffee or it might be something “larger”, such as being in this program. After the list is completed ask the women to think about and share with each other their wishes for the future. Again, encourage each woman to try to think of a least one thing. - What would she like to do to focus on herself, based perhaps on some of things she’s learned about herself in the course to date? Again, ask for specifics. - Once the women have had a chance to share their thoughts, ask them to compile a list of the things they plan to do for themselves in the future. --- **Insights & Tips** “The women in the group discussed how it isn’t until the 40’s and 50’s that we have a little time for ourselves – those who recently emigrated here were in a different situation as they felt they were starting over again.” ~ Field-test facilitator Post both lists – current and future - about the room. If you’ve been working in small groups or pairs, gather together as a larger group and share the lists. You may wish to follow up the activity, either as a group or independently, with a planning exercise – encouraging each woman to attach a specific date or action to her item on the list – when she will start doing it or when she will take a concrete step towards actualization. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **Activity 4: Lifeline Map** Have the participant draw a straight line on a piece of paper and then put points on the line that show major events in her life. For example, she might include the birth of a child, her marriage, or arrival in Canada. - Now ask the participant to think about the major events in her life. Redraw the line making “peaks” and “valleys” to show the ups and downs – the challenging times and the good times. She might use the same points, or add new ones. --- 3 See Alternate Activity – Employment and Education Map, page 123. • Beneath each point, ask the participant to write something she has learned from that time in her life, perhaps a skill, or a character or values trait, that she can bring into her job search. • Now ask her to think of the future, and then continue the lifeline, using a different colour pen, adding major events or accomplishments she’d like to see happen. Have volunteers share their lifelines. This can be done with the whole group or in pairs. You may want to do your own lifeline and be prepared to share it with the group. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her past. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “We did this exercise as a circle as well as a straight line. Interesting methods of drawing the life line came out. The lifeline map was an excellent activity – it put their journey in focus, but also created a lot of emotion. This is an activity that needs a lot of time, almost a unit unto itself.” “One of the women cried during ‘the future’ part of the activity as she was unsure of what the future holds for her (she is a recent newcomer to Canada). The group really came together and supported her.” ~ Field-test facilitators SUGGESTED FOLLOW-UP ACTIVITIES Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her journal. Activity 5: What Do I Worry About? Distribute Worksheet 9 featuring statistics about “What Women Worry About”. • Ask the participant to reflect upon what she worries about - whether they are the same concerns as the women polled, or different concerns – and then write about her worries in her learning journal. • Next ask the participant to start thinking about the changes she could make at some point in the future. She doesn’t have to write them down at this point, just think about them. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her past and her ability to put her thoughts on paper. For more information check out the Essential Skills descriptions provided in Appendix 2. WHAT WOMEN WORRY ABOUT Concerns about health care costs and family weigh heavily on women aged 35 to 54. Percentage affected "a great deal" or "somewhat" in their personal lives by: - Concerns about an aging parents care or well-being: 65% - Worry about not having enough time to help or support a family member: 59% - Difficulty managing stress: 55% Sources: National Association of Social Workers and the New York Academy of Medicine. 1. Think about your own life. What do **you** worry about? 2. Write about it in your learning journal. Activity 6: Life Experiences Distribute Worksheet 10 and Worksheet 11. Ask each participant to choose the article that is of most interest to her, or the one that speaks to her life experiences. Have her read it to herself and highlight key points or words. Be sure to note the various reading levels required for each worksheet, and plan accordingly, based on the literacy abilities of the participants. You may wish to substitute the full articles with shorter easier-to-read quotes, such as those presented in the unit section, “Additional Information”. - If the participant wishes, have her pair up with another woman in the group to share her concerns and experiences, and listen to her partner’s personal concerns and experiences. - Provide brochures and contacts for finding community support and help, and make these available for the participants to read and take home if they wish. - Ask participants to record their thoughts and feelings in their journals. - Computer Option: As a group exercise or individually, have participants create a “search” list of key words related to the issue that they can “Google” to gain more information. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her reading, critical thinking skills and writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Reducing poverty possible, forum told 'I am the face of poverty . . . I am your daughter, sister, cousin, friend and neighbour' October 27, 2008 FRANCES BARRICK RECORD STAFF WATERLOO REGION Melannie Hogg once owned a successful catering business in Toronto. Then multiple sclerosis and arthritis reduced the 39-year-old Kitchener woman to a life of poverty. She lives on a disability pension of $746 a month. "I am the face of poverty," Hogg told about 70 people at a forum on poverty. "I am your daughter, sister, cousin, friend and neighbour. I am not the stereotype, not what you would normally think of when poverty comes to mind. "I didn't choose to be poor. I chose to be a productive member of society." The gathering Friday in Cambridge brought together social activists who want to reduce poverty in Ontario by 25 per cent in five years. Ontario Premier Dalton McGuinty has pledged to introduce a poverty-reduction strategy by the end of this year. Peter Clutterbuck of the Social Planning Network of Ontario, which is promoting the goal of a 25 per cent cut in poverty, said he's encouraged the Liberal government is still committed to the fight, despite economic uncertainties. "Poverty remains on the agenda," he said. The question, he said, is how quickly the government will implement poverty-reduction initiatives and how much money is allocated to them. About 320,000 children live in poverty in Ontario, Clutterbuck told the forum _____________________ 4 Reprinted with permission. The Record, Waterloo Region. at Cambridge City Hall. A 25 per cent cut would mean 80,000 fewer children who are poor. "It is not an ambitious program," he said. "It is actually an achievable program." Ways to reduce poverty include increasing the minimum wage to $11 an hour, providing more affordable housing, and offering child-care and transit subsidies to the poor, he said. Anne Tinker, executive director of The Bridges, said the 40-bed homeless shelter in Cambridge is more than full every night. On Thursday night, nine people slept on the floors. Now, a growing number of seniors are seeking shelter, including two people in their 80s who arrived at The Bridges one night last week. Like many other speakers at the forum, Tinker urged the community to get behind the poverty-reduction movement. "If we don't work together to find an answer, it is going to get worse before it gets better," she said. Source: Frances Barrick, The Record firstname.lastname@example.org Women from the mid-30s to mid-50s are less likely than Americans overall to be very happy, and many are racked by worries about aging parents and other family members, a national survey reports Monday. Money, time and health concerns loomed large in the poll by independent pollsters Pursuant Inc. of more than 1,100 women who have at least one living parent. About 20% said they were very happy, compared with 34% for the U.S. population overall in another survey by the Pew Research Center this year. More than half of the women were concerned about an elderly relative's health. Those who had ailing relatives — usually a mother or father — were much more likely to feel depressed and to worry about having enough time for family members. They also had more trouble managing stress. About two out of three women were employed. The poll of women ages 35 to 54, commissioned by the New York Academy of Medicine and the National Association of Social Workers, has a margin of error of plus or minus 3 percentage points. The bleak scenario doesn't surprise Deb Rubenstein, a social worker who counsels "sandwich generation" women, those who have children at home and aging parents, at IONA Senior Services, a social-service agency in Washington, D.C. "I've had women burst into tears in my office. They say 'Not only is my father in the hospital, and they're calling me at work saying, 'Figure out where he's going next because he's not going home,' but the school's calling to say my learning-disabled child has developed another problem.'" Typically, when emergencies with aging parents hit, "these women already have their plates 110% full," she says. Women do about 70% of the care giving for elderly relatives with chronic illness, national studies have shown. Counseling and referrals to assisted living facilities or other resources for the --- 5 Taken from http://www.usatoday.com/news/health/2006-11-12-women-study_x.htm. Used with permission as per information on USA Today's website, March 2010. elderly can help, she says. About one out of four women surveyed said they or relatives had sought help from aging services experts. Later marriages, later child-bearing and longer life spans are forcing more women into taking responsibility for their kids and their parents, says social demographer Janice Wassel of the University of North Carolina-Greensboro. The "sandwich" years don't even go away by the 60s anymore. "We've got these 60-year-olds who take care of 92-year-old parents and 16-year-old kids," she says. Providing elder care was linked to feeling overworked in a study of employed adults last year, but taking care of children was not, says Ellen Galinsky of the Families and Work Institute, which did the study. Such overwork may be common. In another institute study, 35% of U.S. employees said they had elder care responsibilities during the last year. "It can be episodic, unpredictable and very stressful," Galinsky says. Alternate Activity: Employment and Education Map Follow the directions for the “Lifeline Map” described in Activity 4, but have the participants plot previous work (including paid and non-paid) and education and training. Use the map as a tool to build a résumé, either in this unit, or for the participant to store in her portfolio for future reference. Also use the exercise to map out plans for the future, using a different colour pen to show steps, goals and accomplishments. Suggested Follow-up Activities Activity 7: Guest Speaker Invite a woman who works at a job that is traditionally held by men – such as a carpenter, welder, plumber or mechanic – to come to the group and talk about her choice of profession including the pathway she took to achieve it. Make available brochures or other information about apprenticeship and training opportunities for women in non-traditional jobs. Encourage the women to take copies of the information to read during the independent work portion of the unit, or later at home. For those interested in further researching non-traditional jobs for women, ask them to keep the information in their portfolio for future reference. Activity 8: Group Planning Have the group plan and invite a woman as a guest speaker who works in a non-traditional field to an upcoming unit. Research the possibilities together, and choose what kinds of non-traditional jobs for women the group would like to find more about, along with programs, training and apprenticeship opportunities in your communities. Make brochures and other information available. Wrap Up (Final 30 minutes of the day) - Debrief from the various activities and discussions. Be aware that the discussion may have touched upon difficult issues for some of the women. Be sure to bring positive closure to the unit – either by ensuring follow-up and referrals, and/or talking in brief to each woman individually. - Refer to the “focusing on oneself” activity spurred by the Mini Mathur’s statement. Challenge the participants to remember to do something in the time between this and the next unit to focus on themselves – even something simple. - Gather oral & hard copy feedback. Ask the group members to share their thoughts about the unit, and whether they would like to continue discussion about any of the topics in upcoming units. - Introduce the topic or focus of the next unit. If a guest speaker has been arranged for the next unit, prepare participants by letting them know who will be attending. Read aloud the “Getting Ready” activity to do before the start of next unit (see below). Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. **GETTING READY FOR THE NEXT UNIT** This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - If you were to take a trip to a place you’ve never visited before, how would you go about finding out about it? - If you had an afternoon free just for you, and no other responsibilities, how would you spend it? Would you watch a movie, read a book, write a letter, listen to music, go for a walk, visit friends, or would you do something else? **CLOSING WORDS** “My husband was not agreeing for me to get out and do this course. I have lot of work to do at home like cooking, cleaning, laundry, picking up kids from school. With the help of this course I was able to pay a babysitter to pick up my child and take care of him until I come home but [the] other kid need to be picked up from school. I ignore my husband’s anger and make sure he will pick up the kid. Only in coming and being committed to this course did I find the courage and confidence to ask things like that of my husband for the first time in my life.” ~ Spotlight on Change Participant MODULE ONE: EXPLORING MY SELF | UNIT FIVE: MY STRENGTHS AND CHALLENGES HOW I WORK AND LEARN “I really love this course where [I can] explore and spotlight my character. It makes me wake up in the morning, to get me up from sleeping, and depression and giving up finding a job. Now I have hope to have my own business and [go] back to school to have [an] art degree.” ~ Spotlight on Change Participant UNIT OUTCOME The participant explores her learning style and multiple intelligence strengths, and applies the information to future employment and training possibilities. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Reading Text - Document Use - Continuous Learning - Thinking Skills - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - You’ve probably tried learning style inventories in the past (if not, go to the Government of Canada site listed in the resources section and try one). What is your preferred learning style? - What is your area of strength when it comes to the theory of Multiple Intelligences? If you don’t know, try the multiple intelligence inventory at the Government of Canada website. - Is your career choice a good “fit” for you when you reflect upon the results of the inventories? --- **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - If you were to take a trip to a place you’ve never visited before, how would you go about finding out about it? - If you had an afternoon free just for you, and no other responsibilities, how would you spend it? Would you watch a movie, read a book, write a letter, listen to music, go for a walk, visit friends, or would you do something else? --- **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. • Service Canada offers two online quizzes that relate to the content of the unit. Visit the website (www.servicecanada.gc.ca) and follow the menu links through to the following “toolbox” quizzes: o Seeing, Hearing, Doing Quiz o Multiple Intelligence Quiz • VARK, a guide to learning styles ~ Visit the VARK home page (www.vark-learn.com) and follow the menu link to the web page Questionnaire for an online learning styles quiz. • Learn More Now, 10 Simple Steps to Learning Better, Smarter and Faster, Marcia L. Conner, published by John Wiley and Sons, 2004. This book provides plenty of simple exercises and activities to appeal to a wide range of learners and learning styles. MAKING IT WORK – FACILITATION SUGGESTIONS • Keep the discussion of learning styles and multiple intelligences as simple as possible. Have fun with the inventories and the discoveries. Emphasize that there are no “right” and “wrong” answers, nor is there one way of learning that is better than the others - there are only different ways. We are all unique human beings, and put our own “stamp” on how we learn or perceive things. • Help the women make discoveries about themselves. Be sure that each participant leaves the unit with a better understanding of her personal preferences and strengths so that she can apply this understanding to her day-to-day life, to her job search, to her training, and to her job. Apply the discoveries not only to education, but also to employment situations – how she might use the information to go about her job search or identify career areas and opportunities that Insights & Tips “We also discussed how information is shared in the participant’s own culture, e.g., music, song, dance, the arts, etc.” ~ Field-test facilitator are a good match for her. She might even perform her future job more effectively by knowing her preferred learning style and “intelligences” and shaping her environment accordingly. - Remember to point out that the inventories help us to identify our dominant or preferred style, but that we use all of the styles in our daily lives. The point isn’t to avoid our weaker learning styles (indeed, we can develop them), but to be aware of how we process information to gain the most out of our efforts, and to reinforce learning. If one approach for handling information or learning something new doesn’t work for you, try another approach! - Clarify what is meant by learning style – it is the way in which an individual tends to understand and remember information. Another way of saying it - a learning style is how one takes in, processes, stores and then uses information. There are many ways of looking at and categorizing learning style preferences. One popular and simple way is to decide whether a person is a visual, auditory, or tactile learner. **Profile #1 – Visual Learner** Charlotte almost flunked out of school because she drew pictures and maps instead of writing or reading her assignments. She never did find a way to succeed in academia, but she now makes a good living as a commercial realtor where she can draw floor plans and help her corporate clients visualize how a space will look when they move in. ~ *Learning Styles on the Job* Marcia L. Conner --- **Insights & Tips** *So, what are learning styles?* Think about this first: how do you like to learn new information? Do you like to read it or do you prefer to listen to someone else explain ideas? Do you prefer to jump right into a new activity and learn by trial and error? Do you like to move around and listen to music or do you prefer a quiet environment when studying? Your answer to these and similar questions will help you begin to identify your preferred learning style. ~ *The Adult Literary Learner* Lindsay Kennedy and Marianne Paul Profile #2 – Auditory Learner Henrietta, owner of a growing leasing business, talks her way through nearly every meeting. She even talks to herself when she’s alone in the car. An auditory learner who processes information best by verbalizing it, she keeps track of details this way and figures out what needs to happen next by giving voice to her thoughts. She sometimes has trouble with colleagues, who doubt her abilities, because they assume she talks to herself because she’s nervous. Actually, she talks more when she’s comfortable, and talking helps her to understand situations in more meaningful ways. ~ Learning Styles on the Job Marcia L. Conner Profile #3 – Tactile Learner Faye, an energetic residential realtor, loves her job most when she’s walking around houses, running her hands over the walls, or touching the upholstery of a couch. Although she learns a little from her clients when they set up their appointment on the phone, she knows she will understand them better when they walk around a home together. ~ Learning Styles on the Job Marcia L. Conner - Multiple Intelligence Theory, developed by Howard Gardner, is another way to look at a person’s strengths, and how she perceives and handles the world about her. Gardner believes that multiple intelligences are influenced by both biological and cultural factors, and that each of us has a referred category from which to learn and use information. As with all the self-discovery exercises in this module, Multiple Intelligence (MI) is presented here to help the participant give voice to her own abilities and preferences in order to enhance her employment opportunities and job satisfaction. The categories of intelligence include: logical/mathematical, visual/spatial, bodily/kinesthetic, musical, linguistic, interpersonal, intrapersonal, existentialist, naturalist. ARE YOU... - Number & Reasoning Smart? (Logical/mathematical) - Picture Smart? (Visual/Spatial) - Body Smart? (Bodily/Kinesthetic) - Music Smart? (Musical) - Word Smart? (Linguistic) - People & Relationship Smart? (Interpersonal) - Self Smart? (Intrapersonal) - Deep-Thinking Smart? (Existentialist) - Nature Smart? (Naturalist) You may wish to present the unit over two or more days, focusing first on learning styles and then on MI. As always, modify the plans and activities to suit the needs and interests of the participants, the program, and the time available. Design and adapt learning activities to appeal to a variety of styles and intelligences, that is, present the same information or have a participant complete a task in ways that suit how she takes in and gives out information. Give participants a choice for how they complete an outcome – there are many roads to reach the same destination! GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - When reflecting about the previous unit, remind the women of the challenge that was given to them – to do something solely for themselves between the units. Did they do it? What? How did it make them feel? Will they try to incorporate moments for themselves into their lives? How will they go about it? - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Accommodate personal goals/needs and facilitate independent work, particularly as the course progresses. In this unit, there are several opportunities for the women to learn about their personal strengths and preferences through inventories that may be done in a variety of ways – independently with paper and pencil/hard copies, independently through the computer and online work, or through group discussion and small group work. Adapt and present the unit accordingly, preferably with a combination of methods. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: My Best Learning Style Present the “Getting Ready” activity. Throw out the question to the group for brainstorming ideas: If you were to take a trip to a place you’ve never visited before, how would you go about finding out about it? Flip chart responses. Next, draw a large circle on flip chart paper. Divide the circle into three parts or slices. Label each slice with one of the following: Visual, Auditory and Tactile; and then ask each woman to say under which category or “slice” her response best fits. Repeat the activity with the second question: If you had an afternoon free just for you, and no other responsibilities, how would you spend it? Would you watch a movie, read a book or write a letter, listen to music, go for a walk, or visit friends? Or do something else altogether? Graph the responses. - Have each woman analyze her responses. Do all or most of her responses show up under the same category or slice? What do the answers tell her about herself? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES A number of activities have been provided as follow-up to the discussion. Select the methods that match the skills, abilities and interests of the women. Completed questionnaires could be placed in a portfolio. “Links to Essential Skills” are not provided for these activities. Activity 2: Learning Style Quick Test Hand out Worksheet 12, the “Learning Style Quick Test”, to each participant. Have her answer the questions independently. Explain there are no right or wrong answers. She should check or tick off the statement that best describes how she would react. If necessary, do the first set of questions with the whole group to shown how the quick test works. - Have each woman add up the check marks at the end of the inventory. What is her preferred learning style? (Note: you may wish to hand out the “results” section of the activity separately; you may also want to print off and hand-out more information about what each of the learning style categories mean). - Bring the group together. Do a quick poll by raising hands. Who is a visual learner? Who is an auditory learner? Who is a tactile learner? Graph the results in a pie chart. Have each woman put her name in the slice that represents her preferred learning style. - Discuss the results. Do they ring true for each woman? Can the participants think of other examples in their lives that support or don’t support their “quick test” learning style preference? “Learning styles – I had never really thought about that before – I learned everyone has different learning styles and that is normal and okay. I will make an effort to pay attention to my learning style.” ~ Field-test participant Put a check mark beside each statement that describes what you would most likely do or how you’d respond to a situation. | The Challenge... | A | B | C | |------------------------------------------------------|--------------------------|--------------------------|--------------------------| | To operate new equipment I would: | Read the instructions | Listen to an explanation | Try it out | | To find travel directions I would: | Look at a map | Ask for spoken directions| Follow my nose | | To cook something new I would: | Follow a recipe | Call a friend and ask for an explanation | Follow my instinct, tasting as I cook | | To teach something to someone I would: | Write out instructions | Explain verbally | Show them and let them try it | | To return faulty goods I would: | Write a letter | Phone | Take it back to the store | | I’d say... | “I see what you mean.” | “I hear what you’re saying.” | “I know how you feel.” | | I’d say... | “Show me.” | “Tell me.” | “Let me try it.” | | I’d say... | “Watch how I do it.” | “Let me explain.” | “You have a go.” | Continued on next page 6 Quick Test information adapted from: http://www.businessballs.com/vaklearningstylestest.htm. All other information taken from *The Adult Literacy Learner*. L. Kennedy and M. Paul, 2005. | The Challenge... | A | B | C | |--------------------------|----------------------------------------|----------------------------------------|----------------------------------------| | Leisure | Museums and galleries | Music and conversations | Physical activities | | Buying gifts | Books | Music | Tools and gadgets | | Shopping | Look and imagine | Discuss with shop staff | Try on and test | | Choose a holiday | Read the brochures | Listen to recommendations | Imagine the experience | | Choose a car | Read the reviews | Discuss with friends | Test drive | | Add up the check marks in each column: | | | | Transfer your results to the next page. Now enter the number of check marks into the table below: | | A | B | C | |-------|----|----|----| | Visual| | | | | Auditory| | | | | Tactile| | | | The column with the greatest amount of check marks gives an indication of your *preferred* learning style. This means the way you learn best most of the time. **Visual**—needs to be able to see the instructor and learn best from visual displays. **Auditory**—listens to what others say and learns best through verbal lectures. **Tactile/Kinesthetic**—prefers to actively explore the physical world and learns best through a hands-on approach. Activity 3: Online Learning Style Inventories Computer Option – Those participants who are comfortable with computers, or who want to practise their computer skills, can do learning style inventories online. There are many learning style inventories online that will also automatically calculate the results. Participants may do an online search to identify some; however, you may simply wish to provide the URLs to ensure the tests are from valid sources, and match the literacy skills of the women. Check out the following two inventories found at the websites listed in the resources section at the front of this unit: - Seeing, Hearing, Doing Quiz – Government of Canada website. - VARK*, A Guide to Learning Styles. You’ll note that the VARK Inventory presents four learning styles rather than three, adding the Read/Write style. If you wish, hand out Worksheet 18 to review the four learning styles, and discuss how people learn best based on their learning style. *VARK is an acronym for learning preferences: Visual, Aural, Read/Write, and Kinesthetic. The VARK Inventory presents four learning styles rather than three, adding the Read/Write style. **Visual** Learning Style means you learn best when you: - Use books with diagrams and pictures - Have graphs and flowcharts - See lots of space on a page of text - Interact with people who use gestures and lots of description - See words that are highlighted or are in different colours. **Aural** Learning Style means you learn best when you: - Attend lectures - Attend tutorials - Discuss topics with other students - Discuss topics with the facilitator - Explain new ideas to other people - Use a tape recorder - Remember the interesting examples, stories, jokes - Describe the overheads, pictures and other visuals to somebody who was not there - Leave spaces in your lecture notes for later recall and 'filling'. --- 7 This version of the VARK was taken from *The Adult Literacy Learner*. L. Kennedy and M. Paul. Algonquin College, Sault College, Conestoga College and Project READ Literacy Network, 2004. Used with permission. Read/Write Learning Style means you learn best when you: - Make lists - Use headings - Use dictionaries, glossaries definitions - Have a handout - Read a textbook - Instructors or facilitators use words well and have lots of information in sentences and notes - Write your own notes and read manuals. Kinesthetic Learning Style means you learn best when you: - Can use all your senses – sight, touch, taste, smell, and hearing - Go on field trips - Have instructors, facilitators or lecturers who give real-life examples. - Can use a hands-on approach - Try it for yourself (trial and error) - Can collect things and put them in order - Have exhibits, samples, photographs. Activity 4: Learning Style Profiles Use Worksheets 14, 15, and 16 to create three workstations in different parts of the room. Ask the participants to move from station to station, reading each of the profiles, and the tips about how to make the most out of the preferred learning style. Once the participants have visited each station, have them gather around the station that best matches how they like to work and learn. Gathered into small groups according to learning style, the women should work together to answer the questions at the bottom of the worksheet. What can they do to reinforce their learning in light of their learning style? Add to the challenge by making a pile in the centre of the room of items that appeal to various learning styles – CD player or iPod, paper and pen, crayons, magazines, tickets to a movie, dance shoes, DVD, textbook, musical instrument, model kit, telephone, etc. Ask participants to choose and take the items to their station that best match their learning style. Activity 5: Learning Style Profile Alternative As an alternative to Activity 4, and for women with stronger literacy skills and who prefer to work independently, hand out Worksheet 17. Have the participants read the article entitled, *Career Know-How, Learning Styles on the Job*, by Marcia L. Conner, and answer the related questions. "Some of the women reported that they found these two activities helpful as it showed them that one learning style is not better than another." ~ Field-test facilitator Charlotte almost flunked out of school because she drew pictures and maps instead of writing or reading her assignments. She never did find a way to succeed in academia, but she now makes a good living as a commercial realtor where she can draw floor plans and help her corporate clients visualize how a space will look when they move in. If you’re a visual learner like Charlotte, you prefer to look at what you’re learning. Pictures almost certainly help you understand ideas and information better than text or verbal explanations. Rather than listen to what someone says, you may find yourself watching the speaker. Telephone conversations might be difficult because you’re so accustomed to getting visual cues from people while they talk. To learn, don’t just stare at a page. Move your body and your eyes to heighten your visual perception and your comprehension. Put this to work today: If your primary learning style is visual, draw pictures in the margins of books you’re reading, look at the graphics, and read the text that explains the graphics. Online, envision the topic in your thoughts. Ask yourself: 1. Are you a visual learner? What do you have in common with Charlotte? 2. What are some jobs that might be a good match for visual learners? 3. How might you shape your job search to take into account your learning style strength? --- 8 Adapted from: *Career Know-How, Learning Styles on the Job*, Marcia L. Conner. Reprinted under the Creative License Agreement, http://creativecommons.org/licenses/by/3.0/. Visit http://www.marciaconner.com for further information. Henrietta, owner of a growing leasing business, talks her way through nearly every meeting. She even talks to herself when she’s alone in the car. An auditory learner who processes information best by verbalizing it, she keeps track of details this way and figures out what needs to happen next by giving voice to her thoughts. She sometimes has trouble with colleagues, who doubt her abilities, because they assume she talks to herself because she’s nervous. Actually, she talks more when she’s comfortable, and talking helps her to understand situations in more meaningful ways. If you’re an auditory learner like Henrietta, you prefer listening or talking when you’re learning. The auditory listener, learns by listening to other people and may even carry on mental conversations and resolve problems by thinking back on what people have said. A less common type of auditory learner is the verbal processor. She likes to say what she is thinking. If you’re a verbal processor, you may know intuitively that until you say something aloud or at least move your lips, you’re not quite certain of your thoughts or their implications. Put this to work today: If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information. Ask yourself: 1. Are you an auditory learner? What do you have in common with Henrietta? 2. What are some jobs that might be a good match for auditory learners? 3. How might you shape your job search to take into account your learning style strength? --- 9 Adapted from: *Career Know-How, Learning Styles on the Job*, Marcia L. Conner. Reprinted under the Creative License Agreement, http://creativecommons.org/licenses/by/3.0/. Visit http://www.marciacconner.com for further information. Faye’s profile Faye, an energetic residential realtor, loves her job most when she’s walking around houses, running her hands over the walls, or touching the upholstery of a couch. Although she learns a little from her clients when they set up their appointment on the phone, she knows she will understand them better when they walk around a home together. If you’re a tactile/kinesthetic learner like Faye, you incorporate information through touch and movement. As a result, you may not thrive in traditional work environments because there aren’t enough opportunities to hold things or move around. In school, classroom discussions and written materials probably frustrated you, but you most likely caught up and even jumped ahead during lab time. Put this to work today: If your primary learning style is tactile/kinesthetic, in printed text use a pencil or highlighter pen to mark passages that are meaningful to you. From online text, take notes, transferring the information into your journal. Doodle. Whenever possible, walk around as you read. Feel the words and ideas. Get busy—both mentally and physically. Ask yourself: 1. Are you a tactile/kinesthetic learner? What do you have in common with Henrietta? 2. What are some jobs that might be a good match for tactile/kinesthetic learners? 3. How might you shape your job search to take into account your learning style strength? --- 10 Adapted from: Career Know-How, Learning Styles on the Job, Marcia L. Conner. Reprinted under the Creative License Agreement, http://creativecommons.org/licenses/by/3.0/. Visit http://www.marciaconner.com for further information. Read the article below. While reading, think about these questions: 1. Do any of the people described in the article remind you of yourself? Who? 2. Do you learn or tackle tasks in a similar way? 3. What is your learning style? 4. What strategies used by the people in the article to match their learning style could you use? Highlight them with a highlighter pen. Career Know-How Learning Styles on the Job by Marcia L. Conner In the past ten years my husband and I have moved across the country four times and built then sold as many homes. With each move, we meet terrific realtors seeking the best ways to market our property and edge out the competition. Because my work focuses on helping people understand the role that learning plays in personal productivity and success, I have shared this perspective with our realtors who have commented that they are overwhelmed with an increase in new information to read and learn. By assessing how you learn, you’ll understand how you are likely to respond under different circumstances and how to attain information in a way that best addresses your particular needs. The more you discover about your natural way of learning, the easier it will be to overcome information overload and communicate with other people. We each have a personal learning style that we rely every day even if we have never examined how we learn best. In their simplest terms, we take in information and learn through sight (visual), by sound or speech (auditory), or by touch and movement (tactile/kinesthetic). We favor one of these senses and process information most effectively through it although we can benefit --- 11 Marcia L. Conner is a facilitator, coach, and writer living in Virginia. She is author of Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster (Wiley, 2004) and Creating a Learning Culture (Cambridge, 2004). You can reach her directly at www.marciaconner.com. from information that comes to us through other means too. If you’re a visual learner, you prefer to look at what you’re learning. Pictures almost certainly help you understand ideas and information better than text or verbal explanations. Rather than listen to what someone says, you may find yourself watching the speaker. Telephone conversations might be difficult because you’re so accustomed to getting visual cues from people while they talk. To learn, don’t just stare at a page. Move your body and your eyes to heighten your visual perception and your comprehension. Charlie almost flunked out of school because he drew pictures and maps instead of writing or reading his assignments. He never did find a way to succeed in academia, but he now makes a good living as a commercial realtor where he can draw floor plans and help his corporate clients visualize how a space will look when they move in. If you’re an auditory learner, you prefer listening or talking when you’re learning. The most common type of auditory learner, the auditory listener, learns by listening to other people and may even carry on mental conversations and resolve problems by thinking back on what people have said. The less common type of auditory learner, the verbal processor, likes to say what he or she is thinking. If you’re a verbal processor, you may know intuitively that until you say something aloud or at least move your lips, you’re not quite certain of your thoughts or their implications. Susan, a young mortgage broker, spends the early morning reading the newspaper and then adds another dimension to what she has read by listening to the news on the radio. By using two different auditory techniques together, she remembers more and can use one method to help her focus on the other. Henry, owner of a growing leasing business, talks his way through nearly every meeting. He even talks to himself when he’s alone in the car. An auditory learner who processes information best by verbalizing it, he keeps track of details this way and figures out what needs to happen next by giving voice to his thoughts. He sometimes has trouble with colleagues, who doubt his abilities, because they assume he talks to himself because he’s nervous. Actually, he talks more when he’s comfortable, and talking helps him to understand situations in more meaningful ways. If you’re a tactile/kinesthetic learner, you incorporate information through touch and movement. As a result, you may not thrive in traditional work environments because there aren’t enough opportunities to hold things or move around. In school, classroom discussions and written materials probably frustrated you, but you most likely caught up and even jumped ahead during lab time. Faye, an energetic residential realtor, loves her job most when she’s walking around houses, running her hands over the walls, or touching the upholstery of a couch. Although she learns a little from her clients when they set up their appointment on the phone, she knows she will understand them better when they walk around a home together. Put this to work today - If your primary learning style is visual, draw pictures in the margins of books you’re reading, look at the graphics, and read the text that explains the graphics. Online, envision the topic in your thoughts. - If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information. - If your primary learning style is tactile/kinesthetic, in printed text use a pencil or highlighter pen to mark passages that are meaningful to you. From online text, take notes, transferring the information into your journal. Doodle. Whenever possible, walk around as you read. Feel the words and ideas. Get busy—both mentally and physically. By appreciating your own style, you can also begin to look from other’s perspectives and more easily help everyone learn. None of us learns in only one way but by honing in on our strengths and preferences, we can remember more of what we learn and make learning and meeting with others more efficient, effective, and enjoyable. Activity 6: More than One Way to Learn Introduce the Multiple Intelligences Theory, and the idea that learning styles is just one way to look at our strengths. Howard Gardner organized another way, describing an individual’s strengths in these areas of intelligence: logical/mathematical, visual/spatial, bodily/kinesthetic, musical, linguistic, interpersonal, intrapersonal, existentialist, naturalist. Challenge the participants to find out their areas of intelligence through a MI inventory. Here’s one online suggestion: - Multiple Intelligence Quiz, Service Canada website, Career Navigator tools. Suggested Follow-up Activities Activity 7 and Activity 8 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a comment to her journal. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 7: MI Inventory Hand out Worksheet 18 - Connect multiple intelligence, learning style, and career/training areas to create a sense of completion for the unit, and to have the participant to begin to analyze her employment choices based on her strengths and preferences. • Ask participants to identify the row(s) that correspond with her areas of intelligence as identified in the MI inventory, and read the corresponding jobs and careers. • Do any appeal to her? Which ones? Why? • How do they relate to the inventories and what she has found out about herself? • Ask the participant to highlight the jobs that appeal to her for further research and file the results of the learning style and MI inventories in her learner portfolio. **Activity 8: My Learning Journal** Have the participant write in her learning journal her thoughts about her learning style and multiple intelligence self-discoveries. Questions she could consider: • Does she feel more confident knowing her strengths? • How will she use her new knowledge to reach her goals? **Insights & Tips** “Knowing my own learning style – I felt comforted because I was often disappointed with myself, I didn’t understand why I didn’t learn new things as easily as other people. Now I understand myself and others too.” ~ Field-test participant | Intelligence type | Typical Job Roles | Preferred Learning Style | |------------------------|-----------------------------------------------------------------------------------|-----------------------------------| | Linguistic | Writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artists | Words & language | | Logical-Mathematical | Scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors | Numbers & logic | | Musical | Musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches | Music, sounds, rhythm | | Bodily/Kinesthetic | Dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers | Physical experience and movement, touch & feel | 12 Adapted from: http://www.businessballs.com/. Used with permission. | Intelligence type | Typical Job Roles | Preferred Learning Style | |------------------|-----------------------------------------------------------------------------------|-------------------------------------------| | Spatial-Visual | Artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants | Pictures, shapes, images, 3D space | | Interpersonal | Therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, advertising professionals, coaches and mentors | Human contact, communications, cooperation, teamwork | | Intrapersonal | Counsellors, helpers, translators, teachers, actors, poets, writers, musicians, artists, **and also any other role** to which people can bring emotional maturity, which commonly manifests as adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviours. | Self-reflection, self-discovery | **What do you think?** 1. What was the result of the Multiple Intelligence inventory you took as part of this course? Look at the corresponding typical job roles. Do they appeal to you? If so, which one or two appeal to you the most? Would you like to pursue it? 2. What would be typical job roles for the intelligences that Gardner later added to his list – the Naturalist and the Existentialist? WRAP UP (Final 30 minutes of the day) • Debrief from the learning style and multiple intelligences inventories. Ask the group members to share their thoughts. Did they know before the unit that they had a preference for how they perceived and used information? Did they know they had specific areas of strength or intelligence? Does clarifying their preferences and strengths give them ideas or direction for their personal job search or plans for career or training? • Gather oral & hard copy feedback. Were participants satisfied with the unit? Did they learn at least one thing they can use in their personal job search? • Introduce the topic or focus of the next unit. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: • Ask five people you know – relatives, friends, peers - to describe your personality in a single word. Write down the five answers and bring them with you to the next unit. CLOSING WORDS “I met new people who – I hope – will be my friends. Women of a similar age as myself, and then our problems and experiences arising from life in Canada, are similar. Thanks to this course, I created a profile of my skills, knowledge, personality, and I was more self-confident.” ~ Spotlight on Change Participant TAKING ADVANTAGE OF MY PERSONALITY “It is good to participate in a useful program like this one to learn about jobs, job searching, computer training, and to explore our hidden parts of characters which maybe we don’t notice, and to look at what kind of jobs match our personalities.” ~Spotlight on Change Participant UNIT OUTCOME Participant explores her temperament and personality and applies the information to future employment and training possibilities. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Continuous Learning - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY — FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: - Ask a colleague or friend what she or he thinks from knowing and working with you: Are you an extrovert or an introvert? - Take one of the online personality inventories featured in the resources section, or search out another one. Does what your colleague or friend says match the results of the inventory? - Reflect upon the different personality types – do you have a bias towards a certain type? Do you think it’s better for a student to be an extrovert rather than an introvert, or vice versa? **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Ask five people you know – relatives, friends, peers – to describe your personality in a single word. Write down the five answers and bring them with you to the next unit. *Some of the women found it difficult to approach five people. Three might be an easier number....* ~ Field-test facilitator REACHING OUT – SUPPLEMENTARY RESOURCES Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. - **Personality Pathways** ~ www.personalitypathways.com. This website offers a simple explanation of personality types and has a self-scoring introductory quiz. - **Humanetrics** ~ www.humanmetrics.com. This website offers an online personality questionnaire and scoring. Follow the main page links to the Jung Typology Test, Jung Career Indicator. - **True Colors** ~ www.truecolorscareer.com. This website includes a simple introductory online personality quiz. Follow the links from the homepage to Kalil’s Personality Test - Follow Your True Colors. - **Discovery Health** ~ This webpage offers a simple online quiz. Check out the following web page to access the *Emotional Intelligence Test* ~ http://discoveryhealth.queendom.com/questions/eiq_abridged_1.html MAKING IT WORK – FACILITATION SUGGESTIONS - Recognize and emphasize that one personality or temperament isn’t better or more desirable than another. Examine your own preferences and biases to ensure that you accept each woman in the group for her unique mix of personality traits. Explain to the group that the purpose of identifying personality types is to know and understand ourselves better, and to find greater satisfaction in life and work. It helps us take full advantage of our strengths, preferences, natural tendencies and special abilities. There are many ways of exploring our strengths and preferences, and then describing the results – we’ve presented a few different and popular inventories within this unit for variety and fun. Pick and choose among them according to the literacy skills and interests of participants. Some of the inventories and explanations are more complicated in terms of concepts and language than others. We’ve attempted to identify some of the simpler options for ease of use and discussion. Familiarize yourself with the basic theories of understanding personality tendencies, but recognize that they are just that – theories! Personality temperament has been categorized and communicated through a variety of inventories, some of which may seem to have no more apparent validity than reading horoscopes, or looking to astrological signs and descriptions! (Now there’s a fun alternative introductory activity to the topic of personality and characteristics – ask participants to name their astrological sign. What are the characteristics of the sign? Do they see those characteristics as accurately describing themselves?) The personality theories and inventories presented in the resource listings, around which unit activities have been designed, are based upon and grow from the work of Carl Jung. Jung theorized about conscious and unconscious preferences or outlooks that describe how individuals tend to perceive the world and to make decisions. His psychological types propose two perceiving functions, intuition and sensation, of which one would be dominant within the individual; and two judging functions, feeling and thinking, of which one would be dominant. Influencing each of these functions are also two attitude types – introversion or extroversion. In popular culture, the words “introverted” and extroverted” have become part of our lexicon. Jung’s theories were later further explored and developed to produce the popular inventory, The Myer-Briggs Type Indicator. In the Myer-Briggs inventory, the participant answers a series of questions. The mixture of the answers are calculated and fall into one of sixteen categories that are labelled as a combination of four letters, for example, ESTJ (Extraversion, Sensing, Thinking, Judging). Favorite world: Do you prefer to focus on the outer world or on your own inner world? This is called Extraversion (E) or Introversion (I). Information: Do you prefer to focus on the basic information you take in or do you prefer to interpret and add meaning? This is called Sensing (S) or Intuition (N). Decisions: When making decisions, do you prefer to first look at logic and consistency or first look at the people and special circumstances? This is called Thinking (T) or Feeling (F). Structure: In dealing with the outside world, do you prefer to get things decided or do you prefer to stay open to new information and options? This is called Judging (J) or Perceiving (P). ~ Source: The Myer-Briggs Foundation www.myerbriggs.org Relate discussions and personal tendencies and traits back to future employment, and how knowing one’s own personality temperament can help the participant identify career/training areas and potential jobs to explore – it can point her in a career direction and help her refine her search. Use the results of the inventories and discussion to help the participant sort out the kinds of jobs where she may feel most comfortable, and that fit her preferences. However, do not use the results alone to discard a job choice that the participant has expressed an interest in exploring - instead help her analyze the job in light of what she has learned about herself during the unit, and look at ways to approach or accomplish tasks related to the job in ways that suit her, or that will maximize her success. **Insights & Tips** “Knowing your temperament helps in your search for a career or job, but it only serves as a guide, rather than giving you any fixed answer. Think of temperament as analogous to "culture" in terms of influence. If you are of certain culture, then you will tend to feel most comfortable in your culture, and you can operate well in that culture. But that does not mean that you cannot be happy and prosperous living in a culture that isn’t your original culture. The same is true with your career or job, you can find happiness and satisfaction in many careers or jobs that are not "natural" ones for one’s temperament. On the other hand, if you aren’t happy or you don’t think you are as effective as you could be in your current situation, then it would be useful in examining the match between your temperament and your current job or career.” ~ Essay on Work David Kiersey - Spend the majority of the unit allowing the participant to explore her own personality tendencies and temperament through hands-on use of inventories, and reflecting about the results and how they might impact upon her personal job and career choices. Online inventories are often fun and easy to use, since the results are tabulated and returned instantly to the participant. Participants, as part of the unit work, might identify other inventories as well as those identified here in this resource. Be aware that some online inventories will have registration/log-in requirements, and request or require payment. We recommend viewing inventories as a springboard to discussion and a doorway for a participant to explore career choices that suit her, and not as the only focus of the unit. For a more in-depth and validated analysis, consider inviting a guest speaker or workshop leader who is trained and accredited in the administration and interpretation of a specific inventory. Emotional Intelligence (EI) may also be introduced in this unit to identify another way in which the women may explore their abilities and strengths, and communicate their attributes and skills in their job search. Work towards using these inventories to expand the way the women view themselves in a positive way – they have a lot to offer employers and often in areas they may not have previously considered. Please note: In the final unit of this module we’ve used the metaphor of quilting to illustrate the concept of bringing the various pieces of each unit together. You will need to give each participant a square of material as part of the “Getting Ready” activity for Unit 8. GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas! - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. • Emphasize that most of the unit will be spent exploring one’s own personality type and preferences independently through inventories. Have fun! Some of the language used in the inventories and explanations may be new and unfamiliar, as well as the questions and the situations described. Participants should feel free to ask for clarification or for a simpler inventory if the one they’ve accessed online seems too difficult or unclear. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: My Personality – Part 1** Present the “Getting Ready” activity. Ask each woman to share the words that she collected from friends and family that describe her personality as they “see” her. • Do you agree with the perception of others? Do you think the words describe you? • Does the group agree that the words reflect the participant’s personality? Have the participants brainstorm to generate additional words (adjectives) that describe character or personality traits. Refer to Worksheet 19 (Personality Traits & Characteristics). You may need to suggest some words or phrases. Flip chart the words. Introduce the concept of personality temperament, types and inventories. Let the women know they will have the opportunity to explore some of these inventories throughout the unit. As an illustration, make two columns on a flip chart, one with the heading “introversion” and one with the heading “extroversion” (as used in the Meyer-Briggs inventory). Place one or two of the words you’ve heard to describe the women in the corresponding column. Ask the group: - Can other words you’ve heard to describe people mean “introversion” and “extroversion”? - Do you think personality type has a role to play in making good job choices and decisions? Emphasize that there is no good or bad when it comes to the discussion of personality tendencies. Learning more about our personality traits can help us make better job decisions, and help us shape our job choices to give us greater satisfaction. At the end of the discussion you may wish to give everyone a copy of Worksheet 19. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. The following words and phrases are often used to describe personality traits and characteristics. Which ones describe you? - Adventurous – risk taker - Ambitious – go-getter - Analytical – logical thinker - Artistic – creative, into the arts painting, music, sculpture, dance - Assertive – bold, self-assured - Businesslike – efficient, practical, level headed - Cautious – careful, restrained - Compassionate – feel the pain and sorrow of others - Complacent – pleasant, compliant, happy with the way things are - Concrete – realist, practical, realistic thinker - Conformist – likes and follows conventional rules - Creative – artistic - Critical – finds fault with or judges people and ideas - Curious – a question asker, eager to learn or know things - Dedicated – wholly committed to something or someone • Discreet – modest, shows wise self-restraint, keeps confidences • Disloyal – untrustworthy, doesn’t keep obligations • Domineering – holds power over others • Driven – energy and initiative, goes for a goal passionately • Easygoing – calm, unworried, laid-back • Extroverted – life of the party, very social, not afraid of the public • Focused – strong ability to concentrate • Goal-directed – actions are the result of set goals • Honest – tells the truth • Humble – modest, puts others first, courteously respectful • Idealistic – desires perfection in things and situations, not realistic • Impulsive – makes decision and actions without thought, reckless • Insensitive – not considering the feelings of others • Introverted – focus on self, not comfortable with the public, not social • Intuitive – understanding others thoughts and feelings without being told • Kind – nice, friendly, generous • Loyal – being true to others, country, causes, ideals • Methodical – ordered, systematic habits or behaviour • Optimistic – sees the best in everything • Orderly – neat, tidy • Pessimistic – expecting the worst • Practical – realistic, level headed, efficient • Quick Learner – learns things fast • Risk-taker – not fearful, willing to do things without reserve • Self-confident – believes in own abilities and ideas • Self-starter – begins and completes things on their own, competent • Sense of Humour – finds the funny side of things easily • Sensitive – understands the attitudes, feelings, or circumstances of others • Shy - timid, distrustful of others • Strong Work Ethic – believes in the value of working, hard worker • Supportive – giving or able to give help • Tactful – considerate and discreet • Team Player – works well with others • Trusting – believes in and readily confides in others • Upbeat – happy, cheerful SUGGESTED FOLLOW-UP ACTIVITIES Activity 2, Activity 3 and Activity 4 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows participants to explore their personality traits in an informal manner. Activity 4 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 2: How Do My Peers See Me? Create two circles so that half the participants form an inner circle and the other half an outer circle around them. If you’ve set it up right, then participants in the two circles should be facing each other in pairs. If you haven’t done so already, hand out Worksheet 19 (Personality Traits & Characteristics). Ask a partner in the inner circle to describe the personality traits of the person facing her based on interaction in class. You might want to give an example, and encourage wording of the descriptions in a positive way. Next have the outer circle repeat the activity. Once both people in the pair have exchanged their thoughts and observations, then have the outer circle move one person to the right to repeat the activity with a new partner. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 3: What Jobs Do My Peers Think Suit Me? Sometimes friends, peers and colleagues “see” positive aspects of us that we don’t recognize in ourselves. Repeat the above circle/pair activity, assigning the task of describing and sharing other insights as well as personality traits, for example, skills and competencies. Connect these insights to potential job suggestions. For example, partners may finish the following statement about each other: - “From what I’ve seen from you in class, including personality traits, I think you’d be great at this job or career: ________________________________________________________.” LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “We completed a similar activity as well. Each participant wrote her name on a sheet and her peers jotted down words and characteristics to describe her. It was very supportive and positive.” ~ Field-test facilitator Activity 4: Personality Quick Test\textsuperscript{13} Each question must be answered as quickly as possible. Have each woman write one or two words to capture the first things that she thinks of after you ask the questions. 1. Ask them to picture an \textit{enormous} white room - like a school gym. In this room, there is a cube. a. What colour is the cube? b. What size is the cube? c. Where is it located in the room? (e.g., Is it floating, or on the ground?) 2. Next, ask them to imagine flowers inside of this room. a. Where are the flowers located? b. How large are the flowers? 3. Ask them to imagine a ladder inside of the white room. a. Where in the room is the ladder? b. What size is the ladder? 4. Next, ask them to imagine a horse in the white room. a. Where is the horse? b. Name three personality characteristics of the horse (mean, funny, sad, happy, etc). 5. Finally, ask them to imagine a rainstorm inside the room. a. Where is the rainstorm located? b. How large is the rainstorm? \textsuperscript{13} Adapted from http://www.personality-and-aptitude-career-tests.com/cube-personality-test.html. Please Note: This personality test has no known scientific origins, and has not been independently validated. It is presented as a fun way to learn more about your own personality and the personalities of the women in the group. What does it all mean? Remember – this isn’t meant to be scientific. It is meant to be a way for the women to think about themselves. If they disagree with the interpretation of the results, engage them in a discussion about perceptions – their perceptions of themselves, and also the perceptions others might have of them. - *The white room represents our lives.* Inside the white room, there is a cube. - *The cube is a representation of how we see ourselves.* If your cube is small, it means that you are modest in your opinion of yourself. If your cube is large, it means that you have a fairly good opinion of yourself. If your cube is coloured, it can mean that you hide who you really are from people. A white or clear cube means that you are pretty straight forward – what they see is what they get. If the cube is on the ground, it means that you are well grounded in your views, and “down to earth”. If the cube is floating, it may mean that there is change happening in your life and perhaps a certain amount of upheaval or uncertainty in your life right now. - *The flowers in the room represent your family and friends.* If there are a lot of flowers in the room, it means that you like to be surrounded by friends and family. If the flowers are only a few, it means that you like to be surrounded by only a few close friends. If your flowers are near the cube, it means that you are close to your friends. If your flowers are further away, you tend to keep a distance between your friends. “The participants LOVED this exercise – they had a lot of fun with it. We did all the inventories and quizzes together as a group. I read and clarified the questions for them.” ~ Field-test facilitator • The ladder inside the room represents your life’s goals and ambition. A small ladder means that you aren’t sure what your goals are right now or that you find it necessary to keep your goals small and real. If your ladder is large, it means that your goals and expectations for yourself are set higher than average. If your ladder is far away from your cube, it means that right now you are not working on your goals. If your ladder is on top of your cube, it means that your goals and ambitions are very important to you at this point in time. • The horse inside of the room is your spouse or significant other. The three characteristics of the horse apply to your spouse, or what you like to see in your spouse. If your horse is close to the cube, it means that you are close to your spouse. When you see a beautiful horse it shows your beautiful experience with your spouse. • The rainstorm inside of the room is life’s problems. If your rainstorm is large, it means there is a lot going on in your life right now. If the rainstorm is near another object (for instance, the horse), it means that that object is causing problems in your life. If you see small rainstorm that means you are currently not facing too many difficulties or you able to keep them under control. Activity 5: My Personality – Part 2 Hand out Worksheet 20. Use this hard copy inventory as a simple introduction for the participant to learn about, and potentially identify, her personality type. The worksheet is also useful for those participants who would find following online descriptions and instructions a barrier to completing and using an inventory. Follow up by handing out Worksheet 21. Relate the personality type to job and career areas. To encourage discussion, and provide peer reading/writing mentors, you may wish to have the participants work in pairs. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her reading and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “I also found descriptions of each personality type online and handed these out.” ~ Field-test facilitator WORKSHEET 20 Cognitive Style Inventory\(^{14}\) 1. Try the following inventory to get an idea about your personality type. 2. Work with a partner if you’d like. 3. When you’ve discovered your personality profile, find out more about the specific profile by looking it up online, or by reading the other worksheets. Please note: the Cognitive Style Inventory is a self-scoring inventory and should not be considered a substitute for taking an MBTI® or any type of personality traits inventory. The author, Ross Reinhold, recommends taking a bonafide MBTI inventory from a person qualified to administer it as the best way to get an accurate measure of your Personality Type. To learn more about Myers-Briggs Personality Type go to: www.personalitypathways.com/type_inventory2.html \(^{14}\) Cognitive Style Inventory. Ross Reinhold. Taken from www.PersonalityPathways.com. Used with permission. For use as part of the Spotlight on Change curriculum only. All other copying and/or distribution is strictly prohibited. Which is your most natural energy orientation? Every person has two faces. One is directed towards the OUTER world of activities, excitements, people, and things. The other is directed inward to the INNER world of thoughts, interests, ideas, and imagination. While these are two different but complementary sides of our nature, most people have an innate preference towards energy from either the OUTER or the INNER world. Thus one of their faces, either the Extroverted (E) or Introverted (I), takes the lead in their personality development and plays a more dominant role in their behavior. | Extroverted Characteristics (E) | Introverted Characteristics (I) | |---------------------------------|---------------------------------| | Act first, think/reflect later | Think/reflect first, then act | | Feel deprived when cutoff from interaction with the outside world | Regularly require an amount of "private time" to recharge batteries | | Usually open to and motivated by outside world of people and things | Motivated internally, mind is sometimes so active it is "closed" to outside world | | Enjoy wide variety and change in people relationships | Prefer one-to-one communication and relationships | Which fits best, E or I? --- 15 Cognitive Style Inventory. Ross Reinhold. Taken from www.PersonalityPathways.com. Used with permission. For use as part of the Spotlight on Change curriculum only. All other copying and/or distribution is strictly prohibited. Which way of perceiving or understanding is most "automatic" or natural?¹⁶ The Sensing (S) side of our brain notices the sights, sounds, smells and all the sensory details of the PRESENT. It categorizes, organizes, records and stores the specifics from the here and now. It is REALITY based, dealing with "what is." It also provides the specific details of memory & recollections from PAST events. The Intuitive (N) side of our brain seeks to understand, interpret and form OVERALL patterns of all the information that is collected and records these patterns and relationships. It speculates on POSSIBILITIES, including looking into and forecasting the FUTURE. It is imaginative and conceptual. While both kinds of perceiving are necessary and used by all people, each of us instinctively tends to favor one over the other. | Sensing Characteristics (S) | Intuitive Characteristics (N) | |-----------------------------|-------------------------------| | Mentally live in the Now, attending to present opportunities | Mentally live in the Future, attending to future possibilities | | Using common sense and creating practical solutions is automatic-instinctual | Using imagination and creating/inventing new possibilities is automatic-instinctual | | Memory recall is rich in detail of facts and past events | Memory recall emphasizes patterns, contexts, and connections | | Best improvise from past experience | Best improvise from theoretical understanding | | Like clear and concrete information; dislike guessing when facts are "fuzzy" | Comfortable with ambiguous, fuzzy data and with guessing its meaning. | Which fits best, S or N? --- ¹⁶ Cognitive Style Inventory. Ross Reinhold. Taken from www.PersonalityPathways.com. Used with permission. For use as part of the Spotlight on Change curriculum only. All other copying and/or distribution is strictly prohibited. Which way of forming judgments and making choices is most natural?¹⁷ The Thinking (T) side of our brain analyzes information in a DETACHED, objective fashion. It operates from factual principles, deduces and forms conclusions systematically. It is our logical nature. The Feeling (F) side of our brain forms conclusions in an ATTACHED and somewhat global manner, based on likes/dislikes, impact on others, and human and aesthetic values. It is our subjective nature. While everyone uses both means of forming conclusions, each person has a natural bias towards one over the other so that when they give us conflicting directions - one side is the natural trump card or tiebreaker. | Thinking Characteristics (T) | Feeling Characteristics (F) | |-----------------------------|-----------------------------| | □ Instinctively search for facts and logic in a decision situation. | □ Instinctively employ personal feelings and impact on people in decision situations | | □ Naturally notices tasks and work to be accomplished. | □ Naturally sensitive to people needs and reactions. | | □ Easily able to provide an objective and critical analysis. | □ Naturally seek consensus and popular opinions. | | □ Accept conflict as a natural, normal part of relationships with people. | □ Unsettled by conflict; have almost a toxic reaction to disharmony | Which fits best, T or F? --- ¹⁷ Cognitive Style Inventory. Ross Reinhold. Taken from www.PersonalityPathways.com. Used with permission. For use as part of the Spotlight on Change curriculum only. All other copying and/or distribution is strictly prohibited. What is your "action orientation" towards the outside world?¹⁸ All people use both judging (thinking and feeling) and perceiving (sensing and intuition) processes to store information, organize our thoughts, make decisions, take actions and manage our lives. Yet one of these processes (Judging or Perceiving) tends to take the lead in our relationship with the outside world . . . while the other governs our inner world. A Judging (J) style approaches the outside world WITH A PLAN and is oriented towards organizing one's surroundings, being prepared, making decisions and reaching closure and completion. A Perceiving (P) style takes the outside world AS IT COMES and is adopting and adapting, flexible, open-ended and receptive to new opportunities and changing game plans. | Judging Characteristics (J) | Perceiving Characteristics (P) | |-----------------------------|--------------------------------| | □ Plan many of the details in advance before moving into action. | □ Comfortable moving into action without a plan; plan on-the-go. | | □ Focus on task-related action; complete meaningful segments before moving on. | □ Like to multitask, have variety, mix work and play. | | □ Work best and avoid stress when able to keep ahead of deadlines. | □ Naturally tolerant of time pressure; work best close to the deadlines. | | □ Naturally use targets, dates and standard routines to manage life. | □ Instinctively avoid commitments which interfere with flexibility, freedom and variety | Which fits best, J or P? --- ¹⁸ Cognitive Style Inventory. Ross Reinhold. Taken from www.PersonalityPathways.com. Used with permission. For use as part of the Spotlight on Change curriculum only. All other copying and/or distribution is strictly prohibited. Now, fill in your four personality type LETTERS: Then: 1. Go online to a website that tells you about personality types – your instructor can help you find one. 2. Look up the description of your personality type. Match the letters above. 3. Read the description. Do you think it describes you? 4. Write down 5 things the description says about your personality type: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ WORKSHEET 21 Suggested Careers for Myers-Briggs Type\(^{19}\) 1. Circle the job or career area that corresponds with your personality type based on the inventory results. 2. Read the job suggestions. Underline the jobs that appeal to you for further research. 3. Explore the general job areas; i.e. “manager”. Do an online search or look through newspaper job classified ads or other job sources. Identify 2 specific job titles that fall into the general area. 4. Put the page that lists the corresponding jobs in your portfolio for future reference, along with your research. The list is made up of recommended careers for certain personality types. **Please note:** Any personality type can do any job. This list is not a list of the "only jobs you can do", but simply a guide to which career utilizes the natural talents of each type. Special thanks to www.personalitypage.com for some of the information on this page. Visit the careers section at the website for more detailed information on possible careers for your type. **ESFJ** - Home economists, nurses, teachers, administrators, child care workers, family practice physicians, clergy, office managers, counsellors, social workers, bookkeepers, accountants, secretaries, organization leaders, dental assistants, homemakers, radiological technologists, receptionists, religious educators, speech pathologists. *They do best in jobs where they can apply their natural warmth at building relationships with other people.* **ISFJ** - Interior decorators, designers, nurses, administrators, managers, secretaries, child care/early childhood development workers, social workers, counsellors, paralegals, clergy, office managers, shopkeepers, bookkeepers, homemakers, gardeners, clerical supervisors, curators, family practice physicians, health service workers, librarians, medical technologists, typists. *Tradition-oriented and down-to-earth, they do best in jobs where they can help people achieve their goals, or where structure is needed.* \(^{19}\) Source: www.geocities.com/lifexplore/mbcareer.htm and www.personalitypage.com. ESTJ – Members of the military, business administrators, managers, police, detectives, judges, financial officers, teachers, sales representatives, government workers, insurance agents, underwriters, nurses, administrators, trade and technical teachers. *Natural leaders, they work best when they are in charge and enforcing the rules.* ISTJ - Business executives, administrators and managers, accountants, police, detectives, judges, lawyers, medical doctors, dentists, computer programmers, systems analysts, computer specialists, auditors, electricians, math teachers, mechanical engineers, steelworkers, technicians, members of the military. *Similar to the ESTJ, they have a knack for detail and memorization, but work more behind the scenes instead of up front as a leader.* ESTP - Sales representatives, marketers, police, detectives, paramedics, medical technicians, computer technicians, computer technical support, entrepreneurs, comedians, agents, race car drivers, firefighters, members of the military, auditors, carpenters, craft workers, farmers, laborers, service workers, transportation operatives. *They have a gift for reacting to and solving immediate problems, and persuading other people.* ISTP - Police, detectives, forensic pathologists, computer programmers, system analysts, computer specialists, engineers, carpenters, mechanics, pilots, drivers, athletes, entrepreneurs, firefighters, paramedics, construction workers, dental hygienists, electrical engineers, farmers, military, probation officers, steelworkers, transportation operatives. *With the ability to stay calm under pressure, they excel in any job that requires immediate action.* ESFP - Actors, painters, comedians, adult entertainers, sales representatives, teachers, counsellors, social workers, child care, fashion designers, interior decorators, consultants, photographers, musicians, human resources managers, clerical supervisors, coaches, factory supervisors, food service workers, receptionists, recreation workers, religious educators, respiratory therapists. *Optimistic and fun-loving, their enthusiasm is great for motivating others.* ISFP - Artists, musicians, composers, designers, child care workers, social workers, counsellors, teachers, veterinarians, forest rangers, naturalists, bookkeepers, carpenters, personal service workers, clerical supervisors, secretaries, dental and medical staffers, waiters and waitresses, chefs, nurses, mechanics, physical therapists, x-ray technicians. *They tend to do well in the arts, as well as helping others and working with people.* **ENFJ** - Teachers, consultants, psychiatrists, social workers, counsellors, clergy, sales representatives, human resources staff, managers, events coordinators, politicians, diplomats, writers, actors, designers, homemakers, musicians, religious workers, writers. *They have a gift of encouraging others actualize themselves, and provide excellent leadership.* **INFJ** - Counsellors, clergy, missionaries, teachers, medical doctors, dentists, chiropractors, psychologists, psychiatrists, writers, musicians, artists, psychics, photographers, child care workers, education consultants, librarians, marketers, scientists, social workers. *Blessed with an idealistic vision, they do best when they seek to make that vision a reality.* **ENFP** - Actors, journalists, writers, musicians, painters, consultants, psychologists, psychiatrists, entrepreneurs, teachers, counsellors, politicians, diplomats, television reporters, marketers, scientists, sales representatives, artists, clergy, public relations, social scientists, social workers. *Very creative and fun-loving, they excel at careers which allow them to express their ideas and spontaneity.* **INFP** - Writers, artists, counsellors, social workers, English teachers, fine arts teachers, child care workers, clergy, missionaries, psychologists, psychiatrists, scientists, political activists, editors, education consultants, journalists, religious educators, social scientists. *Driven by a strong sense of personal values, they are also highly creative and can offer support from behind the scenes.* **ENTJ** - Business executives, CEOs, organization founders, business administrators, managers, entrepreneurs, judges, lawyers, computer consultants, university professors, politicians, credit investigators, labour relations workers, marketing department managers, mortgage bankers, systems analysts, scientists. *They are born to lead and can steer the organization towards their vision, using their excellent organizing skills and understanding of what needs to get done.* **INTJ** - Scientists, engineers, professors, teachers, medical doctors, dentists, corporate strategists, organization founders, business administrators, managers, military, lawyers, judges, computer programmers, system analysts, computer specialists, psychologists, photographers, research department managers, researchers, university instructors, chess players. *They have a particular skill at grasping difficult, complex concepts and building strategies.* **ENTP** - Entrepreneurs, lawyers, psychologists, photographers, consultants, sales representatives, actors, engineers, scientists, inventors, marketers, computer programmers, comedians, computer analysts, credit investigators, journalists, psychiatrists, public relations, designers, writers, artists, musicians, politicians. *Very freedom-oriented, they need a career which allows them to act independently and express their creativity and insight.* **INTP** - Physicists, chemists, biologists, photographers, strategic planners, mathematicians, university professors, computer programmers, computer animators, technical writers, engineers, lawyers, forensic researchers, writers, artists, psychologists, social scientists, systems analysts, researchers, surveyors. *Highly analytical, they can discover connections between two seemingly unrelated things, and work best when allowed to use their imagination and critical thinking.* SUGGESTED FOLLOW-UP ACTIVITIES Activity 6 and Activity 7 are suggested as follow-up activities. If you choose to not use these activities, then please select at least one activity that allows participants to add a comment to their journals. Activity 6 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 6: My Thoughts on This Have the participant write in her learning journal her thoughts and feelings about the results of her personality inventory, and the areas of her life where she feels the greatest satisfaction and comfort. Ask her to reflect on a past job. - Did she feel satisfied and comfortable in it? - Has the work we’ve done so far in this unit shed any light on why or why not? Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her critical thinking and writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 7: Online Personality Inventories Have participants complete one or more online personality inventories. Several choices are offered in the resource section. You might also identify alternate online inventories, or have the participants search them out. It is useful to have spent time prior to the class trying the inventories yourself, and choosing ones that are reputable, suitable for the participants, and that can be used to promote awareness that can lead to better job choices. One advantage of online inventories is that they offer immediate tabulation. Many online sites will offer links or pages that flow from the tabulation results and that explain the findings in terms of the individual, and her temperament/traits, and related career areas. Once the participant has identified her personality type, have her follow the various links to learn more about it. Myer-Briggs is a commonly used and well-known inventory, and it is an important one for participants to explore, if you only have time for one inventory. We’ve also offered other inventories, both for fun and self-discovery. Have the participants print and file the results of the personality inventory and the explanation of the result in their portfolios for further reference. **OPTIONAL UNIT ACTIVITY** Below is an optional activity. Please note that links to Essential Skills are not provided. Please refer to the Essential Skills web site or similar activities if you wish to link this activity to Essential Skills. **Activity 8: Guest Speaker** Invite a guest speaker qualified to administer a personality type inventory to host a mini-workshop or class unit on personality types and related careers. If you belong to or work within a larger organization, such as a college or school board, you may access to staff members, career counsellors, or others who are accredited and trained in the delivery and interpretation of specific personality inventories. WRAP UP (Final 30 minutes of the day) • Debrief from the “personality inventory” activities. Ask the group members to share their thoughts. Did the inventories tell them something new about themselves, or clarify something for them? Do they now have some new ideas and thoughts about the type of job where they’d feel comfortable and gain satisfaction? • Gather oral & hard copy feedback. Were participants satisfied with the unit? Did they learn at least one thing they can use in their personal job search? • Introduce the topic or focus of the next unit. Let participants know that they are now drawing to the close of the first section of the course, and that in the next unit they will be working on pulling together what they’ve learned about themselves so that they can communicate their strengths, preferences and abilities. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below), and hand out a square of material. Emphasize that the activity is for fun – the quilt piece they make isn’t expected to be elaborate! The participants will work together to make a quilt or collage to illustrate what they’ve learned about themselves, and represent themselves as a group. • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully and influence the direction of the unit to suit your needs. Here is the “Getting Ready” activity for the next unit: - **Tell something about yourself** by decorating the quilt square given to you by the facilitator. Be creative! Use whatever materials you want to illustrate whatever aspect of yourself you’d like. Quilt, stitch, sew, fabric paint, staple on a photo, do appliqué, glue or stitch on small pieces – the choice is yours. Bring the illustrated square to the next class. **Insights & Tips** “Some participants were a bit intimidated by the task. As the facilitator, you might want to bring your own square to show them – make it simple! Or you might want to ask participants to think about the task ahead of time to have some ideas, bring in some items such as fabric glue, and do it as a group activity in class.” ~ Field-test facilitator CLOSING WORDS “This course gave me clear ideas and I understood my personality, what I can do in the future. It was important for my life because it showed me how to find other opportunities for a job and I discover in me other skills in areas that I didn’t have. My challenges in this course have been my English. Even though for me it is difficult, I continue to try day by day.” ~ Spotlight on Change Participant STITCHING THE PIECES TOGETHER “Today I went to a job interview all because of this course. The job interview teaches me another experience of life. I might not be able to get this job but it was a good experience. I can imagine myself working in [the] future finding jobs, doing volunteer [work] standing on my feet. With confidence.” ~ Spotlight on Change Participant UNIT OUTCOME The participant analyzes and brings together what she has learned about herself throughout the module, and communicates her skills and strengths verbally (in practice for a job interview) and in prose form in a paragraph or two (in practice for a job application, résumé and a letter of application). SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Thinking Skills - Oral Communication - Writing For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. • Take a square of material, and stitch or decorate it in such a way that it represents or tells something about you. For example, if you like to garden and have good gardening skills, then stitch or draw a flower on it, or glue on a photograph of you amongst your flowers. **Getting Ready – For the Participants** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. • Tell something about yourself by decorating the quilt square given to you by the facilitator. Be creative – use whatever materials you want to illustrate whatever aspect of yourself you’d like. Quilt, stitch, sew, fabric paint, staple on a photo, do appliqué, glue or stitch on small pieces – the choice is yours. Bring the illustrated square to the next class. **Reaching Out – Supplementary Resources** Here are some online resources that you, as the facilitator, or the participants may use to support the work of unit. Remember that web addresses often change, so if links are not current, use a search engine to find up-to-date information. • **Service Canada, Career Navigator, Abilities Quiz** This quiz helps participants identify their abilities, and then tabulates the answers to suggest jobs and careers that match those abilities. Go to: http://jobsetc.gc.ca/eng/toolbox/quizzes/quizzes_home.do. MAKING IT WORK – FACILITATION SUGGESTIONS • Connect the unit’s activities and discussions to the concept of synthesis, or bringing together learning from past units to form a unified whole. Help participants make sense of, and unite, what they’ve discovered about themselves to create an overall picture and understanding of their skills, abilities, interests and needs as they apply to their job search. • We’ve used the metaphor of quilting to illustrate the concept of bringing various pieces together in several of the activities. It is a metaphor you may wish to continue throughout the unit to help explain the idea of stitching various “patches” or pieces of information together to create a product or new understanding from the parts. It also illustrates the idea that “the whole is greater than the sum of its parts” – that by looking at her strengths, interests and abilities as a whole rather than as separate parts, the participant will gain a greater appreciation for her talents, potential and possibilities for the future. • Some of the participants at the field-test sites loved the Getting Ready activity for this unit and the follow-up exercise of making the quilt from their individual squares. The women were hesitant at first, but then got into it when they realized the quilt pieces were meant to be simple. They didn’t have to be expert sewers or quilters. Another interesting aspect of the exercise was that it gave those who were good with their hands and were artistic the opportunity to shine, by showcasing their skills to the group. Making the quilt became a peer mentoring activity as well, with experienced sewers helping less experienced sewers. Another field-test group balked at the activity, and the facilitator did an alternate exercise. The women made a group collage from illustrations or art that each individual created to represent or describe herself. Both activities served the same outcome – be willing to try different approaches to suit the preferences of your group members. **GETTING STARTED** The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas! - *Give participants the opportunity to share news that has occurred* since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - *Review the overall Exploring My Self module outcome as well as the unit outcomes*. Module Outcome: The participant creates a skill, knowledge and personality profile, and uses the profile to identify areas of employment that reflect her interests and strengths. - *Note that this is the last unit in this module*. Talk about the meaning of the word *synthesize* – that the goal of the unit is to “stitch” together or unify the parts from other units to form a whole. They’ll work to bring together the most important things they have learned about themselves as a result of the work they have done through the “Exploring My Self” units, so that they can use it to move forward in their job search. - *Review the agenda* as it relates to these outcomes. Adapt according to the wishes and comments of the group. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: My Quilt Square Introduce the “Getting Ready” Activity. Have participants do a group go-around where each woman shows her personalized quilt square and talks about how the piece represents her. Then have participants lay out the squares out on a table and arrange them to form a quilt – have extra squares available to ensure a perfect square or rectangle without gaps. Provide time and materials for women who didn’t complete the project as a home task to do as part of the unit. Ask for volunteers who have sewing skills to put the quilt together – either at home to bring back to class, or during the course of the program. Hang the quilt on the wall as a group project to represent the skills, abilities, interests and special qualities of the individuals in the group, and the strengths of the group as a whole. Insights & Tips “The group HATED the idea of making a quilt! So we didn’t. Instead we did a collage. The women enjoyed this alternate activity immensely.” “This joint work [of making the quilt] brought us very much closer to each other, allowed us to better know each other, taught us to help each other and demonstrate our skills.” ~ Field-test facilitators Alternate Activity Instead of making a quilt, make a collage: - Have each woman create a simple piece of art on a single page that reflects them and what is important in their lives. - Draw, paste on items, cut pictures from magazines, use photographs – be creative! - Then ask participants to create a mural or a collage by putting all their individual pieces of art together. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio and one that allows her to add a comment to her learning journal. Activity 3 has not been linked to the Essential Skills descriptions. Activity 2: What I’ve Learned About Me! Hand out Worksheet 22, Building Your Skill, Knowledge and Personality Profile. Have each woman use her portfolio to explore and analyze what she has learned about herself during the Exploring My Self Module. Use the worksheet to guide her reflections, and help her synthesize the decisions and findings she has made during each unit into a “whole”. Insights & Tips “Excellent worksheet! Participants really took their time completing this, and I found it an excellent summary of the complete module. I read through and commented upon each individual’s worksheet, and noted skills and attributes they could use on résumés. At this time, I also started to discuss résumés, and participants were eager to apply what they had learned about themselves to a résumé.” ~ Field-test facilitator LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 22 Building Your Skill, Knowledge and Personality Profile 1. Look through your portfolio and learning journal to pull together the self-discoveries you made during the “Exploring My Self” module. 2. Fill in the worksheet below to create a skill, knowledge and personality profile or snapshot of your job needs and preferences. 3. Your ideas might have changed over the course of the module. That’s okay! Fill in the worksheet to reflect your thoughts now. MY IDEAL JOB Review Worksheet 1. The right job for me will incorporate these “most important” factors: 1. 2. 3. Here is something else that is also important to the right job for me: MY VALUES Review Worksheet 4. Here’s what I value most in my family and daily life: This is what I found out about my work values (fill in the most important factor in your own words): My work motivation: My preferred work setting: How I like to interact with others: My work style: WHAT I LEARNED FROM PAST WORK Review Worksheet 5. Here are skills I’ve demonstrated that I possess through my past work experience(s): 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ I’m very good at: _______________________________________________________________ Here’s a personal strength that I can apply to a future job: _______________________________________________________________ LIFE EXPERIENCES Review Worksheet 9. Here are positive things I’ve learned from my life’s experiences - from the tough times and the good times: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ Here are some skills, abilities, and character traits that I can bring to a new job based on my lifetime of learning and living: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ The biggest challenge I face is: ______________________________________________________________ ______________________________________________________________ Here’s how I can take that challenge into consideration during my job search: ______________________________________________________________ ______________________________________________________________ MY PERSONALITY TYPE & AREAS OF INTELLIGENCE Review Worksheet 20. Here are some important things about my personality type and temperament: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ I’ll be happiest in a work environment or situation where: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Here are a few jobs or career areas that interest me based on my personality traits and natural preferences: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 3: Exploring My Self Quilt Create personalized “Exploring My Self” diagrams or “quilts” by using the personal profile completed in the above activity. Ask each participant to complete Worksheet 23 by filling in each square with a key word or phrase that describes what she’s discovered about herself. Here’s how: - In the first two rows of the quilt, describe skills, abilities, interests, learning preferences and styles, and personality. - In the third row, describe needs and challenges that impact upon job choice or career decisions. - In the fourth row, write down hobbies and work experiences – whether paid or unpaid – past jobs, volunteer experience or experiences gained through daily living. - In the final row, write down potential jobs and career areas that the participant is interested in pursuing further and that “fit” with the information in the other squares. Just in Case: If a participant cannot completely fill in the first two rows of the “Exploring My Self” quilt activity, suggest that she return to the Service Canada, Career Navigator and Quizzes (see resources listed at the start of the unit) to identify her skills, interests and abilities. If a participant cannot completely fill in the last row, suggest that she do further research about jobs. One idea is to identity and then explore through online searches some of the jobs listed in past worksheets. 1. Use the Exploring My Self Quilt diagram on the next page (you may want to redraw it on a larger piece of paper). 2. In the first two rows of the quilt, describe skills, abilities, interests, learning preferences and styles, and personality. 3. In the third row, describe needs and challenges that impact upon job choice or career decisions. 4. In the fourth row, write down hobbies and work experiences – whether paid or unpaid – past jobs, volunteer experience or experiences gained through daily living. 5. In the final row, write down potential jobs and career areas that the participant is interested in pursuing further and that “fit” with the information in the other squares. Activity 4: Communicating My Skills Verbally Working in pairs, have participants share their completed “Exploring My Self” quilts or diagrams with each other. Then have each member of the pair take turns asking questions of her partner. Encourage at least one or two questions pertaining to each row of the quilt. Have the participant use the activity to practise expressing her strengths, skills and job goals in preparation for interviews. Ensure that partners give each other encouragement and suggestions for communicating information about themselves in a positive and confident manner. If time permits, you may wish to build upon the activity by switching or combining pairs, so that participants receive further practice in giving information about themselves orally, and speaking in front of larger groups (since some interview situations may have more than one interviewer). **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **SUGGESTED FOLLOW-UP ACTIVITIES** Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to add a document to her portfolio and one that allows her to add a comment to her learning journal. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. **Activity 5: My Skills and Strengths** Have the participant work independently or with a peer mentor to write a paragraph or two using the *Exploring My Self* quilt as a guide towards synthesizing what she’d like to communicate about herself and her strengths. Encourage drafts (if needed, over a few sessions), working on shaping the information into a form that would be suitable for use in a letter of application or email (e.g., proper spelling and grammar) or another job-search written task, such as a job application form or a résumé. Have the participant store the results of the unit’s work, her personal profile and *Exploring My Self* quilt, in her portfolio for future reference. **Insights & Tips** “Through my past work experiences I’ve demonstrated I possess these skills: - Accuracy - Attention to detail - Organization - Good time management.” ~ Field-test participant **Activity 6: My Thoughts on This** Have the participant write in her learning journal her reflections and feelings about the *Exploring My Self* module and what she has learned about herself. Have her thoughts on what she’d like to do in her future changed? WRAP UP (Final 30 minutes of the day) • Debrief from the personal profile and quilt activities. Do participants feel they are starting to synthesize or stitch together their understanding of themselves as it applies to their job search? Did today’s activities help? • Extend the conversation to bring a sense of conclusion to the Exploring My Self module. Review the module outcome: “The participant creates a skill, knowledge and personality profile, and uses the profile to identify areas of employment that reflect her interests and strengths.” • Ask for feedback – do the participants feel as if they have met or demonstrated that outcome? Note that participants have covered a lot of ground in their self-explorations over the past eight units. What is the most important thing they personally learned about themselves? Are there other areas or something the group touched upon that they’d like to explore later in the course? • Introduce the focus of the next module: Exploring My Community. Share the module outcome, “The participant creates a profile of the employment and training opportunities in her community and identifies options that match her interests, strengths and needs.” • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. “I am stronger than I think I am; I am smarter than I think I am; I am always cheerful, even at the worst times; I am very honest and very dependable.” “Repeating and reviewing everything from all the last units made me understand how I can put my skills, abilities, and strengths to work for me.” ~ Field-test participants GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully and influence the direction of the unit to suit your needs. Here is the “Getting Ready” activity for the next unit: - Chat with someone who is in your personal circle of acquaintances - a friend, relative, a neighbour, or mentor. Ask the person for suggestions about a job – if she or he knows someone who may be hiring in the future, or hiring now. (Note: The suggestion doesn’t have to be a sure-fire thing, or very complicated – just an idea for a lead or contact). CLOSING WORDS “This course gave me clear ideas, what I can do in the future.” ~ Spotlight on Change Participant Module 2: Exploring My Community OUTCOME The participant creates a profile of the employment and training opportunities in her community and identifies options that match her interests, strengths and needs. # MODULE TABLE OF CONTENTS ## Unit 1: My Family, My Friends, My Circles - **Unit Outcome** ................................................................. 215 - **Skills for Work, Learning and Life** ........................................... 215 - **Getting Ready – for the Facilitator** ............................................ 215 - **Getting Ready – for the Participants** ........................................... 216 - **Reaching Out – Supplementary Resources** .................................. 216 - **Making it Work – Facilitation Suggestions** .................................. 217 - **Getting Started** ........................................................................ 220 - **Getting Down to Work** ............................................................. 211 - Activity 1: My Community ....................................................... 221 - Activity 2: My Networks .......................................................... 225 - Activity 3: My Changing Networks ........................................... 230 - Activity 4: The Hidden Job Market .......................................... 232 - Activity 5: My Essential Skills Profile ...................................... 237 - Activity 6: My Social Network .................................................. 241 - **Wrap Up** .................................................................................. 242 - **Getting Ready for the Next Unit** ............................................... 243 - **Closing Words** ........................................................................ 243 ## Unit 2: The Employment Landscape - **Unit Outcome** ........................................................................ 245 - **Skills for Work, Learning and Life** ............................................ 245 - **Getting Ready – for the Facilitator** ............................................ 245 - **Getting Ready – for the Participants** ........................................... 246 - **Reaching Out – Supplementary Resources** .................................. 246 - **Making it Work – Facilitation Suggestions** .................................. 247 - **Getting Started** ........................................................................ 252 - **Getting Down to Work** ............................................................. 253 - Activity Unit 1: The Place Where I Live .................................... 253 Activity 2: Creating our Community Profile .......................................................... 255 Optional Unit Activities ......................................................................................... 260 Activity 3: Guest Speaker .................................................................................... 260 Activity 4: More about the Place Where I live ................................................... 261 Activity 5: Computers Making Links .................................................................. 265 Activity 6: Online Data about My Community .................................................... 268 Activity 7: Labour Market Information that I Need ............................................. 269 Activity 8: What I’ve Learned about My Community .......................................... 270 Wrap Up .................................................................................................................. 270 Getting Ready for the Next Unit ........................................................................... 272 Closing Words ........................................................................................................ 272 Unit 3: My Essential Skills Unit Outcome ........................................................................................................ 273 Skills for Work, Learning and Life ........................................................................ 273 Getting Ready – for the Facilitator ........................................................................ 273 Getting Ready – for the Participants ....................................................................... 274 Reaching Out – Supplementary Resources .......................................................... 274 Making it Work – Facilitation Suggestions ............................................................ 276 Getting Started ....................................................................................................... 278 Getting Down to Work ............................................................................................ 279 Activity Unit 1: What I can Do! ........................................................................... 279 Activity 2: Essential Skills for Occupations ....................................................... 281 Activity 3: Workplace Essential Skills Survey .................................................... 283 Activity 4: Essential Skills Indicators .................................................................. 291 Activity 5: My List of Occupations ...................................................................... 298 Activity 6: My Essential Skills Strengths ............................................................ 298 Wrap Up .................................................................................................................. 299 Getting Ready for the Next Unit ........................................................................... 300 Closing Words ........................................................................................................ 300 Appendix 1 ............................................................................................................. 301 Unit 4: Essential Skills in the Jobs that Interest Me Unit Outcome .................................................................................................................. 323 Skills for Work, Learning and Life .............................................................................. 323 Getting Ready – for the Facilitator ............................................................................. 323 Getting Ready – for the Participants ........................................................................... 324 Reaching Out – Supplementary Resources ................................................................. 324 Making it Work – Facilitation Suggestions .................................................................. 326 Getting Started .............................................................................................................. 330 Getting Down to Work .................................................................................................. 331 Activity Unit 1: What I Learned about a Job ............................................................ 331 Activity 2: Learning More about a Job ..................................................................... 333 Activity 3: The Best things about Me! ..................................................................... 336 Activity 4: Learning Still More about a Job ............................................................. 336 Activity 5: Exploring the Essential Skills Website .................................................. 342 Activity 6: How I will get more Information ............................................................. 345 Wrap Up .......................................................................................................................... 347 Getting Ready for the Next Unit .................................................................................. 348 Closing Words ............................................................................................................... 348 Unit 5: Is Entrepreneurship or a Non-Traditional Career for Me? Unit Outcome .................................................................................................................. 349 Skills for Work, Learning and Life .............................................................................. 349 Getting Ready – for the Facilitator ............................................................................. 349 Getting Ready – for the Participants ........................................................................... 350 Reaching Out – Supplementary Resources ................................................................. 351 Making it Work – Facilitation Suggestions .................................................................. 352 Guest Speakers and Field Trips .................................................................................... 353 Getting Started .............................................................................................................. 354 Getting Down to Work .................................................................................................. 355 Activity Unit 1: Is Self-Employment or a Non-Traditional Job for Me? ............... 355 Activity 2: Self-Assessment ....................................................................................... 359 Activity 3: Common Myths and Misconceptions about Non-Traditional Jobs for Women .......................................................... 366 Activity 4: A Closer Look at Non-Traditional Jobs ......................................................... 371 Activity 5: Success Stories .................................................................................................. 378 Activity 6: I Want to Find Out More .............................................................................. 384 Activity 7: Is Entrepreneurship or a Non-Traditional Job for Me? ............................. 385 Wrap Up ............................................................................................................................... 386 Getting Ready for the Next Unit .................................................................................... 387 Closing Words ................................................................................................................... 387 Unit 6: Learning and Training Opportunities Unit Outcome .................................................................................................................. 389 Skills for Work, Learning and Life .................................................................................. 389 Getting Ready – for the Facilitator .................................................................................. 389 Getting Ready – for the Participants ................................................................................ 390 Reaching Out – Supplementary Resources ..................................................................... 390 Making it Work – Facilitation Suggestions ..................................................................... 391 Getting Started .................................................................................................................. 395 Getting Down to Work ...................................................................................................... 397 Activity Unit 1: My Experiences with School .............................................................. 397 Activity 2: Continuous Learning .................................................................................. 401 Activity 3: Mentoring and Role Modelling ................................................................. 402 Activity 4: My Education and Training Report ........................................................... 405 Activity 5: What My Skills Assessment Means to Me ............................................... 408 Optional Activities Activity 6: Computer Option .......................................................................................... 412 Activity 7: Adding to My Portfolio ................................................................................ 412 Activity 8: My Thoughts on Going Back to School ..................................................... 412 Wrap Up ............................................................................................................................... 413 Getting Ready for the Next Unit .................................................................................... 414 Closing Words ................................................................................................................... 414 Unit 7: Finding the Community Support I Need Unit Outcome ........................................................................................................... 415 Skills for Work, Learning and Life ........................................................................ 415 Getting Ready – for the Facilitator ....................................................................... 416 Getting Ready – for the Participants ....................................................................... 416 Reaching Out – Supplementary Resources ............................................................ 416 Making it Work – Facilitation Suggestions ............................................................. 417 Getting Started ......................................................................................................... 420 Getting Down to Work .............................................................................................. 421 Activity 1: Community Groups I Recommend .................................................. 421 Activity 2: Creating a List of Community Support Programs .......................... 423 Activity 3: Visiting a Community Support Program .......................................... 423 Activity 4: Stress-busting Tips for Everyday Living .......................................... 425 Activity 5: Creating a Support Plan ................................................................. 431 Activity 6: Challenges I’ve Already Identified .................................................. 435 Activity 7: Learning Journal .............................................................................. 435 Optional Activity Activity 8: Computer Option ............................................................................. 436 Wrap Up .................................................................................................................. 437 Getting Ready for the Next Unit ........................................................................... 438 Closing Words ......................................................................................................... 438 Unit 8: Making Decisions Unit Outcome ........................................................................................................... 439 Skills for Work, Learning and Life ........................................................................ 439 Getting Ready – for the Facilitator ....................................................................... 440 Getting Ready – for the Participants ....................................................................... 440 Reaching Out – Supplementary Resources ............................................................ 441 Making it Work – Facilitation Suggestions ............................................................. 441 Getting Started ......................................................................................................... 443 Getting Down to Work .............................................................................................. 444 | Activity | Page | |----------|------| | Activity 1: My Community | 444 | | Activity 2: Building My Community Profile | 445 | | Activity 3: Exploring My Community | 453 | | Activity 4: Enacting Change in My Life | 457 | | Activity 5: Exploring My Future | 457 | | Activity 6: My Community – What I Learned | 460 | | Activity 7: Computer Option | 461 | | Wrap Up | 462 | | Getting Ready for the Action Plan | 463 | | Closing Words | 463 | | 214 | SPOTLIGHT ON CHANGE | MY FAMILY, MY FRIENDS, MY CIRCLES “Spotlight is a journey into change, an opportunity for mature women to learn about and take advantage of the connections and assistance that abound within our communities to help make new choices as we consider changing a career or returning to the work force.” ~ Spotlight on Change Participant UNIT OUTCOME As a result of this unit, the participant identifies her immediate and extended community (family, religious, cultural, other), gives voice to its core elements and values, and integrates these into her employment goals and choices in ways that are important to her. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Working with Others - Continuous Learning For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: • If you were to draw a circle, and write inside it the names of people you consider your closest family – whether related to you by blood or not – who would you include in the circle? • What other “families” do you belong to? Do you have a work family? A spiritual or religious family? A cultural family? A best friend family? A support group family? An online social networking family? **Getting Ready – For the Participants** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. • Chat with someone who is in your personal circle of acquaintances – a friend, relative, neighbour, or mentor. Ask the person for suggestions about a job – ask if she or he knows someone who may be hiring in the future, or hiring now. **Reaching Out – Supplementary Resources** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. • Literacy and Essential Skills Toolkit ~ The Literacy and Essential Skills Toolkit is a series of free and easy-to-use tools that help address different literacy and Essential Skills challenges. Go to the Humans Resources and Skills Development Canada website (www.hrsdc.gc.ca) and follow the “Topics” menu link to the Essential Skills link. During this module, you’ll want to focus directly on the Essential Skills, and how they relate to specific employment, training and career opportunities for the individual. • Going to Canada ~ This is a government of Canada website for newcomers to Canada (www.goingtocanada.gc.ca). The site includes job search information, as well as a variety of other information: facts about Canada; immigration; taxes and benefits; labour trends and labour markets in different geographical regions and cities; and challenges to working in Canada. • Guide to Working in Canada, Printable Version ~ This resource provides a series of PDFs on a variety of work-related topics. The information is specifically written for newcomers to Canada; however, the language and information is relevant and accessible to a broader range of readers. Follow the publications link from the main menu of the Going to Canada site, or try http://workingincanada.gc.ca/public_html/print_guide.jsp. • The Learning Edge (www.thewclc.ca/edge) ~ This website is an online interactive resource for adult literacy learners presented as a series of newspapers. Click on Issue 5 to learn more about networking. MAKING IT WORK – FACILITATION SUGGESTIONS • This module focuses upon community, the many forms community can take in a person’s life and the role these communities play in our lives – from providing support, to being a network for finding and keeping work, to defining who we are, and identifying the values that are ingrained in us and need to be reflected in the work we find. • Recognize that community is personal and individual. Support each woman in identifying the communities that play a part in her life. For example, one woman may feel a strong connection to her religion, and the people who have the largest impact upon her everyday life and daily activities may be those associated with her place of worship. Another woman may belong to a large extended family, and this is her primary community. Another woman may not have relatives living in the area, or may be estranged from them, and will have developed a different kind of family, perhaps through groups she belongs to, whether support groups or therapy, a hobby or fitness activity, a charity, school, or past work. - *A circle is a powerful image* to use when exploring communities and overlapping circles are a good way to demonstrate interaction and connection. We are all part of many circles of friends and acquaintances, some of which are interconnected and others that stand alone. Indeed, research on how women learn more effectively points to the importance of social interaction and conversation. Interestingly, research also shows that the same preference for social interaction is important in how women find jobs. Present this preference as a key strategy in the participant’s own job search. - The discussion of communities, circles, and the hidden job market segues into the concept of networking. A network is another way to describe community, and networking is simply the interaction that occurs within a community. It is a group of people connected to an individual through family, friendship, work, education and community. - Relate the exploration of immediate and extended communities and circles to the concept of the hidden job market. It is a surprising statistic, but labour market experts tell us that 80 - 85% of all available jobs never reach visible public advertising sources such as newspaper classified ads, job boards, or job search networks and websites. (McGill University). This large “iceberg” portion of jobs is known as the **hidden job market**. Present networking as a way to find out about those jobs that aren’t advertised and are filled through informal and personalized contacts. - *Be sensitive during discussions* that not all communities to which a woman belongs or has belonged are necessarily positive. This discussion may stir up negative emotions or memories. As well, not all women will belong to large communities, and some may feel ostracized and lonely. In these cases, an approach might be to help the participant identify groups she might join, or connections she might make in the community that will help her to build personal circles. - *Explore other communities and networks, such as virtual communities,* and also “real-time” circles that span across personal history. The participants in the group are 40+ years, and in that time, have developed many layers of circles and friendships, some of which may have become dormant due to geographical distance, changes in relationships and interests, changes in jobs, children growing up, and other factors. Do not limit the concept of community to current acquaintances and relationships. Many people have also developed online profiles and social-networking communities. These virtual circles and families often provide company, support, networking, and shared information. - *Interesting stats:* Since 2007, MySpace’s average age demographic has risen to 35 and above. In general, females outnumber males on social networking sites 55% to 45%. As well, women tend to use networking sites for nurturing and social interaction, whereas men use them first and foremost for transactions. Inclusion of online communities in discussion and activities offers the opportunity to introduce topics of online and media literacy and “tech savvy” – including among others, issues of privacy, confidentiality, and the ability to detect “phishing” and prevent online victimization. Female workers get by – and earn more – with a little help from their friends, a new study shows, but men don’t enjoy the same boost from their social networks. Women who found their current job through a close relative like a parent or sibling earned $32,691 a year on average, researchers found, while those who landed a job through a close friend earned $28,546. Those with no previous connection to their employer pulled in just $19,415 annually. Men, meanwhile, didn’t enjoy any salary benefits from their personal grapevine. “I was expecting that males would be getting a much higher return for their social networks, but the study actually shows quite the opposite,” says Michael Aguilera, an associate professor of sociology. “Social networks are very important for female job-seekers, whereas they are not so important for male job-seekers.” ~ Shannon Proudfoot CanWest News Service GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Congratulate participants on the fact that they have now moved along to the second module. Let them know that they will build upon what they’ve learned about themselves to gain more information and understanding about the job or career area that suits them. Note that this module will focus on the following: - Community – Gaining a better understanding of the place where participants live and want to work – and how this place affects their job search choices. Essential Skills – Working with the nine Essential Skills that are required in today’s workplace to be able to perform work tasks successfully. These Essential Skills are present in every job, although in different combinations and in different ways or “strengths”. - **Review the unit outcome** – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. Note that throughout this module, individuals will be working independently for greater lengths of time. During their job searches and explorations they will be looking at the Essential Skills required for the employment and career area they are “zeroing in” on. **LINK TO ESSENTIAL SKILLS** As a result of the woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: My Community** Present the “Getting Ready” activity. Write the title “My Community” across the top of a flipchart page. Then ask each woman to talk about whom she chatted with about potential jobs and what suggestions she was given. Also ask how she would describe or label her relationship to each person with whom she chatted. For example, was it a friend, neighbour, close relative such as sister, brother, aunt, husband, advisor (spiritual or **Insights & Tips** “We did a brainstorming exercise where we created a list of our networking opportunities.” ~ Field-test facilitator cultural leader), member of a club or hobby group, past co-worker, or someone she interacts with in a service or business way, such as a hairdresser? Jot down the answers under the “My Community” title. Relate the discussion to the unit’s topic – exploring our community or “circles” of friends and acquaintances – and why that is important to our job search. Our community helps us define our core values – what is important to us, and what we want in our future job. It also provides us with a social network to support us in our job search. **Mind-Mapping:** To visually demonstrate the concept of networks, take the information gathered under the “My Community” title on the flipchart from the discussion and illustrate it as a “Mind Mapping” graphic. 1. In the main circle, put the title: OUR COMMUNITY. 2. Branching out from the main circle, draw a series of connected circles, each with the name of a participant inside it. 3. Next have each of these circles branch out to give the name of the person she contacted as part of the Getting Ready activity. Note that each of us belongs to several communities, networks or circles of friends/acquaintances. The group will now spend some time identifying and exploring these circles. Hand out **Worksheet 24**, “My Circles of Family & Friends.” Talk about the fact that some of us have very small family circles, and others have very large family circles with many extended members – each of us will have different ways of defining family, and different ideas on who makes up our family. Pose the question: - Does family have to be related to you by genetics/blood? Discuss the various forms family may take, bringing up the fact that many women – those who live far away from their relatives or children, are estranged, or are separated or divorced, for example – often create new family circles where their close friends become their immediate family. Have each participant fill in the worksheet in the way that reflects her reality and concept of family, starting with the centre circle of immediate family, and expanding outward. Return to the larger circle to share the worksheets, or share in smaller groups or pairs. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication and writing skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “The circle activities worked well! The women discovered they had more social connections than they had realized, and they filled in more circles than they thought they would.” ~ Field-test facilitator WORKSHEET 24 My Circles of Family & Friends 1. In the inner circle, put the names of your immediate family. 2. In the next circle, put the names of your extended family. 3. In the outer circle, put the names of your friends. 4. Outside the circles, write the names of other people you know – acquaintances or people you come across in your daily life. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to explore her social and personal networks. Activity 3 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 2: My Networks Hand out Worksheet 25. Read the article aloud as a group, in pairs, or individually. Answer the questions at the end of the article about culture, personal history, family and support groups. Discuss how these circles have shaped Geri Duguid’s career choices and are helping her meet her goals. Complete as a group discussion or a written assignment. Follow up by handing out Worksheet 26. Ask each participant to reflect upon groups or circles that are important or central to her life, and to fill in the “ring” to reflect the communities to which she belongs. Then expand the discussion of circles of family and friends to include social networks and online groups. Ask them: • Do you belong to Facebook or other networks? If so, which ones? • What has been your experience with these networks? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her reading and document use skills. For more information check out the Essential Skills descriptions provided in Appendix 2. When Geri Duguid was 18, she turned down an offer of admission to university to raise her baby son as a single mother. Thirty-seven years later, Duguid is pursuing that post-secondary education with her grown son's help. Last month, Duguid was awarded an Aboriginal Education Incentive Award from Canada Post, given to 16 Canadians who conquer adversity to go after their dream of an education. Soft-spoken and articulate, Duguid, 56, is in her second year of a demanding social services program at Conestoga College. After she graduates in April, she hopes to study for a bachelor's degree in social work, then a master's degree in social work in the aboriginal field of study at Wilfrid Laurier University. She didn't know she could do it, until she attended an aboriginal healing lodge and found the courage to get out of an unhappy marriage. It was the end of a 31-year marriage, but the beginning of a life of study, independence, and a peace she hadn't known for a long time. She began investigating her aboriginal traditions, traditions she hadn't learned because her mother didn't teach them, and her father, forced as a child to attend a residential school, didn't know them. He "expressed regret for not being able to pass on to us our native language and traditions; things that were taken away from him in the residential school," Duguid wrote in an essay for the award. A gentle man who battled alcoholism, her father died at age 44 when her baby was only eight months old. Duguid was born in Detroit, Mich., the third child in a family of 10. She is a member of the Turtle clan, Cayuga tribe of the Six Nations. Her father was a high steel construction worker, and the family moved wherever there was --- 20 Waterloo Region Record, Sat. Dec. 20, 2008. http://news.therecord.com/Life/article/. Used with permission. work. When she was eight, they came to Six Nations Reserve near Brantford to stay. When her son was two, she trained as a key punch operator in Hamilton, getting a job right away at an insurance firm. Later, she married the manager who hired her. They moved to Kitchener; had two more children, and she worked for placement agencies, then out of their home for the computer consulting firm established by her then-husband. She struggled to keep the house – a house filled with light and wood, with aboriginal art and masks on the wall – when they divorced last year. "This is where my children grew up. This is where my memories are," she says. It's a warm place to study for hours, to write endless papers and to eat the meals cooked by her firstborn son, Tony Duguid, now 38. She draws on her experience as a mother, an employee, a former volunteer for Meals on Wheels, a bone marrow donor who gave once and will do it again if she's asked. She's the oldest in a class of mostly 20-something students, and Duguid is able to share her experience in discussions and at work placements where people are facing challenges of their own. Her placement at the Small Steps to Success program in Cambridge, a pre-employment program for women aged 25 and over, is rewarding. "There are mature women who are looking to go back to school, find a job," she said. "I'm their age and I've gone back to school. It's possible." She found help with The Healing of the Seven Generations in this area, which aids people suffering from the effects of the residential school legacy. Today, Duguid is on the board of directors of the K-W Urban Native Wigwam Project, which provides geared-to-income housing for native people. On a drum decorated with a granddaughter's handprints, she drums and sings with the Good-Hearted Women Singers, an aboriginal drum circle. For a woman with a soft voice, there's a feeling of "incredible" power when she raises it in song. "It's empowering to connect with healthy, positive aboriginal women," she says. And it feels good to show her grandchildren – Dylan, ten; Jaci, nine; Ally, five; and Kylie, one – what she can do. "They've been very understanding when grandma can't come out to play because she has too much homework to do. . . . They know I'm at school and they're all very proud of me." Group Discussion or Written Assignment: 1. What "circles" are part of Geri Duguid’s life? 2. How have these circles affected her career choices? 3. How have they supported her? WORKSHEET 26 My Social Network 1. Write your name in the centre circle. 2. In each of the circles, write the name of a group to which you belong and that is important to you. For example, a religious or cultural circle, an organization in which you participate, a support group, a “movie” or “coffee” group, or whatever! 3. You don’t need to fill in all of the circles. If you wish, you can add more circles. “Reading the article [Worksheet 25] made me think of my Auntie Myrtle Appleyard, who passed on years ago. She went back to school in her fifties to complete her education. All her children were grown. She graduated and became a social worker in Kelowna. One of her clients was my sister who loved her very much. Auntie Myrtle was a caring, loving person. She was my foster mom’s sister. I know that I have to be really brave, and not be afraid to do as Auntie Myrtie did. She is my mentor. She went on with her new career up until she retired. God bless her.” ~ Field-test participant Activity 3: My Changing Networks Use this activity to explore past networks and friendships as they span the woman’s life. To introduce the topic, ask the group: - What were you doing thirty years ago? - Twenty years ago? - Ten years ago? - Five years ago? - Have your “circles” changed in those times? Relate to life stages and life experiences – sometimes our circles and networks change according to where we are in our lives – perhaps we moved, changed jobs, divorced, or our children grew up… Hand out Worksheet 27. Ask participants to fill in the graph based on the “layers” or stages of their life, and the circles or communities with which they were associated at that time, or would like to be part of in their future. “I liked the graph activity – reflecting upon past, present, future.” ~ Field-test participant WORKSHEET 27 Past, Present, Future 1. Think of the different stages or “layers” of your past. 2. Graph below the “circles” or groups/people who were important to you or influenced you at that time in your life. My Past My Now My Future Activity 4: The Hidden Job Market Post the following information on a flipchart page and then draw a pie chart to illustrate the information: “Advertised positions account for only 10-20% of all job openings at any given time” and “80 - 85% of all available jobs are never advertised.” Ask: • How do you think these ‘hidden jobs’ being filled? • Why do you think employers don’t advertise these jobs? • How do job-seekers find out about these jobs? Next post or read the following quotation from an article written by Shannon Proudfoot, CanWest News Service: “Social networks are very important for female job-seekers, whereas they are not so important for male job-seekers.” (Career Resource Network) Ask: • Why do you think social networks are so effective for women job-seekers? • How might the personal circles and communities you’ve explored today help you with your job search? Hand out Worksheet 28, the full text of the article by Shannon Proudfoot. Have participants read the article independently or in pairs. (for those who have literacy skills that allow them to do so) and answer the questions at the end of article. Dependent upon the make-up of the group, you may wish to discuss the observations and facts related to racial minorities and marginalized groups, and the impact upon job search and wages. Compare the article’s statements to the following statement from Statistics Canada: “Newcomers may have trouble finding out about jobs in the hidden job market because they do not have an established network of contacts.” - Does the statement reflect participants’ experiences? **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication and writing skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “I initially assigned the article as an independent reading activity. However, a few participants told me they didn’t understand it. So instead, we did the handout as a group – taking turns reading aloud – so we could discuss the meanings of certain words/expressions. The women found the article thought-provoking.” ~ Field-test facilitator Women enjoy better pay with their social network Shannon Proudfoot Female workers get by – and earn more – with a little help from their friends, a new study shows, but men don't enjoy the same boost from their social networks. Women who found their current job through a close relative like a parent or sibling earned $32,691 a year on average, researchers at the University of Oregon found, while those who landed a job through a close friend earned $28,546. Those with no previous connection to their employer pulled in just $19,415 annually. Men, meanwhile, didn't enjoy any salary benefits from their personal grapevine. "I was expecting that males would be getting a much higher return for their social networks, but the study actually shows quite the opposite," says Michael Aguilera, an associate professor of sociology. "Social networks are very important for female job-seekers, whereas they are not so important for male job-seekers." The study buttresses previous research from a University of British Columbia professor who found that the lower incomes of racial minorities can be attributed largely to the fact that they are less likely to have friends in their workplace. Marc-David Seidel, an associate professor of commerce at UBC, found that the difference between a person's initial offer from a new employer and the starting salary bumped up by 4.5 per cent if they knew someone in the organization. Members of racial majorities are more likely to have friends in a potential workplace than minorities because of sheer numbers, he says, and that difference accounts almost entirely for the gap between the wages of racial minorities and non-minorities. --- 21 Source: Canwest News Service. http://working.canada.com/resources/story.html?id=7a1cbc6d-116e-4156-a94e-33f201c63622, December 24, 2008. Knowing someone on the inside means better "information and reputation" when job hunting, Seidel says. Employers may be willing to offer more money to a candidate who comes with a recommendation from within the company and seems like a safer bet, he says, and candidates with a friend at the company know more about the hiring and negotiation process. "They can get information on what the actual salary range might be, how desperate the company is to hire someone in to the position, how many other good candidates there are - in other words, how much bargaining power they have," he says. That's especially important for would-be workers from marginalized groups who might not otherwise get their foot in the door for an interview, says Aguilera, and might further explain why this effect is seen with women and not men. "Is it that employers discriminate against females and that they actually need social networks to help them feel better about hiring females because of their stereotypes about female productivity?" he suggests. His study, published in the September issue of the journal Social Stratification and Mobility, was based on the 2002 General Social Survey in the U.S. and analyzed the responses of 468 people, a little over half of them men. In 16 years of running Winnipeg-based Picante Advertising, president Laura Hawkins says she's never placed an ad to fill a position, relying instead on recommendations and networking to find the right employees and new clients. The finding that women's paycheques benefit from networking and men's don't is "bizarre," she says, but she's seen firsthand the power of who you know. "I certainly believe that if you know people and somebody is a friend of a friend and they're hiring you, they're going to be a little more gracious on the scale of what they're willing to offer because the word might get back to the person they know," she says. Hawkins is currently working with an aboriginal group "trying to break through their glass ceiling" in the workplace, she says, and they're amazed by the stories she tells of the way women were treated in business just a couple of decades ago. "We've come a long way in 20 or 30 years. Their jaw drops and they can't believe it, but when I say that, it's not like it's equal," she says. "We've still got a long way to go." What do you think? 1. What does this story tell you about social networks? 2. How can you apply the information in the article to your own job search? Jot your ideas down here: SUGGESTED FOLLOW-UP ACTIVITIES Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to complete a skills profile and one that allows her to add a comment to her journal. Activity 5 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 5: My Essential Skills Profile Acknowledge the fact that group members have examined their skills in an informal way as part of the past module, “Exploring Myself”. Now they will build upon or more clearly define their skills by relating them to the nine Essential Skills. These skills have been identified as those required in the Canadian workplace, and vital to daily life. Explain that today, participants will simply start by filling out an inventory or answering some questions that will help them become more familiar with the nine Essential Skills and how they use these skills in their everyday life. In later units, we’ll look at how the Essential Skills are used in the jobs or career areas that they are exploring for themselves. Hand out Worksheet 29, and have participants answer the questions independently in written format. For those with literacy levels that do not allow them to complete the assignment in this way, have them answer the questions orally, working in pairs with a peer mentor who has good writing skills, and can record their answers. Have participants store the completed Essential Skills Profile in their portfolio for future reference, along with the worksheets that describe their social networks and communities. Insights & Tips “This activity was familiar to the women, as we did a similar one during registration and our initial assessment process. Completing the worksheet was a good review and orientation to Essential Skills.” ~ Field-test facilitator To help you get a better sense of the skills you bring to job search or self-employment exploration, please answer the following questions. **My skills profile** **READING** What do you read regularly for pleasure? Please list everything you can think of: | | | |---|---| | | | | | | | | | **NUMERACY** In what ways do you use numbers every day? Please list everything you can think of: | | | |---|---| | | | | | | | | | Are you comfortable working with numbers? Would you like to work on these skills? | Yes | No | Yes | No | **DOCUMENT USE** What documents do you use at home? For example, phone bills, report cards, etc. Please list everything you can think of: | | | |---|---| | | | | | | | | | **WRITING** Do you write every day? Yes No My skills profile If you do write every day, what do you write? Please list everything you can think of: Are you comfortable with your writing skills? Would you like to work on this skill? | Yes | No | Yes | No | ORAL COMMUNICATION When you are speaking with other people, do you think they understand the point you are making? | I don’t know | Sometimes | Most of the time | Always | Is being able to speak comfortably in a group something you’d like to work on? | Yes | No | Have you worked in jobs where you needed to discuss work related issues with others, or where you needed to give instructions to other employees? | Yes | No | If yes, please describe the skills you have because of this: COMPUTER USE How would you rate your computer skills? | Excellent | Not Bad | Good | Not very good | None | What software programs can you use? Please list everything you can think of: Do you use the Internet? | Yes | No | Do you use email? | Yes | No | | My skills profile | | |-------------------|---| | Do you use Messenger or a similar instant messaging program? | Yes | No | **THINKING SKILLS** | Question | Yes | No | |----------|-----|----| | Do you feel you think clearly and quickly? | | | | Do you find it easy to solve problems? | | | | Do you consider yourself to be creative? | | | **WORKING WITH OTHERS** | Question | With Others | Alone | |----------|-------------|-------| | Do you enjoy working with others or do you prefer to work alone? | | | Is there anything you find difficult about working with others? Give an example: --- **CONTINUOUS LEARNING** Continuous learning is all about the ongoing improvement of the skills you already have and your plan for gaining new skills and knowledge. Besides this program, do you have a plan for gaining skills and knowledge in the future? If you do, what is your plan? Activity 6: My Social Network Have the participant write in her learning journal her thoughts about networking. What has she learned about herself, and her personal communities and networks? Ask her to respond to these questions: - How do you feel about asking your friends or neighbours to let you know about potential job openings? - What would you say? - Using bullet points, how would you describe your top three skills? How would you tell someone about these skills? Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her writing and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. “I created and assigned a computer activity around networking. I divided the participants into four groups, each with a different networking topic. I gave each group the URL to an online article, and asked the group to pull out the important points from the website, and create a small package to present to the class. We made copies of each package for the participants’ learning portfolios. Topics included: - *How to Network: Tips for Shy People* - *How to Network to Find a Job* - *How to Network Effectively* - *How to Network Successfully.* ~ Field-test facilitator” WRAP UP (Final 30 minutes of the day) - Gather oral and hard copy feedback. Bring participants back together in the circle formation. Is there an aspect of the unit that they’d like to talk about further before they leave? Do they have a better idea of their personal communities and social networks? How did they feel about the Essential Skills Profile activity? - Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s unit. - Read aloud the “Getting Ready” activity to do before the start of next unit (see below). - Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. Insights & Tips “Writing out our social networks was useful and made us realize that we have more connections than we first thought!” ~ Field-test participant GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - What is special or unique about the community where you live? Bring a photo that illustrates this feature, or a “post-card size” picture or graphic download from the web. Think of one specific thing – a geographic setting, or a festival or event, or a major industry or business, or something else altogether – that you think makes your community stand out. - If the right job opportunity came along in another community, would you move? “Many years ago, I was busy with my children taking care of them, but now I have free time to do something. I would like to be productive and make good use of my time… I liked this course, because it might give me better opportunity to find a job and to change my life. It is good to make a change. I hope I can find a job in the future, since finding a job is about luck and knowing somebody.” ~ Spotlight on Change Participant MODULE TWO: EXPLORING MY COMMUNITY | UNIT ONE: MY FAMILY, MY FRIENDS, MY CIRCLES THE EMPLOYMENT LANDSCAPE “Because, I take this course, I decided to go out of my home, meet new people, improve my English, and challenge my skills. I [now know] the type of work and training that are available in my community.” ~ Spotlight on Change Participant UNIT OUTCOME As a result of this unit, the participant explores the greater community in which she lives and identifies its dominant characteristics and features, gaining an understanding of the area where she wants to find employment. Participant analyzes the labour trends and current events in her community, and identifies jobs and careers in demand. SKILLS FOR WORK, LEARNING AND LIFE The activities in this session directly promote these Essential Skills: - Document Use - Reading Text - Thinking Skills - Computer Skills For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: - Would you relocate to a different community if you were offered a new job? Let’s say a position that is more suitable to your skills and experiences, or your long-term goals? Or one that offers you other advantages – increase in pay, prestige, higher-ranking title, more responsibility (or less)? Better pension? - If the answer is no, why not? **Getting Ready – For the Participants** This exercise is designed for the participant to prepare for the session by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the session to suit her needs. - What is special or unique about the community where you live? Bring a photo that illustrates this feature, or a “post-card size” picture or graphic download from the web. Think of one specific thing – a geographic setting, or a festival or event, or a major industry or business, or something else altogether – that you think makes your community stand out. - If the right job opportunity came along in another community, would you move? **Reaching Out – Supplementary Resources** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. • **Working in Canada Tool** ~ Visit the Working in Canada website (www.goingtocanada.gc.ca) and follow the main menu links to access the Working in Canada Tool, an interactive tool that is designed to help newcomers to Canada make well-informed decisions about where to live and work. The tool produces a report that “contains information on job descriptions, wages, skills, language training and job opportunities tailored to their needs”. • **Labour Market Information Service** ~ Check out www.labourmarketinformation.ca to access information that is easy to navigate, and suitable for learners and new computer users. It is interactive and focuses on specific geographical areas, allowing users to explore labour market facts as they relate to communities across Canada, and specific jobs. • **The Daily** ~ This Statistics Canada bulletin is posted daily and provides current highlights on a variety of topics important to Canadians, written in an easy-to-read way focusing on key points. Visit the StatsCan website (www.statscan.gc.ca) and follow the links. You can also receive the bulletin as a RSS feed according to topic. • **Statistics Canada Community Profiles** ~ Based upon the 2006 Canadian Census, these Statistics Canada profiles present community-level data for 5,418 communities. They provide a variety of information, such as population, demographics, language spoken, education attained, and much more, including maps. Follow the links from the Statistics Canada home page, or use the website search engine. • **Looking Ahead, A 10-Year Outlook for the Canadian Labour Market, (2006-2015), Human Resources and Social Development Canada.** Available online at the HRSDC website, this report attempts to answer the following questions: How many jobs will be created over the next decade? In which industries and occupations will the new jobs emerge? What will be the impact of retirements on job openings? What kind of education is required to fill the new positions? Will the new supply be sufficient to meet this new demand? What occupations will face significant labour market pressures? - **Provincial Government and Territories Websites** ~ Provincial and territorial government websites are a good source for labour market trends, happenings, and other specific information about local communities. The following Government of Canada web page provides a list of links to the home pages of provincial and territory government websites: http://canada.gc.ca/othergouvernment/prov-eng.html. - **Municipal and Regional Websites** ~ Don’t overlook the municipal and regional websites of your specific community. These websites contain invaluable information to build a community profile, and often labour market information as well. --- **Insights & Tips** “An innovative initiative to utilize Internet technologies to deliver job search curriculum that I found very useful, was www.passporttowork.ca. Check it out!” ~ Field-test facilitator ACROSS CANADA Jobs in demand... Currently, the largest number of occupations showing signs of shortages at the national level is concentrated in management occupations and in the health sector. Pressures are particularly acute for physicians, therapy and assessment professionals (e.g. physiotherapists), head nurses and nurse aides. Other health occupations, such as registered nursing assistants, audiology technicians, physiotherapy technicians and medical radiation technologists, are also facing pressures. Among other occupations showing signs of shortages are those related to oil and gas drilling and services, homebuilders and renovators, contractors and supervisors in trades, computer engineers and software engineers. Dropping demands... Occupations deemed to be currently in excess supply are mostly in low-skilled categories facing deteriorating labour demand conditions. For example, organizational restructuring, automation and advances in computer technology are reducing the demand for office equipment operators. For machine operators in textile processing and industrial sewing machine operators, international competition is the main contributor to declining demand. Finally, the difficulties experienced in forestry, agriculture and electric and electronic equipment industries have had a negative impact on some occupations in those sectors. ~ Looking-Ahead: A 10-Year Outlook for the Canadian Labour Market (2006-2015), Highlights Human Resources and Social Development Canada MAKING IT WORK – FACILITATION SUGGESTIONS • Research market labour trends and create a profile of your community – the primarily geographical region where the participants live and plan to work. Customize the session to meet the specific needs of the participants. Each community is unique, and although it will often mirror what is happening across the country as a whole, or the province or territory within which it is located, it will have its own features and current issues that affect the economic welfare of its residents and the employment landscape. Your community will have its particular combination of factors – geographical, demographical, main industries and businesses, political, cultural and artistic among others – that define it and drive it. You’ll need to research and present those key factors important to your community and ultimately, important to the participants in your group and their individual job search. It is important that you have, in preparation for facilitating this unit, an understanding of the main factors influencing employment for the specific community. - *Build together a profile or overview* of the community to discover its characteristics and employment potential, trends and possibilities. A community profile might include a variety of factors: predominant geographical features, seasonal activity, demographical mix, population, primary industries and businesses, learning institutions such as research centres or universities, major festivals or events, special talents of the residents – for example, a high percentage of artisans - culture, ethnicity, history, or other factors that impact upon the community. Any one of these factors could play a part in discovering the employment opportunities that will resonate with an individual participant and shape her job search and future. The specific factors will be unique to the community, and these factors are what you’ll need to research, present and explore during the unit. - *Keep your labour market trends* and other economic information simple. It’s not necessary to present large amount of data or great detail. Rather, choose the information you present carefully and focus on key points, highlights, and overviews. You’ll want to be careful not to “bog down” participants with facts that are difficult to understand or that do not impact upon this stage of their job search, particularly those with lower literacy levels who may have difficulty using the information you present. Although the focus of the session is the participant’s local community, especially as it relates to her skills and job interests, you will also find it useful to be able to put this information in a national context – what is happening across the country, and also provincially or territorially. Again, keep the information as simple as possible, and focus on key findings. - **Encourage individuals to do independent research** in those areas where further information is needed for their personal job explorations, and provide direction as to where to look for that information. Help the participant know her community better so that she can plan and optimize her future employment opportunities. Set up activities and lines of questioning that help the participant analyze her own job choices and goals in light of the information she has discovered about her community and about its labour market trends. Ultimately, the questions that each participant should ask herself and answer are: Does my community support the jobs I have chosen to pursue? If so, what are the details? Are there other jobs and training opportunities suited to my skills and interests that are more likely to result in employment in my community? - **Support the individual as she creates** and analyzes the community profile and trends. Compare the findings to the job plans she is shaping for herself. This may mean helping the participant change direction, sometimes taking a sharp turn towards a new goal, and other times taking a subtle turn to refine her plans. Some participants may not be as attached to staying in the specific community as others, and may be willing to move to find employment in their desired career area. The “Getting Ready” activity will help you gauge whether a woman might want to relocate, and whether her family and other commitments will facilitate such a move. For these individuals, the exploration of community might be shifted to focus on other locations outside the one where she currently lives. Are there other communities where her employment and/or training needs are more likely to be met? What do the related profiles and trends indicate? What are the opportunities? - **Employ a project-based approach** to this unit. Encourage the women to work with partners or in small groups, and then pool their findings to create a more complete picture of their community. • Set up situations that facilitate each individual taking what she has learned or information she has gathered from participating in the group, and bring it to bear on her independent work and employment plans. Recognize that a “project-based” approach may mean the topics touched upon in this unit and the related activities expand over more than one session – that you’ll need to allow time for people to search out information, whether online or by making personal contact and planning “field trips” to gather information for themselves. **Insights & Tips** “One of the women shared a story about her husband – how he decided upon what community he wanted to work in, and then researched the appropriate local companies and presented them with résumés.” ~ Field-test facilitator --- **Getting Started** The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. • Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous session now that they’ve had the time to think more about it. • Review the session outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. • Guest speaker – If you’ve arranged for a guest speaker to come to talk about the community and provide related labour market trends and other insights, review who is coming and how her information will relate to the desired outcome of the session. Ask participants what they’d like to learn from the guest speaker – what questions do they want to ask? - Emphasize that it is the participant’s responsibility to make sure that she gets information about the community that is important to her personal job search. She’ll need to ask questions, and focus on researching those areas important to her and the job(s) she is interested in pursuing. - Accommodate personal goals/needs and facilitate independent work. Be available to help the individual find the information she needs during independent work – offer suggestions and guidance. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: The Place Where I Live** Present the “Getting Ready” activity. Ask each woman to share what she views as a unique or special element/feature of the community in which she lives and/or plans to work, and to pass along information about the photograph or illustration. 1. Ask questions to encourage elaboration and detail. For example, if the participant mentions a community festival, has she attended it? How many people in general attended? What did the festival promote? What events or activities were involved? Who would she recommend attend? What would other participants like to know to gain a clearer knowledge of it, or do they have information to add? 2. Make a list of the features/elements to begin the process of creating a community profile. Ideally, each member of the group will have outlined a different aspect of community. If not, be ready to ask questions to draw out others areas left unmentioned. Post the photos to illustrate each item on the list, or use the photos to build a collage. 3. Introduce the second part of the “Getting Ready” activity: would participants leave the community to follow an employment opportunity? Make note of the responses in order to support individuals in building their employment plans. Many women will have roots in the community and won’t want to move, or may have responsibilities that will not allow it. Other participants may not have the same attachments to the specific community, and be willing to explore relocating for training or employment. Support these participants in looking at opportunities “further afield” when researching and creating their personal employment plans. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 is suggested as a follow-up activity. If you choose not to use this activity, then please create an activity that allows the participant to explore her community. Activity 2: Creating Our Community Profile Roll out or unfold a map of the community on a large table and tape down the edges so the map lies flat, or stretch it across a wall or a large bulletin board. - *Post the photos* from the “Getting Ready” activity to the map to illustrate the corresponding feature or location. - *Further build the visual profile* of the community by having participants add icons, or graphics to denote other or related features of the community. Most simply, this might mean highlighting main geographic locations by circling them with markers and then labelling them. Participants might draw symbols to communicate specific aspects. For example, trees to denote a wilderness area, or a blue line to indicate a river, or buildings or stars to denote major industries, colleges or universities, health or research centres, or other elements important to the specific community. - *Add the names of surrounding* cities, transportation links such as a major highway or bus/train routes, or other features or factors that the participants deem important to their job search or employment training. Refer to Worksheet 30 & Worksheet 31 for topic areas that participants may consider and research when building a community profile. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. “We put a map on the whiteboard and the participants brought in images to place on it. Many of the women were familiar with the resources already, but this was a very good activity to get started in thinking about the community at large, and there was much discussion around different aspects of the community. We were able to add to the map as time went on, as well as refer to it throughout related activities.” “I created a vocabulary sheet for words to go along with the worksheet. For example: • Statistics: Numerical facts • Demographics: Statistics about populations, esp. things like average age, income, & marital status. • Labour: work • Labour force: Total number of people who are either employed or available for employment • Market: This is the demand for something you sell or a service you offer. ~ Field-test facilitators” WORKSHEET 30 Creating a Community Profile\(^{22}\) This checklist offers some broad topic areas to consider when creating your community profile. See if you can include a fact, statistic or event/location that refers to each item when you create your community map or during your discussions. **Social Characteristics** - Demographic profile and special populations - Community issues and attitudes - Community facilities and services **Economic Characteristics** - Labour market trends & labour force characteristics - Major employers and industries **Geography and Growth Trends** - Unique geographical features - Growth trends and issues - Transportation **Notable Characteristics** - Cultural aspects - Aesthetic nature of the community - Historic resources **Other Features** --- \(^{22}\) Adapted from: *Community Impact Assessment Handbook* (Chapter 4 - Developing a Community Profile). Florida Department of Transportation. Retrieved from: www.cutr.usf.edu/pubs/CIA/chapter_4.pdf. Here are four steps to help guide your research when you are working with others to gain a better understanding of your community. Use the steps to guide your actions, and then check to see if you’ve considered all of the main areas. **STEP 1** **REVIEW SOCIAL & ECONOMIC CHARACTERISTICS** - Demographics - Growth trends - Labor force - Major employers **STEP 2** **IDENTIFY COMMUNITY ISSUES & ATTITUDES** - Research and review various resources such as websites, brochures, and newspapers - Talk to knowledgeable people about the community - Take field trips to explore first-hand - Update your community profile map --- 23 Adapted from: *Community Impact Assessment Handbook* (Chapter 4 - Developing a Community Profile). Florida Department of Transportation. Retrieved from: www.cutr.usf.edu/pubs/CIA/chapter_4.pdf. STEP 3 CREATE AN INVENTORY OF AREA FEATURES - Community facilities & services - Existing businesses & major businesses - Land use & transportation characteristics - Aesthetic and cultural resources STEP 4 SUMMARIZE FINDINGS - Report to group - Post related key facts and locations on the community map - Create a written summary for your portfolio OPTIONAL UNIT ACTIVITIES Activity 3 is suggested as an optional activity. This activity has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 3: Guest Speaker Invite a guest speaker, or arrange a field trip for the group to interview a person who has expert and working knowledge of the local community. Check out local colleges and universities, municipal offices or government, employment agencies or labour boards, or your local literacy network for ideas or suggestions for locating a suitable speaker. Ask the speaker to provide an overview of the current “state of the community”; for example, key statistics and facts about the local area, labour trends, job market, areas of greatest job gain, areas of greatest job losses, skills in demand, demographics, and community issues. Be sure to brief the person ahead of time on the kinds of information that would be useful, and the degree of complexity needed for the discussion. Remember the focus should be on the key facts rather than providing too much information. Before the speaker arrives, brainstorm with the participants a list of questions they would like answered – or if the participants are conducting an interview off-site, questions they will ask. You might also ask permission to video or audio record the speaker for future reference by the participants as they continue to create their employment plans. Activity 4: More about the Place Where I Live Assign the community profile map as an ongoing project. Working independently or with partners, have participants add or update locations, events, features, and post pertinent facts based upon their research. For example, post information about the number of new jobs created or the number of jobs lost because of a closure or downsizing in an area. Assign different topic areas to each individual or pair, and ask participants to report back to the larger group key facts and statistics. Provide related websites to help “kick start” research, particularly local websites. Check out the resources section for other ideas. Here are some topic questions and areas that participants might explore, and then pool their findings: - What is the population of the community? Is it growing? - Are there more females or males living in the community? Are there more females or males working in the community? How do wages compare? What type of jobs do women have? - What percentage of the population makes up each age group or demographic? What is the largest demographic? To which demographic do the majority of the participants belong? - What are the labour sectors that are fastest growing in terms of employment in the community? How does this compare to the country as a whole, and to our province? - What are the jobs most in demand in our community? How does that compare to the country as a whole, or the province? - What are sectors that have lost the most jobs? What percentage of the local population is unemployed? How does that compare to the country as a whole, or the province? One good source of information is the local section of your community newspaper – use hard copies or online versions. Another good source is your local municipality website. Give participants the time they need to research independently, and then have them share the information with the group in a short presentation. As well as sharing it verbally, you might ask the participants to present the information they’ve gathered in chart form to illustrate the statistics graphically. See Worksheet 32. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “I turned this activity [#4] into a large computer project / group work assignment. I provided relevant local websites and step-by-step instructions. I divided the questions up, and assigned them to pairs, so that everybody didn’t have to focus on all the questions. Then the pairs joined together, so that each group considered all the questions. We set a minimum four-page limit for the finished project. I encouraged participants to be creative in putting together their packages, for example, directing them to a website that would allow them to create charts and graphs. Although the women found this topic challenging at first, they produced very professional-looking projects and were pleased to have the information they researched.” ~ Field-test facilitator Below are samples of ways you can communicate statistics and information as graphs and charts. Use the samples as models to create charts and graphs of the important statistics you’ve gathered about your community. **In a List:** A report from Ontario indicates that in a 2007 survey employers were asked about the level of education they look for when hiring. Here’s what they said: - 0% Grade 10 - 55% Grade 12 or equivalent - 30% College Diploma - 15% Technician - 5% Technologist - 10% University Degree (undergraduate) - 5% Masters Degree Here’s what this information looks like in a graph called a **pie chart**: Here are two other ways to show information or data. Bar Graph: Donut Graph: Suggested Follow-up Activities Activity 5, Activity 6, Activity 7 and Activity 8 are suggested as follow-up activities. If you choose not to use these activities, then please select at least one activity that allows the participant to link her information currently in her portfolio to the local labour market. **Activity 5: Making Links** Have each participant apply the findings from their research and the group presentations to her own job search/career areas. Ask her to refer to her portfolio and to consider these questions: - **What jobs and career areas** did she choose for herself based on her interests, personality and skills? - **How does what she has learned** so far in the unit - during the group presentations, the community profile activities or from the guest speaker – apply to the specific jobs listed in her personal profile? - **What other information** does she need to research about her community and the specific job in order to make informed career decisions? Hand out **Worksheet 33** and have the participant use it to organize her thoughts and reflect. Help her analyze and refine her previous job choices. For example: - **Have her thoughts changed** about the job she wants to pursue based on what she has learned? - **Are there other labour sectors and jobs** where she is more likely to find stable employment in her community because demand is high? - **How do these match** her skills, interests and personality? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her critical thinking and document use skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “Some of the women reported that their career choices have changed since they started this course, based on the discoveries they’ve made.” ~ Field-test facilitator Take a look at the personal profile you created in a past session and that is stored in your portfolio. Reflect upon each job or career area you chose for yourself in light of what you’ve learned about your community. Here’s how…. 1. Job title or description: 2. Related statistics or facts I learned about my community: 3. Based on that information, here are my current thoughts about the job or career area I had picked for myself: 4. I still need more information. Here’s what I plan to research: My Conclusions: ☐ This job remains a strong possibility for me. I want to pursue further employment planning in this area. ☐ I’ve changed my mind about this job – it’s not for me. ☐ Based upon my community research, I’d like to add the following job or career area to my future planning: Activity 6: Online Data about My Community Independent online research by the participants will be a large part of this unit. Encourage and help them locate current and reliable information. The resources and links suggested at the start of this unit should be useful, particularly the interactive websites. Also search out those sites relevant to your province, region, and municipality. If you live in Ontario, for example, here are some useful provincial websites and pages that may be accessed through online searches: - Your Community in Profile, The Ontario Trillium Foundation Knowledge Sharing Centre - Labour Market Information, Government of Ontario - Ontario Ministry of Training, Colleges and Universities - Local Boards Networks of Ontario. Alternative computer activities: - Have the participant identify the address/location of the photo that she brought for the “Getting Ready” activity and look it up on Google Maps or Google Earth. Try using the satellite option to zoom in on specific areas and locations. “I learned how to use the computer, and how to get information from the computer. I became independent to get information, and the computer opened my eyes about what’s going on in the world. We can get information very fast. This idea pushed me to search and look at the information from the computer.” ~ Field-test participant “I enjoyed using Google, and also searching out information and people through YouTube, and using the computer to find out news.” ~ Field-test participant If you have the technology available, you might project the image onto a large screen for group viewing. Another possibility is to bring a hand-held GPS or similar device to search out locations and explore other information, such as routes and landmarks. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her reading and critical thinking skills and her skills in terms of computer use. For more information check out the Essential Skills descriptions provided in Appendix 2. **Activity 7: Labour Market Information that I Need** Ask the participant to examine the labour market statistics, worksheets and computer print outs from her research, and choose only those pieces that directly relate to her personal job search to add to her portfolio. Help her to be selective – to choose and highlight the information and insights that she needs to integrate into her continued planning during future units. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 8: What I’ve Learned about My Community Ask the participant to write a short reflective passage in her learning journal as a response to the unit: - Has what she learned about her community changed her thoughts about the job or career area she will pursue? - How has what she learned about her community brought her plans into clearer focus? **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her writing and critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **WRAP UP** (Final 30 minutes of the day) - **Touch base with participants** about “where they are” in the independent and group research projects. Do they need more time? How would they like to plan the next session to accommodate their planning needs? Is there some area where they need help gathering specific community information, for example, labour market trends? How can you support them in getting that information, and what’s the next step in how they might gather the information themselves? • Changing plans or taking a different direction is sometimes difficult for people, especially if they’ve invested emotionally in taking a certain pathway. Encourage the women to reflect upon things they’ve learned about their community that might have surprised them, and how that information impacts upon their personal employment planning. For some women, the information they’ve gathered will have helped to clarify their job choices and confirmed their plans. Others may find that the job they thought they might pursue is not the best option in that community. • Ask participants how they feel about their current plans – do they have to “rethink” them based on what they’ve found out? Do they feel more confident or less confident about finding the right job for them? If necessary, how can the group sessions work to build confidence and help a woman shift/refine plans based on the community profile? • Gather oral feedback and hard copy feedback. What did participants find particularly useful? How could the activities and discussions have been more useful to their needs? • Introduce the topic or focus of the next unit or session. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s session. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit. - A few sessions ago you completed a questionnaire asking you how you use the nine Essential Skills in your daily life. Those skills are: reading, writing, working with documents, working with numbers, working with others, oral communication, thinking, using computers and technical items, and continuous learning. Reflect upon those skills. Which do you feel most confident about? Why is that? CLOSING WORDS “As most of the women have been home with their children for many years, this was an opportunity for them to get out of the house, make some personal connections and explore their community. They built support and trust within the group which gave them a safe place to explore themselves, each other, and their community, and the confidence to grow and increase their Essential Skills levels.” ~ Spotlight on Change Facilitator MY ESSENTIAL SKILLS “At the age of sixty, through this course, I made an assessment of my Essential Skills and got awareness of the training and education opportunities in this community. I came to know how to prepare an action plan for my future life.” ~ Spotlight on Change Participant UNIT OUTCOME As a result of this unit, the participant identifies the Essential Skills she has gained in life and in work, and transfers or applies these skills to new employment opportunities. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Reading - Document Use - Writing - Numeracy - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY — FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: - Reflect upon your own strengths. Which of the nine Essential Skills is your strongest? How do you know? - Which of the nine Essential Skills is your weakest? How do you know? **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - A few sessions ago you completed a questionnaire asking you how you use the nine Essential Skills in your daily life. Those skills are: reading, writing, working with documents, working with numbers, working with others, oral communication, thinking, using computers and technical items, and continuous learning. Reflect upon those skills. Which do you feel most confident about? **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if links are not current, use a search engine to find up-to-date information. - **Literacy and Essential Skills Toolkit** ~ We’ve mentioned this site before in this module, and are mentioning it again as an “essential” source of learner and practitioner tools. Access the Humans Resources and Skills Development Canada website (www.hrsdc.gc.ca) and follow the menu links to the Essential Skills pages. The site has been recently redesigned, so rather than list specific links and web pages here, we suggest you surf the Skills pages. The site has been recently redesigned, so rather than list specific links and web pages here, we suggest you surf the site to locate information relevant to the unit activities. You may also order print copies of the tools and other Literacy and Essential Skills publications through the HRSDC website, Publication & Research section. Here are some of the web pages and tools we think you’ll find particularly useful: - **The Essential Skills Indicator** ~ This contains a series of short quizzes that will provide an indication of a participant’s skill strengths and areas that may require improvement. It is designed to help gain a better understanding of Essential Skills levels to guide training decisions and career planning. - **Authentic Workplace Materials** ~ These provide materials (forms, tables, graphs, brochures, regulations, etc) that are actually used in many jobs across Canada. It has been assembled to encourage the use of a variety of materials in classroom learning activities. The skills illustrated here are transferable. They can be used in many different jobs as well as in many situations other than work. - **Workplace Survey** ~ This survey is designed to help employers identify potential Essential Skills issues or areas of strength in the workplace. The statements included in this tool are divided into nine sections; one for each of the nine Essential Skills. We’ve adapted the tool for use in this program and rewritten the statements to address the participant directly. You can find the adapted document as part of the unit worksheets. - **Job Profiles** ~ This tool allows participants to search more than 300 job profiles to see how the Essential Skills are needed and used in the workplace, and within specific occupations and career areas. You may also search the profiles by: occupation, key words, skills levels and National Occupation Classification Code (NOC). You can also search for Authentic Workplace Material samples sorted by Essential Skills required. MAKING IT WORK – FACILITATION SUGGESTIONS • Spend time exploring the Literacy and Essential Skills pages of the Human Resources and Skills Development Canada website before you deliver the unit. This curriculum is current at the date it was published. New developments and website changes from HRSDC after the date of publication will give you up-to-date information and options. As well, several of the tools offer interactive elements where a participant customizes the information according to her interests and skills. Knowing what is available online, and how to navigate the tools, will help you provide the direction participants need so that they can move forward in their individual job search plans. • Plan the schedule to allow plenty of time for participants to work independently on the Essential Skills quizzes and self-assessment surveys, whether online or using paper-based worksheets. Facilitate peer mentoring and partnering as a way to help with interpreting and understanding the surveys and the Essential Skills indicator statements. Encourage participants to share insights, encouragement, and reflections. Recognize that participants will not all work through the quizzes and surveys at the same pace – some women may need more than one session to work through the nine Essential Skill areas of the surveys, and the activities presented in the indicator. Accommodate individual needs, so that participants work at a pace that suits them. Insights & Tips “The surveys helped me think about, and self-assess, my abilities when using the Essential Skills in the workplace. I also thought more about how I use the Essential Skills in my daily life.” ~ Field-test participant Insights & Tips “I photocopied and distributed the Essential Skills Dispatcher example, as well as The Nine Essential Skills list. The review focused the session at the onset, and showed how specific Essential Skills are key to specific jobs.” ~ Field-test facilitator Provide examples to illustrate the nine Essential Skills that reflect the specific interests of the women. By now, as facilitator, you will have an understanding of each woman’s interests, skills, and the potential occupations that she has identified. Help her view the Essential Skills in light of her choices. Refer to and build upon the “My Skills” profile that the participant previously completed (Worksheet 29), where she reflects upon and outlines the ways in which she currently incorporates the nine Essential Skills into her daily life. **The Nine Essential Skills** These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity. 1. Reading: understanding materials written in sentences or paragraphs (e.g. letters, manuals). 2. Document Use: using and understanding labels, graphs, signs and other similar materials. 3. Numeracy: using and understanding numbers. 4. Writing: writing text or typing on a computer. 5. Oral Communication: using speech to share thoughts and information. 6. Working With Others: interacting with others to complete tasks. 7. Thinking: reviewing information to make decisions. 8. Computer Use: using computers and other technical tools (e.g. fax machine). 9. Continuous Learning: participating in an ongoing process of gaining skills and knowledge (e.g. workplace training). --- 24 Through extensive research, the Government of Canada and other national and international agencies have identified and validated nine Literacy and Essential Skills. An Essential Skills Example: Dispatcher Dispatchers operate radios and other telecommunication equipment to dispatch emergency vehicles and to co-ordinate the activities of drivers and other personnel. They are employed by police, fire and health departments, other emergency service agencies, taxi, delivery and courier services, trucking and utilities companies, and other commercial and industrial establishments. Radio operators receive, transmit and record signals and messages using radios and other telecommunication equipment. They are employed by transportation companies, mining, forestry and other industrial establishments, and by the armed forces. The most important Essential Skills for Dispatchers and Radio Operators are: ✓ Oral Communication ✓ Problem Solving ✓ Decision Making ~ Source: HRSDC Website GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. • Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous session now that they’ve had the time to think more about it. • Review the unit outcome – the desired results. As a result of this unit, the participant identifies the Essential Skills she has gained in life and in work, and transfers or applies these skills to new employment opportunities. • Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. Note that this unit has more time set aside for independent work – the participants will use various tools and questionnaires to explore their personal mix of Essential Skill strengths. • Introduce or review the nine Essential Skills. You won’t need to spend a lot of time doing this, since the activities and surveys will help the participants gain a better understanding of each Essential Skill. A very brief overview or explanation will set the stage for the unit and further exploration. • Accommodate personal goals/needs and facilitate independent work. Check in briefly with individuals about what they’d like to work toward or accomplish during the unit. **Insights & Tips** “Participants in my group were quite comfortable and familiar with the Essential Skills from past work in other units so they didn’t need a review. We got right to work.” ~ Field-test facilitator **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: What I Can Do!** Present the “Getting Ready” activity. Keep the exercise focused on the positive – what the individual can do. Encourage each woman to talk freely about the Essential Skill in which she feels the most confident. Ask her to tell why she feels that way – what has given her confidence in that area? A past job? Are they tasks she does in her everyday life? Or do tasks in these areas just seem easier for her? Next have participants reflect upon another Essential Skill in which they also have a fairly high level of confidence – if they were to rank them, which Essential Skill would they list as second in terms of confidence? Third? Why? What examples can they give from their lives about how they use these skills? Introduce the idea that various occupations have different concentrations of skill requirements. There will be many jobs that have the Essential Skill with which they feel the most confident as the most important skill to do that job. Relate to the concept of transferable skills. They can take the skill with which they feel the most confident, and transfer it to a variety of new job settings and occupations. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **SUGGESTED FOLLOW-UP ACTIVITY** Activity 2 is suggested as a follow-up activity. If you choose not to use this activity, then please create an activity that allows the participant to explore occupation profiles that are linked to the Essential Skills. This activity has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 2: Essential Skills for Occupations Demonstrate how to access and navigate the Literacy and Essential Skills pages of the Human Resources and Skills Development Canada website, or have one of the participants who is comfortable with computers demonstrate. Here are some tasks to do online at the website: 1. Have participants research the Essential Skill with which they are most comfortable, bringing up a list of related occupation profiles that list that specific skill as most important. Relate the wide variety of occupations requiring that Essential Skill to the concept of transferable skills, and to the participant’s own job search. 2. Next, choose one of the occupations from the list and view the entire profile to demonstrate how participants can learn more about an occupation and the Essential Skills vital to it. 3. Follow up the demonstration by dividing the group into partners or groups of three. In each group, be sure to include a participant who is comfortable navigating computer screens to act as a mentor or peer trouble-shooter to support participants who have few computer skills. 4. Ask the small groups or partners to use the website search engine to help each individual choose two jobs based on the Essential Skill with which she is most confident. Use Worksheet 34 for the participant to record the occupations. **Insights & Tips** “This was a practical and useful activity. The women were excited to find out there were 300 job profiles online at the Literacy and Essential Skills site.” “We didn’t use the Literacy and Essential Skills website for this activity, since the website was under construction. Instead we did the activity though group discussion.” ~ Field-test facilitators When you are at the Literacy and Essential Skills web site, write down the occupations that are of interest to you that match the essential skill you feel most confident about. You’ll have time later to do more research about each of the occupations. | My Most Important Essential Skills | |-----------------------------------| | List the skills you feel confident about | List occupations that match these skills | | 1. | | | 2. | | | 3. | | | 4. | | | 5. | | Activity 3: Workplace Essential Skills Survey Explain that for the remainder of the unit, they will be working to gain a deeper understanding of their Essential Skills strengths. Hand out Worksheet 35. Ensure that the participants realize that this is not a test. It is a survey to help them think about, and self-assess, their abilities when using the nine Essential Skills in the workplace. - Together read the instructions and the ranking method or score in each area. Have each participant work through the survey at her own speed. Encourage peer help with the survey – those with stronger skills can offer explanations and assistance as required. - Discuss the results of the survey, either as a group or individually. - What did the survey reveal? - In what Essential Skill area (s) did she have the highest ranking? - How did this compare with what she had said in the “Getting Ready” activity? - Participants may choose to follow up the activity by further exploring occupations online based upon the results of the survey, and adding to their list of occupations on Worksheet 34. - Participants might also like to try the self-assessment quizzes and questionnaires that are part of the Essential Skills Toolkit. **Insights & Tips** “We did the survey question by question. Some of the women needed assistance to answer the questions. Also, some were overwhelmed by the task of so much reading. The women all reported that they really liked these kinds of tests/self-assessments as they learn a lot about themselves.” “The worksheet provided a good focus on Essential Skills.” ~ Field-test facilitators LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her critical thinking and document use skills. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 35 Survey of Your Essential Skills for the Workplace Fill out the survey. This is not a test. The purpose is to help you think about, and self-assess, your abilities when using the nine Essential Skills in the workplace. When you are ready: 1. Read the statements in each section. 2. Circle the number that matches what you think about yourself: 1 means that you strongly disagree with the statement and 4 means you strongly agree. You might think, for example, “this isn’t me at all!”, so you would circle 1. 3. For each section add up the numbers you have circled. For example, if you strongly disagreed with all four statements in a section, then the total for that section would be 4. 4. When you’ve added up the totals for all the sections then use the rating guide to help you understand what the number means. Keep in mind that your score is just a guideline. | Rating Guide | |--------------| | 16-20 | This is a high score. It suggests that you have this skill and know how to use it effectively. | | 11-15 | This is a medium score. It suggests that you may need to work on this skill, if it is one you need for a specific job or task. | | 1-10 | This is a low score. It suggests that you don’t have the essential skill. That could mean that you wouldn’t be able to do the job or task effectively. | | SECTION 1: READING | Strongly Disagree | Disagree | Agree | Strongly Agree | |--------------------|-------------------|----------|-------|----------------| | I am comfortable dealing with written materials | 1 | 2 | 3 | 4 | | I can read and understand emails and/or memos | 1 | 2 | 3 | 4 | | I am comfortable receiving instructions in writing | 1 | 2 | 3 | 4 | | I can follow clearly written instruction with few or no mistakes | 1 | 2 | 3 | 4 | | At work, I can read and understand safety directions in manuals and on signs | 1 | 2 | 3 | 4 | Subtotal Total Section 1 | SECTION 2: DOCUMENT USE | Strongly Disagree | Disagree | Agree | Strongly Agree | |-------------------------|-------------------|----------|-------|----------------| | I am comfortable using workplace documents | 1 | 2 | 3 | 4 | | I can use and understand charts and graphs | 1 | 2 | 3 | 4 | | I can understand timesheets and pay stubs | 1 | 2 | 3 | 4 | | I can enter information in documents with few or no mistakes | 1 | 2 | 3 | 4 | | I understand gauges, clocks, manuals, blueprints or schedules | 1 | 2 | 3 | 4 | Subtotal Total Section 2 | SECTION 3: WRITING | Strongly Disagree | Disagree | Agree | Strongly Agree | |--------------------|-------------------|----------|-------|----------------| | I can request information or services in writing | 1 | 2 | 3 | 4 | | I am comfortable with writing production reports or other reports necessary for work | 1 | 2 | 3 | 4 | | I can write memos or notes as a way to communicate with others at work | 1 | 2 | 3 | 4 | | I make few or no spelling or grammar mistakes when I write | 1 | 2 | 3 | 4 | | I use the right sentence structure, punctuation, wording and tone when I write notes or memos at work | 1 | 2 | 3 | 4 | Subtotal Total Section 3 | SECTION 4: NUMERACY | Strongly Disagree | Disagree | Agree | Strongly Agree | |----------------------|-------------------|----------|-------|----------------| | I can make calculations, take measurements or make an estimate | 1 | 2 | 3 | 4 | | I make few or no mistakes when I work with numbers | 1 | 2 | 3 | 4 | | I can take measurements and record the results | 1 | 2 | 3 | 4 | | I am willing to take part in training to improve my numeracy skills | 1 | 2 | 3 | 4 | | I understand the information on my pay stub | 1 | 2 | 3 | 4 | Subtotal Total Section 4 | SECTION 5: ORAL COMMUNICATION | Strongly Disagree | Disagree | Agree | Strongly Agree | |--------------------------------|------------------|----------|-------|----------------| | I can give information and instructions clearly and accurately | 1 | 2 | 3 | 4 | | I can follow detailed verbal instructions or explanations | 1 | 2 | 3 | 4 | | I can speak professionally with suppliers or clients | 1 | 2 | 3 | 4 | | I can use workplace terminology correctly and confidently | 1 | 2 | 3 | 4 | | I participate actively in staff meetings or training sessions | 1 | 2 | 3 | 4 | Subtotal Total Section 5 | SECTION 6: THINKING | Strongly Disagree | Disagree | Agree | Strongly Agree | |---------------------|-------------------|----------|-------|----------------| | I can find solutions to common workplace problems | 1 | 2 | 3 | 4 | | I can make decisions on my own | 1 | 2 | 3 | 4 | | I know how to plan my work to make quality products and to meet deadlines | 1 | 2 | 3 | 4 | | I try to find solutions to problems | 1 | 2 | 3 | 4 | | I can follow routine procedures | 1 | 2 | 3 | 4 | Subtotal Total Section 6 | SECTION 7: WORKING WITH OTHERS | Strongly Disagree | Disagree | Agree | Strongly Agree | |--------------------------------|-------------------|----------|-------|----------------| | I can coordinate work tasks or share information with other employees | 1 | 2 | 3 | 4 | | I can work with others to successfully complete a task that requires cooperation | 1 | 2 | 3 | 4 | | I can take part in team meetings or group projects | 1 | 2 | 3 | 4 | | I am good at not letting personal differences get in the way of my work | 1 | 2 | 3 | 4 | | I know how to work as part of a team | 1 | 2 | 3 | 4 | Subtotal Total Section 7 | SECTION 8: COMPUTER USE | Strongly Disagree | Disagree | Agree | Strongly Agree | |-------------------------|-------------------|----------|-------|----------------| | I don’t have a problem with learning new computer software | 1 | 2 | 3 | 4 | | I have good computer-related skills | 1 | 2 | 3 | 4 | | I can complete computer-related tasks in a timely and effective manner | 1 | 2 | 3 | 4 | | I am comfortable using electronic devices, instead of manual devices | 1 | 2 | 3 | 4 | | I can computer-related equipment like printers, fax machines and scanners | 1 | 2 | 3 | 4 | Subtotal Total Section 8 | SECTION 9: CONTINUOUS LEARNING | Strongly Disagree | Disagree | Agree | Strongly Agree | |--------------------------------|------------------|----------|-------|----------------| | I am always willing to take part in training at work | 1 | 2 | 3 | 4 | | I can gain skills and knowledge from my co-workers | 1 | 2 | 3 | 4 | | I think it is a good idea to have a learning plan so I can grow on the job and off the job | 1 | 2 | 3 | 4 | | I am always interested in applying for positions within the same business | 1 | 2 | 3 | 4 | | I respond positively to change at work | 1 | 2 | 3 | 4 | Subtotal Total Section 9 SUGGESTED FOLLOW-UP ACTIVITIES Activity 4, Activity 5 and Activity 6 are suggested as follow-up activities. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. **Activity 4: Essential Skills Indicators** Have participants use the online Essential Skills indicator from the HRSDC Literacy and Essential Skills website to further refine their understanding of their Essential Skill strengths, using specific questions and tasks based on workplace examples. We’ve offered as worksheets in this unit an adaptation of the paper-based indicators from the Literacy and Essential Skills site. You will find each of the indicator “tests” in Appendix 1 at the end of this unit. Handout Worksheet 36, Worksheet 37 and Worksheet 38 (but not the “correction” sheets) before giving them the matching indicator test document. You may decide to use the paper-based format exclusively, or a combination of online and paper-based. The paper-based indicator looks at three Essential Skills – Numeracy, Document Use and Reading – at Level 1 and Level 2. If you choose to present all of the questionnaires, you may want to complete the activity over a series of sessions. As an alternative, present only those areas relevant to the participant’s individual job search and interests. --- **Insights & Tips** “The group chose to do the paper-based indicator to give themselves a break from the computers. We had spent a lot of time at the computers during the previous unit. The women all seemed to agree that the most difficult Essential Skills indicator test was Reading. Some of them decided that they needed more practice reading English, i.e., they should take Level 6 in ESL.” “I was pleased to discover the Essential Skills Indicators can be ordered in booklet form from HRSDC.” ~ Field-test facilitators The Essential Skills Reading Indicator is not a test. The purpose is to help you think about and self-assess your reading skills. The questions are typical workplace tasks for a variety of occupations. There are 10 questions. The first five questions are at Essential Skills level 1, the last five are at Essential Skills level 2. When you are ready: 1. Write your answers directly on the Indicator in the space provided. 2. When you are finished ask your facilitator for the answer correction sheet for Reading. 3. If you want to give yourself a mark, give yourself one point for each correct answer. 4. Allow yourself no more than 20 minutes to complete all the questions. READING Correction Sheet Once the program participant has completed the Reading indicator worksheet, hand out this correction sheet. READING-LEVEL 1 1. “The grey filing cabinet contains all the customer files.” The key words customer files must be included in the marked text. 2. “Remove excess grease and fat from the grill bowl with a wooden scraper.” The key word scraper must be included in the marked text. 3. “After taxes, I am usually left with a total of $935.” The key number 935 must be included in the marked text. 4. “My arrival date is Tuesday, June 13, 2007 [...]” The key word Tuesday must be included in the marked text. 5. “5) After 20 minutes, clean the surface with a sponge.” The key words 20 minutes must be included in the marked text. READING-LEVEL 2 6. “Section 5: Said property is not to be removed from the golf course and is to be returned promptly to the Lessor after use.” The key words Section 5 must be included in the marked text. 7. “8. You shall carry valid photo identification showing the inmate(s)’s photograph and register number.” The key words photo identification must be included in the marked text. 8. “If a patient’s treatment is expected to cost more than $300, the client’s dental care centre must submit a treatment plan to Apple Insurance.” and “If the treatment is expected to cost more than $1,000, the dental care centre must also submit x-rays.” The key words treatment plan and x-rays must be included in the marked text. 9. “Code White” and “Code Grey” The key words white and grey must be included in the marked text. 10. “Providing information to customers” and “general administrative duties” Both boxes must be checked off, with the “preparing written reports” box left unchecked. The Essential Skills Document Use Indicator is not a test. The purpose is to help you think about and self-assess your document use skills. The questions are typical workplace tasks for a variety of occupations. There are 10 questions. The first five questions are at Essential Skills level 1, the last five are at Essential Skills level 2. When you are ready: 1. Write your answers directly on the Indicator in the space provided. 2. When you are finished ask your facilitator for the answer correction sheet for Document Use. 3. If you want to give yourself a mark, give yourself one point for each correct answer. 4. Allow yourself no more than 20 minutes to complete all the questions. Once the program participant has completed the Document Use indicator worksheet, hand out this correction sheet. **DOCUMENT USE – LEVEL 1** 1. CLASS E Corrosive Material 2. Brandon 3. 19 4. $44.50 5. 506-555-6000 **DOCUMENT USE – LEVEL 2** 6. | Employee ID | Cheque Number | Amount ($) | |-------------|---------------|------------| | 52369 | 1359 | 1256.00 | | 62041 | 1147 | 1305.00 | 7. 7 8. 8 9. Oliver 10. K. Ling WORKSHEET 38 Numeracy Skills Indicator The Essential Skills Numeracy Skills Indicator is not a test. The purpose is to help you think about and self-assess your numeracy skills. The questions are typical workplace tasks for a variety of occupations. There are 10 questions. The first five questions are at Essential Skills level 1, the last five are at Essential Skills level 2. When you are ready: 1. Write your answers directly on the Indicator in the space provided. 2. When you are finished ask your facilitator for the answer correction sheet for Numeracy Skills. 3. If you want to give yourself a mark, give yourself one point for each correct answer. 4. Allow yourself no more than 20 minutes to complete all the questions. Once the program participant has completed the Document Use indicator worksheet, hand out this correction sheet. **NUMERACY-LEVEL 1** 1. 10 2. 24 3. -4 or 4 4. 7.50 5. 15:00 or 3:00 PM **NUMERACY-LEVEL 2** 6. 400 7. 60 8. May 17 9. 88.65 10. 0.20 Activity 5: My List of Occupations Have participants file Worksheet 34 – their list of occupations that match their Essential Skill strengths – in their portfolio. Also have participants keep the results of the Skills indicator and Workplace Survey for future reference. Encourage participants to compare these occupations to those jobs and career areas listed in past exercises, and discuss their choices with a partner, or write a paragraph about the comparison: - Are their similarities or patterns in their choices? - Do they feel they are “narrowing” down their search for a job or occupation suited to them? Activity 6: My Essential Skills Strengths During this unit, we’ve talked about the participant’s confidence in terms of Essential Skills. Now ask the participant to broaden her reflections about her confidence, both in terms of her Essential Skill strengths, and in terms of her participation in the course and her job choices she is making. - Ask her to write a journal piece about how she is now feeling about her Essential Skills, her job choices, and the decisions she is making. - Can she relate her thoughts and feelings to her confidence levels? - What can she do to increase her confidence? - Is there something that can be done as part of this course to increase her confidence levels? What? Insights & Tips “I liked going to various websites and doing the tests on the websites. After taking some of the skills tests I felt much more confident of myself.” ~ Field-test participant WRAP UP (Final 30 minutes of the day) - Gather oral feedback. Bring participants back together in the circle formation. Discuss their thoughts about the Essential Skills activities, and their understanding of their own personal mix of Essential Skill strengths. Ask if the independent activities confirmed their Essential Skill strengths as they presented them during the “Getting Ready” activity, or if the results pointed to different strengths. Had they changed or narrowed their job choices based on the occupations that matched their Essential Skill strengths? - Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. - Introduce the topic or focus of the next unit. Let participants know that they will now be looking more closely at the Essential Skill of the jobs that interest them, and searching out opportunities to learn more about these jobs in their community. - Read aloud the “Getting Ready” activity to do before the start of next unit (see below). - Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. **Insights & Tips** “There was a huge emphasis in this unit on skills, without enough consideration of motivation, desires and lifestyles. I found the unit expanding the list of careers to consider rather than helping me narrow it down.” “I loved this unit. It gave me a clear idea of what I can do in the future. This unit was very interesting because I learned a lot of things such as Essential Skills for occupations, workplace Essential Skills, my Essential Skills strengths, and I found a list of occupations [that suited] me.” ~ Field-test participants GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - Observe someone who is at work – maybe a server at a coffee shop, a clerk at a grocery store, a receptionist at a place where you are waiting for an appointment, your hairdresser, a salesperson, a road crew worker or the person who delivers your mail… the list from which you might choose is endless. - What are the main tasks that the person performs? In your opinion, what is the most important Essential Skill for that job? The second most important skill? CLOSING WORDS “The continued support [of my Spotlight facilitator and peers] kept my mind motivated to keep me going, to drive me to the next interview, the next set of challenging questions about who I am and what it is I am capable of achieving.” ~ Spotlight on Change Participant APPENDIX 1 Essential Skills Indicator Handouts (For use with Worksheets 36, 37 & 38) MODULE TWO: EXPLORING MY COMMUNITY | UNIT THREE: MY ESSENTIAL SKILLS LEVEL 1 Question # 1 Look at the e-mail below. What does the grey filing cabinet contain? Circle or underline your answer in the text. Jennifer, Please note that the DuBarry file has been placed in the wrong filing cabinet. The blue filing cabinet should only contain receipts. The grey filing cabinet contains all the customer files. Thank you for your attention to this matter. John Question # 2 Look at the instructions below for cleaning a gas grill. What should be used to remove grease and fat? Circle or underline your answer in the text. Gas Grill Cleaning Instructions 1) Remove cooking grid and burner before full cleaning. 2) Remove excess grease and fat from the grill bowl with a wooden scraper. 3) For cleaning other residue, use hot soapy water and a cloth or a nylon-bristled brush. 4) When finished cleaning, replace burner and cooking grid. 5) Check burner operation after reassembly. Question # 3 Look at the e-mail inquiry below. What is the employee’s usual paycheque amount (after taxes)? Circle or underline your answer in the text. Good afternoon, I have a question about this week’s paycheque. Every two weeks I earn $1,200. After taxes, I am usually left with a total of $935. This week an extra $25 was taken off, leaving me with a total of only $910. Can you please explain why this paycheque is different from the others? Thank you, Julie Question # 4 Look at the hotel fax below. On which day of the week is the client scheduled to arrive at the hotel? Circle or underline your answer in the text. FAX To: Journey Hotel 416-555-4567 From: Lucy Smith 416-555-8910 Date: Wednesday, January 25, 2007 Pages: 1 I would like to make a reservation for a hotel room. My arrival date is Tuesday, June 13, 2007, and my departure date is Thursday, June 22, 2007. I would like to reserve a non-smoking room with two beds and a view of the ocean. You may contact me at the following phone number: 416-555-6235. Thank you, Lucy Smith Question # 5 Look at the instructions below. How long must floor installers wait before cleaning the surface with a sponge? Circle or underline your answer in the text. GROUT Instructions for Use 1) Prepare 1.8 kilograms of grout. When the spacing between tiles is 3.2 millimeters or more, use sanded grout. When the spacing is less than 3.2 millimeters, use unsanded grout. 2) Mix the grout with 500 milliliters of water in a large bucket. 3) Spread the grout and scrape off any excess grout. The grout will begin to harden after about 15 minutes. 5) After 20 minutes, clean the surface with a sponge. 6) After 40 minutes, wipe the surface with a paper towel. LEVEL 2 Question # 6 Look at the golf cart rental agreement below. The player who rented the cart would like to take it to a different golf club. Circle or underline the section of the agreement which forbids him from doing so. Golf Cart Rental Agreement Section 1: Not more than two persons and two golf bags shall be in the said car at any one time. Section 2: Lessee expressly acknowledges personal liability to pay Lessor costs to repair all damages to said property and Lessor’s costs including attorney fees incurred in collection of payments due from Lessee hereunder. Section 3: Lessee represents that he is familiar with the use and operation of said property. Section 4: Lessee agrees to keep said property in the same condition as when received. Section 5: Said property is not to be removed from the golf course and is to be returned promptly to the Lessor after use. Section 6: Lessee agrees to keep said property in Lessee’s custody and not to sublease or re-rent the same. Question # 7 Look at the inmate escort procedures for correctional officers below. What item must correctional officers keep in their possession when escorting two inmates? Circle or underline your answer in the text. Red Lakes Institution Inmate Escort Procedures 1. You are responsible for the safe custody and discipline of this (these) inmate(s). You shall under NO circumstances allow inmate(s) in your custody out of your sight. 2. You shall ensure that the inmate(s) is wearing a standard issue uniform clearly displaying the inmate register number. 3. When escorting more than 3 inmates, you shall carry a firearm and pepper spray. 4. You shall sit directly behind the driver during an escort in vehicles lacking appropriate protective shields. 5. You shall apply handcuffs and leg irons. Other restraint equipment must be authorized by the Warden or officer in charge. 6. You shall notify the officer in charge of the institution or Duty CS upon return of the inmate(s). 7. You shall check bathroom facilities thoroughly prior to use by the inmate(s). 8. You shall carry valid photo identification showing the inmate(s)’s photograph and register number. 9. You shall report any contraband seized during the escort to the Warden. 10. You shall ensure the safe custody of the inmate(s) under your responsibility while maintaining the protection of the public. Question # 8 Look at the brochure from an insurance company below. A patient’s treatment is expected to cost more than $1,000. What does the patient’s dental centre need to submit to Apple Insurance? Circle or underline your answer(s) in the text. Apple Insurance 5589 Bank Street Suite 200 Ottawa, ON K1K 2K2 Apple Insurance Your health is our primary concern IMPORTANT NOTICE ABOUT CHANGES TO YOUR POLICY Please note that there have been amendments to the Dentalcare Plus plan, effective immediately. If treatment is expected to cost less than $300, the dental care centre does not need to notify Apple Insurance in advance. If a patient’s treatment is expected to cost more than $300, the patient’s dental care centre must submit a treatment plan to Apple Insurance. If the treatment is expected to cost more than $1,000, the dental care centre must also submit x-rays. The reimbursement limit for dental procedures will increase on May 31, 2007. The new reimbursement limit is $1,500 per year, including spouses and/or dependents. Question # 9 Look at the Emergency Code Manual below. A patient at a hospital is angry and has thrown a dangerous chemical product onto the floor. Circle or underline the two codes that the nurse aide must transmit over the intercom. | Emergency Code | Description | Immediate Action(s) | |----------------|--------------------------------------------------|-------------------------------------------------------------------------------------| | Code Pink | A child has been abducted. | Contact Security to provide a description of the abducted child. | | Code White | Hazardous materials have been spilled. | Cordon off the area. Contact maintenance to clean the spill. | | Code Yellow | The hospital will be receiving a large number of patients at once. | Activate the disaster plan. | | Code Grey | A patient or other individual is being combative. | Contact Security. If possible, contain the individual in an isolated area. | | Code Purple | An adult patient is missing. | Contact Security to provide a description of the missing patient. | | Code Red | There is a fire in the building. | Pull the fire alarm. Close all doors and windows. | Question # 10 Look at the employment application form below. A small business owner wants to fill a position which requires work experience in three areas. Which of the job requirement(s) does the applicant meet? Check all that apply. ☐ Providing information to customers ☐ General administrative duties ☐ Preparing written reports Employment Application Form Position applying for: General Office Clerk Name: Chantal Perry Address: 1544 Drake Street, Ottawa, Ontario, K1G 0K0 Phone Number: 613-555-3239 Employment History 1. Former employer: Canadexx Software Inc. Position held: Administrative Assistant Main duties and responsibilities: - Verified and processed payment plan applications using computerized and manual processing systems. - Performed various administrative duties, including contract administration and payroll. 2. Former employer: Hannah’s Day Care Position held: Early Childhood Educator Assistant Main duties and responsibilities: - Led and monitored activities designed for young children, such as storytelling, singing, and arts and crafts. 3. Former employer: The World Traveler Position held: Receptionist Main duties and responsibilities: - Greeted and directed customers to the appropriate employee. - Provided information in person and by phone to customers. - Updated financial records. Document Use Indicator LEVEL 1 Question # 1 Which symbol represents corrosive material? Circle or underline your answer in the hazardous materials table below. | HAZARDOUS MATERIALS | |----------------------| | CLASS A | Compressed Gas | | CLASS B | Flammable and Combustible Material | | CLASS C | Oxidizing Material | | CLASS D-1 | Poisonous and Infectious Material (material causing immediate and serious effects) | | CLASS D-2 | Poisonous and Infectious Material (material causing other toxic effects) | | CLASS D-3 | Poisonous and Infectious Material (biohazardous infectious material) | | CLASS E | Corrosive Material | | CLASS F | Dangerously Reactive Material | Question # 2 Which sales clerk recorded the highest number of transactions for the month of December? Circle or underline your answer in the graph below. December Sales Report 2006 Transactions Sales Clerk Question # 3 What is Rodney Walsh’s new apartment number? Circle or underline your answer in the address notice below. | Change of Address Notice | |--------------------------| | **Personal Information** | | Last Name: Walsh | First Name: Rodney | | **Previous Address** | | Street Number: 1553 | Street Name: Queen | | Apartment Number: 1002 | City: Windsor | | Province: Ontario | Postal Code: K1J 8G3 | | **New Address** | | Street Number: 208 | Street Name: Beechwood | | Apartment Number: 19 | City: Windsor | | Province: Ontario | Postal Code: K1J 5P3 | Question # 4 What is the price of a one-hour massage for a part-time student? Circle or underline your answer in the price list below. | Sunlight Wellness Centre | |--------------------------| | **Physiotherapy** | **Price List** | **Massage Therapy** | **Price List** | | Status | Visit | Price ($) | Status | Visit | Price ($) | | Full-time student | First visit | 60.50 | Full-time student | Thirty minutes | 28.25 | | | Following visits | 40.95 | | One hour | 39.99 | | Part-time student | First visit | 65.25 | | Two hours | 59.99 | | | Following visits | 49.99 | Part-time student | Thirty minutes | 32.15 | | Adult | First visit | 69.99 | | One hour | 44.50 | | | Following visits | 60.50 | | Two hours | 64.50 | | Employee | All visits | 35.00 | Adult | Thirty minutes | 35.97 | | | | | | One hour | 47.50 | | | | | | Two hours | 59.99 | | | | | Employee | Thirty minutes | 15.00 | | | | | | One hour | 27.25 | | | | | | Two hours | 42.75 | Question # 5 What is the phone number for customer service at H&E Wood Inc.? Circle or underline your answer in the sales slip below. | INVOICE | H&E Wood Inc. | |---------|---------------| | **SHIP TO** | **BILL TO** | | Wood Experts Inc. 898 Truro Avenue Fredericton, NB 506-555-4885 Customer ID BBE4456 | Wood Experts Inc. 898 Truro Avenue Fredericton, NB 506-555-4885 | | **ORDER DATE** | **ORDER NUMBER** | | August 1, 2006 | 239 | | **ITEM NUMBER** | **DESCRIPTION** | **QUANTITY** | | WT-05-338 | Hardwood | 12 | | AF-05-897 | Ironwood | 8 | | WT-06-112 | Carpathian Elm | 6 | | BJ-07-389 | Unedged Timber | 20 | | CF-05-349 | Roundwood Logs | 7 | Please contact customer service at 506-555-6000 with any questions or comments. Thank you for your order! Question # 6 Look at the paycheques below. Complete the missing information in the chart. | Cheque Number | Date: December 29, 2006 | |---------------|-------------------------| | Pay to the order of: | Sarah Brown | | $1495.00 | One thousand four hundred and ninety-five dollars. XX /100 DOLLARS | | MEMO: | Employee ID 65087 | | Cheque Number | Date: December 29, 2006 | |---------------|-------------------------| | Pay to the order of: | Daniel Spencer | | $1305.00 | One thousand three hundred and five dollars. XX /100 DOLLARS | | MEMO: | Employee ID 62041 | | Cheque Number | Date: December 29, 2006 | |---------------|-------------------------| | Pay to the order of: | Karen Green | | $1315.00 | One thousand three hundred and fifteen dollars. XX /100 DOLLARS | | MEMO: | Employee ID 64623 | | Cheque Number | Date: December 29, 2006 | |---------------|-------------------------| | Pay to the order of: | Dave Campbell | | $1256.00 | One thousand two hundred and fifty-six dollars. XX /100 DOLLARS | | MEMO: | Employee ID 52369 | Question # 7 How many bandsaw gears were shipped? Circle or underline your answer in the packing slip below. Packing Slip Prov Acop Inc. 846 McCrimmon Cres. Whitehorse, YT Phone: 867-555-5654 Fax: 867-555-5655 | ORDER DATE | September 29, 2006 | PACKAGING DATE | October 12, 2006 | |------------|-------------------|----------------|------------------| | ORDER NUMBER | 34567 | CUSTOMER CONTACT | Foundry Department | | PURCHASE ORDER | PO9983-1129-03 | CUSTOMER ACCOUNT | 109 | | SHIP TO | Metal Ware Inc. Attn: Foundry Department 1234 Main Street Timmins, ON | BILL TO | Metal Ware Inc. Attn: Finance Department 1234 Main Street Timmins, ON | | PART NUMBER | DESCRIPTION | UNIT TYPE | NUMBER ORDERED | BACKORDERED (Still to be shipped) | NUMBER SHIPPED | |-------------|-------------------|-----------|----------------|----------------------------------|----------------| | 323A7-D892 | Bandsaw gears | Set | 9 | 2 | 7 | | 390D1-J349 | Mould 54919 | Individual| 4 | 0 | 4 | | 208R4-Q289 | Rubber BBType 00-6| Package | 6 | 3 | 3 | | 890C4-B299 | Metal AG555-06 | Package | 6 | 2 | 4 | Comments: Backordered items will be shipped as they become available. Thank you for your order! Question # 8 What is the item number of the least expensive camera flash? Circle or underline your answer in the price list below. | ITEM NUMBER | ITEM NAME | PRICE ($) | |-------------|------------------------------------------------|-----------| | 1 | V3 18-200 mm Super Wide-Angle - Telephoto Lens | 999 | | 2 | Alma 70-200mm f/2.8L USM Camera Lens | 1,199 | | 3 | Totto 200mm f/2.8 Camera Lens | 1,799 | | 4 | Diaz 300MM F4 to 5.6 IS USM EF Telephoto Zoom Lens | 699 | | 5 | Vershna 10-20mm Wide-Angle Lens | 459 | | 6 | Totto 10-20mm Wide-Angle Lens | 799 | | 7 | Vershna 580EX Camera Flash | 449 | | 8 | Bonata 5600HS Camera Flash | 249 | | 9 | Diaz Camera Dock 6000 | 29 | | 10 | V3 Camera Dock | 49 | | 11 | BJ 7900 S-Series Camera Dock | 59 | | 12 | Totto Ultra Fast AAA Battery Charger | 19 | Question # 9 Which nursing home resident has high cholesterol? Circle or underline the name of the resident in the report below. | Personal Information | |----------------------| | Room Number | Resident Name | Age | Gender | Bed Number | |-------------|---------------|-----|--------|------------| | B15 | Stanford | 92 | Male | 316 | | B88 | Rose | 82 | Female | 389 | | B36 | Fawzi | 89 | Male | 347 | | A19 | Bertha | 96 | Female | 312 | | A39 | Shereen | 91 | Female | 349 | | A24 | Ginette | 87 | Female | 339 | | A34 | Nadia | 89 | Female | 384 | | A87 | Oliver | 78 | Male | 318 | ### Medical Information | Room Number | Diagnosis | Medical History | Diet Type | Allergies | |-------------|--------------------|----------------------------------|-----------|-------------| | A19 | Alzheimer's | Breast cancer, bladder problems | D | Shellfish | | A24 | Mobility impaired | Knee operation | D | Soy, fish | | A34 | Semi-blindness | Head injury | A | | | A39 | Stroke | Thrombosis | B | | | A87 | Diabetes | Hypertension, high cholesterol | E | Wheat | | B15 | Depression | Seasonal affective disorder | A | | | B36 | Mobility impaired | Anemia | B | | | B88 | Broken hip | Osteoporosis | C | Peanuts | ### Question # 10 Who does the student in Customer Service directly report to? Circle or underline your answer in the organizational chart below. #### Excel Action Inc. Organizational Chart - **M. Dufresne** - President - **S. Theodore** - Administrative Assistant - **V. Diaz** - Director Administration - **F. Fernandez** - Director Operations - **S. Jaborin** - Director Customer Service - **N. Nagel** - Finance - **S. Bing** - Human Resources - **P. Wong** - Accountant - **N. Aucoin** - Administrative Assistant - **M. Bower** - Equipment and Supplies - **D. Daniels** - Administrative Assistant - **K. Stibopolos** - Student - **M. Miller** - Work Organization - **A. Anderson** - Administrative Assistant - **E. Green** - Customer Service - **G. Fernand** - Quality Control - **L. Collette** - Systems Administrator - **K. Ling** - Administrative Assistant - **B. Lee** - Student LEVEL 1 Question # 1 An office uses 2 packages of paper per day. How many packages of paper will the office use in a 5-day work week? \[ \text{packages} \] Question # 2 Look at the red line in the diagram below. What is the length of the line? \[ \text{cm} \] Question # 3 A boilermaker is reading pressure gauges to ensure they are within a normal range. The normal operating range for water pressure is 25 to 35 psi (pounds per square inch). If a boilermaker finds that the water pressure gauge reads 39 psi, by how much must it be reduced so the psi reading is back within the normal range (35 psi)? \[ \text{psi} \] Question # 4 Look at the library report on overdue books below. Enter Sandra Roy’s total late fee in the space provided. | Overdue Books | |---------------| | Sandra Roy | | Book Title | Days Overdue | Late Fee | |---------------------|--------------|----------| | How to Paint in Watercolour | 5 | $3.75 | | Lakes of Canada | 3 | $2.25 | | World Travel | 2 | $1.50 | Total: $ Question # 5 An airline sales agent has just been advised that a flight will be delayed by 2 hours. Flight DG386 was originally scheduled to arrive at 13:00. What is the new arrival time for Flight DG386? LEVEL 2 Question # 6 Look at the table below. Enter the total value of chips received by Henry Rogers in the space provided. | Chip Colour | Value Per Chip ($) | Number of Chips | Total Chip Value ($) | |-------------|--------------------|-----------------|----------------------| | Red | 10 | 20 | | | Black | 50 | 4 | | Question # 7 Look at the diagram below. What is the area of the room? \[ \text{Area} = \text{length} \times \text{width} \] \[ \begin{align*} \text{length} &= 12 \text{ m} \\ \text{width} &= 5 \text{ m} \\ \text{Area} &= 12 \text{ m} \times 5 \text{ m} \\ &= 60 \text{ m}^2 \end{align*} \] Question # 8 A motor vehicle assembler is scheduling the ordering of car parts. The deadline for receiving the fan belts is the end of the business day on May 25. Fan belts take 7 days to deliver, starting from the day the order is placed, up to and including the day of delivery. Delivery time does not include weekends (Saturday and Sunday). Circle the latest date that the motor vehicle assembler can order the fan belts on the calendar below. May 2006 | Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |--------|--------|---------|-----------|----------|--------|----------| | | 1 | 2 | 3 | 4 | 5 | 6 | | 7 | 8 | 9 | 10 | 11 | 12 | 13 | | 14 | 15 | 16 | 17 | 18 | 19 | 20 | | 21 | 22 | 23 | 24 | 25 | 26 | 27 | | 28 | 29 | 30 | 31 | | | | Question # 9 A hotel guest would like to pay her bill using American currency. The hotel bill is $100 Canadian. Look at the currency converter to the right. How much does the guest owe in American currency? $ [ ] Question # 10 Look at the vitamin information chart to the right. What is the price of each pill? $ [ ] MODULE TWO: EXPLORING MY COMMUNITY | UNIT THREE: MY ESSENTIAL SKILLS ESSENTIAL SKILLS IN THE JOBS THAT INTEREST ME “I gleaned a lot of information from those people [guest speakers, employers and workers] who came to speak with us on a number of subjects. The visitors offered real world examples and experiences which is quite valuable.” ~ Spotlight on Change Participant UNIT OUTCOME The participant identifies the Essential Skills of jobs that interest her, and gains a deeper understanding of these jobs in the community through at least one of the following: volunteering, job shadowing, or interviewing a woman who currently works in the field. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Computer Use - Continuous Learning - Thinking Skills For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these questions: - Go to a “virtual job shadowing” site that provides links to videos (several are listed in the resources section of this unit). Choose a career (other than your current job) that interests you and watch the video. - Now think of what you saw and heard in terms of Essential Skills. What Essential Skills does the job require? Do you have those Essential Skills? **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Observe someone who is at work – maybe a server at a coffee shop, a clerk at a grocery store, a receptionist at a place where you are waiting for an appointment, your hairdresser, a salesperson, a road crew worker or the person who delivers your mail… the list from which you might choose is endless. - What are the main tasks that the person performs? In your opinion, what is the most important Essential Skill for that job? The second most important skill? **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. • **National Occupation Classification (NOC)** ~ The National Occupational Classification is the nationally accepted reference on occupations in Canada. It organizes over 30,000 job titles into 520 occupational group descriptions. It is used to communicate information about occupations and to understand the jobs found throughout Canada's labour market. To access the online NOC, visit the Human Resources Skills and Development Canada site and follow the links, or use your search engine, or visit www.hrsdc.gc.ca/NOC/. Print copies and a CD-Rom are also available for ordering. • **The Career Handbook**, Second edition ~ This document is available as a PDF for downloading. A print copy and CD-Rom are also available for order through the Human Resources Skills and Development website. The *Career Handbook* provides 923 occupational profiles for counselling based on NOC 2001 occupations. • **Nextsteps.Org** ~ www.nextsteps.org. ~ This virtual job-shadowing site is written for youth; however, many pages are useful to the participants in this course. The Canadian-based career information site features a limited number of career videos that average about 90 seconds in length. In addition there are 20 – 30 minute video interviews with successful people in various careers. There are also many career profiles, written as feature news articles, that shed light on specific jobs and occupations. This site is sponsored by Industry Canada. • **Careersvideo.com** ~ www.jobstvnews.com. This Canadian site provides more than 600 'reality' insights into job and career choices featuring people at work. • **Myplan.com** ~ www.myplan.com. This American site is designed for a younger audience. However, it also features a library of approximately 500 short career videos that can be accessed from the home page menu. MAKING IT WORK – FACILITATION SUGGESTIONS • Focus the unit primarily upon the participant gaining a clear understanding of the essentials skills required in the career areas and jobs in which she has shown an interest, and that she is self-identifying as suitable for her. Relate the unit activities to the woman’s own search and choices. For example, while watching virtual job-shadowing videos have her search out the clips and online profiles closest to the occupation area she has targeted. Allow plenty of time for independent work and peer-mentoring/partner work so that each woman has the opportunity to explore her own job choices, and the Essential Skills most important to those choices. • The National Occupation Classification (NOC) is a tool that is used to classify occupations according to their Skill Type and Skill Level. A four-digit code, called the “NOC code”, identifies the occupation. Each digit of this code reflects an important trait of the occupation it represents. Become familiar with the NOC website and occupation classifications before the session begins, so that you can help participants find the information they need. It isn’t necessary for the participant to understand the classification system in detail. A very basic understanding of the skill type and skill level as it relates to her occupation interests can help her search out related opportunities that she might not have otherwise considered. If you use the NOC codes with the participants, keep the explanations simple, and relate them to the individual’s personal search and interests. • The first digit of the NOC code designates the Skill Type. Skill Type is based on the type of work performed, but also reflects the field of training or experience that is normally required for entry into the occupation. The second digit of the NOC code represents the Skill Level of an occupation. Each Skill Level is intended to reflect commonly accepted paths to employment in an occupation. The major groups, which are identified by the two-digit numbers reflecting Skill Type and Skill Level, are then broken down further into minor groups with three-digit numbers and unit groups with four-digit numbers or codes. Each digit of the NOC code helps to further specify an occupation. To give an idea of how the NOC codes work, the Skill Types and corresponding digits are shown below. Remember that Skill Type is shown through the first number of the code. - **SKILL TYPES** - 0 Management Occupations - 1 Business, Finance and Administration Occupations - 2 Natural and Applied Sciences and Related Occupations - 3 Health Occupations - 4 Occupations in Social Science, Education, Government Service and Religion - 5 Occupations in Art, Culture, Recreation and Sport - 6 Sales and Service Occupations - 7 Trades, Transport and Equipment Operators and Related Occupations - 8 Occupations Unique to Primary Industry - 9 Occupations Unique to Processing, Manufacturing and Utilities Here’s an example: NOC code 3414 includes workers who provide services and assistance to health care professionals and other health care staff. They are employed in hospitals, medical clinics, health care offices, nursing homes, optical retail stores and laboratories, pharmacies and medical pathology laboratories. A primary focus of the unit is to help each woman prepare to participate in an out-of-classroom activity that allows her to gain insight into the work choices she is making. In this “practicum”, the participants may choose to do volunteer work, carry out a conversational interview with someone working in her field of interest or participate in a job-shadowing experience. Help each participant to decide upon a course of action that will help her learn more about the job or occupation that she wants to pursue. She needs to gain a deeper insight into the practical application of the Essential Skills that make up the kind of work she is strongly considering. Would she like to talk to a woman who has pursued a similar career or training path? Would she like to watch a person who already works at the job or career, and then ask her advice? Would she like to volunteer her services in an area that is similar to the one she wants to pursue? Would she like to volunteer her services in an area that will help her gain the Essential Skills she will need? • View the unit’s activities as an opportunity for each participant to make plans. The actual implementation may happen at a later date, depending upon your timelines and how you set up the requirements. In the meantime, each participant can take steps to identify a person working within a field that corresponds to her interests, plan what to say, make contact, set a date, time and location time to meet, and figure out transportation. The level of support you will need to provide to assist the participant in setting up her volunteering, job shadowing or interview will vary from woman to woman, depending upon her confidence, literacy skills, and contacts/networks. Be ready to give the support required by each individual to ensure a positive learning experience. Provide the direction required by the individual so that she can complete the task successfully. • Be aware of the plans that the women are making – with whom, what job, what company or worksite, and full contact information. Know when and where each job shadowing, interview or volunteer opportunity will take place. Keep this information on file, whether your organisation is taking a large part in planning the community opportunity or the participant is setting it up independently. You might also encourage working with partners, so that two or more participants are job-shadowing, conducting interviews, or volunteering at the same location at the same time. In this sense, the activity is a field trip during class time. Also view the task as an opportunity for participants to practise other skills that will serve them well in their job search. For example, oral communication skills will come into play during an informational job interview, or when calling someone to set up the date and time. These are important practice situations for job search events and job interviews. Where needed, provide activities to help the women prepare. GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Point out that a large part of the unit’s activities are dependent upon computer use – encourage the women to ask for help from their peers or you if they get stuck. Ask those who are comfortable with computers to take time from their independent work to offer assistance and be a peer mentor. - Mention that by now, the women probably have a good idea of at least some of the jobs or career fields that they feel suit them, and they want to pursue further. In the remaining part of the course focus on gaining a deeper understanding of the Essential Skills involved in these occupational areas – you want them to leave the unit feeling confident that they know what Essential Skills are required for those jobs. It is also time for them to start thinking about what skills they need to learn or improve so they can carry out the duties in that job or occupation. In future units we will explore how or where the participant can get that skill training within their community. **Insights & Tips** “One participant suggested that we put the Essential Skills knowledge we had collected to practical use to create something concrete, so we spent time as a group on résumés. We surfed various websites for ideas, discussed different kinds of résumés, and then began to scratch down ideas/thoughts/words/Essential Skills. The results brought great joy for those women who had never done a résumé in Canada.” ~ Field-test facilitator • Mention that in keeping with the “Exploring My Community” theme of this unit, participants will also make plans to move out of the classroom and into the community to take a practical look at these jobs in action by talking to, or observing, someone who works in them. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **Getting Down to Work** **Activity 1: What I Learned About a Job** Present the “Getting Ready” activity. Ask each woman to share her observations about the worker she watched or informally “job-shadowed”: - What was the job? - What did it involve? Keep the conversation focused on skills and tasks, and make sure the activity does not become an informal “job evaluation” of the person and how she performed. Once the participant has shared her observations and reflections, ask the group to restate what they have heard in terms of Essential Skills. - What Essential Skill is most important to the job? - What other Essential Skills are secondary, but still required? Talk about other approaches to gain practical insight into specific jobs, and introduce the ways participants will be asked to learn more about the jobs they are personally interested in: - Carry out a conversation or conduct an informational job interview with someone who works in the field. - Set up and participate in a formal job shadowing experience. - Volunteer to do a job that requires similar skills (for example, with a charity or non-profit group). Emphasize that which opportunity to choose is up to the individual, and that she will also be taking responsibility for arranging the details with the support of group members and yourself. Give general information and answer general questions about what is involved – the logistics of how the activity fits into your program - but let participants know they’ll figure out the details as part of their ongoing activities. Talk a bit about the informational job interview. Ask participants to think of it as a conversation with a purpose – a chance to talk to someone who has first-hand knowledge about a specific job. Brainstorm a list of generic questions that would be useful to ask someone about his or her work. NOTE: Keep time parameters reasonable and respectful of the worker volunteering to help out. The tasks don’t need to take a lot of time! An informational interview might be ten minutes to a half hour. A half hour to an hour may be sufficient during job-shadowing to view firsthand the tasks and responsibilities of the job. The short time length may also be easier for the participant to handle as well. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to acquire skills and knowledge as a result of the observation of others. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use Activity 2, then please create an activity that allows the participant to explore job shadowing, interview or volunteer opportunities. Activity 2: Learning More about a Job Have participants further explore the job-shadowing, interview or volunteer opportunities by filling in Worksheet 39. From there, have each person (independently or in pairs/small groups) create a customized question list based on her specific occupation or job area choices. The individual might refer to the generic list the group created in Activity 1, revise it as required to suit her needs, and add new questions. Next have participants bounce ideas off each other about which opportunity they might like to pursue, offering each other suggestions, and contact/job site ideas. Then, have them take turns (in pairs or small groups) reading their customized questions aloud as if conducting an interview, or asking questions during a job Insights & Tips “We made a list of interview questions together and I helped individuals with specific career questions.” “One of the participants did an informational interview via email. The rest job-shadowed, or went to volunteer orientations, or did both.” ~ Field-test facilitators shadowing activity. Have peers offer presentation and oral communication suggestions. Finally, have participants create and practise an introductory statement, script, or set of actions that could be used at the start of their interview, job shadowing or volunteering. Here’s some “expert advice” you may wish to share with participants to give them ideas. **Insights & Tips** **The Information Interview** “You have arrived and are greeted by the individual at the front desk. When the interviewee comes out to meet you, introduce yourself. Thank your contact for his or her willingness to meet with you, and reemphasize that you are there to learn and gather information about his or her career field. Use an informal dialogue during the interview” ~ Informational Interviewing Tutorial QuintCareers Call participants back together into the large group. Ask for volunteers to role-play or act out the introductions they’ve created and practised. Talk together about what makes a good introduction, and devise some communication tips. Repeat the role-playing with a volunteer pair doing an informational job interview using their list of questions. Again, have the group provide feedback, and then design key interview tips. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her thinking, writing and document use skills. For more information check out the Essential Skills descriptions provided in Appendix 2. I’m interested in finding more out about this job or occupation: Choice #1 _______________________________________________________ Choice #2 _______________________________________________________ Here’s how I’d like to find out more about it: ☐ Interview a person who currently works in the job or occupation ☐ Job shadow or observe a person who works in the job or occupation ☐ Work as a volunteer doing a task that involves the same or similar skills as the job or occupation Here are questions I’d like to have answered about the job or occupation: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ 6. ____________________________________________________________ 7. ____________________________________________________________ 8. ____________________________________________________________ Activity 3: The Best Things about Me! Ask participants: - Do you, like many women, have trouble promoting yourself or communicating your skills? Challenge participants with this task: - Pat yourself on the back in words. Write a paragraph for your learning journal that describes the best things about you! Brag a little! Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her thinking and writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 4: Learning Still More about a Job Depending on computer availability and the skill levels and interests, have the participants explore virtual job shadowing links and sites. Rather than working independently, you could pair individuals looking for similar jobs, exploring similar career or occupation fields, or who share similar Essential Skills strengths and challenges. You could also pair up experienced computer users with inexperienced computer users. Assign participants the task of searching and viewing job shadowing video clips for three to five jobs that are similar to, or match, the jobs in which they have expressed an interest. For each of the jobs, have each participant record her observations and reflections on Worksheet 40. Also have the participant seek out a video clip from at least one job or career area that she hadn’t originally considered, but still one that suits her skill strengths and interests. Have her record her observations and reflections about this new opportunity, too. Follow up by handing out Worksheet 41. Have the group read the article, and then discuss possible job shadowing, interview, or volunteer situations in their community that they might like to explore further. - What would be involved? - What would they need to do to set up the opportunity? Draw out the steps that need to be taken, and help the group (or individuals) initiate the process by taking responsibility for one or more of the steps. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her thinking and writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “The women LOVED job-shadowing. One of them pursued employment out of it [at the regional Children’s Museum].” “The women in my group didn’t want to job shadow. They were new to Canada, and the idea of job shadowing seemed difficult for them. They were much more comfortable with Informational Interviews, so we planned those as a group.” ~ Field-test facilitators WORKSHEET 40 Learning Still More about a Job or Occupation Add pages if you need more room to write down your thoughts and observations or if you’ve done more than 4 virtual job-shadowing tours. 1. I took a “virtual job-shadowing” tour of this job: Here are my thoughts and observations: 2. I took a “virtual job-shadowing” tour of this job: Here are my thoughts and observations: 3. I took a “virtual job-shadowing” tour of this job: Here are my thoughts and observations: 4. I took a “virtual job-shadowing” tour of this job: Here are my thoughts and observations: Definition of Job-Shadowing "Job shadowing is a work experience option where students learn about a job by walking through the work day as a shadow to a competent worker. The job shadowing work experience is a temporary, unpaid exposure to the workplace in an occupational area of interest to the student. Students witness firsthand the work environment, employability and occupational skills in practice, the value of professional training and potential career options. Job shadowing is designed to increase career awareness, help model student behavior through examples and reinforce in the student the link between classroom learning and work requirements. Almost any workplace is a potential job shadowing site." ~ Paris, K., & Mason, S. (1995). *Planning and Implementing Youth Apprenticeship and Work-Based Learning*. Madison, WI: University of Wisconsin, Center on Education and Work. That's the premise behind job-shadowing – it’s an activity that enables a person to spend some time observing a professional on the job. If you know you want to change careers but are not sure what career is right for you, job-shadowing can give you a taste of what various careers are like. By experiencing a workplace first-hand, you can learn a great deal more about a career than you can through research in print publications and on the Internet. What exactly is job-shadowing and what does it entail? Job-shadowing is a close cousin of the informational job interview in which career-explorers or job-seekers conduct short interviews with people in their prospective professions to learn more about those fields. Many of the same rules apply to job-shadowing as apply to informational interviewing, from preparing for the experience, to scheduling it, getting the most out of it, and following up on it. --- 25 Adapted from: *Research Companies and Careers Through Job Shadowing* Katharine Hansen, Ph.D. Retrieved from http://www.quintcareers.com/job_shadowing.html February 2009. During your job-shadow experience, you follow the professional you're shadowing through his or her work day. You observe the rigours of the job, the company culture, and ask lots of questions. **Setting up a Job-Shadowing Experience** 1. **Whom should you shadow?** Ideally, someone who is in the type of job that you think you would like to have or one you aspire to in the not-too-distant future. 2. **Once you've located someone to shadow,** write a letter or send an e-mail, allowing several weeks' lead time in advance of when you'd like to do the shadowing. Follow up with a phone call about a week later to pin down a date. Be prepared to be very flexible. The worker you're shadowing is probably busy and going out of his or her way to accommodate you for the period of time you're asking for. While the idea is for the worker to go about business as usual while you observe, it's obvious that he or she may feel a bit restricted by your watchful eyes, so he or she is doing you a big favor. 3. **Research workplaces where you plan to shadow.** While your best research will come from the actual shadowing, find out enough about the workplace so that you won't seem ignorant to the person you're shadowing. **Getting the Most out of the Job-Shadowing Experience** - Dress as you would for a job interview with the company or at least at the level of dress others in the company wear. - Arrive on time and be polite, courteous, and enthusiastic. Show the person you're shadowing how much you appreciate the time and opportunity to learn. - Don't be afraid to ask questions, but don't bombard the worker with so many questions that he or she can't get any work done. Any question that can be asked in an informational interview can be asked while job-shadowing. Take a notepad or even a small tape-recorder to record observations and answers to your questions. While your aim is to observe a typical work day, be open to unexpected opportunities such as attending a trade show or meeting of a professional organization. Be open to meeting as many people as possible during the experience. If you'd especially like to meet people in certain job functions, be sure to ask if your professional will introduce you. Observe everything! Note what technology is used in the job. Identify the must-have tools without which your worker can't function. Observe the surroundings. Notice how people dress and how casual or formal the atmosphere is. Notice the communication channels in the workplace. Is most communication done by e-mail? Do co-workers frequently communicate with your worker by dropping by his or her workspace? Is communication primarily phone oriented? Be aware of the worker's and the organization's needs as you're shadowing, and do your best not to interfere with the normal workflow. After the Job-Shadowing Experience 1. Be sure to write a thank-you note to the person you shadowed. Remember, he or she made a significant time and energy investment in you, and it's just common courtesy to say thank you. 2. You will certainly want to reflect on the shadowing experience, and you may want to do so in a guided or formal way. SUGGESTED FOLLOW-UP ACTIVITIES Activity 5 and Activity 6 are suggested as follow-up activities. If you choose not to use Activity 6, then please create an activity that allows the participant to explore job shadowing, interview or volunteer opportunities. Activity 5 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 5: Exploring the Essential Skills Website Assign participants the task of independently, or with partners, exploring the HRSDC Essential Skills website in more depth than past sessions. Focus on the occupational profiles for the career areas that they have identified based on their skills, needs and interests. For each of their personally “top-rated” job choices, have participants identify the occupational profiles mostly matched to it, the NOC code, and the Essential Skills. Record the information on Worksheet 42. Participants might also look up the occupational profiles, corresponding NOC codes, and the Essential Skills for the jobs they explored through virtual job shadowing. See Worksheet 40. You may wish to offer a very simple explanation of the NOC codes, looking primarily at the first two numbers and how these relate to the Skill Type and Skill Level. Have participants identify other occupational profiles requiring skills similar to those they’ve already identified by typing the first two numbers of the NOC codes in the related search field. Finally, have participants compare, even if only in a basic or introductory way, the Essential Skills required for the occupations they’ve listed on their worksheet with their personal Essential Skills strengths as discovered in past activities. - Which occupations match the individual’s Essential Skill set most closely? - Which Essential Skill areas must she improve in order to be able to work successfully in the occupation? **Insights & Tips** We devised questions for those things we wanted to learn through the job shadowing or informational interview, and put the responses on a flipchart: - What training do you have? - What are your main duties? - Do you need a license or certificate? - Are you full or part time? - How many people do you work with? - How did you get this job? - Do you have advice for me? - Do you work alone or as part of a team? - What are your hours? Overtime? Weekends? Evenings? - What things do you like about this job? - What are your least favourite parts of this job? - What regulations do you work under? - How many vacation days do you get? - Do you travel with this job? - Is there room for job mobility? ~ Field-test facilitator WORKSHEET 42 Exploring the Essential Skills Website You will need to use a computer connected to the Internet for this activity. Photocopy the worksheet so you can fill in one copy for each occupation or job you research. | I researched this occupational profile: | The NOC code is: | |----------------------------------------|-----------------| | | | The most important Essential Skills for this occupation include: Some ways the occupation would require me to use these Essential Skills: Looking at my own Essential Skill strengths, what I still need to improve to do the job: Activity 6: How I Will Get More Information Hand out Worksheet 43, a checklist to guide the participant through the tasks required for setting up and completing her job shadowing, informational job interview, or volunteer activity. Have the participant self-monitor her progress and self-direct her plans by checking off what she has accomplished and using the worksheet to plan her next steps. Ask the participant to put the checklist in her portfolio. She will be able to use it, during future units, as a check in that she is taking the necessary steps towards her goals. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her thinking and writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 43 How I will get more information I’ve decided to participate in this activity: ☐ Job-shadow ☐ Interview a worker ☐ Volunteer Here’s how I’m feeling about the activity: ☐ I need help finding a worksite and a contact person. I will talk to my teacher and peers to help me. ☐ I’m confident I can find a worksite and a contact person, and will make my own plans. I’ve taken these steps: ☐ I’ve identified the job or occupation I want to learn more about through this activity. ☐ I’ve reviewed my plans with my teacher and am keeping her informed about whom I contact, when we are meeting and where, and how to get in touch with the worker and site. ☐ I’ve contacted a worker or workplace, or a volunteer organization, and explained what I want to do. ☐ They’ve agreed to help me, and we’ve set up a time and date. ☐ I know the worksite or place where I’m going. ☐ I’ve researched the job and worksite, and know what things I want to learn. I know if I have to bring something with me, or wear something special, like safety boots. ☐ I’ve completed the activity. I’ve followed up by thanking the worker, worksite, or volunteer organization. ☐ I’ve thought about how the experience has affected my future plans, and have modified my plans accordingly. WRAP UP (Final 30 minutes of the day) • Gather oral feedback. Bring participants back together in the circle formation. Are they leaving with a better understanding of the skills needed by the jobs in which they are interested? Do individuals have any questions about the practical assignment – making plans to job shadow, volunteer or interview a worker? • Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. • Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s session. • If you organized a guest speaker, talk about who is coming, and how her presentation ties into the next unit. Ask if there is something in particular participants would like to hear about from the speaker. Divide up any tasks associated with the visit – introducing the speaker, thanking her, etc. • If you’ve organized an off-site trip, review plans and be sure everyone is aware of where and when to meet, or other details, such as transportation. • Read aloud the “Getting Ready” activity to do before the start of next unit (see below). • Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: Pick one of the following: - If you were to run your own shop, what would you sell? If it is something you make, bring a sample of it to show. - If you were to run your own business, what service would you provide? If it is something you do, come ready to give the group a quick demo. If there is something you can show us, bring that along. - If you could be hired in a job traditionally held by men, what would the job be? CLOSING WORDS “I am a vibrant peaceful individual and I deserve the great new job I have, a job very suitable for my personality. Age is no longer my cage…” ~ Spotlight on Change Participant IS ENTREPRENEURSHIP OR A NON-TRADITIONAL CAREER FOR ME? “Having time for discussion was invaluable and I think one of the reasons that this course was so effective was that the women were given a lot of time to discuss things, and to write and think about their lives – also the positive feedback they received from each other throughout the exercises was invaluable. The participants really felt this course was designed for them (women 40 years and older).” ~ Spotlight on Change Facilitator UNIT OUTCOME The participant explores job alternatives such as entrepreneurship and non-traditional careers for women, and decides if these areas of employment suit her interests, strengths and needs. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Oral Communication - Continuous Learning - Computer Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - Do you have an “entrepreneurial spirit”? Maybe you set up a successful lemonade stand as a child, or earned extra money at school by offering a tutoring or a dog-walking service, or raised a hefty sum for your favourite charity through making and selling batik scarves or... - Think of an event from your life that demonstrates your entrepreneurial spirit. If you’re not entrepreneurial, how do you know that? --- **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. Pick one of the following: - If you were to run your own shop, what would you sell? If it is something you make, bring a sample of it to show. - If you were to run your own business, what service would you provide? If it is something you do, come ready to give the group a quick demo. If there is something you can show us, bring that along. - If you could be hired in a job traditionally held by men, what would the job be? REACHING OUT – SUPPLEMENTARY RESOURCES Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. - **Canada Council on Learning** ~ http://ccl-cca.ca. This website offers an abundance of relevant information, including profiles, success stories, learning reports and statistics. Click on “Lessons in Learning” and search for a fact sheet, *Reports and Data, Apprenticeship Training in Canada*, to learn why the skilled trades offer women good opportunities for employment in Canada, particularly in respect to Canada’s aging population, and the related labour shortage as older workers retire. - **Campus Starter. Your Source for Apprenticeship Information in Canada** ~ www.apprenticeshipprogramsincanada.com. From the University of Alberta, a great site for those participants who wish to research and pursue apprenticeship programs in Canada, providing a range of information from trades and apprenticeship programs, to tips for evaluating them, to scholarship and funding info. - **A Commitment to Training and Employment for Women** ~ www.actew.org. An Ontario-based organization, ACTEW is a network of agencies providing community-based employment and training services for women. A lot of the information is relevant to women across Canada. - **Women’s Enterprise Centre** ~ www.womensenterprise.ca. A British Columbia based website, it offers a variety of information, links and articles on entrepreneurialism, ranging from success stories to a multi-media gallery. The profiles, success stories, and other information are useful to women across Canada. MAKING IT WORK – FACILITATION SUGGESTIONS • What is a non-traditional job for woman? A common definition of a non-traditional job for woman is one where less than 25% of those working at it are women. • Demographics make the skilled trades an area of high job demand, and offer good opportunities and prospects for women interested in finding work, or training, in a trade. Canada Council on Learning tells us “the skilled trades workforce is aging more rapidly than the overall workforce. Among many of the skilled trades (with the exception of electricians) the proportion of workers aged 55 or over is greater than in the overall workforce. The average age is also higher and the number of young workers available to replace retiring older workers is lower than in the overall workforce.” • Although participants will have completed interest and skill inventories during the first module, we’ve included quizzes and questionnaires in this unit to help them consider whether non-traditional occupations or self-employment may suit them. Some participants may choose to explore these job alternatives further as a result of this unit, and modify or reshape their plans, for example, following a new job shadowing opportunity. Accommodate these new or revised plans, and encourage participants to explore the related occupational profiles on the HRDSC Literacy and Essential Skills website. • Be aware of opportunities for training for skilled trades and non-traditional jobs for women in your community, such as apprenticeship programs and/or funding sources. These opportunities may be specific to your province, territory, and geographical region – conduct your own research and support participants in their search as they identify opportunities of interest to them. What is Apprenticeship? Apprenticeship is an agreement between an individual who wants to learn a skill and an employer who needs a skilled worker. It is a combination of in-school training and on-the-job experience. An apprenticeship can last 2-5 years, depending on the program. As an apprentice, about 90% of your time is spent learning practical skills on the job, while supervised by a qualified journeyperson. The rest is spent learning theoretical and technical aspects of your trade. Over time, the apprenticeship system of training has proven to be one of the world’s most successful ways to learn. ~ Source: Conestoga Connect Life and Learning. Pre-Apprenticeship Carpentry Program for Women Entrepreneurship and self-employment is another job alternative for women and one with its own required skill set. For those women who would like to explore a self-employment or a business idea further, point them in the direction of small business experts, women mentors, organizations and training opportunities in the community to help them build their plans on a solid and well-informed base. GUEST SPEAKERS AND FIELD TRIPS Women & Job Alternatives – Role Models In this unit, more than any other, it is important that you organize (or support the participants as they organize) guest speakers and field trips that provide role models of women who have successfully entered non-traditional occupations, and women who are entrepreneurs successfully running their own businesses. If possible, have this activity spread over several sessions, perhaps a week, rather than make it a onetime event. In other words, have more than one woman visit – show a range of job alternatives in which women are working – and a range of women who are willing to talk about their jobs and experiences. Allow plenty of time and opportunity for interaction and questions. If possible, encourage demonstrations of tasks and/or specialized equipment, being sure to follow all safety requirements, and provide a safe environment. Encourage each guest speaker to talk about the job itself, and also the career path she took to reach her employment goals – how she got to where she is today. Ask her to talk about her experiences, and wherever possible, visually demonstrate aspects of the job, related tasks, or bring and show related tools, required dress such as helmet and safety boots, and/or what it is she builds or sells. Facilitate and encourage interaction – an exchange of questions and answers. Build confidence – “if this woman can do it, so can I.” Also help participants search out and read profiles of successful women who have chosen self-employment or non-traditional careers. Watch your local newspaper for success stories. Having guest speakers come to the classroom is one option – the other is visiting women experts in their places of work in the community. Arrange to visit a worksite where women work at non-traditional jobs, or a tour of a business a woman has set up and runs herself. Still another option is to visit a college or school setting where women are enrolled in a skilled trades course, and have participants watch and ask questions of the women. Any opportunity for participants to actually try an element of the specific occupation – perhaps a hands-on activity taught and led by the skill trade instructor – would give them a clearer understanding of the occupation, and its suitability for them. GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. • Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous session now that they’ve had the time to think more about it. • Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. • Guest speaker – review who is coming, and how she relates to the session. Ask participants what they’d like to learn from the guest speaker – what questions do they want to ask? What topics do they want to make sure are covered? Make a list and post it as a reminder. Ask for a volunteer to thank the speaker at the end of the session. • Accommodate personal goals/needs and facilitate independent work. Check in briefly with individuals about what they’d like to work toward or accomplish during the session. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **GETTING DOWN TO WORK** **Activity 1: Is Self-Employment or A Non-Traditional Job for Me?** Present the “Getting Ready” activity. Ask each woman to tell the group which option she chose and to give details of her choice. Use the presentation as a springboard to discuss job alternatives for women, and to introduce general concepts surrounding being an entrepreneur or working in a non-traditional occupation. • What skills and characteristics does the group think a woman might need to be self-employed? Make a skill list and post. Facilitate the same kind of discussion and list around non-traditional occupations for women, building the conversation from the jobs that come up during the “Getting Ready” activity. Next ask the women to reflect upon their personal skills and characteristics as compared to the lists. • Do participants think that entrepreneurship or a non-traditional job might suit them? Emphasize that individuals have gained more related skills in these areas than they may think – that skills are transferable – that while many non-traditional jobs require specific skills, these skills can be gained in a variety of ways. Hand out Worksheet 44, and ask participants to complete it. Bring the group back together to discuss answers. What skills or activities have group members checked off? Brainstorm how each skill or activity can be transferred to a non-traditional job. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills, her ability to think critically about her choices and her ability to acquire skills and knowledge as a result of the observation of others. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 44 Are Your Skills Transferable to a Non-traditional Job? Check which skills or activities you have done in the past. While many non-traditional jobs require specific skills, these skills can be gained in a wide variety of ways. The following survey\(^{26}\) will assess if your skills are transferable to non-traditional jobs. Have You... - [ ] Worked in a non-traditional job before as a paid worker, volunteer, or as a hobby. - [ ] Received a high school diploma or a GED. - [ ] Obtained your driver's licence. - [ ] Traveled and enjoyed going from place to place. - [ ] Used hand or power tools. - [ ] Worked on your car or someone else's car. - [ ] Done handiwork such as knitting, embroidery, or other crafts. - [ ] Followed a pattern in sewing. - [ ] Regularly participated in a sport or worked-out. - [ ] Planted and maintained a successful garden. - [ ] Fixed a broken television, radio, or computer. - [ ] Used a manual to determine what was wrong with an appliance. - [ ] Entered/completed a trade school program for a vocational skill. - [ ] Driven/fixed farm machinery or a school bus. \(^{26}\) Taken from: http://www.iseek.org/sv/10109.jsp. Used with permission. Built or repaired items in your home or apartment (built a bookcase or fixed a leaky faucet). Followed a recipe. Worked independently, with little supervision. Served in the military. Worked outdoors for long periods of time. Assembled a child's toy or furniture. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use Activity 2, then please create an activity that allows the participant to explore non-traditional occupations or starting her own business. **Activity 2: Self-Assessment** Hand out **Worksheet 45** and **Worksheet 46**. Both are self-assessment questionnaires to help the women think about whether being an entrepreneur, or pursuing a non-traditional occupation for women, interests them. Here are two options for delivery: - **Work through the questionnaires together** as a group, reading the questions aloud and having the individual check off the answer that best describes her. Doing the questionnaires in this manner allows you to continue the discussion and presentation of the key elements – skills and characteristics – required by these jobs. - **Pair the women**, and have them work through the questionnaires together, reaching their own answers, but discussing their thoughts about each question, using examples from their own lives to illustrate their answers. Have the women add up and analyze their questionnaire results. What do the results tell them about themselves? Do they agree? Do the results open up new possibilities that they would like to explore further? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her choices and her ability to use documents, such as the checklists. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “My entrepreneur quiz score was high, and I was taken aback by the results. Was I ever an entrepreneur and did not know I was, because I was held back to show my skills [in that area] when I was worried more about family and paying the rent and putting food on the table? Or was I just not able to see who I could have been?” ~ Field-test participant WORKSHEET 45 Does a Non-traditional Job Interest You? For each question check the answer that best describes you. When you are finished, add up your score. | Do you like to: | A Yes | B I'd be willing to | C No | |-----------------|-------|---------------------|------| | 1. Work with your hands? | | | | | 2. Make repairs around the house? | | | | | 3. Fix outlets, radios, or stereos? | | | | | 4. Work outdoors? | | | | | 5. Drive cars, vans or farm equipment? | | | | | 6. See concrete results from your work? | | | | | 7. Solve technical problems or puzzles? | | | | | 8. Work from a pattern, blueprint, or diagram to construct or make things? | | | | | 9. Paint, wallpaper, or fill holes in the walls? | | | | Total number of each letter Multiply each total by the number shown. X 3 = X 2 = X 1 = __________________________ 27 Adapted from: http://www.iseek.org/sv/10108.jsp. Now, add your numbers together. Here’s an example: | Total number of each letter | 2 | 3 | 4 | |----------------------------|---|---|---| | Now multiply each total by the number shown. | x 3 = 6 | x 2 = 6 | x 1 = 4 | | Total score | 16 | In this example the score is 16 of a possible score of 27. The higher your score, the more likely you’d be interested in a non-traditional job or you have an attitude that says you’re willing to try it. Enter your score here: MY SCORE IS __________ out of 27. The following list of personal characteristics is designed to help you self-assess or determine if you have what it requires to become a successful entrepreneur. Analyze yourself carefully and honestly as you answer each question. There are no right or wrong answers in this checklist. | Am I an Entrepreneur? | YES | NO | |-----------------------|-----|----| | 1. Do I really have the desire to be my own boss rather than work for someone else? | | | | 2. Am I a self-starter? | | | | 3. Do I have management skills (managing finances, employees, and other aspects of the business)? | | | | 4. Do I have experience in the type of business I am interested in owning and operating? | | | | 5. Can I accept the responsibility of seeing things through to the end? | | | | 6. Am I a well-organized person? | | | | 7. Do I have the desire to lead and direct others? | | | | 8. Can I make decisions quickly if I have to? | | | | 9. Do I have good health and the high level of energy necessary to be an entrepreneur? | | | | 10. Do I have the financial resources, as well as future credit resources I need to begin? | | | | 11. Can I sustain my business through the early, formative years? | | | --- 28 Adapted from www.iseek.org/sv/10109.jsp. Original Source: Based upon Sandra Winston, *The Entrepreneurial Woman* (New York: Newsweek Books, 1979), Pickle, H.B. & Abrahamson, R.L., *Small Business Management* (5th Edition, 1990). | Am I an Entrepreneur? | YES | NO | |--------------------------------------------------------------------------------------|-----|----| | 12. Can people (customers and employees) trust what I say? | | | | 13. Do I have the need to set and achieve difficult goals and move on to other challenges? | | | | 14. Do I have the desire to be innovative and creative? | | | | 15. Do I prefer having a plan of action (business plan) before I begin an activity? | | | | 16. Is my partner and/or family supportive of my plan? | | | | 17. Am I on time for appointments? | | | | 18. Am I willing to work the long hours it takes to be an entrepreneur? | | | | 19. Do I have the desire to stick with the business even in troubled times? | | | | 20. Am I willing to do all the tasks necessary for the successful operation of the business? | | | | 21. Even though it’s scary to try something new, am I the kind who tries it? | | | | 22. If I want something, do I ask for it rather than wait for someone to notice and just give it to me? | | | | 23. Even though people tell me it can’t be done, do I have to find out for myself? | | | | 24. I want to be financially independent. | | | | 25. I’ll speak up for an unpopular cause if I believe in it. | | | | 26. Can I take risks with money, that is, invest, and not know the outcome? | | | | 27. Have I taken a risk in the last 6 months? | | | | 28. Do I like trying new food, new places, and totally new experiences? | | | | Am I an Entrepreneur? | YES | NO | |----------------------|-----|----| | 29. Can I walk up to a total stranger and strike up a conversation? | | | | 30. Have I ever intentionally travelled on an unfamiliar route? | | | Add up the number of times you answered “Yes.” Add up the number of times you answered “No.” Think about your answers… - If most of your answers are “Yes”, you probably have what it takes to become an entrepreneur. - If you answered “No” to about half of the questions, you may need assistance to reinforce the areas where you are weak. - If the majority of your answers are “No”, then entrepreneurship is likely not for you. Do you think you have the personal characteristics to be an entrepreneur? Write a few thoughts here about why or why not: Activity 3: Common Myths & Misconceptions about Non-Traditional Jobs for Women Hand out Worksheet 47. Work through the first statement with the whole group and then have them work in small groups or in pairs to discuss and jot down their thoughts. Do they agree with the statement? What have they seen, heard or experienced to back up their thoughts? After participants have had adequate time to discuss all of the statements, bring them back into the larger group. Hand out Worksheet 48. Discuss each statement together, and then read aloud the “Reality” below it. Ask participants: How do their experiences and perceptions compare to the “reality”? Point out that there is a labour shortage in the skilled trades in Canada, and that there is a growing rise of women in non-traditional fields. Ask the women to consider the benefits of non-traditional jobs for the women and the challenges. Make a list of both based on the discussion. Finally, hand out Worksheet 49. Are there benefits/challenges on the worksheet they hadn’t considered? Do they think the benefits outweigh the challenges? Or vice versa? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her choices and her ability to use documents, such as the checklists. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 47 Common Myths and Misconceptions: What do you think? Read each statement and then decide if you agree with it. Why do you agree with it? If you don’t agree, why? Statement #1: Blue-collar work or heavy, physical labour is non-traditional for women. Historically, women haven’t done these jobs. Agree □ Disagree □ Statement #2: Women are not strong enough to do heavy labour. Agree □ Disagree □ Statement #3: Non-traditional jobs are too dirty, noisy and dangerous for women. Agree □ Disagree □ Statement #4: Women do not have the mechanical or mathematical aptitude for skilled trade work. Agree □ Disagree □ Statement #5: Women won't like trade work. Agree □ Disagree □ Statement #6: Women on a job site make it difficult for men to concentrate; they are too distracting. Agree □ Disagree □ Statement #7: Women will lose their femininity if they work in a trade. Agree □ Disagree □ Statement #8: Certain jobs are "men's work" and other jobs are "women's work." Agree □ Disagree □ WORKSHEET 48 Common Myths and Misconceptions: Reality Check Statement #1: Blue-collar work or heavy, physical labour is non-traditional for women. Historically, women haven’t done these jobs. Reality: Many jobs now thought to be non-traditional for women have been performed by women in the past. Throughout history, women have done heavy labour on the farm and in the fields alongside men, and during World War II, over 6 million women entered the labour force to build ships, airplanes and factory goods. Statement #2: Women are not strong enough to do heavy labour. Reality: The strength requirements for non-traditional jobs are often exaggerated. Many non-traditional jobs are less physically demanding than housework, and many traditional women’s jobs, such as nursing and waitressing, are just as physically demanding as some non-traditional jobs. In addition, mechanization continues to decrease the level of physical demand of many jobs. Finally, while the average man is stronger than the average woman, some women are stronger than some men. Women have excellent lower-body strength and with training can develop strong upper-body muscles as well. Statement #3: Non-traditional jobs are too dirty, noisy and dangerous for women. Reality: Non-traditional jobs are often dirty and sometimes dangerous. However, both men and women must weigh the hazards with the benefits of taking certain jobs. In addition, many traditionally female jobs, like mothering and nursing, are dirty and messy, and some also have health hazards, such as computer terminal radiation and carpal tunnel syndrome. Many women do not mind getting dirty when they are paid a good wage, and with proper safety instruction, all workers can minimize the danger they experience on the job. Statement #4: Women do not have the mechanical or mathematical aptitude for skilled trade work. Reality: There is no difference in women’s and men’s innate skills and potential to justify existing occupational segregation. A study conducted by the Johnson O’Conner Research Foundation Human Engineering Laboratory found no --- 29 These statements have been adapted from: *Non-Traditional Jobs for Women, Common Myths and Misconceptions*, Retrieved from [http://www.iseek.org/sv/10126.jsp](http://www.iseek.org/sv/10126.jsp) February 2009. difference attributable to gender in 14 of 22 aptitude tests given to men and women. In the eight remaining tests, women excelled in six tests and men scored higher in two. **Statement #5: Women won’t like trade work.** **Reality:** Many women enjoy working with their hands and outdoors. They take great pride in knowing that they have helped to build or create something. As a result, researchers have found that most tradeswomen have a high degree of job satisfaction. **Statement #6: Women on a job site make it difficult for men to concentrate; they are too distracting.** **Reality:** It will be different, at first, to have a woman on a work site if an employer has never hired one before. Employers can ensure workers' productivity by telling employees that a qualified woman has been hired and that harassment will not be tolerated. While sexual harassment can happen in any work environment, it can be particularly harsh for women working in non-traditional occupations. The problem that must be stopped is the harassing behaviour, not women's entrance into the workplace. **Statement #7: Women will lose their femininity if they work in a trade.** **Reality:** Women can encounter offensive language anywhere, not just on the job site. While women need to be physically prepared for non-traditional jobs, there is nothing unfeminine about being physically fit. Finally, many women find that earning the good wages that non-traditional jobs pay enables them to buy the things that make them feel feminine. **Statement #8: Certain jobs are "men's work" and other jobs are "women's work."** **Reality:** Attitudes about which jobs are appropriate for men and which ones are appropriate for women are the result of tradition and socialization. The vast majority of job requirements are unrelated to gender. **What are your thoughts?** There are many misconceptions about women working in non-traditional jobs. It is important to recognize the significant benefits and potential challenges. What do you think? Do the benefits of a non-traditional job or occupation outweigh the challenges for you? Read and reflect upon the following chart, and then write down your thoughts in your learning journal. | Benefits | Challenges | |---------------------------------|-----------------------------------------------------------------------------| | High wages | Hazardous workplaces, requiring safety protocols, special equipment and protective clothing | | Good benefits | Discrimination and/or harassment | | Variety and mobility | Sense of isolation if one of few women at workplace | | Casual dress | Non-supportive family and friends | | Outdoor work | Transportation and childcare | | Job satisfaction | Weather, heat, cold, dust, dirt, noise in some workplaces | | Opportunities to learn while you earn | Physical requirements | | Career ladders | Shift work | | Enhanced quality of life | Seasonal layoffs | | New skills that can be used in many jobs. | Work and skills you need might be unfamiliar | 30 Adapted from Non-Traditional Jobs for Women, Common Myths and Misconceptions. Retrieved from www.iseek.org/sv/10126.jsp. February 2009. Activity 4: A Closer Look at Non-Traditional Jobs Hand out Worksheet 50. Explain that the worksheet outlines jobs that are considered to be non-traditional for women – where less than 25% of those who work at it are female. Ask the participants to work independently or in pairs to identify from the worksheets: - At least one job that they do not know what it is, or are totally unfamiliar with it. - At least one job that they have a fairly good idea about what it involves, and definitely would be interested in pursuing. - At least one job from each of the categories that they are curious about and want to learn more. For each job they choose, have participants research online and then describe the job in a short paragraph or in point form. They’ll need enough information so that they can describe the job to a partner or the group as a whole. Depending upon the skill level of the participants, guide the online search. Encourage participants to use the HRSDC occupational profiles, and/or other relevant websites, such as those they surfed for job shadowing video clips. As well as the basic job description, have participants list the Essential Skills required by the job or a related occupation. Ask them to share what they’ve found out with a partner, or present the information about one of the jobs or occupations to the larger group. Insights & Tips “We went on the computer, found the NOC codes and listed the skills that are needed or a description.” ~ Field-test facilitator ALTERNATIVE ACTIVITY Have participants create job or occupation “chains”. For example, make a visual graph linking jobs or occupations that are not on the worksheet lists, but that are related to a job or flow from one that is on it. Here’s an example: Gardener → Landscaper → Groundskeeper → Nursery Worker → Florist → Herbalist → Organic Chef → LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her choices and her writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 50 What are Non-Traditional Jobs for Women? This worksheet lists jobs that are considered to be non-traditional for women. That means that less than 25% of those who work at it are female. The jobs have been divided into the following five categories: 1. Skilled Trades/Apprenticeships 2. Technical Jobs 3. Service Jobs 4. Public Service Jobs 5. Professional Jobs From the tables on the following pages, identify: - At least one job that you know nothing about – you don’t know what it is or you’ve never heard of it. - At least one job where you have a fairly good idea about what it involves, and you would definitely be interested in pursuing. - At least one job from each of the five categories (therefore five more jobs in total) that you are curious about and want to learn more. --- 31 Adapted from Non-Traditional Jobs for Women, Common Myths and Misconceptions. Retrieved from www.iseek.org/sv/10126.jsp. February 2009. Table 1: Skilled trades/apprenticeships - Boiler Maker - Bricklayer - Building Inspector - Bulldozer Operator - Carpenter - Carpet Layer - Cement Mason - Drywall Finisher - Electrician - Elevator Constructor - Glazier - House Painter - Insulation Worker - Ironworker - Lathe Operator - Locksmith - Meat Cutter - Metal Fabricator - Millwright - Painter - Paperhanger - Pipefitter - Plasterer - Plumber - Printer - Roofer - Sheetmetal Worker - Stonemason - Tile Layer - Weatherproofing - Welder Table 2: Technical Jobs - Air-Conditioning Mechanic - Air Traffic Controller - Airline Mechanic - Airline Pilot - Appliance Repairer - Audio Engineer (TV and Radio) - Automobile Mechanic - Business Machine Repairer - Computer Repairer - Diesel Mechanic - Drafter - Electric Sign Repairer - Electronic Technician - Film Set Designer - Film Soundperson - Forestry Technician - Gem Setter - Grip - Ground Radio Operator - Motion Picture Projectionist - Motorcycle Mechanic - Operating Room Technician - Press Photographer - Radio Repair Technician - Rigger - Telephone Installer - Television Lighting Director - Television Repairer - Television Set Designer - Watch Repairer Table 3: Service Jobs - Bellhop - Exterminator - Furniture Mover - Gardener - Milk person - Organ Tuner/Repairer - Service Station Attendant - Truck Driver (Local Delivery and Long-Haul) - Tailor - Taxi Driver - Theatre Manager - Tow Truck Operator - Train Conductor Table 4: Public Service Jobs - Ambulance Driver - Detective - Firefighter - Guard - Police Officer Table 5: Professional Jobs - Agricultural Engineer - Announcer - Archeologist - Architect - Astronomer - Banking Officer - Biologist - Chemist - Chiropractor - City Manager - Dentist - Diplomat - Engineer - Environmental Specialist - Film Director - Food Scientist - Foreign Service Officer - Funeral Director - Geographer - Geologist - Hospital Administrator - Industrial Chemist - Judge - Lawyer - Marketing Researcher - Mathematician - Meteorologist - Oceanographer - Physician - Physicist - Podiatrist - Political Scientist - Politician - Rehabilitation Counsellor - Religious Leader - Sportswriter - Supermarket Manager - Surveyor - Television Director SUGGESTED FOLLOW-UP ACTIVITIES Activity 5, Activity 6 and Activity 7 are suggested as follow-up activities. If you choose not to use these activities, then please create activities that allow the participant to find and use information about women who have been successful entrepreneurs, and also to think critically about her own pursuit of non-traditional employment. Activity 7 has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 5: Success Stories Provide positive women role models through presenting and sharing success stories. Give participants the task of searching out profiles and articles found in print form (such as in the local newspaper), or online through website blogs, articles, newspapers, video clips and audio podcasts. Use the success stories to help the participants build confidence in their own possibilities and potential – but also as an activity to chart career paths. Ask: - How did the role models get to where they are today? - What steps did they take? - Is there something that the role model did to realize her success that the participant may emulate? Distribute Worksheet 51. Have participants read independently the story of entrepreneur, Dianne Smith, and her journey to owning and operating a business. Also hand out Worksheet 52, Dianne’s Steps to Success. Participants may supplement the print article by viewing Dianne’s story as a video clip on the HRDSC site, along with other success stories. Have participants envision their own employment success story. What would they like to be doing or have accomplished in their future? Say, one, two or five years down the road? Ask participants to write about it – to create their own future story or profile as a success story reported in the newspaper or featured online. What job or occupation would they like to be doing? What steps would they have taken to get there? What challenges would they overcome? Use Dianne’s story as a model for how to write a profile, and include quotes and other background information. You might also assign the questions as a learning journal entry. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her choices and her ability to use documents, such as the checklists. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “We read the profile together. Then with partners, participants discussed the personal characteristics that Dianne Smith demonstrated. We gathered together as a group, and created a master list.” - Courage to do - Perseverance - Energy - Discipline - Drive/desire/ambition - Commitment - Intelligence - Hope - Vision - Role model - Caring - Independence - Wisdom “Dianne’s story had a huge impact on the participants. They felt inspired by her.” ~ Field-test facilitator Read the story about Dianne Smith, and her journey to operating her own business. You can also watch a video clip of Dianne at the HRSDC website: http://www.hrsdc.gc.ca/eng/corporate/success_stories/literacy/2008/dianne0425.shtml. We’ve included the text from the video at the end of this handout. You can learn more about Dianne and other learner leaders by going to: http://www.literacy.ca/themes/mcl/learners/index.html. As you read about Dianne, think about the steps she had to take to reach her goal. How did she “work smarter” rather than “work harder”? Charlottetown, Prince Edward Island—Dianne Smith is a flourishing entrepreneur who worked her way up the ladder of success, one step at a time. The first step started with an important conversation that she had with a volunteer literacy worker while working at a farmers’ market. Dianne learned about a local literacy skills upgrading program, funded by Human Resources and Social Development Canada’s Office of Literacy and Essential Skills and delivered by the Prince Edward Island Literacy Alliance. She says that, had she not followed the advice that the volunteer tutor gave her years ago, she would not be enjoying the standard of living that she has now. Prior to enrolling in the literacy program, Dianne had been holding down three jobs to support her family. She had been doing manual work and was getting older. She knew that she could not keep up that pace. Dianne realized that she had to start “working smarter, rather than working harder,” as she puts it. Dianne’s efforts at school finally paid off. She obtained her Grade 12 certificate on the eve of her 50th birthday; this gift to herself meant a more positive future and a secure retirement. Improving her literacy levels has also opened new doors for Dianne. It has enhanced her self-esteem and helped her to establish her own licensed community care facility in Charlottetown, Prince Edward Island. Dianne is happy that her children followed her example and also pursued their education. Their successes constantly remind Dianne of how important her efforts were, not only for herself, but for them. All of her children are gainfully employed and successful in their careers. Now, as a board member of the Prince Edward Island Literacy Alliance, Dianne is involved in a number of volunteer activities. She often gets the opportunity to speak to government officials about the literacy challenges that adults face in her community. “I am so glad that I had the courage to take a risk and trust that things would work out for me. I am no longer doing menial tasks and being poorly paid,” says Dianne. “I have never been happier.” Here is text from the video: **Dianne:** I’m Dianne Smith, owner-operator of Smith Lodge in Charlottetown, Prince Edward Island. I was at the farmer’s market for 17 years…I had a house cleaning business (which) I cleaned 2 houses a day…. also in the Fall of the year I plucked wild geese. **Dianne’s Brother:** Dianne’s a very capable person, she always had a great deal of energy and enthusiasm when it came to work …it was if she got into a situation where she had to get into academic type things where she would feel sort of insecure. **Dianne:** My reading skills were awful, so I needed to get a program where I was taught the proper punctuation and syllables and break down the words so I’d be able to read them and sound them out. Dianne’s Brother: The Literacy Enhancement Program that Dianne participated in gave her that self-confidence to go out there and promote herself and to do more…. with the assurance that yes, she could achieve, without the doubt. Dianne: The day before my 50th birthday I got it…my grade 12 certificate…and now I have people working for me. Instead of me doing all the work, I have a staff of 14, and have 27 residents, and 2 puppies. Smith Lodge resident: If I didn’t have Dianne, I would be in a home where I wouldn’t be this happy…. I’m very lucky to have her. Dianne: It may not be much of an accomplishment to a lot of people, but I get a big lump in my throat, and tears come to my eyes and you’d think I’d won the 649. WORKSHEET 52 An Entrepreneur’s Success Story 1. Outline the steps Dianne took to reach her goal: 2. What personal characteristics does Dianne demonstrate that help with her success as an entrepreneur? Activity 6: I Want To Find Out More... Ask participants if their research into non-traditional jobs or entrepreneurship during this unit’s activities resulted in them finding a job or business idea they really want to pursue. If the answer is yes, ask each of them to expand upon the basic information they have gathered. Here’s one idea: - The participant creates a report for her portfolio that includes more information about the job. For example, she might gather more detail in these areas: - Skills or certification/training required - Related labour trends - The need for related workers in her community - Where she might get training - Who she might talk to in the community about the job - Other information she deems important to helping her with her employment goals. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her choices and her writing skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 7: Is Entrepreneurship or a Non-Traditional Career for Me Ask the participant to choose one of the statements presented in Worksheet 48, and write her reflections in her learning journal. Here are some other topics for the participant to write about: - Would her family support her working in a field traditionally considered “men’s work”? - How would she feel about working at a non-traditional job? - Do the positive elements of a non-traditional job or occupation outweigh the challenges? What strategies might help her handle the challenges? Insights & Tips “This unit was a wake-up call. I was always leaning from the start to upgrade in office administration because I was educated in the field. But my computer skills are not good and my typing is not where it was 20 years ago. I always told my son, ‘Don’t say you can’t do it,’ and here I am saying it to myself. I hope I can just be happy, because that’s what I would like my children and grandchildren to see more of in me.” ~ Field-test participant WRAP UP (Final 30 minutes of the day) - Gather oral feedback. If a guest speaker has been part of a session, ask the women what they thought of her presentation, and if they would like you to arrange other speakers. Ask for suggestions in terms of non-traditional occupations for women – is there a job, based on the activities or what they’ve learned or discussed, that they would like to know more about? Do they have ideas on how they’d like to learn more about it – a field trip or speaker or another idea? - Ask whether participants’ thoughts have been changed in terms of the possibilities, and their own employment goals, re: women in non-traditional jobs, or women as entrepreneurs. Do they have any “closing” reflections they’d like to share? - Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. - Introduce the topic or focus of the next unit or the next session. If a field trip or another activity is planned, review details and be sure everyone is aware of changes from the usual meeting time, place, and schedule. - Read aloud the “Getting Ready” activity to do before the start of next unit (see below). **Insights & Tips** “My favourite part of the unit was having a speaker talk on starting your own business, and the discussion on non-traditional jobs. I am going to keep an open mind about the future and my possibilities in my own business one day.” “For me, the positive message in the unit was that I confirmed that I’m NOT interested in a non-traditional career!” ~ Field-test participants • **Answer questions**. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. --- **GETTING READY FOR THE NEXT UNIT** This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - *Did you like school* when you were a child or a teenager? What is your best memory of school? What didn’t you like about school? - *Would you go back to school* as an adult to get further training or education if it meant you had a better chance of finding the job you wanted? If the answer is no, can you say why? If the answer is yes, what would you need to help you go back to school? --- **CLOSING WORDS** “I sensed that this group needed a fair amount of time to chat about issues related to the course, themselves, their families and the world at large.” ~ Spotlight on Change Facilitator MODULE TWO: EXPLORING MY COMMUNITY | UNIT FIVE: IS ENTREPRENEURSHIP OR A NON-TRADITIONAL CAREER FOR ME? LEARNING AND TRAINING OPPORTUNITIES “By attending this course I feel much more confident and I got to know women from different ethnic groups and have learned a lot of new things from them. I shared information about job search and training facilities provided by different agencies in this community.” ~ Spotlight on Change Participant UNIT OUTCOME The participant gains an awareness of training and education opportunities in the community, such as apprenticeship, upgrading, and job-specific courses, as well as continuous learning opportunities, such as interest courses. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Continuous Learning - Oral Communication - Thinking Skills For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the information and activities in the unit, reflect on these situations and questions: - What is the last course you took as an adult? Did you enjoy it? Why or why not? Did you meet your learning goals? - Would you go back to school to upgrade or get additional certifications or training if it meant a promotion at work or a new job? - What would be the benefits? What would be the challenges? Would one outweigh the other for you? **GETTING READY – FOR THE PARTICIPANTS** This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Did you like school when you were a child or a teenager? What is your best memory of school? What didn’t you like about school? - Would you go back to school as an adult to get further training or education if it meant you had a better chance of finding the job you wanted? If the answer is no, can you say why? If the answer is yes, what would need to help you go back to school? **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web addresses often change, so if the links are not current, use a search engine to find up-to-date information. • **Movement for Canadian Literacy** ~ www.literacy.ca. Follow the main menu “Learner” button on the MCL website to access information written specifically for learners. One web page features a map of Canada, where users may click onto a province or territory and learn about the related literacy organizations. • **ABC Life Literacy Canada** ~ www.abclifeliteracy.ca. A national charity, ABC raises public awareness of literacy issues, and works to foster an environment where all adults have access to opportunities that increase their literacy skills and prepare them to realize their full potential. • **Explore Training/Learning Options** ~ www.jobsetc.gc.ca. These Service Canada web pages offer links to a variety of adult learning opportunities in Canada, ranging from apprenticeship to online learning. • **CanLearn** ~ www.canlearn.ca. This website offers a range of information about lifelong learning in Canada, including an online counsellor, program search, and financial tips and tools. Check out the Continuing Education - Lifelong Learning button on the main menu of the home page. --- **MAKING IT WORK – FACILITATION SUGGESTIONS** • *During this unit, help the participant look to the future.* What next step might she take to help her gain the skills and training required for her future job? What are the intermediary stages to get from where she is now to being employed in the job or occupation that she has chosen for herself (or at this point, is strongly considering)? The thinking and research the participant begins now are really the starting stages of formulating her Action Plan, the main task in the final part of this course, *Exploring My Future*. In order to create an Action Plan for accessing the education and training to reach her employment goals, the participant will first have to become aware of the possibilities – what training is available to her in the community in the skill area that she needs. • Begin with a broad-based view of the adult education and training programs – often, adults aren’t aware of training and upgrading programs that they may access, and in other cases, they may have misconceptions about eligibility, target group, age, entry requirements, costs, location, hours, or what the program offers. For those who have tried to navigate the maze of possibilities, the vast array of options is often confusing. What to consider and why? Help participants explore the facts so that they have the information they need to make good choices. To do this, you’ll want a solid overall grasp yourself of the opportunities for learning and training in the community. • Accommodate the range of skill and training needs required by group members – each person will have her own set of skill needs, “starting points” and employment goals. Offer information relevant to the individuals in the group that will point them in the direction that allows them to access the learning they need or that interests them. For example, through her research a participant may find that the occupation she wants to pursue has certification or diploma requirements – she needs to gain the required education or training to be qualified for a job in that field. Learning about the details of getting the training will be an important part of this unit for that woman. Another participant may find that she needs to take specific steps before she can meet the entry requirements for training, perhaps she needs to upgrade her math or computer skills, and she’ll want to know about these learning options. Still another may find that her skill needs can be met through informal settings and interest classes; for example, perhaps there is a “Self-Help” Business Centre with a drop-in component for those who need help with such tasks as writing a business plan, or perhaps there is a workshop offered at a community centre in an area related to the participant’s employment goals. Participants who choose not to “go back to school” for training or upgrading may still gain valuable insight. from the unit, discovering other options for continuous learning. Emphasize the importance of continuous learning, regardless of the form it takes. - Look up the adult literacy and training network or umbrella group in your community as it can provide program information, websites and literature such as catalogues, brochures, and agency contact names. Such a network will have information about the adult literacy and training programs in your geographical region, and should be able to provide you and the participants with referral and other information. We’ve included information about provincial and national organisations in the resource section. You and the participants might also contact educational and training agencies directly, requesting training and educational catalogues and other print materials to share in the sessions. Also draw upon the experiences of group members. It might be that a participant has attended a learning setting that another group member wants to know more about and can offer a first-hand perspective. - Incorporate a skills-assessment into the unit, even in an informal way, if you have not already done so at the top end of the course. Set up situations where participants look at their skills, knowledge, and education in relationship to that required by the occupation or job. This will help them prepare to create their Action Plan, focus their search for next-step learning situations and help participants set realistic or achievable goals and plans. - As with previous units, role models are vital to providing confidence and “I can do it too” perspectives among the women. This interaction may be accomplished through field trips, and guest speaker visits from women who reached their employment goals through education, or women who are currently in the process of reaching their goals by taking further education and training. Try to match the career paths of the role models, training, and educational settings to those being considered by the participants. Another good idea is to set up peer mentors. For example, plan a field trip to an adult education setting in the community. Arrange ahead of times for women currently in the program to be paired with participants from your program to give them a tour of the facility, and answer their questions about learning in this setting. - Listen for and identify personal barriers to participating in education and training programs, and help the participants find solutions or support so they can gain the skills needed to pursue the job of their choice. Be sensitive to negative feelings or reluctance among the participants to pursue further education. This might be prompted by negative experiences with past schooling. The fact that the women are participating in the program demonstrates that they are willing to overcome challenges in order to realize their employment goals. Recognize, however, that they may need support to continue beyond this course. - Emphasize that continuous learning is important to gaining skills and qualifications to find a job. It is also important to keeping a job and staying up-to-date. Participants may decide not to take further training and education as their “next step” but will still benefit from exploring adult learning programs and interest courses in the community for reasons of continuous learning. One of the activities we’ve presented is setting up a workshop or course during this unit that demonstrates continuous learning in a practical way and results in the women gaining a certification they can put on a résumé, such as CPR or First Aid certification. Taking the course with their peers – a group with which they now feel comfortable – will also help participants develop self-efficacy. Persistence "Why do some people stick to their learning and others not? One of the most important factors, the researchers discovered, was self-efficacy. Adults needed to feel that they were able to accomplish the task. They could experience success with their schooling. It would be a lot of hard work, but success was within their reach. A learner role model was one successful strategy that strengthened the new student’s self-confidence. Peer support and mentoring not only provided personal evidence of successful learning, but also a model of overcoming difficulties through hard work and persistence. Researchers emphasized that peer support (as well as support from family, friends, and instructor) must happen early on in their participation or interaction with the new program." ~ Yvonne Roussy-Heninger and Marianne Paul Reaching Out GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Emphasize that in this unit, group members will be exploring learning opportunities in the community that will help each participant gain the skills she needs to reach her employment goals. For some, that will mean further education and training. For others, that will mean continuous learning workshops or interest courses to help them be more “marketable” for the job they want, or better able to contend with it once they are in the job. The path a woman chooses should suit her individually – what’s best for her? - Ask each group member to ensure that by the end of the unit, she has a clear understanding of the skills or qualifications needed for the jobs she wants, and where she can get this training. That will help her considerably when it comes to creating her personal Action Plan in the final part of this course, *Exploring My Future*. - If you have planned for a guest speaker, mentoring experience, or a field trip, review these plans with the participants, and ask what they would like to gain from these activities, and what they would like to learn from the people who will be joining them. - Accommodate personal goals/needs and facilitate independent work. Check in briefly with individuals about what they’d like to work toward or accomplish during the unit. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: My Experiences with School Present the “Getting Ready” activity. Ask each woman to talk about her experiences with school – either as a child, teenager, or an adult. Listen carefully to understand the positive feelings and experiences each individual may have had with past education, and also negative and difficult experiences. Ask probing questions to explore the stories and comments so that you may get a better understanding of the reasons behind the feelings, and if an individual’s hesitation to consider attending further education or training is related to these past experiences. Note the challenges and preconceived positions why individuals might not want to continue their education. For example: “I’m too old to get my high school diploma and I can’t imagine going back to school with all those kids” or “I can’t afford it” or “I’m not good with book learning…” or “I need to take the fastest route to getting a job – I don’t have the time to go back to school.” Respect each person’s perspective and feelings, but work to present a positive image of adult education. Talking about solutions to barriers when going back to school, or taking further training, is a necessary and desirable step on the way to reaching her employment goal. - How has schooling changed since the participants attended elementary school, high school, college or university? - What might the adult expect in today’s adult educational settings? Call upon members of the group to share stories about positive experiences with learning as an adult. If they can, have them talk about local adult education and training programs from their perspective. Compliment the women on the fact that they are taking this course. It is an example of today’s adult education setting, and the kinds of opportunities they may take advantage of. This unit is designed to help them discover other opportunities suited to their job search and goals. For those women who are already considering further training and education: - Do they have an idea of what and where? - Is there a particular program, setting, school or occupation training they’d like to find out more about during this unit? Make a list of their answers, and be sure to facilitate further research into these areas throughout the unit. Regularly touch base throughout the activities to ensure the women find the information they need. **MORE IDEAS** - **Create a resource centre** using a variety of program catalogues, such as those from local libraries, community centres, art galleries, art centres, community college, adult high school, or other places that offer adult education and lifelong learning. - **Assign each participant** the task of identifying and dropping by a place of adult learning close to where she lives to inquire about programs. Ask her to bring back written materials such as catalogues or brochures to add to the collection. --- **Insights & Tips** “This was a great practical exercise. I provided brochures and catalogues from various teaching institutions in the community. All participants found courses of interest to them that they thought they might like to pursue.” ~ Field-test facilitator • Have participants, with partners or small groups, go through the materials to find courses that interest them and that they may like to pursue individually or as a group project. Participants may also further research adult programs through online searches, “Googling” local organizations, community centres, or schools to find out about courses offered. • Ask each set of partners or small group to present its “Top Choices” for further education, training, or interest courses. See Worksheet 53 for an outline of the kinds of information to present. • Post a large map of the community. During the presentation, have participants flag the location of their “Top Choices” – where adult programs or training take place in their community. Note bus routes, or other relevant information. Discuss the importance of continuous learning. Mention that further training and education may mean “formal” courses such as working to get one’s secondary school diploma, or taking a specific skills training for certification. Continuous learning can also mean less formal courses, such as interest courses, a seminar, a workshop, or a one-time class or lecture. These experiences also help with building a set of skills for future employment, both directly and as transferable skills. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 53 My “Top Choice” Learning Opportunity Use this worksheet to help you select your top choice learning opportunity. Name of the Program: Location: THE DETAILS • What I’d learn: • How what I’d learn fits with the skills or training I need: • Dates & Times: • Cost: • Entry requirements: • How to enrol: • Who I’d contact to find out more & the contact info: • Other info that makes this a good choice for me (e.g., easy to get to, on main bus route, provides financial support, etc.): SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please create activities that allow participants to see the usefulness of continuous learning and to also think critically about her own pursuit of non-traditional employment. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 2: Continuous Learning Demonstrate the concept and usefulness of continuous learning by inviting a facilitator or trainer to present a practical hands-on workshop, ideally with the outcome of the women earning a certificate or qualification that they may use on a résumé. One idea relevant to any job setting is First Aid and Cardiopulmonary Resuscitation (CPR) training. Courses can be presented and completed in a short time period and might fit into your regular unit sessions. Here are some ideas: - The Canadian Red Cross Society offers a variety of first aid courses, ranging from “Community First Aid and CPR” to “Workplace First Aid and CPR”. - St. John Ambulance also offers first aid and CPR training across the country. Insights & Tips “We had a good group discussion around certification courses and their applicability to different job locations.” ~ Field-test facilitator Activity 3: Mentoring and Role Modelling Set up situations that facilitate mentoring and role modelling by women who have “been there” – who have followed a pathway of further education and training in order to reach their employment goals. This may be accomplished in a variety ways – choose what works best for the participants and program setting. - **Field Trip**: Arrange a group or individual field trip to a “next-step” educational or training program relevant to the participant’s employment goals. It’s not necessary that the mentor or role model has already attained her goal of employment, but rather that she is pursuing further education or training in the community as a stepping stone. Mentoring also helps a participant prepare to make the transition to a next-step education setting or program, by providing a strategy for familiarization and support in the early stages when a learner is most at risk of dropping out. To promote this kind of mentoring, plan a field trip where the participant is paired with an existing student at the place of further learning. See Worksheet 54 for suggestions to guide the mentoring activities. - **Peer Mentors**: It’s not necessary that the role model or mentor be from outside the course setting or location – for example, if you are in a college setting, there might be women participating in other learning opportunities on-site who could serve as mentors or role models. If you are working within a community based program, there may be a learner who has taken tutoring or small group learning with your agency, and has moved along to another educational setting, perhaps a high school credit program or upgrading. If you have offered this program... previously, then a woman who has previously taken this course and implemented her Action Plan to continue her learning may act as a mentor. You might plan an informal get-together and lead a discussion, encouraging questions and answers, and providing refreshments. WORKSHEET 54 Peer Mentor Check List Give this worksheet as a guide to the peer mentor to ensure you get the information you want from the tour. Add to it things you want to see or find out. Here’s how you can help me learn more about this program: ☐ Take me on a tour of the facility. ☐ Point out the things you wanted to know when you first came here. ☐ Take me on a tour of a classroom. ☐ Show me where I’d be working or studying. ☐ Tell me how the class usually operates. ☐ Tell me a bit about your own learning experiences in the program, and offer me any advice to help me be successful here. ☐ Introduce me to other people involved in the program, maybe a teacher, the registrar, or whoever else I should know. ☐ Show me anything else you think I should see or know about the program. ☐ Here’s what else I’d like to know: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ THANK YOU FOR YOUR HELP! 32 Adapted from Reaching Out. Yvonne Roussy-Heninger & Marianne Paul. Project READ Literacy Network: 1998. Activity 4: My Training and Education Report Assign each participant the task of preparing a personalized report on the training or education she needs for the occupation or job she has chosen to pursue. See WORKSHEET 55 for guidance. Encourage the participant to branch out from the worksheet to include other information she wants to know that is relevant to her situation. - Begin by having the participant identify or clarify the certificate, diploma, education, or skills she needs for the jobs she wants to pursue. This may be accomplished in a variety of ways, such as: - checking the occupation profiles on the Essential Skills pages of the HRSDC website - doing online searches - checking out job ads - looking through college catalogues - talking to a counsellor at the local college - asking an employer in the field. For those participants who have not yet narrowed down their job choices, and are still considering two or more options, have them identify and compare requirements for each job and use this information to help with decision-making. Training availability and suitability for the individual (e.g., close to her home, program dates fit, funding is available) may be the deciding factors between one option and another. **Insights & Tips** “This activity was well-received as the women felt a sense of accomplishment (through this unit in general) for identifying the courses they want and/or need to take. Many felt that they were taking practical step now, and it was a good lead-in to creating their individual Action Plans.” “Five of the women in the course actually signed up for training with the local community-based literacy agency as a result of our field trip there. Another woman became a tutor.” ~ Field-test facilitators Next, have the participant identify the delivery particulars – from what school or setting may she get this training? Where is the training located? Is it available locally or only outside her community? What is the cost? Is there financial support available? When are the program dates? Times? Length? What are the admission requirements? How does one apply? What would be the first step the participant would need to take to pursue this training? From there, ask each participant to analyze the information – based on what she has learned, would she like to pursue further education or training for a specific job or occupation? Is it feasible? What barriers or challenges might be in the way? If the participant indicates that she’d like to attend further training or education, but barriers stand in her way, then help her give voice to these challenges and work through possible solutions. Those participants who have decided they have no need or desire for further education or training in a formal “school” setting may also take part in the activity by identifying an interest course, or other kind of program or training, that will help improve their job search. Relate this to the importance of continuous learning. Although this is an independent project, you may also expand it to be part of a follow-up group session where participants share with each other what they’ve discovered, and the decisions they are making or have made. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her ability to find information and her approach to learning and applying new knowledge. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 55 Getting Training for the Job I Want This worksheet is designed to help you think about how you can get the training you need. Fill out the worksheet for each occupation or job you are considering for yourself. Use it to help you put together your personal *Training & Education Report*. Occupation or Job Title: The Essential Skills needed for this job: The certificate, diploma, or education needed for this job: To get ready for this job, I still need to (check off what applies): - [ ] upgrade or improve my Essential Skills - [ ] get a specific certificate, diploma or education Here’s the place or program where I can get or learn what I need: Here are details important for me (e.g., cost, dates, length of program, ability to get there – anything that helps *you* make a decision…) My Decision: - [ ] Yes, I want to pursue further education or training in this program - [ ] No, this program is not for me, and here’s why… SUGGESTED FOLLOW-UP ACTIVITIES Activity 5 is suggested as a follow-up activity. If you choose not to use this activity, then please create activities that allow each participant to see the usefulness of continuous learning and to think critically about training and education needed to meet employment goals. Activity 5: What My Skills Assessment Means To Me Throughout this course, the participant has completed tasks and reflections to help her identify her current skills. Some programs will have assessed the participants upon entry. Use a variety of activities, both those that look at skills informally as well as those that look at skills in a more formal way, to help the participant formulate a clear and realistic picture of her current skills. Have the participant turn to her portfolio to review and understand the information she has gathered during the course activities. In this module, the participant has been working on identifying the skill requirements for the specific jobs or occupations she is interested in pursuing. Help her compare these requirements to her current skill levels so that she can make informed decisions for her future. For those participants who have identified a place of further education and training to gain the skills they need, ask them to compare their current skill levels to the admission requirements: - Does the participant need upgrading to meet these entry requirements, or are they ready now? - If they need to take steps to be ready, what are they? - Where can they get this training or help? "I liked this unit because it made me understand about myself and my community and the next steps to be taken. It made me think, and I realized I needed some upgrading to get my dream job." ~ Field-test participant WORKSHEET 56 will help guide the participants through the process in a simple way. If you find the participant needs a more in-depth assessment in light of her employment goals and training/education plans, you may decide to arrange that assessment on an individual basis. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to find information and her approach to learning and applying new knowledge. For more information check out the Essential Skills descriptions provided in Appendix 2. Insights & Tips “Doing this activity made the participants feel as if they were taking a step closer to their goals by narrowing down their needs in terms of reaching their employment goals.” ~ Field-test facilitator WORKSHEET 56 Looking at My Skills This worksheet is designed to help you think about your skills. Do you need to improve them to get the job you want? Step 1 I’ve looked at what I’ve collected in my portfolio. Here’s what I know about my skills. I can do these kinds of tasks very well: Step 2 I’ve thought about my Essential Skills in general, and looked at activities in my portfolio, and other assessments I’ve done during this program. I’ve checked off the Essential Skill areas where I feel confident, and those where I need help to increase my confidence. | I’m confident with... | I need help with... | |----------------------|--------------------| | Reading Text | Reading Text | | Document Use | Document Use | | Numeracy | Numeracy | | Writing | Writing | | Oral Communication | Oral Communication | | Working with Others | Working with Others| | Thinking Skills | Thinking Skills | | Computer Use | Computer Use | | Continuous Learning | Continuous Learning| Step 3 I’ve looked at my portfolio, and thought about the skills required for the job I want. I’ve thought about the tasks I need to be able to do. I’ve compared the skills and tasks needed for the job to the skills and tasks I can do right now. ☐ I have the skills to do the job right now. I can do the tasks required for the job. ☐ I need to get a specific piece of “paper” (certificate or diploma) to be qualified for the job. ☐ I need to upgrade my skills in order to do the tasks required for the job, or do them better. In general, this is what I need to learn, or the Essential Skills areas I need to improve: Step 4 I’ve researched the places in my community where I can get the training and further education I need for the job. Here’s what I’ve found out: OPTIONAL ACTIVITIES Activity 6, Activity 7 and & Activity 8 are provided as optional activities. These activities have not been linked to the Essential Skills descriptions in Appendix 2. Activity 6: Computer Option Make the *My Training & Education Report* activity computer-based. Ask the participant to do a paper-free report – researching online, including downloading specific program information, catalogues, etc. – whatever information she requires. Also have the participant write the report online, storing and submitting the report to you digitally. Activity 7: Adding to My Portfolio Ask the participant to build on the *My Training and Education Report* by obtaining a hard copy of the application form for the specific program and completing a first draft of it. Have her store this first draft in her portfolio for future reference. Activity 8: My Thoughts on Going Back to School Ask the participant to write her thoughts about going back to school for further education and training: - What challenges might she face? - Is there a friend or another person who might support her, and help her meet or overcome these challenges? WRAP UP (Final 30 minutes of the day) - Ask the participants if they have gained a clear insight into their skills, and the skills required for the jobs and occupations in which they are interested. Do they feel confident that they know how to get the training that they need? Or would they like to spend more time exploring learning opportunities? - Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. - Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s session. - Read aloud the “Getting Ready” activity to do before the start of next unit (see below). - Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. “I liked this unit so much because I had learned that I need to go back to school to study English and other courses that will be interesting and useful if I am to go to college and realize my dreams.” ~ Field-test participant GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - Tell us about a community group or organization that others in the group might find helpful, that either helped you in a time of need or challenge, or has helped others you know. - Bring a brochure or print off some information from the web. Be sure to include contact information, or how people can get in touch with the group. CLOSING WORDS “I like how this course has taken me step by step in learning and helping me find the ways to achieve the goal I have made. Job shadow helped me to learn that nothing is impossible if you have the will and passion in you and a lot of sources are available in this community to help us find the way toward the goal.” ~ Spotlight on Change Participant FINDING THE COMMUNITY SUPPORT I NEED “I had to face challenges in order to get out of the house. My husband was not agreeing with me to get out of the house and do this course. I have a lot work to do at home like cooking, cleaning, laundry, picking up kids from school. With the help of this course I was able to pay a babysitter to pick up my child and take care of him till I come home but [my] other kid needs to be picked up from school. I ignored my husband’s anger to make sure he would pick up the kid. Only in coming and being committed to this course did I find the courage and confidence to ask things like that of my husband for the first time in my life.” ~ Spotlight on Change Participant UNIT OUTCOME The participant gains an awareness of support agencies and those in her community who can provide help or knowledge about issues important to her, especially where these relate to her employment goals. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Thinking Skills - Continuous Learning For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the activities and information in the unit, reflect on these situations and questions: - Think of a time when things were tough in your life, and you faced challenges. Did you get help or support from an agency or an organization in the community? - What do you remember about the experience? GETTING READY – FOR THE PARTICIPANTS This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - Tell us about a community group or organization that others in the group might find helpful, that either helped you in a time of need or challenge, or has helped others you know. - Bring to the group a brochure, or print off some information from the web. Be sure to include contact information, or how people can get in touch with the group. REACHING OUT – SUPPLEMENTARY RESOURCES Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web pages often change. If links are not current use a search engine to find up-to-date information. • **Community resources** ~ Research the social services and health agencies in your community that offer assistance and information. Do not identify each and every agency, but rather know how to find appropriate support if a need arises. For example, is there a counselling service associated with the organization that is offering *Spotlight on Change*? Colleges often have counselling and health service available to students. Community-based organizations are often housed with other “helping” agencies. Some communities have an “umbrella” group that offers information/referral services for social services. Many communities have a Community Information Centre that can give information, and may even publish a directory. Telephone books often list emergency numbers, as well as community agencies and health services that can help. “Googling” or using a search engine on the computer with key words and your city or community will usually also bring up a useful list of local associations and agencies willing to help with specific situations and challenges. • **Canadian Mental Health Association** ~ www.cmha.ca. This website offers a variety of information about emotional wellness, stress, mental illnesses, specific disorders, and coping and support strategies. Particularly useful for this unit are the pages attached to the menu button, Support Centre, offering topics such as Getting Help, and Programs and Services links. --- **MAKING IT WORK – FACILITATION SUGGESTIONS** • The purpose of this unit is to give participants the information and contacts that will help them respond positively to their challenges and barriers, and allow them to continue with their education, job search, or future employment. Focus on participants learning how to find support within the community when they need it to cope, continue with schooling, or be successful with their job. Help each woman gain the skills to take charge of her own situation, knowing how and where to look for assistance. • You want each participant to leave the session knowing, first and foremost, that it is okay to ask for help. For some, that may be a difficult hurdle to overcome. Second, you want participants to know that help can be found within the community. Access to agencies, organizations, charities, health groups, religious groups, professionals and volunteers, is possible for anyone needing help. The challenge may be finding the assistance that best suits the needs of the individual woman, and overcoming the reluctance to seek help. • Encourage the participant to gain confidence and assertiveness to be proactive in searching out the support she needs. Emphasize that seeking support to meet challenges is imperative to success in both the workplace and further schooling and training. One positive strategy is to identify the barrier and seek a solution at the front-end of the challenge – not to wait until the challenge feels too difficult to overcome. Another positive strategy is to anticipate the challenge or barrier before it happens and plan for it. Based on the needs and life situation of the individual, what challenges may possibly, or even probably, arise? What solutions might be ready and in place if the challenge does arise? • Participants may require different levels of support to access community agencies such as a health service or food bank, or to make the transition to a next-step organization such as a new training/education setting. For some women, it might be enough to have a brochure **Insights & Tips** *Some Community Resources…* - Faith and cultural communities - Schools - Municipalities or regional government - Health-related or specific illness organizations - Self-Help groups - Counselling services - Government programs such as public health departments - Community centres - Women’s groups - Social services agencies - Charitable organizations such as food banks - Community activist groups - Employers - Libraries - Local stores and other businesses ~ Adapted from: *New Health Partnerships* tucked away that she may refer to in the future if needed. Others may require more direct and immediate support, dependent upon the need and urgency. Be ready to offer the degree of support required by the individual. **Insights & Tips** **Asking for Help** There’s so much to accomplish throughout the day that it can become overwhelming. Getting help is often the solution, but asking for help can be difficult. Some feel like it will bruise their ego to ask for help, while others are just too shy or feel awkward. Learn to take the pressure off yourself and ask for what is needed. You’ll save yourself from stress and gain more time. Know to ask for help before frustration and anger take over. This is the first and most important step. If you’re an “over-doer” and want to handle things by yourself, it may not be as easy to identify what exactly you’ll need help with. Take a few minutes to ponder this. Leave behind feelings of shame and embarrassment. Just because you’re asking for help doesn’t mean you’re a failure. It’s actually wise and a very successful strategy because it will save stress and time. ~ Source: How to Ask for Help eHow – How to Do Just About Everything - **Support becomes particularly important as participants enter the final section in this course**, where they build their Action Plan and take a self-defined step toward their employment goal. The challenge is to provide the necessary support so that the individual is able to successfully take the step as independently as possible, and to ensure the participant has a support plan in place – including family and organizations – when this course is over. - **Provide opportunities for participants to help each other.** Encourage participants to share stories, experiences, and solutions/responses: “This is what worked for me, or my family. This is whom we contacted for support, and this is how they helped us. This is what I’d suggest…” GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous unit now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Individualize. Ask participants to ensure that by the end of the unit, they have identified how they can find community support for personal challenges they may encounter – whether current challenges or future challenges. - Note that challenges will be as varied as the individuals in the group. Each person will be creating a different response or support structure to help her be able to continue with her job search, employment, or training and education. - Accommodate personal goals/needs and facilitate independent work. Check in briefly with individuals about what they’d like to work toward or accomplish during the unit. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: Community Groups I Recommend Present the “Getting Ready” activity. Ask each woman to share with the group, the brochure or other information she has about an organization or agency in the community that provides help or support when people need it. - What services does the agency offer? - How does it help people who need support to get through a tough time? - Where is it located and how can people get in touch? Listen for anecdotal stories that the participants share voluntarily (rather than you asking) about their own experiences. Encourage conversations, questions, and peer support to provide information about support services. For example, a woman who has had breast cancer and has undergone treatment may offer advice and talk about her own experiences in response to a question asked by another participant, or a brochure brought in from the local Cancer Society. Another woman may have had experiences with a hospice when a member of her family was ill, and can talk about grief counselling or a support group she found to help her deal with the death of a loved one. Be compassionate and aware of the emotions some women may feel discussing challenging times in their lives. Understand that some of the women may be experiencing these challenges in the present. Insights & Tips “This unit’s topic triggered an emotional response from our ‘newest’ newcomer to Canada. As a group we talked with her for some time and tried to offer support to her. Deeper bonds were established within the group, and as a group.” ~ Field-test facilitator Follow up the activity by asking: - Are you a person who will seek out help from others when you need it? Discuss together the different responses, and why some women are reluctant to ask for help. Emphasize that everyone goes through rough patches in her life, or will go through them. Some of us have a strong support system of family and friends. There may be times and situations, however, when we need more support than our families and friends can give us – maybe professional support, financial support, information, advice, or respite. Sometimes it is simply good to talk to someone who has “been there” and understands. Seeking out help is a positive response to stress and challenges. Knowing how and where to go to access help when it is needed is an important step in coping with whatever gets thrown your way. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **Suggested Follow-up Activities** Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please create activities that allow participants to find out where and how they can seek out support within their community. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 2: Creating a List of Community Support Programs Create a list of the support agencies and related challenges introduced during the “Getting Ready” Activity, and post. - Ask the participants if there are other life situations or challenges that are not addressed by these agencies on the list. For example, are they taking care of an aging parent who has been diagnosed with early stages of dementia? Would they like to know about the Alzheimer Society in the area? Do they, on occasion, suffer from feeling “very blue” or depressed, and would like to know more about the services of the Mental Health Association? Add these challenges/situations to the list using a different colour of marker. - Ask for volunteers to research support agencies or organizations that respond to these situations. Have participants report their findings to the larger group. - Build a resource library of the brochures and print outs for participants to access when making plans for meeting their own needs and personal challenges. Include community directories. Draw attention to Community Information Centres that can provide an array of information about services available. Activity 3: Visiting a Community Support Program As a group, visit an organization that provides support in the community. Combine the field trip with a volunteer opportunity. For example, food banks need volunteers to shelf and package food for distribution and a local nursing home may appreciate visits with their elderly residents. Helping out is a good way for participants to become familiar with services available in the community that they may need to access, and makes the introduction easier for those who find it difficult to seek help. **More Ideas** - *Participate in an awareness or fundraising event* presented by an organization such as the local shelter for women, or the local Cancer Society. Have the group research upcoming community events through a local community calendar, and decide which event and organization they would like to support, and make plans to attend together. - *Ask the group to choose a charity or support agency* that is important to them, and to plan an awareness activity and/or fundraising event to support it. Encourage the group to keep plans simple – they might distribute agency brochures, put up posters where the course is being run, or collect donations of clothing or others items for an agency. Use the activity as an opportunity for participants to develop and practice planning, communication, and leadership skills. --- **Insights & Tips** “We took a field trip to visit some important places of support, the public library, The Literacy Group, and The Working Centre which offers free employment support in terms of job search, résumé-writing, computers, free legal aid, assistance with housing issues, cooking classes, ESL conversation classes, employment counsellors, etc., as well as many volunteer opportunities.” ~ Field-test facilitator Activity 4: Stress-Busting Tips for Everyday Living Pair participants: 1. Ask participants to share with their partner reflections and experiences about how they handle stress in their everyday life: What do they do to alleviate stress? 2. Have the pair make a list of “stress-busting” tips, and then share their list with another pair. Create a Master List. 3. Where relevant and possible, have participants plan and carry out one of the stress-busting tips with their peers. For example, if a group member does yoga, tai chi, meditates or knows massage, have her share her skills with her peers. Dealing with Greater Stresses Hand out Worksheet 57. Ask participants to read the article, “Getting Help: Where and When,” reprinted from the Canadian Mental Health Association. Depending upon skill level, you may wish to pair participants, and have them take turns reading the article aloud to each other. The article may also be accessed online at the CMHA website. Have participants follow up the reading assignment by answering the questions at the end of the article about how they might recognize stress in their lives and know when to seek help. Take the time to talk to each woman individually about her challenges and stresses. If she indicates, or if you suspect, that she is depressed or can’t handle her challenges/stresses, suggest she get professional help. Offer to help her with the information and referral process so she gets the support she needs. ALTERNATIVE ACTIVITY Plan a group “stress-busting” session. For example, invite a yoga instructor or meditation/relaxation facilitator to deliver a practical lesson to participants, with a focus on exercises that they can do at home or at work to alleviate stress. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. WORKSHEET 57 Getting Help Read the article below reprinted from the Canadian Mental Health Association. 1. What steps and suggestions are made in the article for responding to stress? Is there a suggestion you can use in your life? 2. How do you know when stress is building up so much that you need help? GETTING HELP: WHEN & WHERE Most of us go through life solving our day-to-day problems without needing help to cope with our feelings. But sometimes, things get out of hand. A severe illness, an accident or an emotional crisis can overwhelm us, at least temporarily, and suddenly we need help. How do you know if you need help? Sometimes the need for help is obvious, and getting it is as simple as phoning for an ambulance or a fire truck. At other times, it can be hard to admit help is needed. This is especially true when your emotions are involved. The problem may be anything from what to do about an aging and increasingly helpless parent to a serious emotional problem such as depression. Here are some of the reasons you may decide you need help: - You find yourself feeling overwhelmed by feelings of anger or despair, and you cannot enjoy life anymore. - You used to be healthy, but now you are always feeling a bit sick and you are missing more and more time from work. - Your finances are out of control, and you are worried about being able to pay the next month's rent or mortgage payment. - You cannot "get over" the death of someone you loved very much. - There is too much conflict at home. You are afraid your marriage may break up. - You are drinking too much or having some other kind of drug problem. - You are feeling suicidal. How to find the help you need Most communities, especially cities and large towns, have many different sources of help, such as: - If you feel desperate and need help immediately, you can phone or go to the emergency department of your local hospital. - The front page of your telephone book may have the phone number of a community service referral agency. - Your telephone book may also have the number of a crisis hotline that you can call. - Your family doctor can help you find the professional help you need. First, he/she should start by giving you a thorough physical check-up: your problems may not be "all in your head." - A community organization which provides information services may be able to direct you to a mental health clinic in your area. What kind of help is available? There are many different kinds of assistance available, and you should be able to find the help you need within your community through the following sources: **Psychiatrist:** Your family doctor may refer you to a psychiatrist who is a medical doctor specially trained in the diagnosis and treatment of mental illnesses. He/she may treat your problems with medication or by psychotherapy (sometimes called "talk therapy"), or a combination of both. **Psychologist:** You may decide to seek help from a psychologist, and you do not need a referral from your family doctor to do so. A psychologist will have a doctoral degree from a university but not a medical degree. He/she will use counselling and other methods that do not involve the use of medications. If you plan to see a psychologist, you should remember that his/her services are not necessarily fully covered by public health insurance. You may want to find out if some coverage is available through private insurance (for example, your company benefits plan) or through social assistance. You can often find a psychologist by calling your provincial psychological association. Other Therapist: Your family doctor or a psychiatrist may refer you to a therapist such as a social worker with specialized training. Again, you should be aware that the services offered may not be covered by an insurance plan. Self-help Group: You may find it helpful to join a self-help group. These groups provide the mutual support of people who have all had similar experiences. For example, there are groups for people suffering from depression, grief, the trauma of sexual assault, eating disorders, and phobias (a phobia is an irrational, crippling fear of an object, animal or situation). Your local Canadian Mental Health Association branch or another community agency can tell you if there is a local self-help group that can meet your needs. You can also find out if there is a national organization dealing with your problem and request its newsletter. Other Community Services: You may find that some of your problems can be solved by assistance from agencies outside the mental health system. Sometimes, practical help, such as home nursing care, Meals On Wheels or subsidized door-to-door transportation for people unable to walk, will greatly reduce the stress in your life, either as a care-giver or as a disabled person. Help From Friends And Others: Sometimes, the help of a trusted family member, a close friend or a member of the clergy for your religion can be a source of support. People close to you can also point you in the direction of the help you need. How you can learn more Many communities have information centres that produce lists of available services, which you can view at social service agencies or public libraries. Other sources of information include: - Books about your problems, available at your public library or local bookstore - Films, videos and audio tapes - Courses and workshops offered through community centres, secondary schools, colleges and universities. Do you need more help? If you need more information about the resources in your area, contact a community organization, such as the Canadian Mental Health Association, which can help you find additional support. Here is a situation in my life that causes me stress: 1. Here is a suggestion from the article that I can apply to my life right now: 2. Here is how I will know that my stress has reached the point that I need to seek out more support and help: Suggested Follow-up Activities Activity 5, Activity 6 and Activity 7 are suggested as follow-up activities. If you choose not to use Activity 5, then please create an activity that allows the participant to think about some of the challenges she may be facing and create a plan to help her overcome the challenges. Activity 5 has not been linked to the Essential Skill descriptions provided in appendix 2. Activity 5: Creating a Support Plan Present the fact that sometimes, when difficult challenges enter a woman’s life they can be so overwhelming that she is unable to keep up other aspects of her life, such as her job, job search, school or further training. In fact, adults are susceptible to quitting or dropping out of programs because of outside stresses, or from falling so far behind it is difficult to continue. Similarly, life’s challenges can negatively affect job performance and a woman’s ability to complete her responsibilities and tasks with her normal care and attention. One strategy is to have in place plans for dealing with situations that very well may arise in an individual’s life – based on her circumstances – and be ready. Use Worksheet 58 and Worksheet 59 to help each woman anticipate challenges and create a plan for dealing with these challenges in advance. As part of the activity, ask participants to carry out one step of the plan, or make one useful contact that they can call upon if needed in the future. For example, if a woman is presently in an abusive situation, then she could contact the local woman’s shelter to find out what to do and where to go in an emergency when she must leave her house immediately. If a woman is worrying about her elderly parents and their nutrition, and it is a barrier to her attending a next-step training program full-time, or taking a full-time job, then she might contact Meals on Wheels, and see what services they offer. If a woman is dealing with financial problems such as credit card debt, then she might access an agency that helps her get her finances in order. Read “Did You Know” the results from a study about the life demands that keep adults from their learning. 1. Which challenges apply to you? Check them off below. Write any details beside the statement. 2. Do you feel in control? Do you think you are managing the demands of your life? 3. When you are ready, complete the personal Support Plan thinking about your situation and challenges. Did You Know... Almost half the adults in a study about persistence in learning said that they had life demands that threatened their ability to continue in a program. Some common challenges included: - Poor health - Fatigue - Lack of time - Childcare issues - Transportation issues - Family’s health - Needs of their children - Lack of money and income “The researchers asked adult students to identify negative forces to their learning. The wide range of responses shows that the learning barriers were highly individualized according to personal circumstances. Adults who persisted with their learning were those who were managing these demands. They felt in control.” Source: “Problem-Solving”, Reaching Out Project READ Literacy Network WORKSHEET 59 Personal Support Plan STEP 1 Think about your own life situation. What is the one challenge that would most likely keep you from pursuing a job, keeping a job, or taking further education or training? STEP 2 What support would allow you to keep up with your learning, job search, or the demands of a job, in the face of this challenge? STEP 3 Who could help you so that you can keep up, either now or in the future? Name a person, agency, or support group. Include contact details. Ask the facilitator if you need suggestions. STEP 4 What is the first step to putting the support you need in place? Take that first step. Describe it here: Repeat the 3 steps for other challenges you face. Adapted from Reaching Out, Yvonne Roussy-Heninger & Marianne Paul. Project READ Literacy Network: 1998. Activity 6: Challenges I’ve Already Identified Have participants refer to past work in their portfolios: - What challenges or barriers did they identify in the “Exploring My Self” module? - What networks and people did they state that they could draw upon for support? - Can these same people and networks help with the challenges that participants have identified in this unit? If the answer to the last question is yes, then ask participants to add these names to their “Support Plan”, and store the revised plan in their portfolio for future reference. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her ability to find information and her approach to learning and applying new knowledge. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 7: Learning Journal Ask the participant to write an entry in her learning journal about the challenges she faces: - What does she do to cope when things get tough? - Is there currently a challenge in her life that she doesn’t know how to cope with? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her situation. For more information check out the Essential Skills descriptions provided in Appendix 2. OPTIONAL ACTIVITY Here is optional computer activity that you may choose to use. This activity has not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 8: Computer Option Have each participant search online to identify five agencies and websites that provide information and help for a specific challenge that she faces, or may face in the future. Include online support groups and forums. Ask: - How will the participant know if what she has accessed online is reliable or legitimate? What does she think about each resource she has identified? You could also have participants create a computer address book that contains contact information for support agencies that can provide information and help with their specific challenges or needs. Use a standard address book such as that attached to their email program. WRAP UP (Final 30 minutes of the day) - Gather oral feedback. Bring participants back together in the circle formation. Do participants now feel more confident that they can deal with challenges? Do they know who or what agency in the community to contact if they need support? What other information do they need, and how can they gain it, either individually or as part of this course? - Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. - Introduce the topic or focus of the next unit. Ask if there is something the women would like to add or make sure they talk about – either as part of the topic or in response to today’s session. - Read aloud the “Getting Ready” activity to do before the start of next unit (see below). - Answer questions. After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. **Insights & Tips** “The unit was very useful for me. I can see that there are many community centres that can help me. I liked visiting the different places and we found out a lot of information about their support programs. I learned that the city where I live offers me a lot of support agencies that I didn’t know about.” ~ Field-test participant GETTING READY FOR THE NEXT UNIT This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next unit: - We’ve explored community as family, friends and networks. We’ve explored community as a geographical location and features. We’ve explored community as labour and market trends – the jobs it has to offer, its demographics, its services and industries. We’ve explored community as a support system, the agencies and people who can help us when we face challenges. - Think about community, in light of your own life, situation, and future employment: - What does your community have to offer you? - What do you have to offer your community? CLOSING WORDS “I was 55 years old, unemployed, without references and feeling incapable of earning a living. My self-esteem was lower than low. I cried for about 10 weeks. I was depressed, stressed out, and burned out. Internal obstacles loaded me down and I could not find my way around them. I took EI stress leave and tried to find myself again.” ~ Spotlight on Change Participant MAKING DECISIONS “I had come from working on my own for most of my working life. I did not have co-workers or an employer in my office. In fact, I had very little contact with people and no teamwork experience at all. Learning to accept people does not come over night. I had to find ways to manage any frustration, irritations, judgements and confusions… whatever… I had to manage my feelings so I could manage the entire [Spotlight on Change] course in a positive successful way. This was an imperative learning curve for me because I also needed this skill in order that I fit in with a new working environment that would include other people. I decided I wouldn’t return to the same [past] career and that choice meant including people in my day-to-day life.” ~Spotlight on Change Participant UNIT OUTCOME The participant reflects about what she has learned, relating the information to her personal job search, and making decisions about her future employment goals. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Writing - Thinking Skills - Oral Communication For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the activities and information in this unit, reflect on these situations and questions: - *Community, in one way, is all about “give and take”*. What do you give to your community? What do you take back from your community – what does it offer you? GETTING READY – FOR THE PARTICIPANTS This exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. - We’ve explored community as family, friends and networks. We’ve explored community as a geographical location and features. We’ve explored community as labour and market trends – the jobs it has to offer, its demographics, its services and industries. We’ve explored community as a support system, the agencies and people who can help us when we face challenges. - Think about community, in light of your own life, situation, and future employment: - What does your community have to offer you? - What do you have to offer your community? REACHING OUT – SUPPLEMENTARY RESOURCES Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web pages often change, so if links are not current, use a search engine to find up-to-date information. - **infed** ~ www.infed.org ~ A website offering articles dedicated to exploring informal education, lifelong learning and social action. The site includes copyright information for using the documents with students in a not-for-profit or educational setting. Here is an article that may be of interest to you as the facilitator about the role of the educator in helping people commit to change: www.infed.org/foundations/commitment.htm. MAKING IT WORK – FACILITATION SUGGESTIONS - Use this unit as an opportunity for participants to reflect upon and synthesize their ideas about community in order to make plans for their future, and gather the information they need to build their Action Plan in the final part of the program. Bring together the topics and decisions that participants made during the “Exploring My Community” activities so that they can review and consider them as a whole. Focus upon the individual rather than group responses – how can the individual apply what she has learned to promote her personal employment goals? How can she draw upon her community to support her? What can she gain from her community, but also, what does she offer her community – in other words, what can she give back? - Since each woman’s situation and challenges are unique, she will need to design how she will draw upon her community. Set up activities so that the participant summarizes her own needs. **Insights & Tips** “What will I do differently as a result of this unit? I will see myself as part of community.” ~ Field-test participant and works to figure out personal solutions and next steps. One woman, for example, may draw upon her community to help her provide childcare, for either her own children or her grandchildren, so that she can take a job. Another woman may have shifted her job goals from when she entered the course based on community labour and market trends, and now needs to make plans to gain a new set of skills through the local college. We’ve suggested the quilt exercise and metaphor once again to help participants “stitch” together the various pieces and their individual responses. Help each woman to create her own community “quilt”. - **Encourage participants to use the information they’ve gathered throughout the course** to make decisions and enact change in their lives. The information gathered and the reflections that resulted are truly useful if the participant applies them to future actions to change her life for the better. Prepare the participants to think in terms of enacting change, which is the focus of “Exploring My Future” (the last section of the course), and purpose behind creating an Action Plan. --- **Insights & Tips** **Wise Words** “I believe that in order to thoroughly understand your community, you have to be involved in it.” “At all times and under all circumstances, we have the power to transform the quality of our lives.” ~ Source: [http://www.communityservice.wustl.edu/quotes](http://www.communityservice.wustl.edu/quotes) --- “I liked most about this unit going deeper on a personal level, exploring community support, and celebrating our successes.” ~ Field-test participant GETTING STARTED The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous sessions now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Note that it is now time to draw together all that they’ve learned, and to apply it to shape their own plans. Ask the participants if they feel ready to make decisions about their future plans. What do they still need to know or figure out to be confident they can make good decisions for their future? How can they get this information? How can you, as the facilitator, support them? - Draw attention to the fact that the last sessions in the course focus upon creating an Action Plan. Each participant should now have gathered enough information and have reflected upon the issues important to her so she can create her Action Plan. Encourage participants to talk to you one-to-one if they need more help. Facilitate independent work, supporting the women as they search out for themselves the information they need and the decisions they need to make. Be a sounding board so that participants can work through the decision-making process. Encourage them to help each other. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: My Community Present the “Getting Ready” activity. Use the activity to review and summarize the various ways you’ve explored community in this module, and what community means to the individual. 1. Ask the first the “Getting Ready” activity question: What does your community have to offer you? - Draw out a range of answers based on different aspects and understandings of community. Focus on how the individual can gain support from her community, and reach her goals within it. - Help the participants to be specific rather than to generalize – to offer specific ways in which they can draw upon their network and community. - Follow up by posting and reading this statement: - "I believe that in order to thoroughly understand your community, you have to be involved in it." - What do they think is meant by this? How might being actively involved in their community enrich their lives, and/or help them reach their goals for the future? 2. Present the second “Getting Ready” activity question: What do you have to offer your community? - Remember to view community in its multiple forms and in a broad way, according to the lifestyle, interests and needs of the individual. For example, a participant might be involved in her community by bringing meals to a chronically ill friend or family member or driving her to treatment. Another person may volunteer at her child’s school or her place of worship. Another person might help promote tolerance by teaching others about her culture or religion. - Help each person identify something positive she has to offer to her community – whether a skill, an action, knowledge, a kindness, or a viewpoint or personality trait. Remember that “offerings” do not have to be time-consuming or large! People enact change in their own lives and in their community through small steps and efforts. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. **Insights & Tips** “I feel comforted [that] I have many chances to be helped. So I’d like to help others too. I am going to volunteer to help others to have a good community.” ~ Field-test participant **Activity 2: Building My Community Profile** Hand out **Worksheet 60** through **Worksheet 64**. Have each participant use her portfolio and learning journal entries to explore and summarize what she has learned about her community as it applies to her job search, her employment goals, and the support she needs and can drawn upon to help her meet these goals. Use the worksheets to guide her reflections and decision making, and to prepare for creating her Action Plan. You may wish to hand out and complete the worksheets separately and over time, rather than complete the task all at once. **Link to Essential Skills** As a result of a woman’s participation in this activity, you should have a sense of her ability to find information and her approach to learning and applying new knowledge. For more information check out the Essential Skills descriptions provided in Appendix 2. *Insights & Tips* “This [activity] helped me to change or clarify my ideas about job choice.” ~ Field-test participant Look through your portfolio and learning journal to pull together the discoveries you made during the “Exploring My Community” module. 1. Fill in the worksheet below to create a My Community profile or snapshot picture of the people, places, services, and labour market trends that will affect your employment plans, and support you as you move towards your future. 2. Your ideas might have changed over the course of the module. That’s okay! Fill in the worksheet to reflect your thoughts now. **MY COMMUNITY** **Review Worksheets 24 & 26** Think of people and groups (such as your church, temple or mosque) in your life that make up your personal “community”. Write their names on the chart on the following page, and then write a brief note about how you might draw upon them as resources or support. Here’s an example: | Who? | How Can the Person Help? | Anything else? | |--------------------|----------------------------------------------------------------------------------------|--------------------------------------------------------------------------------| | My neighbour, Fatima | I can count on her to pick the kids up from school if I need to be somewhere – e.g., a job interview | She’s a positive person – when I’m down on myself, she makes me laugh and feel better. | | Who? | How can this person help me? | Anything else? | |------|-------------------------------|----------------| | | | | | | | | | | | | | | | | | | | | Remember that most jobs are found in the “hidden” job market. Think of people from your past and present who might be able to give you a lead to a job opportunity. Write their names below, and then include a note about how they might help you. Here’s an example: | Who? | How do I know this person? | What job lead might they be able to give me? | |------|----------------------------|---------------------------------------------| | Janet | She was laid off at the same time as me.... | I heard she started up her own business & it’s doing well. Maybe she needs some extra help? | **THE PEOPLE IN MY LIFE – MY EMPLOYMENT NETWORK** | Who? | How do I know this person? | What job lead might they be able to give me? | |------|----------------------------|---------------------------------------------| | | | | | | | | | | | | | | | | Review Worksheets 53, 55 & 56. Review the worksheets in your portfolio that tell you about your Essential Skills, the type of work you might be attracted to or be suited for (entrepreneurial? skilled trades?), and the Essential Skills required for these jobs. Remember that there are many ways you can get training and experience –on the job, apprenticeship, skills training, or going back to school for upgrading or education. What’s best for you? When you are ready, use the table below to help you organize the information. | LEARNING IN MY COMMUNITY | |--------------------------| | My job choices for the future | What I still need to learn or do to be ready for the job | Where I can get training, or learn what I need to know or do | | | | | | | | | | | | | | | | | Review Worksheets 58 & 59. Think about your own life, challenges, and needs. What outside help is available to you in your community? Here’s an example: | Agency or organization | How to contact them | When I might need their help or why. | |------------------------|---------------------|-------------------------------------| | The Literacy Group | The office is located on Frederick Street. | I have trouble with reading. They’ll match me with a tutor. | | The Women’s Shelter | The telephone # is: | I’m afraid of my husband. | Finding Help in My Community | Agency or organization | How to contact them | When I might need their help or why. | |------------------------|---------------------|-------------------------------------| | | | | | | | | | | | | | | | | | | | | SUGGESTED FOLLOW-UP ACTIVITIES Activity 3 and Activity 4 are suggested as follow-up activities. If you choose not to use Activity 4, then please create an activity that allows the participant to think about some of the challenges she may be facing and create a plan to help her overcome them by drawing upon her community. Activity 3: Exploring My Community Have each participant create personalized *Exploring My Community* “quilts” by using the personal profile completed in the above activity, in the same manner that *Exploring My Self* quilts were created in Module One, Unit 8. Ask each participant to complete **Worksheet 65** by filling in each square with a key word or phrase to describe what she has learned about her community and her job search. This will now bring together the information she needs to create her Action Plan in the final sessions. For example: - People or groups who support her, and she can call upon for advice or information - Agencies or organizations where she can get help or guidance - Key facts about her community that affect her job search or future plans: e.g., demographics, labour trends, cultural or geographic factors - Job(s) she plans to pursue based on community need - Places or ways she’ll get the training or experience she needs - How she gives back to her community, or will give back in the future. Stitching it all together! Next ask each participant to examine and reflect upon the two “quilts” she has done during the course as a whole – the one that summarizes the *Exploring My Self* discoveries, and the other that summarizes the *Exploring My Community* discoveries. Have the participant write down a minimum of five key points drawn from the “quilt patches” that relate to the jobs she is most strongly considering, or has decided to pursue. How do these key points demonstrate the reasoning behind her job choice? In other words, how do they **directly connect** the decisions she is making for the future to what she has learned about herself and her community? Ask her to place the completed work in her portfolio. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. --- **Insights & Tips** “I made a larger copy of the ‘quilt’ worksheet, and I helped the women get oriented to the activity.” ~ Field-test facilitator --- **Insights & Tips** “What I liked best was job-shadowing, exploring community services, and building my community quilt.” ~ Field-test participant WORKSHEET 65 My Community Quilt Make an *Exploring My Community* quilt to help you synthesize and summarize what you’ve learned in this module: 1. Use the “Exploring My Community” quilt diagram on the next page (you may want to redraw it on a larger piece of paper). 2. Fill in the squares with information that describes your community. 3. For example: write the names of people, groups, agencies, and places of learning or training programs that can help you reach your employment goals; key facts about the town or city where you live (e.g., labour trends, jobs in demand, population), and ways you can GIVE back to your community. 4. Make it a personal “quilt”! | My Community | My Community | My Community | My Community | My Community | My Community | My Community | |--------------|--------------|--------------|--------------|--------------|--------------|--------------| | My Community | My Community | My Community | My Community | My Community | My Community | My Community | | My Community | My Community | My Community | My Community | My Community | My Community | My Community | | My Community | My Community | My Community | My Community | My Community | My Community | My Community | | My Community | My Community | My Community | My Community | My Community | My Community | My Community | | My Community | My Community | My Community | My Community | My Community | My Community | My Community | Activity 4: Enacting Change in My Life Ask the participant to reflect on the following statement: “At all times and under all circumstances, we have the power to transform the quality of our lives.” ~ Werner Erhard Ask the participant to write an entry in her learning journal about change – what changes does she now feel ready to make in her life? How will she make these changes happen? Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her ability to think critically about her situation. For more information check out the Essential Skills descriptions provided in Appendix 2. Activity 5: Exploring My Future Talk to participants about the Action Plan section of the course, and explain that they are now ready for the next parts of the program, where they will put together their personal Action Plan for the future, and initiate a step towards setting it in motion. Let participants know that they’ll get help creating their Action Plan. This checklist activity is designed to help them make sure they’ve done the work they need for doing the Action Plan, and to identify any work they still need to do. Hand out Worksheet 66. - Have participants work through the Exploring My Future Checklist. You may wish to do this individually, in pairs, or as a group – whatever suits the participants. • Use the checklist as an opportunity to introduce and prepare the women for the Action Plan they’ll complete in the next session(s). • Ask the women to analyze their checklists. Are there items they couldn’t check off? What do they need to do to be able to check off those items in preparation for their Action Plan? How will they go about doing these things? **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. **Insights & Tips** “This unit helped demonstrate my reasoning behind my job choice, that directly connect the decisions I am making to what I have learned about myself and my community.” ~ Field-test participant WORKSHEET 66 Exploring My Future This worksheet is designed to help you decide what you still need to work on to get ready for doing your Action Plan. Check off the items that you have completed. Work on the ones that you haven’t completed yet. ☐ I have participated in one of the following activities: - Job shadowing - Volunteering - Interviewing a worker, student or teacher in a field related to my employment goals. ☐ I have thought about the information I’ve gathered in my portfolio and the reflections in my learning journal, and made a decision about the job or occupation that I will pursue further. ☐ I can state why this job or occupation is a good choice for me, and have outlined the reasons, either orally or a part of a writing assignment in my portfolio or learning journal. ☐ I know what this job or occupation involves, and the Essential Skills that are required to do it. ☐ I know what I need to learn for this job or occupation, and how and where I can gain these skills in my community. ☐ I have made a decision about the path I will take to gain these skills, or that will lead me towards employment in this job or occupation. SUGGESTED FOLLOW-UP ACTIVITIES Activity 6 and Activity 7 are suggested as follow-up activities. If you choose not to use these activities, then please create an activity where participants share what they learned from their informational job interview, job shadowing, or volunteer experience. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. Activity 6: My Community - What I Learned In Unit 4 of Module 2, participants were asked to learn more about an occupation or job of their choice through one of the following: - Carrying out a conversation or conducting an informational job interview with someone who works in the field. - Setting up and participating in a formal job shadowing experience. - Volunteering to do a job that required similar skills (for example, with a charity or non-profit group). Have participants give a presentation to the group about their experiences: - What did they choose to do? - Who did they meet? - What did they learn? Did their experience change or clarify their ideas about their job choice? Insights & Tips “Job shadowing made me realize I CAN work. Getting out into the field, going to a real workplace, made me understand [that] better.” “I am so excited. It is wonderful to go job shadowing!” ~ Spotlight on Change participants Give participants the opportunity and time to be as creative as they wish – some may want to put together a computer slide show or a video/photo album of their experiences. Others may wish to put together a poster presentation or provide samples from the workplace they visited. Others may talk about their experiences. Not all participants may be ready to do this activity at this time. Schedule a few presentations at a time according to who is ready and willing. You may also wish to have participants simply share their experiences informally in conversation. **Insights & Tips** “Seven of the participants went out [of the class setting] to do job shadowing or volunteer orientation. One went to a library, one to a community centre, and five to a nursing home. One participant didn’t feel ready for a job yet, and as her next step is registering for the LINC program [Language Instruction for Newcomers to Canada] and after that plans to volunteer at The Working Centre.” ~ Field-test facilitator **Activity 7: Computer Option** Do you know how to download and do a photo slideshow on the computer, or how to put a video clip on the computer? Explore these applications on your computer. Then take photos or shoot a video, and make a slideshow or a video presentation to show the group. Here are some ideas for subject matter: - Your volunteer, job-shadowing, or informational job interview experience – what you did and what you learned - The job or occupation you’ve chosen to pursue - Your community – what it offers - Your “job pitch” – why you’re suited and qualified for the job you want. WRAP UP (Final 30 minutes of the day) • Gather oral feedback. Bring participants back together in the circle formation. Discuss the module as a whole; do the participants feel they know their community better? How will the information they’ve explored and gathered better prepare them to find the job they want? • Discuss the topic or focus of the next session(s). Emphasize again that the women will now work to use the information they’ve gathered, and the decisions they’ve made, to create a personalized Action Plan. Answer questions about the nature and purpose of the Action Plan. An Action Plan is a blueprint to help them reach their employment goals. They will create a step-by-step plan, and then take one of the steps to bring them closer to their employment goals. It’s not necessarily about taking big steps – but some little steps in the direction they want to head – and to enact change in their lives in the ways they want. • Note that the final session(s) will also give them the opportunity to put together what they need as individuals to take the next step towards their employment goal – whether that is creating a résumé, completing the application process to a training opportunity, or improving specific Essential Skills related to the occupation they’ve chosen. The choice is theirs! • Distribute a simple form for individual feedback and comments. Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. • **Answer questions.** After the group disperses, make yourself available to chat and answer questions or concerns that individuals are more comfortable raising one-to-one. --- **GETTING READY FOR THE ACTION PLAN** This exercise is designed to help you prepare for the next unit by reflecting upon your emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage you to think about the topic in advance so you may participate fully. Here is the “Getting Ready” activity for the next (and final) unit: • Think about a time when you made a big change in your life. For example, maybe you got married, or your child was born, or you decided to come to Canada: o How did you go about getting ready for the change? o Did you make a plan? o Were there steps involved to prepare? o If so, what were the steps that made up your plan? --- **CLOSING WORDS** “The Spotlight on Change program allowed me to explore the skills I have, the type of work I want and the steps I need to take to reach my employment goals.” ~ Spotlight on Change Participant | MODULE TWO: EXPLORING MY COMMUNITY | UNIT EIGHT: MAKING DECISIONS | The participant creates an Action Plan for employment or training based on her needs and goals, and sets this Action Plan in motion by initiating the step of her choice. # ACTION PLAN TABLE OF CONTENTS **Action Plan 1: My Action Plan** - Unit Outcome ........................................................................................................... 467 - Skills for Work, Learning and Life ........................................................................... 467 - Getting Ready – for the Facilitator .......................................................................... 467 - Getting Ready – for the Participants ......................................................................... 468 - Reaching Out – Supplementary Resources ............................................................. 468 - Making it Work – Facilitation Suggestions .............................................................. 469 - Getting Started ........................................................................................................ 470 - Getting Down to Work ............................................................................................ 472 - Activity 1: Big Plans! .......................................................................................... 472 - Activity 2: Step-by-Step ..................................................................................... 473 - Activity 3: Mapping it Out .................................................................................. 475 - Activity 4: Setting My Plans into Motion ............................................................ 479 - Activity 5: Putting Together My Action Plan ..................................................... 481 - Activity 6: Reflecting upon My Action Plan ....................................................... 486 - Activity 7: Celebrate! .......................................................................................... 486 - Wrap Up .................................................................................................................. 487 - Closing Words ......................................................................................................... 488 CREATING MY ACTION PLAN EXPLORING MY FUTURE “I am more confident now. Learning about myself has been so very helpful.” ~ Spotlight on Change Participant OUTCOME The participant creates an Action Plan for employment or training based on her needs and goals, and sets in motion this Action Plan by initiating the step of her choice. SKILLS FOR WORK, LEARNING AND LIFE The activities in this unit directly promote these Essential Skills: - Thinking Skills - Continuous Learning - Document Use For more information on the nine Essential Skills, please visit the Human Resources and Skills Development Canada website. GETTING READY – FOR THE FACILITATOR This exercise is designed for you to prepare for the unit by reflecting upon your emotions, experiences, values, and thoughts. It is meant to inspire your planning and to help you view the unit from the perspective of the participants. Before working with the activities and information in this unit, reflect on these situations and questions: • What is a major change you’ve made in your life in recent years? • How did you plan or prepare for that change? **GETTING READY – FOR THE PARTICIPANTS** This preliminary exercise is designed for the participant to prepare for the unit by reflecting upon her emotions, experiences, values, thoughts and hopes for the future. It is meant to encourage her to think about the topic in advance so that she may participate fully and influence the direction of the unit to suit her needs. • Think about a time when you made a big change in your life. Maybe you got married, or your child was born, or you decided to come to Canada: o How did you go about getting ready for the change? o Were there steps involved to prepare? o Did you make a plan? o If so, what were the steps that made up your plan? **REACHING OUT – SUPPLEMENTARY RESOURCES** Here are resources the facilitator and the participants may use to support the unit and their learning. Remember that web pages often change. If links are not current, use a search engine to find up-to-date information. • **Ontario Skills Passport (OSP), Skills and Work Habits for the Workplace** ~ http://skills.edu.gov.on.ca. This Ontario Ministry of Education, Ministry of Training, Colleges and Universities, offers a variety of resources and tools useful to participants and facilitators. Included is a *Create a Work/Training Plan* tool. • **Create an Action Plan** ~ The Career Planning Programme, www.careers.ed.ac.uk/CPP/Making_Plans/action_plan.htm. This University of Edinburgh site offers an easy to read explanation of making an Action Plan, and also provides a downloadable template as another example of how to set up an Action Plan. The home page of the website offers quick links to employment planning information you may find useful. Visit www.careers.ed.ac.uk. **MAKING IT WORK – FACILITATION SUGGESTIONS** - *This final part of the course focuses directly on the participant creating an Action Plan.* “Exploring My Future” provides an opportunity for the participant to bring together the information she has gathered and learned about herself, her community, and her future employment, and create a plan to act upon her decisions. The decisions that participants will need to make to do their Action Plans are not ones they haven’t thought about previously. They’ve gathered and researched the information throughout the program. Refer to related worksheets and previous activities. Encourage participants to look over work they’ve stored in their portfolio and their learning journal. *“Some of the women had decided they needed to improve their basic literacy skills as the first step in their Action Plan. They visited a community-based agency together as part of a field-trip, and signed up for tutoring.”* ~ Field-test facilitator - *The session is also designed for the participant to set in motion a first step or task of her choice from her Action Plan.* This is an important part of the end stages of the course! It ensures the Action Plan becomes a tool that the participant uses to guide her towards her employment goals. It also serves as a transition, helping to increase the likelihood that she will continue the Action Plan when the program is over. - *Each person will reach a different conclusion about what she wants for her future,* and there will be an array of pathways and first steps within the group. Your job as facilitator is to support each individual in designing and carrying out her chosen plans. Encourage participants to follow their dreams, and help them find ways to do so. - More than anything else, you want the Action Plan to be realistic and achievable. Help the individuals create plans that are workable, and that they can implement within the framework of their lives, and life’s demands. Smaller achievable steps are more useful than larger plans that might not be realistic. - Schedule class time to allow the participants to complete the Action Plan and the work involved in taking that first step or action. It is probable that the process of doing the Action Plan, and completing an associated task or step, will span more for than a single session. Plan independent and self-directed time to allow participants to work on their own first steps. - The Action Plan process and templates offered are suggestions. Adapt them to suit the needs of your participants. The Action Plan should bend to the needs of the individual! **Getting Started** The purpose of this segment is to introduce the unit’s outcome and agenda, and reach agreement about what participants would like to work on as a group and individually. Here are some ideas for doing that – you, as the facilitator, may have other ideas. - Give participants the opportunity to share news that has occurred since they last met, and to reflect upon the previous sessions now that they’ve had the time to think more about it. - Review the unit outcome – the desired results. Review the agenda as it relates to the outcome. Adapt according to the wishes and comments of the group. - Celebrate that participants have now reached the point where they are ready to use the work they have completed and the things they have discussed to make plans for the future. Their work in the program is almost complete – but not quite. There’s an exciting and important bit of work still to do. This final part of the course is called “Exploring My Future.” Participants will create a personal Action Plan, and then take one first step to setting it into motion. The Action Plan pulls together the decisions each woman has made as part of this course. Emphasize that the activities are designed to help guide participants through the process of creating an Action Plan. At the end of the program, each individual will have a personalized Action Plan to help guide her future actions. - Give each woman the responsibility of making sure she gets the help and support she needs to complete the final tasks. Introduce the following checklist to outline what each participant should aim to accomplish in this last phase of the course: **I HAVE...** - Created an **Action Plan** based on my choices for the future. - Set in motion my Action Plan by completing one of its tasks, actions or steps. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills and her ability to work with others. For more information check out the Essential Skills descriptions provided in Appendix 2. GETTING DOWN TO WORK Activity 1: Big Plans! Present the “Getting Ready” activity. Use the activity to draw out from the group the concept of breaking a big task down into smaller tasks in order to make it easier to do, and more manageable. 1. Ask each woman to share with the group her story about a time when she made a big change in her life. During the conversation, touch upon the following questions: - How did she get ready for the change? - Did she make a plan? - What were the steps involved? 2. Pick one or two of the stories as examples to demonstrate the planning process. Choose a story where the woman had to take three major steps (or so) to plan and initiate the change, or to prepare for the change. 3. Together outline the major steps on flip chart paper and post. 4. Relate, to the process of creating a personal Action Plan, the idea of breaking a goal or a large task into smaller steps. 5. Finally, have the women apply what they’ve discussed to their own story. Can they break the process of achieving the change into its steps? LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her oral communication skills, her ability to work with others and her thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. SUGGESTED FOLLOW-UP ACTIVITIES Activity 2 and Activity 3 are suggested as follow-up activities. If you choose not to use these activities, then please create an activity that allows the participant to identify the major step(s) she’ll need to take to reach her employment goal, and the support and actions that will help her get there. Activity 2: Step-by-Step Hand out Worksheet 67. Participants may wish to refer to their portfolio to help with their planning. Ask each participant to think of the employment decisions she has made during this course as she completes the worksheet. Ask: - What employment decision did you make? What do you want for your future? - What are the major or “giant” steps you need to take towards your employment goal? Then ask the participant to view the steps as part of a timeline: - In what order will she complete the steps? - What will she need to do in the immediate future, a little down the road, and then further into the future? Let the participant know that the activity will help her with her Action Plan. Have her store the worksheet in her portfolio. LINK TO ESSENTIAL SKILLS As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. What do you want for your future? What occupation or job have you chosen based on what you’ve learned about yourself and your community? Write your employment decision in the box below. Here’s what I want for my future: How will you get there? Write down the major or “giant” step(s) you need to take to reach what you want. Refer to your learning portfolio to help you. MY STEP(S): 1. 2. 3. Are the steps in the order that you’ll need to take them? If not, put them in order. Add more steps if you need them. Activity 3: Mapping It Out Use this activity to help the participants prepare in greater detail for their Action Plan by identifying challenges, decisions or smaller tasks they’ll need to solve or complete to take the major or “giant” step(s) they’ve identified. Hand out Worksheet 68. Participants may wish to draw their own worksheet map to better illustrate their thoughts. Ask participants to brainstorm the things they’ll need to do to take their major or “giant” step. Have them write down what “pops” into their head. For example, if the participant wants to go to a specific training and education program, she might need to fill out and submit an application. Next, hand out Worksheet 69. Ask participants to choose one of the items they’ve identified during the brainstorming activity above, and make specific plans for completing or solving it. For example, if she needs an application, where can she get it? Who can help her? Touch base with each woman while she does the worksheets. You might find that the activity helps her to identify the task or smaller step she can take to set in motion her finalized Action Plan. For example, the participant who needs to complete and submit an application could decide to do that task as part of the course, taking a step to set in motion her plans for the future. Use the activities to identify challenges the individual faces before she can achieve her major step and possible resolutions. For example, a woman with mobility issues may need to further research that the place where she will pursue further training and education is easily accessible to her. Insights & Tips “The participants liked the ‘cloud’ activity. It helped them give voice to things they needed to think about and address.” ~ Field-test facilitator Let the participant know that the activity will help her with her Action Plan, and have her store the worksheets in her portfolio. Depending upon the individual’s future plans, she may wish to repeat the worksheets for the other major steps she needs to take. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Think about the things you will have to do, learn, or consider, before you take a major or giant step towards your future employment goal. Map them out below by writing one thing in each “cloud”. MY STEP: _______________ Choose an item from your brainstorming activity. Write it down in the space beside the “cloud”. Make plans to solve or complete the item. “Go” around the circle. Write the answers to what, who, where/how and when within each quarter. Be specific. Activity 4: Setting My Plans into Motion Remind participants of the remaining tasks to be completed during the last stages of the course. Participants will: - Create an Action Plan based on her choices for the future. - Set in motion her Action Plan by completing a related task, action or step. Hand out Worksheet 70. Review the list together. Some women may already have completed a task that sets their future plans in motion. Other women may need to complete their Action Plan before being able to identify a task or work on it. That’s fine! Use the worksheet to help the participants identify a useful task that they might complete, or to identify a task they’ve already completed that they feel has helped them set their future plans in motion. Provide independent work time in class as required, and the support needed by the individual to complete the task. If participants have done Activities 2 and 3, then they will have some ideas about what they need to do in order to take steps towards their future plans. In these cases, refer to Worksheets 67, 68 and 69. Link to Essential Skills As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills. For more information check out the Essential Skills descriptions provided in Appendix 2. Worksheet 70 Setting in Motion My Plans for the Future Here are some ideas for you to consider. Check off those that interest you and those that will help you set in motion your plans for the future. ☐ Visit your “next-step” school or place of training, and talk to a counsellor about the program, the requirements, and how to enrol. ☐ Get an application form and apply for an apprenticeship program, or another learning or training opportunity. ☐ Visit a community agency and set in place the support you need to be able to continue with your Action Plan. ☐ Write a résumé that reflects your experiences and skills related to your job or occupation choice. ☐ Improve an Essential Skill area required by your job or occupation choice by completing related learning activities. ☐ Do further research into the opportunities within your community related to your job or occupation choice. ☐ Do something completely different! The choice is yours – what step would you like to take to set in motion your Action Plan and move towards your employment goal? How can your facilitator help you? Here’s what I’ll do: ____________________________________________ Here’s how the facilitator can help me: Activity 5: Putting Together My Action Plan Review with participants some of the major accomplishments and decisions they’ve made as part of the program. They’ve come a long way! - Participants have now made employment-related decisions based upon their personal needs, life situation, skills and experiences, and their community. - From their work in this program, they know what they need to learn and do to get where they want to be. They know the essential skill areas that are important to the job they want, and whether they need to improve these areas. - They also know the potential challenges or barriers they may face along the way, and have figured out responses to them. They’ve identified what people and organizations they can call upon for support. Talk about the fact that the Action Plan is a tool for bringing together this information for easy reference as they take those steps toward their employment goals. When they leave this program, encourage them to keep their Action Plan in a place where they can refer to it often, and use it as a guide as they take those steps. Hand out the Action Plan, and review the major sections as a group to familiarize participants with the document. Answer questions. Encourage participants to use their portfolio to help them fill in the Action Plan – give assistance as needed. You may wish to do drafts of the Action Plan, so that participants leave the program with a revised and “clean” copy. Set up individual meetings with each participant to review her completed Action Plan. Help her refine it as necessary and provide support for her to set it in motion. **LINK TO ESSENTIAL SKILLS** As a result of a woman’s participation in this activity, you should have a sense of her critical thinking skills, and her ability to use and create a simple document. For more information check out the Essential Skills descriptions provided in Appendix 2. Here are the **major steps** I will take to get ready to work in the job or occupation of my choice, and the people or agencies I will contact to help me set the steps in motion: | Step 1 | Setting the step in motion... | |--------|-------------------------------| | | | | Step 2 | Setting the step in motion... | |--------|-------------------------------| | | | | Step 3 | Setting the step in motion... | |--------|-------------------------------| | | | Here are **people and agencies** I can contact, and how to contact them, when I need support or encouragement to reach my goals: 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ Here are some smaller steps or actions I will take immediately, or in the near future, that will help me get started on my Action Plan: - [ ] - [ ] - [ ] **Timeline** - here are key dates that I want to note and work towards: | Date | What I plan to have accomplished... | |------|------------------------------------| | | | “I know that an Action Plan is just that – a plan. I understand that my plan can be changed along the way. The important thing is to keep moving towards my employment goals – step by step – and to seek support and guidance when needed to be able so I can continue along the path I’ve set for myself.” Signature: __________________________ Date: _______________________________ SUGGESTED FOLLOW-UP ACTIVITIES Activity 6 and Activity 7 are suggested as follow-up activities. If you choose not to use these activities, then please create an activity that allows the individual to reflect upon her plans for the future and another activity that facilitates participants celebrating the accomplishments and experiences they’ve shared. These activities have not been linked to the Essential Skills descriptions provided in Appendix 2. **Activity 6: Reflecting upon My Action Plan** Ask the participant to reflect upon her Action Plan and her plans for the future: - Does she feel confident that she can make her plans a reality? - How does she feel about the first step she has taken to set in motion her Action Plan? - What will she do if she needs help along the way? - Does she have any other thoughts she would like to write in her learning journal as the program draws to a close? **Insights & Tips** “I think one of the reasons that this course was so effective was that the women were given a lot of time to discuss ‘things’ and write and think about their lives – also the positive feedback they received from each other was invaluable – the participants really felt the course was designed for them (women over 40 years of age).” ~ Field-test facilitator **Activity 7: Celebrate!** Plan together a celebratory event or closing to the program. For example, you might hold a graduation ceremony, and present each individual with a certificate to mark her participation in the program. Participants might plan a potluck luncheon or dinner. Each woman might take a brief turn at being “valedictorian,” sharing her thoughts. and hopes for the future, and reflecting upon the journey they have taken together. Or you might do something else altogether! Brainstorm ideas, and help participants set in motion a celebration that is meaningful to them, and that celebrates their strengths and learning – how far they’ve come, what they’ve accomplished, and their plans for the future. **WRAP UP** *(Final 30 minutes of the day)* - **Gather oral feedback.** Provide lots of opportunity for the participants to share their thoughts about the session and their Action Plans. Was the process of creating an Action Plan useful? How will they use their Action Plan when they leave the program? Do they have suggestions for improving the Action Plan process and document? Do they feel confident they have set in place the support, resources and other information they need to take steps toward their employment goals? Provide an opportunity for the participants to reflect upon the program as a whole: - What do they view as the most important things they have learned about themselves and their communities? - What can you do to make the program better? - **Acknowledge emotions,** and provide time for participants to interact with each other, and share their thoughts and feelings about their friendships and the bonds that have been created. through their common experiences and their learning discoveries. - **Celebrate successes** - what participants have accomplished together and individually. Make an effort to ensure that each woman leaves feeling positive about herself, her participation in the program, and the gains she has made. Help her recognize and articulate these gains. - **Meet with each woman individually** to help her reflect upon and draw together the decisions she has made, and to ensure she has the support to take her next steps. Provide support and follow-up as needed. - **Gather individual hard copy feedback about the program as a whole.** Ask each woman to fill out the form and leave it for you. A generic Participation Evaluation form is offered in the Introduction section. --- **CLOSING WORDS** "After this course, I will continue to learn." ~ Spotlight on Change Participant APPENDIX 2 ESSENTIAL SKILLS DESCRIPTIONS The majority of the activities in this curriculum have been linked to most of the Essential Skills developed by HRSDC. Below are descriptions of each of the Essential Skills referred to in the curriculum. The levels indicated represent the level of skills that is required or may be achieved to successfully complete the activities. The information in the appendix has been taken from the HRSD website, which you can find at: http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml. The Essential Skill of Reading Text is not specifically addressed or linked to the activities in the curriculum. This is because it is not the intent of the curriculum to improve a participant’s reading skills. In fact, to be successful a participant will need fairly good reading skills. Document Use: - Refers to tasks that involve a variety of information in which words, numbers, icons and other visual characteristics (e.g., line, colour, shape) are given meaning by their spatial arrangement. For example, graphs, lists, tables, blueprints, schematics, drawings, signs and labels are documents used in the world of work. ES Level 2 – Complexity of the document: Document is simple; multiple pieces of information are provided (e.g., a simple table). ES Level 2 – Complexity of finding/entering information: A low level of inference is required; information found or entered in the document matches the information required; the information needed is fairly evident. ES Level 2 – Complexity of information use: Information available may be rearranged for entry onto the document. Writing Includes: - writing texts and writing in documents (for example, filling in forms) - non-paper-based writing (for example, typing on a computer) ES Level 1 – Length and purpose of writing: Writing is less than a paragraph and it is done to organize, remind or inform. ES Level 1 – Style and structure: Writing is informal and intended for small familiar audiences (e.g., coworkers); pre-set formats are used. ES Level 1 – Content of the writing: Writing captures concrete, day-to-day matters of immediate concern (e.g., completing forms requiring only brief written entries). Oral Communications: - pertains primarily to the use of speech to give and exchange thoughts and information by workers in an occupational group. ES Level 1 – Range and complexity of communication: Content is highly predictable; interaction is with one person at a time, face-to-face on a familiar matter; failure to communicate may result in an unsuccessful interaction, but the interaction is not critical. ES Level 2 – Range and complexity of communication: Moderate oral communication demands in basic work-related or social interaction. Includes: exchanging information, obtaining information by asking questions, following multi-step directions, presenting and discussing simple options. ES Level 2 – Range and complexity of information: Moderate range of subject matter, familiar topics, usually one main issue. Language is both factual or concrete and abstract; information content is moderately complex and detailed. Working with Others: This essential skill focuses on the extent to which people work with others to carry out their tasks in various types of work contexts (working alone, working jointly with a partner or helper, working as a member of a team, participating in supervisory or leadership activities). Continuous Learning: This essential skill focuses on the ongoing process of acquiring skills and knowledge. Learning can happen in many situations both on-the-job and off. Thinking Skills – Critical Thinking: At this time there is no essential skills description of what critical thinking entails. In general, critical thinking is about how to think, not what to think. Critical thinking refers to evaluating what is read, heard, or observed in order to judge its validity or worth. Learning to use critical thinking skills on a consistent basis can help the participant to become more actively engaged with and involved in the learning environment and process. Computer Use: - The variety and complexity of computer use will vary in the workplace from job to job and within levels of some occupational groups. ES Level 2 – Tasks will require the use of several, familiar software features such as the simple formatting of text; Software is used for a limited number of functions – such as the production of letters or memos in standard format. Software is set up by someone else and is used with “default” settings.
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FABRICATION OF MANUALLY OPERATED SEED DRILL FOR ARACHIS HYPOGEAE AND ZEA MAYS C Emeemal*; S Anthoniselvi; P Nithyasri; M Karthik; C Mohan Raj Department of Agriculture Engineering, KIT-Kalaignarkarunanidhi Institute of Technology, Coimbatore, India DOI: 10.47856/ijaast.2022.v09i06.004 ABSTRACT: Oil seeds play a vital role in furthering sustainable agriculture as they are the major source of nutrients. Groundnut is a major oil seed crop grown in areas receiving 50-120 cm of well-distributed rainfall. So pulses and cereals have been a choice for farmers for cultivation due to soil management techniques. The farming sector in India primarily consists of small-scale farmers, and the inability of small farmers to purchase and adopt improved technology reduces the yield of production. The main objective of sowing operation is to place seed at proper position as well as reduce the cost of labor. Thus, this paper designs and develops a manually operated seed drill for groundnut and maize which is suitable for marginal land holdings and plants the seed at specific distance with specific quantity and reduces the drudgery involved in manual planting methods and increases the efficiency and also reduces the cost of sowing the seed by using the machine. The seed counting machine is used to count the seed and the revolution of the seed drill. The field trials reveal that the seed drill was performed well and found suitable for small and marginal farmers. Keywords: Groundnut, Maize, seed counting device, marginal farmers 1. INTRODUCTION Agriculture has a long history in India, dating back to the Indian Valley Civilization and even earlier in some parts of southern India. India ranks second worldwide in farm outputs. Agriculture has been the backbone of the Indian economy. After long years, agricultural practices have been carried out by small holders cultivating between 2 to 3 hectares by using human labor and traditional tools such as wooden plough, yoke, leveler, spade, and so on. *Corresponding author: Miss. Emeemal C KIT- Kalaignarkarunanidhi Institute of Technology, Dept. of Agriculture Engineering, Coimbatore 641 402, India; Tel:+918428246710, +916385512519; E-mail: email@example.com Modern agricultural techniques and equipments are not used by small land holders because these equipments are too expensive and difficult to acquire. By adopting modern and scientific farming technology equipments, we can get maximum yield and good quality crops which can save a farmer from going bankrupt but majority of farmers still uses primitive method of farming techniques due to lack of knowledge and lack of investment for utilizing modern equipment. So this manual operated seed drill for groundnut and maize is easy to access for the small farmers, because there is no need to invest lot of money and also easy to operate by even a single man. 2. METHODOLOGY The main concept of this project is to reduce the cost to sow and desired seed distance without damaging the seeds and also easy to operate. 3. METHODS OF DOING THIS PROJECT 1. The first step is found the problems faced by the farmers. 2. The second step is to analyzing the problem statement and their solution of the statement. 3. The third step is to design the manually operated seed drill for groundnut and maize. 4. The fourth step is to layout of the equipment can be setout. 5. The fifth step is to start the experimental work at the lowest price. 6. The sixth step is to fabricate the seed counting device. 7. The seventh step is to testing the prototype of the manually operated seed drill for groundnut and maize. 4. EQUIPMENT LAYOUT - Handle bar - Stake Roller - Seed Hopper - Leveling plate - Seed Cup - Stud or Seed pusher - Seed Brush - Nozzle Teeth - Glass Plate - Plastic Frame • Seed counting device • Cotter Pin • Steel springs, Screws, Nuts and Bolts. 5. EXPERIMENTAL WORK In this design we made various adjustments and simplified it from controlling and maintaining. The nozzle teeth is made up of stainless steel with an open-closed operation and it is used to plant the seed with an accurate depth even in the dry land. The nozzle teeth can be operated by using the gear roller. The gear roller can be rotated by pushing the machine and the nozzle pin can be attached inside the machine. The seed cup and seed dummies are made up of plastic and it can be attached at the bottom of the hopper. It is used to seedling the seed by using the nozzle. Stud or seed pusher is made up of plastic and it is mainly used to regulate the rotation of the seed in the seed cup. Seed Brush is placed near side of seed cup. Seed brush is used to orientation of the seed. The leveling plate is made up of steel and it is used to close the soil after plant the seed. The roller is used to level the soil after covering the soil by using leveling. The roller is attached at the backside of the seed driller. The extra glass plates were fitted instead of attachment of the nozzle teeth by using screws and the cotter pin are fitted. The equipments... consists of a seed box or hopper attached at the main frame of a handle bar. The seed cup can obtain the 2kg of seed for using at once. The nozzle teeth can be arranged as manually as the choice of operator and the seed type were used to plant. There are 12 nozzle teeth can be attached in the roller and also can be attach various number of nozzles like 10,7,5,3 and also even one nozzle. Nozzle teeth has a sharp corner, so it is easy to seedling in a dry and also in wet soil. The seed counting device is used to count the seed and the rotation of the seed roller. Because it is made up of stainless steel and it will not get damage and also not damaged the soil and the seed. The main technical specification of this machine is nozzle teeth and the glass plates because of the above benefits. 6. SPECIFICATION OF SEEDER Table 1. Specification of seed drill | S.NO | SEED DRILL SPECIFICATION | PARAMETERS | |------|------------------------------------------|------------------| | 1 | Shape of the seed hopper | Rectangular shape| | 2 | Capacity of seed hopper, kg | 2 | | 3 | Type of seed metering mechanism | Self feed mechanism| | 4 | Number of seed disc | 1 | | 5 | Diameter of the seed disc, mm | 85 | | | Description | Details | |---|--------------------------------------------------|--------------------------| | 6 | Number of cells in the seed disc | 14 | | 7 | Number of nozzle teeth | 12 (Groundnut) | | | | 6 (Maize) | | 8 | Number of seed counting device | 1 | **ADVANTAGES:** - Uniformity of depth of placement of seed. - It helps to increase the germination of seed. - Due to this invention, the total work done by the farmers for sowing is decreases. - Reduce in time and result in increasing the efficiency. **CONCLUSION:** Current method of sowing the groundnut and maize are required the high tech mechanization. The current method takes high investment and required the skill to operate the machine. But the manually operated seed drill machine is required low cost and does not require proper skill to operate the machine. The groundnut seed can be planted in 2 hours in an one hectare. This machine can be planted the seed from half feet to five feet. So by using this machine we can be able plant the seed at a desired distance. This machine helps to calculate the seed roller rotation and the seed count. The result of the seed rotation is 8 revolution per minute. The small farmers gets more benefits by using this machine. **REFERENCES** [1] A.R.Kyada & D.B Patel. DEC 2014 “Design and development of manually operated seed planter machine” of lecture 5th International & 26th All India Manufacturing Technology, Design and Research Conference (AIMTDR2014), IIT Guwahati, Assam, India. Vol 2. [2] V.Surya Prakash et al. 2021 “Solar Powered Seed Sowing Machine” of Materials Today: Proceedings. [3] H.Singh et al. 2007 “Development of seed drill for sowing on furrow slants to increase the productivity and sustainability of arid crops” of research paper: Power and Machinery. [4] Thorat swapnil V., et al. SEP 2017 “Design And Fabrication Of Seed sowing Machine” of International Research journal Of Engineering And Technology (IRJET), Vol 4 and Issue 9. [5] Daniele Pochi, Marcello Biocca, Roberto Fanigliulo, Pietro Gallo, Marco Fedrizzi, *et al.*, FEB 2015 “A device for pneumatic precision drills reducing the drift of the abrasion dust from dressed seed” of journal of crop protection, Vol.5. [6] Senthilnathan N, Shivangi Gupta, Keshav Pureha and Shreya Verma, APR 2018 “Fabrication and automation of seed sowing machine using IOT” of International journal of Mechanical Engineering and technology, Vol. 9 and Issue 4. [7] Nagesh B. Adalinge, Ganesh B. Lavate, Ganesh P. Ghune, Rahul R. Mane, 2017 “Design and manufacturing of seed sowing machine” of International journal of advance research, ideas and innovation in technology, Vol. 3 and Issue 2. [8] O.Oduma, J.C Ede, J.E Igwe, DEC 2014 “Development and performance evaluation of a manually operated cowpea precision planter” of International journal of engineering and technology, Vol. 4 and Number 12. [9] Abhilash S, Abhinandan Deshpande, Anjan Kumar G R, B S Mohan Reddy, Dharamendara M, AUG 2021 “Fabrication of multipurpose seed sowing machine” of journal of emerging technologies and innovative research, Vol.8 and Issue 8. [10] Vinod Kumar, Vijaya Rani, Mukesh Jain, Anil Kumar, Sushil Kumar, et al., JUNE 2018 “Design and development of manually operated ridge vegetable planter” of International archive of applied sciences and technology, Vol.9 and Number 2. [11] Vaibhav A.Dhopte, Shivam G.Rade, Sagar P.Surkar, Vinit U.Patil, Tejas D.Borkar, 2020 “Design and fabrication of seed sowing machine” of journal of IJARIIE, Vol.6 and Issue 3. [12] C. Naveen Kumar, M.Murali and A.R.Radha Krishna, DEC 2019 “Development of manually operated single row oil seed drill” of International journal of current microbiology and applied sciences, Vol. 8 and Number 12. [13] Uday Veer Singh and Sheen C.Moses, SEP 2018 “A Review study on existing manually operated seed planter for marginal farmer of India” of International journal of current microbiology and applied sciences, Vol. 7 and Number 09. [14] Tumpa Rani Sarker, Murshed Alam, Md.Rostom Ali, Chayan Kumer Saha, Md.Ashraful Haque, OCT 2019 “Design and development of a multi-crop manual seed drill” of CIGR journal, Vol. 21 and Number 3. [15] Pradnya Korde, Pradnya Bagde, Ajay Motghare, Chetan Hedau, JUNE 2021 “Solar operated electronic seed-drill with seed flow regulator” of International journal of innovative research in technology, Vol. 8 and Issue 01.
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Scheduling and time management COMMUNICATION LEVEL: Upper-intermediate NUMBER: EN_BE_3106X LANGUAGE: English Goals - Can recognise and understand typical time expressions for making, changing and confirming an appointment. - Can use new phrases to describe schedules at my own company. Time management and having an organised schedule is a fine art. Knowing the time and routine of breaks, schedules and meetings is critical for good workflow. Let’s confirm our appointment – for the next hour we will learn how to talk time! Talk to your teacher about your typical daily routine. Why is it so important to be able to speak directly and clearly about time? Speak your mind. efficiency? professionalism? ensuring you don’t waste anyone’s time? What are some good tips for managing your time effectively? Offices are busy places – everyone has their own unique schedule and it can be complicated to organise time for meetings, breaks and appointments that suit everyone. Being able to talk about time management and your schedule is a critical skill for working in a company. For instance, you need to be able to discuss your availability and make, change or confirm an appointment. Thursday at 4pm... Yes, I’ll be able to make it. | New expressions | Example | |----------------------|-------------------------------------------------------------------------| | deadline | I will have to stay up late to make my **deadline**. | | to put forward | Jane **put** Friday at 2pm **forward** as a good time to meet. | | every now and then | I go to Rosis for lunch **every now and then**. | | to move forward | It will be necessary to **move** the deadline **forward** to satisfy our clients. | | to call off | We had to **call off** the merger after key demands were not met. | | to postpone | Apologies, but I have had to **postpone** the work party until next Friday. | | New expressions | Example | |---------------------------------|-------------------------------------------------------------------------| | in a hurry | Sorry I have a meeting in 5 minutes – I’m in a hurry. I will talk to you later! | | to find the time to do something| I’ll find the time to organise a presentation, it’s just a matter of organisation. | | to be available on that date | I can ensure I will be available on that date. Count on me. | | that date and time suit me | Yes, that date and time suit me. I will attend the meeting. | | that time slot suits me | That’s perfect, that time slot suits me. | | to be able to make it | Sorry, I don’t think I will be able to make it. | Making appointments is very important for the effective functioning of a company. It can be a challenge to juggle several different people’s schedules – sometimes it might be necessary to persuade some of the attendees to change their plans. I propose we get together on Thursday afternoon to discuss the project. Making appointments can often be a challenge, especially in bigger companies. Why might this be so? - clashing schedules? - workload? - priorities? Challenges List some of the potential obstacles when making appointments with colleagues or clients. Talk about each of these challenges with the teacher. Practise making an appointment with your teacher. Use the useful expressions in the boxes below to check if they can make it, or ask if they have a preference. Do you think you can make that time? What works best for your schedule? Would you prefer we do it on Thursday? Are you sure that time suits you? Unfortunately some last-minute work came up and you can’t make the appointment you made with your colleagues yesterday. Draft a memo informing them that you will have to change the appointment. Use some of the expressions below. Something unexpected came up... Unfortunately, I won’t be able to make it. I am afraid I have to call off the... A schedule is simply a list of planned activities, duties or commitments together with the times and dates when they are planned to take place. In the context of the workplace, schedules are commonly used to map out a plan for organising the completion of a project and to estimate how long it should take. It is also a verb: to schedule. This is used in the context of making a plan, for example scheduling a meeting. Is the project on schedule? Let me just check my schedule. Companies often follow daily or weekly schedules to organise the office and maintain order and efficiency. Talking about project schedules and your own balance of tasks and projects is critical to working effectively in an office. Schedules can also be used to refer to the progress of a particular project. Some of the tasks and procedures that might be scheduled at particular times include: - Work breaks - Team building exercises - Staff briefings - Meetings - Training sessions Talk about your weekly schedule with the teacher. Is it similar week-to-week? Talk about the schedules in your company. Discuss the regular routines which occur in the workplace. Breaks? Projects? Training? Effective time management is only possible by prioritising tasks. When faced with a large workload, we need to be able to separate the most important tasks from the least important. Successful prioritising focuses on the most urgent and important work that must be completed as soon as possible, or the tasks with the highest priority. Recognising the optimal order of workflow is key to prioritising effectively. Jonathon is adept at prioritising his tasks. Rank the following tasks in terms of priority Prioritise the following tasks at work from most to least important. Explain your answers to the teacher. - Replying to non-urgent emails - Having a coffee with your manager - Finishing the project which has its deadline soon - Emptying the waste paper bin - Starting a new project - Helping out the new trainee - Replying to urgent emails - Attending meetings - Cleaning your desk 1. Julian doesn’t have enough time to complete all of his tasks at work. ➔ Julian should prioritise his jobs and write a list of which jobs are most urgent. 2. Steffi needs to organise a staff meeting but everyone has a conflicting schedule. ➔ 3. Timothy has a deadline tomorrow and his manager wants him to attend two meetings today. ➔ 4. Linus missed last week’s training session due to poor organisation. ➔ 5. Frank overslept and will be late for the meeting. ➔ What are your priorities? Write a short paragraph explaining when you had to prioritise something. Length should be 100 words. Talk about the regular schedules and time distribution in your company. Discuss the regular routines which occur in the workplace. How good are you at managing time? - social events? - staff meetings? - breaks – how many, and how long? - meetings? You are a team manager and need to organise a meeting in the next three days. Send an email to your team members and attempt to organise a time that suits everybody. Try to include some of the useful expressions you have learned. Thanks for getting in touch. Due to my upcoming deadline it is going to be difficult for me to make your proposed time. I’m in a hurry to get everything done before Thursday. I can find the time to be available some time on Friday afternoon if that suits you? Sorry that I can’t be more flexible this week. Jessica Marketing Coordinator MediaKompany. Talking about times of the day - Often when making appointments in English we specify the time of the day when our plans will take place. - Remember that each person has a different perspective on times of day, so make sure to confirm a rough time to avoid misunderstandings. - **Midday**: the middle of the day: 12pm. - **Morning**: the hours before midday. - **Afternoon**: the hours after midday, but before 17:00. - **Evening**: the hours after 17:00. - The words *early* and *late* add degrees to these terms. *Late morning* is much closer to *midday* than *early morning*. The time expressions after and before are extremely useful when making plans or appointments as they can be used to indicate when something can happen in relation to something else. Each works as a subordinating conjunction and can be used at the beginning or middle of a sentence. Are you able to attend a quick meeting about your monthly targets after lunch? I’ll try and meet you before close of business today. Another useful time expression is **when**, another subordinating conjunction which can be used to indicate when something happens directly after something else. **When** can also be used more loosely, to indicate something happening immediately or later on: - I should hear from Elvis **when** he has finished dinner. The sentence above indicates a more general use of the word **when**. I’ll take my lunch break **when** I’ve finished replying to these emails. Unscramble Unscramble the events and activities below into an organised daily schedule. Personalise the schedule by filling in the blanks with events from your own day. Remember to specify at what time of day you do each thing. - Wake up in the morning - Arrive at work - Commute to work - Work meeting - Lunch break - Go to bed - Eat breakfast - Go to the gym - Clean the kitchen Practise Try to arrange a time to meet up for a coffee with your teacher. Try to use each time expression above in your conversation. In... (minutes/hours) before when after I woke up to my alarm beeping. It was 8:30am and I had to get out of bed. I was hoping to get to the gym before work, but at this rate I wasn’t going to make it. I got dressed and brushed my teeth in a hurry. I picked up a coffee and a roll from the bakery downstairs and ran to make the bus. Frustratingly, I missed it and decided to cycle to work instead. After arriving at work I only had 10 minutes before the staff meeting at 9.30. It was only enough time to get changed into my work uniform. I made it just in time... Continue Rebecca’s day by finishing off her story. Try to use as many time expressions as you can. Write an outline of your standard day at work. Use the sections in the boxes below to provide you with a rough outline. - arriving at work - projects - meetings - before lunch - late afternoon - leaving work How do you get to work? How long does it take? The journey to and from work is called your commute. Write a short description of your commute to and from work here. Do you enjoy your daily commute? Homework Create flashcards to help you memorise the useful expressions related to time. Can you meet before lunch? Think of all of the time expressions you have learnt so far. Separate them into two lists: early and late. early in the day late in the day About this material This material is provided by lingoda lingoda Who are we? Why learn English online? What kinds of English classes do we offer? Who are our English teachers? How do our English certificates work? We also have a language blog!
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A Walk to Remember Mini-biographies of pioneers buried in the Santa Ana Cemetery by Patricia M. Boardman FOR THE ORANGE COUNTY CEMETERY DISTRICT “If you were to ask me what I consider the most important development of Santa Ana Valley, I would say without hesitation, it was building of the Great Ditch by the Santa Ana Valley Irrigation Company. Those who underwent the privations of the early years will not soon forget this important work.” -Mathias Nisson, early pioneer A Walk to Remember Mini-biographies of pioneers buried in the Santa Ana Cemetery. By Patricia M. Boardman A self-guided tour with map for the Orange County Cemetery District. BOARD OF TRUSTEES Vivien Owen – First District Maureen Rivers – Second District Bill Nelson – Third District Frank C. Brix – Fourth District Leslie Keane – Fifth District Tim Deutsch – General Manager Copyright © 2009. Table of Contents 1. Jonathan Bacon 2. Mary Spurgeon 3. Robert Henry English 4. Robert McFadden 5. William N. Tedford 6. A.B. Montgomery 7. Jacob Willets 8. James Layman 9. James Hickey 10. Joel R. Congdon 11. Mary Arbuckle 12. Dr. C. D. Ball 13. Dr. W. B. Wall 14. Charity Remsberg 15. Richard Jones 16. Albert J. Perkins 17. Wyllys W. Perkins 18. Julius & Max Reinhaus 19. Dr. Philip Howe 20. Edson Waffle 21. Charles Waffle 22. Henry O. Fosdick 23. James Fruit 24. Theophilus Lacy 25. Dr. John M. Lacy 26. William Titchenal 27. Albert W. Birch 28. Colonel E. E. Edwards 29. Charles D. Swanner 30. Lt. Charles V. Donaldson 31. Henry C. Young & Nellie Garnsey Young 32. Budge & Nona Lacy 33. Mathias Nisson 34. C. E. Parker 35. John Buckingham 36. John M. Huttonlocher 37. William Lutz 38. Walter B. & Nellie Tedford Table of Contents (con’t) 39. John N. & Isaac Yost 40. George J. Schirm 41. Lysander Utt 42. C. E. Utt 43. Monroe D. Halladay 44. Nelson O. Stafford 45. Henry H. Harmon 46. Samuel Preble 47. James Garnsey 48. August Reuter 49. Isaac Fields 50. Columbus Tustin 51. Samuel Titchenal 52. William G. McPherson 53. Francisco Torres 54. George Washington Smith 55. Peter J. Shaffer 56. David Harwood 57. Effie Scholl 58. William McKelvey 59. Eugene T. Garlock & William B. Garlock 60. Christopher McNeill 61. Jules Goepper 62. Jacob Ross Jr. & Family 63. Henry Cheney Taft 64. A. DeWitt Bishop 65. Umphra H. Bishop 66. Roy K. Bishop 67. Honorable Clyde Bishop 68. Hubert H. Wakeham 69. Isaac Williams Sr. 70. Samuel Hill 71. John Avas 72. Stephen McPherson 73. William F. McPherson 74. Willard Cain 75. Henri F. Gardner & Family Acknowledgement The mission of the Orange County Cemetery District is thus: “To manage and maintain Orange county’s public cemeteries in a manner that preserves their beauty and dignity, and offers affordable internment services for county residents.” I believe this booklet will offer a new way to enjoy the beauty and tranquility of the cemetery, by making your tour an enjoyable history lesson. As you proceed along the tour, the story of this area will unfold, interweaving the lives of our hardy forbearers through their primitive experiences. I am happy to add another dimension to the wonderful job the board of Trustees has done thus far in restoring and maintaining the dignity of this historic landmark. I’m thankful to Sharon Avey from the Old Orange County Courthouse who informed me of the interest the Board had in putting a project together. I thank the Board for allowing me to create it. Patricia Boardman * * * * * “Patty knows from whence she speaks. She has spent countless hours in the Santa Ana History Room under my observation. Patty has that rare gift to be able to see not only the big picture but also can work with the smallest details to form a story. I have worked with her personally, playing Nona Lacy, as she directed several living history events at this cemetery and at the Old Orange County Courthouse. Her enthusiasm for Orange county history is quite apparent.” Anne Harder, Former Librarian, Santa Ana History Room Preface Welcome! The serenity of this cemetery has been a source of inspiration to me. I began doing research in Orange county when I was asked to write three historical cemetery tours for the Santa Ana Historical Preservation Society from 1998-2000. I did so much research that it was a shame to walk away without getting some of it documented for people to enjoy. Hundreds took the SAHPS Cemetery Tours during those three years. A few told me that they have lived here all their lives, and yet, never knew that William Spurgeon founded Santa Ana. Somewhat shocked, they thought I was pulling their leg, for they were sure it was founded by Bernardo Yorba! “A Walk to Remember” is a fun lesson on Orange county history right at your fingertips. Since there are numerous biographies you will probably want to make this a two day activity. So, let’s get started! Put on your walking shoes, turn on your imagination, and let’s take a walk of remembrance through this beautiful historic cemetery. You’ll find a map inserted in the booklet. Our walk starts in section “J.” The Mission Period which started when Gaspar de Portola’s Expedition of 1769 traveled through what we now know as Orange county. During that period, Spanish soldiers with surnames: Yorba, Sepulveda, Grijalva, Ortega and Peralta served under Portola also with them was Father Junipero Serra. Fr. Serra sprinkled mustard seeds along the route the soldiers traveled to mark the trail of what became known as the El Camino Real. These soldiers explored the Orange county area for Spain and camped a night on the Santa Ana River close to where Katella street is today. The Rancho Period of California started when those explorer-soldiers returned and began dividing up the land amongst themselves. The earliest grants were about 1810. You are now standing on land that belonged to the Yorba/Peralta clan which they called Rancho Santiago de Santa Ana. Santa Ana comes from St. Anne who was the maternal grandmother of Jesus. Orange county was divided into thirteen ranchos and that period came to a close during the 1860’s. The Great Flood of 1861 was the beginning of the end for the rancheros. It rained for two months straight until the Santa Ana river filled the flood plain. This cemetery was under several feet of water. In fact, many early pioneers testified that you could row a boat from here to Los Angeles. The river over flowing its banks washed away all the crops that would have been used for food during the winter months. Following the flood there was a draught that lasted several years and cattle died by the thousands. Because the rancheros were deep in gambling debt, they had no way to purchase food to replace the lost crops. As a result they had to sell their land to survive. Bernardo Yorba was an exception because he didn’t gamble, instead he saved his money for a rainy day, literally, as it turned out. Many of the Spanish ranchero folks are buried in the Anaheim Cemetery because that city is twenty-two years older than Santa Ana. The Yorba’s have a family cemetery in Yorba Linda where the main ranch was located. You can visit that private cemetery by appointment only. Bernardo himself, however, is buried in Los Angeles. Here is where my story starts, with the Pioneer Period. START. Find number one on your map. Facing north at that location you will see a large upright grey stone on the right with the name THOMPSON on it. Stand at the curb. Face west. From the curb take 48 steps into the center of lawn “J.” On your right side you will see . . . 1. JONATHAN E. BACON After deserting the U. S. Army in the Mexican War of 1846, Jonathan hit pay dirt in the Gold Rush of 1849. With his bag of gold he arrived at San Gabriel Mission (Los Angeles county) in 1860. He purchased sheep there and herded them through this area where you are now standing. Finding good pasture in today’s Tustin and Santa Ana, he decided to purchase land from the Peralta family. In 1868, Bacon sold the land to Nelson O. Stafford and Columbus Tustin and he, in turn, settled in San Juan Capistrano where he became a judge and its most eccentric citizen. During the 1860’s Judas Day was celebrated on the ranchos. A straw replica of Judas was made and roped to the back of a half-wild bull, which was turned loose on the dusty streets of San Juan. Meanwhile, at the San Juan general store, a man bought a dozen eggs and started out the door to the street. Jonathan told him not to go because the bulls were loose, but he didn’t listen. A few minutes later the man came back to Judge Bacon and demanded that the bull’s owner reimburse him for a dozen broken eggs. The owner refused to pay the man, so Judge Bacon, being kind and not wanting to hear about the matter again, gave him the money from his own pocket. Word spread of the story, and folks started to refer to it as “The Bacon and Egg Story.” Jonathan built the first schoolhouse and social center in San Juan. He was a single man all of his life, although he loved children. Local parents remembered many a time he harnessed his old grey mare to his wagon, taking the day-long trip to Los Angeles to buy school supplies for the students. Jonathan took in three foster children who were bereft of a family. The Congdon family of Santa Ana was very fond of Jonathan, as he was a fellow New Englander. Mrs. Congdon always invited Jonathan to Thanksgiving and Christmas dinner each year. He delighted the family and friends by reciting Shakespeare, which he committed to memory. When he became too old to care for himself, George Ross and his wife became his caregivers. They chose this burial site for him. Oh, and I said he was eccentric? Unknown to the town, Jonathan never wore a white shirt twice. When he died, the San Juan wives went to his home and organized the bachelor’s personal items to sell at auction. You can imagine their shock when they opened a back room and a wall of soiled shirts fell out. What should they do with all these shirts? Next Sunday, every man in church wore a much needed new shirt and every wife wore a smile for Jonathan! William Spurgeon, the “Father of Santa Ana.” Courtesy of Santa Ana History Room. metal he purchased 574 acres which today we call downtown Santa Ana. He laid out Santa Ana from First to Seventh Streets, with West Street (Broadway) the western border of town and Spurgeon as the eastern border. He married Jennie English, a daughter of one of the earliest settlers. One of his contemporaries said of him, “The man was not a dreamer. He was a hard-headed, feet on the ground merchant who counted his money carefully, planned logically, treated his children with tender kindness, feared God, but made the most of every opportunity to carry out his plans for the city.” Besides being the first mayor, postmaster and purveyor of the first well, he ran a general store where “you could buy anything from a darning needle to a Chicago ham,” fetch water, catch the stage, or pick up your mail. While the whole town waited for Uncle Billy to sort out the mail in a wooden shoe box, you could catch up on all the news with your neighbors. Later, Uncle Billy created a “new” cemetery (you’re in it) and served as the first President of the Santa Ana Cemetery Association. He seems to have done the same great job laying out this cemetery as he did the hamlet of Santa Ana. Originally, plots were sold in 20 x 20 ft. sections. You will see some examples of sections filled with an entire family. This will show you how large the original sections were. There used to be a narrow gravel road between each of those sections as you will notice on the map indicated with dotted lines. This cemetery land was purchased originally, at $33 dollars per acre back in the 1870’s. Uncle Billy and his wife laid Mary their 25-year-old daughter here to rest. She had a severe epileptic seizure that took her life. 2. MARY SPURGEON Mary Spurgeon was the daughter of William and Jennie Spurgeon. William or Uncle Billy as the locals affectionately called him was the founder of Santa Ana. Uncle Billy’s friends wanted to name the town Spurgeonville in his honor, but the former Kentuckian wouldn’t hear of it. Uncle Billy chose the name Santa Ana in honor of the former Spanish rancho name. Billy was a 49er. He was somewhat successful and wise enough to save the gold he mined. With his little nest egg of precious 3. ROBERT HENRY ENGLISH Born in 1850, a native of Ireland. His parents immigrated to Canada during the famine. Robert grew up on the family farm, setting out at 16 to become a machinist and a foundry apprentice. He was an excellent mechanic and a capable steam engineer with the stationary engine. Mr. English moved his family to Platte county, Nebraska just in time for the terrible “grasshopper years” of 1873-75. The pests were so numerous that they actually darkened the sun. With his crops completely destroyed he purchased and operated a steam thresher and was thus able to earn a living. His education in machinery got him through the lean years. Robert always had a penchant for doing things on a big scale. After arriving in California in 1875, he ran five different ranches at one time. The largest ranch at Bolsa Chica (Westminster) was 2,500 acres. In 1886, he helped grade the Santa Fe Railway as far south as the San Joaquin Ranch, which belonged to James Irvine. He also operated steam threshing outfits in Orange county until 1912. Robert was Street Superintendent in Santa Ana for four years, putting in 17 miles of gravel and oil streets and eleven miles of paved road. English Street in Santa Ana is named in his memory. Mr. English’s daughter, nicknamed Jennie, married William Spurgeon though she was 20 years his junior. 4. ROBERT MCFADDEN In 1869, Robert McFadden first laid eyes on Orange county with his older brother James from the back seat of a concord stagecoach. After viewing the land first hand their dream was to start a cattle ranch. The first concern was how they were going to find lumber to build fences to protect their herd. There were only a few Sycamore trees growing locally and they needed hard wood and lots of it. Robert travelled up to the San Francisco area to secure an order of lumber to be shipped down by steamboat to Anaheim Landing (Seal Beach). Oxen had to be used to haul heavy loads from Anaheim Landing and Santa Ana because there was no road, just sandy raw land too rough for horses and rigs. As the saying goes, necessity is the mother of invention. James and Robert decided they needed to create their own landing (port). They named it Newport Landing which today is Newport Beach. In order for the ships to unload their cargo Robert and his brother had to build a pier. Today, it is known as Newport Pier. When the first lumber arrived they loaded their ox wagon. As they wound their way up the bluff to Santa Ana they met homesteaders who offered to buy their lumber. Of course they needed it for themselves, but they hated to leave others without the precious commodity. By the time they got to Santa Ana the lumber was all sold! Robert ordered more lumber and the two loaded the wagon as before and the same thing happened again! It was then they looked at each other and said, “We need to start a lumber and shipping company!” Now, what to do with all the land they bought? Robert traveled to Los Angeles and purchased a ‘chain and rod’ for the measuring of land. He divided up the lots for sale and became Santa Ana’s first real estate agent. With that money they purchased part of the land we now call Newport Beach for $1 an acre. All the pioneers who moved in the area needed lumber to build homes and businesses so it was hard to distribute the wood fast enough. Next in the progression of McFadden improvements was a short railway. In 1892, the McFadden’s railroad was completed from Newport Pier to Santa Ana’s Fruit Street Train Station (North of Santa Ana Blvd; near the 5 Freeway). In those days there was a large lumberyard and milling establishment at the railroad station. As other trains came into the area, such as the Santa Fe, it became obvious that McFadden’s would have to sell the small railway. James and Robert didn’t want to sell their private line to the infamous Southern Pacific, but they were duped into thinking they were selling to a private investor. A year later the plan of deception was revealed by Huntington’s organization. (Huntington’s home is the Huntington Library today.) The land where the little railway was, was lowered in the 50’s in preparation for the 55 Freeway. Today, the little railway has been paved over by the 55 Freeway. The day the train opened for business in 1893, the locals were given complimentary trips to and from Newport Beach to celebrate. By the way, Robert did start the first pork processing business in the area and was very successful. His brother John had a butcher shop on West Fourth and later a hardware store on East Fourth near French’s Opera House. McFadden Hardware only recently dropped the McFadden name. (John and James are buried in Fairhaven.) The McFadden’s were Scotch Presbyterian and staunch supporters of the temperance movement. They helped banish saloons from Santa Ana and enacted a local prohibition in 1903, well before the national prohibition. Robert kept a diary in 1870. Here are a few entries: **SABBATH, DECEMBER 25, 1870** Went to church in Santa Ana. Heard (Isaac) Hickey preach. **MONDAY, DECEMBER 26, 1870** Went up to Los Angeles with Mr. Wakeham and Mr. Layman. **TUESDAY, DECEMBER 27, 1870** Have been getting Porter to make out bonds (land contracts) today. WEDNESDAY, DECEMBER 28, 1870 Started for Santa Ana. THURSDAY, DECEMBER 29, 1870 Went down on the Rancho to get the bonds signed up. Harrison paid $270. Promised him a deed when he paid his notes up. SATURDAY Went down to the Rancho with Bates to look for the chain. Burned off lots of mustard and weeds, but did not find the chain. MONDAY, JANUARY 2, 1871 Worked for Bates in forenoon, went down on the line of the rancho below Cozad and rented 80 acres to some Dutchmen. TUESDAY, JANUARY 3, 1871 Went down on the rancho with a man who wanted to rent, but did not make any bargain. Found the chain. Face east. To your right is a palm tree. Go there. On the east side of the tree is a flat stone. 5. WILLIAM N. TEDFORD The William Tedford family was the first white family in the settlement of Newport south west of Santa Ana. His parents John and Catherine were born in Virginia but as new land opened up in Tennessee they settled there, where William was born in 1826. In 1831 the family pulled up stakes again and moved to the new frontier called Missouri. This is where William grew up and at 38, in the middle of the Civil War he decided to move further west to California. With ox and Conestoga they crossed the plains in 1868, one year before William Spurgeon arrived. The Tedford’s moved in while there were still Gabrielino Indians living in the area. It was William who created an ox trail from the coastline up to Newport or southern Santa Ana. He was amazed at all the cattle bones he found everywhere (from the 1860’s draught), so he lined the new trail with the bones, pointing them skyward to mark the way up the bluff. Later the McFadden railway would follow that same path to Santa Ana. The Tedford’s lived on the ranch until 1899. His son-in-law E. W. Felton took it over and William and Nancy moved to Spurgeon and Third streets in Santa Ana. Later in life he served the position of Orange county supervisor for four years. In the family portrait William is in the middle. Just prior to printing this, I discovered that the Tedford family has been moved to LAWN L at the entrance of Fairhaven. They are just south of the Spurgeon family who also moved their whole family over to Fairhaven when it opened in 1911. When Spurgeon first opened the Santa Ana cemetery there was no such thing as perpetual care. Each individual was responsible for maintaining their own private plots. Hence, before long the whole cemetery was filled with weeds and patches of corn and barley. Because of this, many families moved their ancestors over to the Fairhaven side. The Santa Ana cemetery records do not indicate that a body was disinterred as our current records are incomplete. I decided to leave these biographies in the book because the removal of bodies is also part of the history of the cemetery. Face south. Walk straight ahead to the white marble obelisk. 6. A. B. MONTGOMERY Confederate Memorial Day was a major celebration each year at the Montgomery home. Many confederates flocked to California after the Civil War. A.B.’s son Victor, being on the secession board, drew up an original bill for the secession of Orange county. (I guess the urge to secede was in his Southern blood no matter where he went!) Victor, an attorney said, “I’ve resided in Anaheim for five years and had observed that we furnish few criminals, but pay for the feeding of all the others.” The Montgomery bill succeeded no better than the rest, but eight years later it resurfaced as the new secession outline and explanation for the naming of the county on its sixth, and final try. The only significant change was a last minute boundary alteration to include San Juan, thereby putting Santa Ana smack dab in the middle of the proposed county, thus making Anaheim citizens very upset. Being the oldest and largest town they naturally thought it appropriate that Anaheim should be the county seat. Once the boundary was moved south, it made Santa Ana the logical choice. A.B. said of the new name of our county, “the title Orange county emblazoned upon the map of our state would have more effect on drawing a tide of emigrants to this section, than all the pamphlets in the world.” It’s hard to believe there was a time when the citizens actually wanted more people to move here! 7. JACOB WILLITS In 1891, C. E. Parker helped start the Orange County Fair Association and served on its board of directors. The board purchased property on South Bristol Street and built a racetrack. A famous Santa Ana horse called Silkwood swelled the gate receipts. Folks who didn’t even like racing showed up to see the horse race. His owner was Jacob Willets. Everyone had theories as to Willet’s secret to success with the horse. One rumor was that they fed the horse a diet of pumpkins and alfalfa. Whatever, the audience was captivated by him. The story climaxed in 1893 when a purse of $1500 was offered to Jacob Willits with Silkwood. Courtesy of First American Title Corp. race against Our Dick. Admission was $1.50 and the race sold out. Silkwood won that day but lost the next three races. During the late 1890’s horseracing peaked as a spectator sport. Soon thereafter the newness wore off and people lost interest, which lead to the demise of the track. Willets Street is named in honor of Silkwood’s owner and a time bygone. Face north. You will see the tallest and largest stone in the cemetery. Go there. 8. JAMES LAYMAN James was educated in Minneapolis, Minnesota and came to California in 1871. He purchased farmland in Upper Newport near the Tedford Family. Later he moved to Santa Ana where he bought a hotel on the northwest corner of Fourth and Main streets. The Santa Ana Hotel was the political meeting center of the day. Ladies were permitted to enjoy the second story balcony at these events. The men in the picture are laying rails in the street. Charles D. Swanner documented the following story in his book, *Santa Ana: A Narrative of Yesterday*. Jim ran a bar inside the hotel and locals joked that “he had a habit of inviting guests in for a drink and then permitted them to pay.” One day in the bar room of his hotel he announced to the patrons: “I will sell this hotel to the first man that lays a thousand dollars in gold on this bar!” Noah Palmer, the Commercial Bank President said, “But you know Jim, there isn’t that much gold in Santa Ana.” Layman was adamant; he wouldn’t accept silver or paper. Next morning, Palmer took the eight o’clock train to Los Angeles and returned with sacks of twenty-dollar gold pieces. He set them on the bar and said “Here’s your thousand. Where’s the deed?” Jim pulled it out of his pocket and set in on the bar. Those were the days! Layman contributed some of that gold as the deposit for the Santa Fe spur to Santa Ana and the rest he used to build his great brick house at the corner of Birch and Sixth streets (Santa Ana Blvd). The legend of the unfinished house caused the locals to call it Layman’s Folly. Though grand on the outside, the inside of the house was never completed and Jim died before he got a chance to live in it. The mansion was razed in the 70’s for street widening and development for the modern bus depot. The *Santa Ana Blade* reported that “Ol’ Jim was the most conspicuous person in town the day Orange county split from Los Angeles. He decorated his spirited black horses in the color orange and road up, then down the streets yelling, Hurrah, for Orange county!” He died prematurely later that same year. His monument is the grandest in the cemetery. He special ordered it from Italy himself. It weighs 915 lbs. and the woman represents Hope with an uplifted arm. The iron rod in her hand is missing. The newspaper noted the arrival of the statue and commented on what a fine display it would make at the cemetery. They were right. Take 32 steps north. Face east. Walk to the east side of the palm tree. 9. JAMES HICKEY Jim and his father Isaac were one of the earliest families in the area. I found them listed in the 1870 Federal Census. Jim was a blacksmith by trade and operated the first livery stable across from the Spurgeon Building. He used to have a street named for him but it is now included as part of Civic Center Drive. Every year Santa Anans celebrated the Fourth of July in his barn loft. With a tablecloth spread out on the floor and covered with potluck dishes, the celebrants sang every patriotic song they knew until they were hoarse. Barn loft celebration. Courtesy of First American Title Corp. Face south and walk 4 steps. On your right will be the next stop. 10. JOEL R. CONGDON J. R. rented Orange county its first courthouse in 1889. The newly formed government had no funds to rent a room to officiate county business. J. R. came forward offering the second floor of his block for fifty cents a month. His block (business building) was located at 302 East Fourth Street. Joel made his living farming in San Juan Capistrano. His block was later rented to two brothers named Gerrard, who had the big idea to start a grocery store with all the items in alphabetical order. People said it was a crazy idea. As you may recall they named the store Alpha-Beta and the idea grew into a chain of stores. Joel had the first English walnut grove in Orange county which required patience, as it took seven years for the trees to mature. His first crop was loaded on a wagon and taken into Los Angeles where he received seven-cents per pound. Back in the 1870's financial transactions were exchanged in gold and since there were no banks, it was common to bury the gold in a secret place in your backyard. Congdon Family Portrait. Courtesy of Santa Ana History Room. II. MARY ARBUCKLE Mary Arbuckle was the mother of Roscoe “Fatty” Arbuckle. Mary died in her forties from illness in 1899. There were two Mary Arbuckles in Santa Ana and the one buried here died at about five years old. She is the only Arbuckle listed in the cemetery directory so I arbitrarily chose this place to talk about Roscoe’s mother since no one today knows where her grave is located. (Fatty is buried in the Hollywood cemetery.) Fatty started his career working at the Grand Opera House in Santa Ana. He was always overweight and the students at Santa Ana High School used to make fun of him and call him “Fatty” and the name stuck. Roscoe’s mother Mary had a pretty hard life. When Roscoe was very young his abusive father abandoned him and never returned. Fatty got into the silent movie business by playing a Keystone Cop and worked his way up till he was as famous as his coworkers; Buster Keaton and Charlie Chaplin. He worked with Buster Keaton often and even directed Keaton in his first feature. At the high point in Fatty’s career, he was accused of raping a young actress who was a Hollywood wannabe. He was acquitted of the charges, and since then extensive research has been done which has shown Arbuckle likely to be innocent. Unfortunately, the damage was done and his career was destroyed. Everyone in Santa Ana who adored his comedic talent now loathed the mention of his name. While he was on trial, the Santa Ana newspapers mercilessly derided him on the front page. The paper also stated that his mother’s grave in the Santa Ana cemetery was covered with weeds and abandoned because of his hideous, criminal behavior. Apparently, Roscoe never came back to care for the plot. The stone may be under the surface or perhaps vandals defaced it. At any rate its location is lost to time. Face west. Walk to the street. Face north. Walk to the next corner, cross the street, one the right corner is a huge grey stone of Seth BALL. Flat stone south of Seth’s is C.D. Ball (Seth is Charles’ father). 12. DR. C. D. BALL Approximately one third of the pioneers came to California for health reasons. Many towns started as a resort for people with consumption (tuberculosis of the lung); places like Santa Fe Springs, Santa Barbara, Redlands and Idyllwild. Santa Barbara had the highest suicide rate in the state during the late 1800’s. The poor victims of consumption suffered with a chronic cough, leading to coughing up blood and their inevitable fear of death by suffocation in their own blood. There was also the threat of leprosy discovered in Santa Ana’s Chinatown at Main and Third streets. It was for this reasons that doctors like Dr. Ball, Dr. Wall, Dr. Lacy and others started the Orange County Medical Society. He served as its president in 1907 the year following the burning of Chinatown. A china man with reported leprosy had died before a Health Department physician arrived to verify the case. So the ground was sanitized with a controlled fire, under the auspices of the Santa Ana Fire Dept. One of the first items Dr. Ball dealt with as City Health Inspector was initiating an anti-expectoration law. No spitting on any public property was allowed to prevent spreading of consumption. Tuberculosis, as we call it today, was still a mystery back then, but it was known to be highly contagious in certain forms. Dr. Ball’s office was in the Spurgeon building, but he often made house calls. He would travel out to visit the farmers and check whole families while he was there. One such family was the Galbraith family. John Galbraith remembers his mother hollering, “Dr. Ball is here. You boys line up so he can look at ya.” John recalled the doctor looking down his throat with a depressor and all his brothers in succession. “It was said around town” John said, “that Doctor Ball with his depressor could look down your throat and tell if your shoes were tied.” John and his brother went to see the circus one morning when they came in town. The two were so impressed with the trapeze artists that they wanted to emulate them. At home, standing in the barn loft they saw a pile of hay to jump into, unfortunately, in their enthusiasm they didn’t see the pitch fork with the tines pointing up at them. Off they went and John speared his hand in the tines. “Dr. Ball carefully removed it and sewed the hand back together, and it healed just fine . . . which is extraordinary considering the primitive circumstances. It shows how skillful he was as a doctor,” John remembered. One of Dr. Ball’s descendants, Gary Ball, told me this story. As an older man, Dr. Ball was coming home from a house call in the middle of the night, when he became so tired that he fell asleep sitting up in the buggy. The next morning when he awoke he discovered the horse had wandered in the dark down to the edge of a high cliff overlooking the beach. You can imagine Charles’ terror when he awoke, discovered where he was and how close he had come to being killed! Oh, earlier I told you about cholera, well typhoid was another disease that wreaked havoc. In 1920 the citizens of Santa Ana became terrified as many people of all ages became violently sick and died. At first it was thought to be a second wave of swine flu, which was unfortunate because about 100 people died a horrible death needlessly. Here’s how it unfolded: A new water system was built under ground at the turn of the century; replacing the city’s first system. After a severe rainy season people became mysteriously ill with vomiting and diarrhea. Some thought it a new flu but soldiers who had been in the war were getting it and they had been immunized. Different theories were considered. As men inspected the underground water supply, it was discovered that the excessive rain had filled up a decrepit part of the old water system and one of the pipes was not disconnected; but instead was left pushed upward and buried. The recent rainfall rose to a height higher than the open pipe. This had allowed filthy water from the old reservoir to pour into the new system. The city’s health board decided that to prevent contamination from ever happening again that the water reservoir should be built above ground. We still have the same water tower today at Seventeenth Street which was built in 1923. Face north. See the large white obelisk? Behind that is our next stop. It is a flat stone. 13. DR. W. B. WALL William Burgess Wall grew up in Mississippi and attended the Jefferson Medical College graduating in 1853. Dr. Wall practiced in Panola County, Mississippi until the Civil War. At that time he entered the service as a Line Officer Captain, but in 1862 transferred to the medical department as surgeon of the 33rd Mississippi Infantry, until the end of the war. He came to California in 1875. Dr. Wall was quite active in politics, aiding much in the formation of Orange county of which he was the first treasurer. William was a charter member and the first president of the Orange County Medical Association. His large citrus ranch on the eastern outskirts of the Orange was for years the most noted fruit farm south of the Santa Ana River. Of special note is the fact that William was invited to the victory celebration of President Grover Cleveland in 1892. The Santiago Orange Growers Association recorded a story of a conversation between Wall and Cleveland. During Cleveland’s victory speech he kept wildly waving and pointing to a poster on the wall behind him. The poster had a picture of an old rooster crowing. Cleveland gesturing to the poster said, “The old cock has won and that’s what he’s doing tonight!” Wall commented, “Grover that would make a beautiful label for my fruit.” The President turned and ripping the canvas from the wall, rolled it up and handed it to Dr. Wall and said, “It is yours!” Wall used it for a time until his citrus production merged with the Santiago Orange Growers Association. From 1910 through 1967 *The Rooster* became the major Sunkist label used by the Association, some 45 to 50 thousand crates it’s believed! The photo shows Dr. Wall on the left posing in his packinghouse. Dr. Harding once lived in Santa Ana. He was a highly regarded physician and always made the newspaper when he visited. The President himself never visited Santa Ana. Catherine Remsberg was the mother of the clan. *An aside*: Harold Brown a mortician from Santa Ana was working in San Francisco for a mortuary at the same time that Pres. Harding died and it was he who prepared the body. Later Harold returned to Santa Ana and continued in that field. From the street face north. Walk to the corner, turn right and take 25 steps. Take a few steps north. Look for an upright stone called JONES. 15. RICHARD JONES If Richard could tell you his story it would be in a thick Welch accent. Being left an orphan in Wales he dreamed of coming to America to make his mark. That he did. In 1885, one year after arriving in Los Angeles County, Richard was hired by David Hewes to run his lucrative ranch and Hewes Park. Hewes was related through marriage to Governor Leland Stanford. Leland was one of the “Big Four” railroad barons. David came south to Tustin City to improve his wife’s health. He purchased highland in what is now within the limits of the City of Orange. Local farmers mocked him and said the land was worthless. Hewes said “I’ll make that land more valuable than if you laid gold coins across it.” A farmer quipped, “You’ll have to, to make it worth anything.” By devising an elaborate pump system to irrigate the highland he was able to create the largest fruit ranch in Southern California. There was so much produce that the ranch had its own railroad spur to take the fruit to the Eastern markets. Richard Jones was the ranch foreman and chief horticulturist for the orchard operations. When Hewes sold the ranch and park in 1915 it was worth 13 million dollars. Richard was very thankful to have such a wonderful life in contrast to what he would have had in Wales. One of the stories Richard told his family was that he worked for a descendent of Joseph Hewes, a signer of the Declaration of Independence! Hewes Park and Orchards. Esplanade is on the right. Laveta is across the bottom. Hewes ranch house is south of Laveta. Courtesy of Santa Ana History Room. HEWES’ TRANS-CONTINENTAL BRAND GOLDEN GATE PARK SAN FRANCISCO CLIFF HOUSE SEAL ROCKS FARALON ISLAND POINT BONITO GOLDEN GATE D. HEWES EL MODENA, CAL. Hewes Park Label with train. Courtesy of Santa Ana History Room. Face south. Cross the street. Walk west one row. On left is a flat stone. 16. ALBERT J. PERKINS Albert was locally famous for his trip around the world in 1909-1910. This wasn’t his first trip abroad though. Since 1899 he made two other trips to Europe and Japan. While there he visited the botanical gardens of every city. Albert loved plants and flowers and collected many samples of the Udo plant (edible) for Honorable David Fairchild in Washington DC. David was working for the Department of Agriculture on the prospects of this plant for American use in 1909. Born in 1866 in Newark, New York Albert was the baby of the family and as such had many opportunities to work for the families extensive arms of business, from banking to orchard work. His father was Charles Hinsdale Perkins, co-founder of Jackson and Perkins Nursery. After Albert’s wife died in 1905 it sent his life in a new direction and he settled out here in California. He had an orange ranch but also helped in rose growing with his Uncle Wyllys and Uncle Clarence (salesman for J&P) who also lived in Santa Ana. Ironically, I happened on his story while writing a cemetery tour in 1998. While writing about a woman, I went to visit with her daughter. When her daughter saw that I loved history and writing she asked me Albert in Egypt. Private collection of Patricia M. Boardman. if I would like to have some letter collections she had in her attic. While doing research on the family I discovered that I am related to them through my colonial grandmother Lydia Hinsdale. I will be publishing a book about Albert’s exciting world adventure in the future. Face south. Diagonally to the right you will see the large PERKINS stone. 17. WYLLYS W. PERKINS Wyllys was born in Oconomowac, Wisconsin in 1860. At the age of 5 his father Herbert moved the family to Grand Rapids, Michigan where they raised fruit. As a young man Wyllys moved to Kansas with his brother Clarence to raise stock but railroading soon caught his interest. As a fireman he worked in Colorado, Missouri, Kansas and Texas for many different railroads until he landed a position for the Atcheson, Topeka & Sante Fe. Finally, he worked his way up to becoming a locomotive engineer for the Los Angeles & Pacific Railroad Co. which was a passenger train. After a lifetime of railroad service, the great railroad strike of 1894 brought his career to an end. Because he refused to run the train of a striker, he was discharged. After moving to the city of Orange he decided to go back to his farming roots and purchased 160 acres of land at El Modena in 1886 (at Chapman and Esplanade). He began growing oranges and roses for the Jackson and Perkins Company. His brother Charles H. Perkins was the founder of that company along with Charles’ father-in-law, Albert Jackson. The original farm in New York was known as the Rose Capital of the World. In 1906 the Perkins brothers shipped 300,000 rose plants to locations all over the world. Roses are no longer grown in Orange county but “Jackson and Perkins” is still one of the largest wholesale nursery businesses in the world. During the El Modena years their horticulturist experimented with roses and developed the first climbing rose. Later, one rose was named Dorothy Perkins after a granddaughter. Wylyls decided to take the newly developed climbing rose to decorate their display booth at the 1939 Worlds Fair in New York. Fairgoers loved the novel little pink rose and wanted to purchase it. Wylyls explained they weren’t for sale but agreed to try mailing a plant to them when he got home. They had hundreds of orders before they left New York. Mr. Perkins unintentionally started the first mail order nursery business at the World’s Fair. In the 1960’s Jackson & Perkins was bought out by the Harry and David Corporation. Face east from where you are and take 45 steps. To your left is a large upright stone REINHAUS. 18. JULIUS & MAX REINHAUS The Reinhaus brothers came from Dusseldorf, Germany and immigrated to Los Angeles in the 1870’s. Max took a clerking job for a Russian Jew who had a large dry goods and clothing store. The firm members didn’t trust each other or any other Russian Jew, as the story goes. Max being a Advertisement. Private collection of Patricia M. Boardman. Left: Reinhaus Family Home probably on Birch Street. Above: Dr. Marcus Reinhaus and his granddaughter Theresa in front of the doctor’s home. Courtesy of Santa Ana History Room. German Jew instilled their confidence as they had a reputation for being honest. Not even the owners were allowed to have the key to the safe, only Max was allowed to remove cash for deposits. After the two brothers learned first hand how to run a business, they moved to Santa Ana and helped run Levi Gildmacher’s General Store. The whole Reinhaus family lived in the Gildmacher’s house for many years. This house was right next to the store on the southwest corner of Fourth and West (Broadway). Gildmacher added several rooms to accommodate everyone. After saving for many years the Reinhaus brothers built their own beautiful large block on the southeast corner of Bush and Fourth streets (across from French’s Opera House). Sisters Theresa and Paulina owned and operated a millinery (women’s hat) store within Reinhaus block. “Reinhaus Bros.” as it was known, had the best prices in town because they arranged with wholesalers back East to deliver straight to Santa Ana instead of Los Angeles, thereby cutting out the middle man. Julius had one of the first horseless carriages in town and would be seen taking his family out for Sunday drives. The brothers were extremely successful because of their “continued square dealing” and both were high ranking Masons. Along with the Levi Gildmacher family which the Reinhaus’ married into, they were one of the first Jewish families in the area. This section of the cemetery belongs to members of the Masonic Order only. The next section to the east is the Odd Fellows section. Dr. Reinhaus was a veterinarian and had his practice inside the Reinhaus block also. Jules Reinhaus at the wheel in Huntington Beach. Courtesy of Santa Ana History Room. East Fourth Street, looking west. Reinhaus Department Store on left. Courtesy of Santa Ana History Room. From where you are face south and walk 12 steps to a smallish flat stone. 19. DR. PHILIP HOWE The good doctor came to California in 1876, along with his two sons, Alvin and Frederick. They rode horseback all the way from Vermont to the San Francisco area. Philip practiced medicine while Alvin attended Cooper Medical College and studied surgery at the Marine Hospital nearby. It was there Alvin met Willella Earhart and they married in San Francisco. Dr. Philip, Alvin and Willella decided to move to Westminster after seeing a flyer advertising the new colony as a “dry” community (only table grapes could be grown). After a few years it became apparent that Westminster was not going to grow fast enough, so the three moved to Santa Ana. Philip must have been very proud of his son when he became the second mayor of Santa Ana, succeeding William Spurgeon. The Howe-Waffle House is located in Santa Ana and was the home of Drs. Alvin and Willella Howe. Phillip’s wife Mary Howe has a stone to the north. She ran a boarding house many years after Philip died. Face east. Cross the street. Diagonally to the right you will see two Cypress trees. Stand between the two trees and look for a flat stone. 20. EDSON WAFFLE Edson and his first wife Clara started out in Arizona, where Edson taught school. His brother-in-law Eugene Garlock enticed him to come out to California. For a while they partnered in the cattle business and it was quite successful. Clara took sick and her physician Willella Howe made house calls to the Waffle home where she helped her in passing. After her death Edson started a livery business called Waffle & West Livery. It was located on Fourth Street and today is a grassy lawn next to the Ronald Reagan Federal Building. Edson’s daughter Genevieve said about her father, “As a little girl, one of my happiest moments was riding in the Parade of Products in 1904. We had a wonderful surrey, wonderfully decorated, which won Papa first prize in the parade, with me sitting next to him.” Genevieve was very heart broken when her mother Clara died. Edson later married Dr. Willella Howe. She was wonderful with Genny and loved her like her own daughter. Genny married Mark Lacy (son of Dr. John Lacy) inside the Howe-Waffle house. Genny and Mark were proud parents of a little boy. One day Genny was bathing him and he slipped from her arms. Even though both of the child’s grandparents were doctors, neither could save him. He slipped out of Genny’s arms and into heaven. His stone says “Sonny Boy.” Can you find it nearby under the tree? Edson donated the first ambulance to Santa Ana which was horse drawn. Later when automobiles replaced the horse, he started selling the Michigan car. Edson reflected, “I bought one for Willella for house calls, but she decided she didn’t like it and she went back to the horse and buggy, much to my dismay.” The car was placed in the window of the Waffle & West Livery with a “For Sale” sign on it where Glenn Martin’s father spotted and purchased it as told by John Galbraith. Walk east a few steps to the next row. On your right is a tall red obelisk. 21. CHARLES WAFFLE The tall red obelisk nearby belongs to Edson’s son, Charles, who was a member of Santa Ana’s Company F that answered the cry of, “Remember the Maine!” In the first picture, the site where they are standing was then known as the city park but later became the location of the new jail in 1897 (see Budge Lacy). Company L was a volunteer unit that replaced Co. F after the Spanish American War of 1898. Co. L offered assistance during the aftermath of the San Francisco earthquake of 1906. Our boys did guard duty in Oakland over a refugee camp in the city. Company F drilling and preparing for the Spanish American War in 1898. Drill field is now the location of the Old Courthouse parking lot. Swanner is the second from the right. Courtesy of Santa Ana History Room. Company L during the San Francisco earthquake. The men that are seen here camping at Oakland City Park. Charles Waffle is center bottom. Courtesy of Santa Ana History Room. park. Charles Waffle was a 1st Lieutenant and his pay was $4.17 per day. In his book about Company L, Swanner tells a humorous story. While still in San Francisco, their job complete the men packed to return home. Having an evening to “kill” they decided to get a wooden plank. They placed empty beer bottles (I guess they were in a box) on the board and wrapped it in a blanket. They then formed a funeral procession and marched all over the disheveled streets of Oakland, singing a funeral dirge for their dearly departed “beer bottle corpse.” In their old age one of the “boys” went to visit his old comrade in a veteran’s home. The old “boy” lit up while reliving his memory of the crowds parting, ever so reverently, removing their hats, as Co. L passed in sorrow with their favorite, now consumed beverage. *An aside*: Dr. Ball was also an officer in both units. Face east again and walk to the large white stone in front of you. 22. HENRY O. FOSDICK Henry came from New York to Tustin in 1888. He bought 30 acres on Newport Road, which he set to oranges and walnuts. Mr. Fosdick took great pride in making his home as modern as possible and he loved to do the work himself. Early in his life he worked for the Wells Fargo Express Company and was also a railroad conductor for the Burlington, Cedar Rapids and Northern Railroad in Iowa. The Fosdick’s had two children who died as infants. Elizabeth Fosdick was devastated and her mother Mrs. Fox came from Iowa to live nearby which was a great comfort to her. Face west and walk back to the street. Turn south and walk half-way down the street. Face west and walk to the cedar tree. Flat stone. 23. JAMES FRUIT James was one of the founding fathers of Santa Ana along with Uncle Billy Spurgeon, James and Robert McFadden. He is all but forgotten, except for part of his street still exists. When I tell people Fruit Street was named after a person they are quite surprised. James, Uncle Billy and the McFadden’s worked together to obtain land rights and helped to raise the $40,000 necessary for the Southern Pacific railway to build a spur into Santa Ana. Jacob Ross offered to pay the railroad with two full blocks of his land but the rail company scoffed, demanding cash up front. Spurgeon relayed the information back to Ross who then contacted Max Reinhaus who offered to sell Max the two blocks for $350 in cash. They made the deadline and the rest is history. Without the train, Santa Ana could not have competed with Anaheim’s growth to become the county seat. Those same four men hatched the idea to move downtown Santa Ana closer to the railroad. The new subdivision had streets laid out diagonal to the original streets of the city. These off-angle streets Mr. Fruit named after early pioneers, such as Stafford, Minter, Lacy, Left: Newport Wharf and Lumber Company’s yard. Today is the Santa Ana Regional Transportation Center. Courtesy of Charles W. Bowers Museum. Below: Fruit Street Train Station. Courtesy of Santa Ana History Room. President Harrison at train depot inside arches. James McFadden in the foreground with beard. Courtesy of Santa Ana History Room. French and Vance, but the concept never took hold, and Fourth and Main remained the center of town. The old Fruit Street Train Station (razed) and Fruit street are named in James’ honor. James personally built a platform at the depot in 1898, so President Harrison could give a speech to Orange countians, who came out to see him at the stopover. William Spurgeon and family build the decorative arches that you see in the picture. It was the first time a U.S. President visited Santa Ana and “the excitement in the air was electric,” one witness stated. Face west. Diagonally to the left is a large pine tree. Just south of the tree you will find a row of flat LACY stones. 24. THEOPHILUS LACY The Lacy family came from Alabama where patriarch Thomas Lacy founded Lacy’s Spring. Theo was born there and at five years old the family moved to Arkansas. When the Civil War broke out the Union soldiers camped on their plantation and took whatever goods they could get. At one point the family feared for their lives. Theo was hidden in a wagon of apples by his mother and driven to a hiding place. Back at the plantation the father Thomas was taken away by horseback. When the Union officer left, against regulations, the soldiers shot Thomas and left him to die in the road. Surprisingly, Theo was loyal to the Union, while two of his brothers served the Confederacy. Frances (Fannie) was born in Kansas. During the Civil War her father took Fannie and her mother to Canada for safe keeping while he served in the Union Army. Fanny’s mother died when she was eleven, so her father enrolled her in a religious college. By the time Fannie was 16 she graduated and began teaching school, during this time she met and married Theo. Theo came to Santa Ana in 1883 with his family and his widowed sister, Laura Carter. Laura’s husband had been shot by a stray bullet from a street fight. Theo opened Fashion Livery behind Hickey’s stable. Laura raised her family by running Lacy Boarding House on the east side of Main Street between Fourth and Fifth streets (First American Title today). By the way, many people ask me where the word livery comes from. It comes from a French word that means “to deliver.” In 1891 Theo became the second sheriff of Orange county, serving for a record 16 years in all. He was known “as honest, firm, straightforward, and true as steel.” Theo was taken before his time, he was kicked in the chest by a horse and died of complications from that injury. The Theo Lacy branch jail is named in his honor. Theo Lacy, Jr. known as Budge made this comment about his mother at her funeral. “My mother’s life was devoted to helping those in need, particularly children. You should have seen our home at Christmas time. Orphans and needy children were always invited. I can’t remember a time of year when she wasn’t gathering things for children.” Fannie was a trustee for the Odd Fellow’s Orphan Home in Gilroy, CA. Face east and walk down to the upright LACY stone. 25. DR. JOHN M. LACY Born in Lacy’s Spring, Alabama, John began studying medicine when the family moved to Arkansas in 1855. He graduated from St. Louis Medical College serving in the Confederate Army from 1861 till the close of the war. After the war Dr. Lacy practiced medicine in the Indian Territory which today is known as Oklahoma. John came to Santa Ana in 1879. He was so convinced of its potential he enticed his younger brother Theo to join him. Dr. Lacy married Eliza Bean. Eliza’s mother, Nancy J. Bean is buried nearby. The Beans were wealthy cotton planters and factory owners in Arkansas. In his old age John was a friend to the young doctor offering his wisdom and experience when needed, even when he became blind. John was a member of the Santa Ana City Council, California and Orange County Medical Societies, Board of Education, president of the Santa Ana Hospital Association and the City Health Officer for three terms. Lacy Street is named in his honor. One of his sons, Mark B. Lacy married Genevieve Waffle. Face east. Walk to the street. Still facing east you will see two large obelisks in front of you. Go there. 26. WILLIAM TITCHENAL The Titchenals were one of the first families to arrive in Santa Ana as evidenced by the 1870 Census of Los Angeles County. The census also shows that William made his living as a teamster. Mr. Spurgeon was anxious to get a town growing so he offered a free lot to him if he would build a home on it. The Titchenal home was built near the southwest corner of Main and Fourth streets. As the town grew William was offered the job of Constable. Allow me to set a scene: The main drag of pioneer Santa Ana was Fourth street between Main and Sycamore. Spurgeon’s General Store was on the southwest corner of Sycamore and Fourth (the same location as the current Spurgeon Building). Across the street was Jim Hickey’s stable. Kitty-corner from the Spurgeon building was John Nemo’s saloon. His saloon was known for being quite a gambling den and many brawls broke out there. (The ladies in town always crossed the street rather than walk by the front of the saloon where men would whistle.) It was in front of the Hickey stable that Constable Titchenal was shot. Ike McManus got into a fight at the saloon and the Constable was called from his house (across the street). In the meantime McManus had stabbed someone and ran into Hickey’s stable for a horse to make a getaway. McManus got on the horse and was coming out of the stable. Titchenal grabbed the horse’s bridle and with his cane tried to restrain him. Then McManus pulled his gun and shot the Constable. The bullet entered below the stomach and lodged in the upper leg. Titchenal staggered and tripped over a wagon tongue. Ike fired again, but missed. because the Constable fell down out of danger. William’s friend, Mr. Albert Birch jumped in and rescued Titchenal as he was falling and dragged him to Cummings drug store west of the stable. McManus fled the country and was never brought to justice. Albert Birch is buried close to his friend. Can you find his stone nearby? By the way, it’s a good thing his life was saved. William is the great grandfather of actress Janet Leigh, and great, great grandfather to actress Jamie Leigh Curtis. 27. ALBERT W. BIRCH Albert arrived in Santa Ana about 1870. Birch Park and Birch Street are both named for him. He was one of the charter members of the Santa Ana Masonic Lodge with Henry H. Harmon, William H. Titchenal, James H. Fruit, Isaac Hickey, and James W. Layman. Face east and take 14 steps. On the right is a single tablet stone lying flat. 28. COLONEL E. E. EDWARDS Our early District Attorney got his start by framing the state government in Iowa. Earning his law degree in New York State he set up his profession at Chariton, Iowa, where he was twice mayor and later, city attorney. In 1861 he enlisted in the Sixth Iowa Infantry. At the close of the war Colonel Edwards returned to Iowa and was elected to the State Senate. In 1880, he came to Santa Ana and entered the real estate business. In 1884 he was sent to the Legislature where he introduced a bill for the organization of Orange county, and brought about its adoption by the Assembly. In 1888, he was nominated by the Republican Party for the Senate and won. Another successful bill he introduced was for the location of an insane asylum in Southern California. He introduced four bills altogether which “beat the record” at that time. Colonel Edwards was Chairman of the Committee on County and Township Government, and Acting Chairman of the Committee on Irrigation. He wrote legisla- tion which amended the State Constitution, enabling the different counties of the State to make irrigation laws specific for their needs. Face east. Walk up two rows. Look on your right. 29. CHARLES D. SWANNER An attorney and local historian who came here as a child from Ohio in 1886. His father started a general merchandise store on Fourth Street in the old Spurgeon Building. During 1887-88 all the pioneers speculated on real estate. When the boom ended many were financially ruined. Charles said, “My father lost his store and had to start all over again with only one hundred dollars to purchase a stock of merchandise. Gradually he built up a fruit and vegetable business that catered to the best trade in town. During my high school days I worked as the “delivery boy” in his store. In meeting the customers “at the back door” I became acquainted with many of the pioneers whose names I later wrote about in my book…” One of the men he wrote about is our next stop. Above: Charles as a soldier in Oakland. Courtesy of Santa Ana History Room. Left: John A. is on the left inside the vegetable store. Courtesy of Santa Ana History Room. 30. LT. CHARLES V DONALDSON Lt. Charles V. Donaldson was a graduate of West Point and was the son-in-law of J.S. Pitman. Charles was on leave from Fort Grant in Arizona and home to see his pregnant wife. He made an appointment to meet his sister on the beach for some relaxation and a visit since he had not seen her in five years. From the beach at McFadden’s Landing the onlookers observed a high tide swept a wave over the heads of four bathers. Among them were 16 year-old Lottie Spurgeon, the daughter of William and Jennie, Mr. B.F. Hall, his daughter Dora “Roy” Hall. W. E. Robertson a young man standing on the wharf, jumped into the water and succeeded in saving Mr. Hall and his daughter. Lt. Donaldson was last seen swimming to the assistance of Miss Spurgeon but he was unable to reach her. That was the last seen of either until the undertow swept the body of Lt. Donaldson to shore a half hour later. Parties in boats left immediately, but it took an hour to find Miss Spurgeon’s body. The poor girl was on vacation from study at Mills Seminary. Donaldson’s heroism moved everyone in town and George W. Dryer stated to Mr. Swanner that, “Practically the entire town attended the military funeral.” Can you imagine thousands of people standing where you are now? A few days later Donaldson’s daughter was born to his widow. Mrs. Donaldson taught in the city schools for several years thereafter. After leaving Santa Ana she was never heard from again. Newport bathers. Courtesy of Santa Ana History Room. Face east and in the next row in front of you are two more flat stones. 32. BUDGE (THEO, JR.) & NONA (YOUNG) LACY Budge and Nona met when he saved her life. She was swimming at Newport Beach as he was walking along the edge of the water. All the sudden he heard screams. By the time he swam to her she was unconscious. (Fortunately for her, Budge also did part time stints as a Santa Ana Fireman.) Dragging her back to the beach, he was able to revive her and soon they began dating. The two married in 1908, “whereupon he took her straight to jail...for 21 1/2 years!” You see, Budge was the “Turn Key” (head jailer) and Nona became the jail matron. The Orange county jail was called “Lacy’s Hotel” because Budge and Nona lived on the first floor of the jail. Besides that they had a reputation for taking care of the prisoners as though they were guests in a hotel. The old gothic jail (razed) was located behind the Old Orange County Courthouse, not yet built in this photo. Today, you can see the “footprint” of the building in the parking lot behind the courthouse. Nona was on call 24/7 working at the jail, plus raising her own family. Lacy’s Hotel in 1898. Courtesy of Santa Ana History Room. 31. HENRY C. YOUNG & NELLIE GARNSEY YOUNG Henry and Nellie are the parents of Nona Young. Henry was the superintendent of the Santa Ana Valley Irrigation District. He was one of two men who engineered the first irrigation tunnel through Burruel Point which today is known as Olive Heights (Eisenhower Park). Fifty Chinese workers did the labor and they lived in Henry’s backyard at Flower and Memory Lane during the construction project. Henry died prematurely leaving Nellie to raise four small children by herself. She never remarried and continued to manage the farm making it very prosperous. She lived to the age of 83. Insane patients periodically fell under her care too. She called on Dr. John Lacy if a prisoner got sick. In 1936, the Federal Bureau of Prisons reported to a house subcommittee in Washington D.C. that Budge had one of the best jails in the United States. “I always treated a prisoner as I’d like to be treated, if he’d let me.” The couple received many letters from former prisoners thanking them for turning their lives around. Budge’s most exciting day on the job was when 18 year-old Bebe Daniels, a famous silent movie star was arrested for speeding on Hwy. 101, precursor to the 5 Freeway. The old highway used to go down Main Street, east on First Street, and south on D Street (El Camino Real in Tustin). The starlet was going sixty-five m.p.h. in a fifteen m.p.h. zone in an extended length Marmon (same engine as the Marmon Hornet used in the Indy 500). Since the star was only 18 her mother got permission to stay in the cell with her. Nona had to deal with 792 guests who came to visit Bebe during the seven-day ordeal. Not to mention the deliveries of flowers, chocolates and bedroom furniture delivered for her comfort from Spurgeon’s Furniture Store! Bebe also requested a piano so she could compose in her cell, that is, when she wasn’t being serenaded outside her jail cell window. The story made the national news. Face north and a walk a few steps. Near the road is another flat stone. 33. MATHIAS NISSON Mathias came to Santa Ana in 1876 from Illinois. He was a small, wiry, older man with glasses and a thick mustache at the time he gave this interview with Tom Lewis for the Santa Ana Newspaper in 1923. Mathias owned a 21 acre ranch on Main Street just south of the Discovery Science Museum today. Most of his land is under the 5 Freeway now. Here are some quotes that I thought you would enjoy: “The Main street section was a wilderness given over to cactus, willow and mustard. Between Santiago Creek and Anaheim it was a regular wasteland. Few of us would have given $10 an acre for it, but because of irrigation and hard work it’s become a real estate bargain. Main Street was a winding tortuous mud road. If you had told me that a house and lot would bring $7,500 near my home, I probably would have advised your friends to have your head examined by a competent doctor. I would have had fears for your safety,” he said. Nisson paid about $50 per acre and that was considered high in 1880. He paid $13 a year for taxes the same year. By 1923 it was $1000 per year, but he didn’t begrudge paying it. “If you were to ask me what I consider the most important development of Santa Ana Valley, I would say without hesitation was building the great ditch by the Santa Ana Valley Irrigation Company. Water reclaimed the semi-desert wasteland and those who underwent the privations of the early years will not soon forget this important work. But if the valley is to grow, so must the vision and hard work to produce water” Mathias in his younger days was very proud to have been member of the first Vigilance Committee in the wild days of San Francisco’s history. From the street, face north. Walk until you see the PARKER stone on the right. 34. C. E. “ED” PARKER Parker Brother’s Nursery on North Main was founded by Ed’s older brothers J. E. and Clarence H. Parker. Ed’s parents came down from San Jose in 1873 and they built a home on the southeast corner of Main at Chapman. Of course there was no North Main street in those days just a dirt road leading southward to Santa Ana amid sagebrush and towering mustard ‘trees’. In a newspaper interview Ed stated the following: “Louis G. Butler from Orange bought a lot on N. Broadway in Santa Ana and had just returned from Hemet with some exciting news. I remember the day he arrived in Orange with those twigs. We were playing a game of baseball right in the middle of Orange when he got there.” (By the way, Ed was one of the best baseball players in Southern California.) [Louis] showed us these twigs and I bargained for one of them. It was only a little twig with just sixteen buds on it. I paid him $16 for that twig. I quit the baseball game right then and made for home. I lavished all the care in the world on those buds, a man couldn’t have looked after a race horse more carefully. Fifteen of those buds grew, and from those original fifteen navel trees we propagated all of our Washington navel stock. The first seed bed I ever saw was located in Orange where the plaza now is. There was a post and a faucet there then, and everybody around got water at that faucet. Mr. Beach of Orange had set out an orange seedbed southwest of the faucet …so he would not have to carry water far. There was no such thing as Valencia oranges back then. We used the seeds of Mediterranean sweets and Australian navels but they were low bearing and course respectively. Lemons were an experiment. My brother J.E. who lives on Batavia street in Orange just brought me a sack of lemons…and I recognized the taste at once as the old Bonnie Brae. The lemon had a smoky taste . . . and was a very thorny tree. Later it was replaced with the Eureka lemon.” After quitting the nursery business Ed Parker was engaged in raisin growing at West Orange (McPherson). Then he came to Santa Ana and established a mill, which used to stand on Grand where the Orange County Register is today. He also put in the first electric light plant in Santa Ana. The red scale wrote the final chapter of the raisin industry which is fortunate for us because Ed started the Orange County Title Company which, evolved into the First American Title Corporation. It’s fortunate because he collected many of the photos you see in this book. Orange County Title Company was located on Main street, just north of Fourth street. At the same location where First American Title Corporation is today. Stay facing east. A few more rows east is the next stop. 35. JOHN BUCKINGHAM In 1876 when John arrived here with his family he saw only raw land and opportunity. Digging right in, he purchased 50 acres of the San Joaquin ranch from James Irvine. He built a house, barn and an orchard. Four years later he traded the property for sixty acres which was south of First Street in the city of Santa Ana. He improved this land and sold out in 1882, after which he purchased twenty acres on Orange Street, also within the city limits. Because the Orange county area naturally had artesian wells, John chose this land because the seepage from the underground water table allowed him to grow six or seven crops of alfalfa every year without irrigating. He had his own natural water-works system. You will notice two sets of stones for the men. One set is for their military service. Return to the street. Face north. Go up the street 30 steps. On the left you will see a large upright HUTTONLOCHER stone. 36. JOHN M. HUTTONLOCHER John was born in Wurtemberg, Germany and when he was one year old his father died. His mother later remarried and John chose the profession of his father and became a wine gardener. At the age of 25 his ambition brought him to American in 1855, where he settled in the tiny swamp town that the Indians called Chicago (translation: stinky place). The smell of the wild onions didn’t bother the pioneers looking for a new life, as John found out. His first job was as a stonemason and then a grocery clerk. Next he started an ice company and it flourished. Ice was cut and shipped from Wisconsin to Chicago then packaged for customer delivery. Later, the great meat packing plants, Armour and Swift also needed ice to pack pre-cut meat into railcars. On the journey to New York several ice stops were needed, and many laborers and teamsters were employed. After fifteen years John turned the business over to his son William, who later sold it to the Chicago Ice Trust for a quarter million dollars. Mr. Huttonlocher moved to Santa Ana in 1897. He bought C.E. French’s Opera House with his profits and modernized it by reinforcing the frame and removing pillars which blocked the audience’s view of the stage. He was very civic-minded and influential. John asked Madame Helena Modjeska to perform at the Grand Opera house re-opening. She accepted, providing the proceeds would go to her favorite charity, the sisters who ran the orphanage in Anaheim (later it became St. Catherine’s Military Academy). A record 5,000 dollars was raised. John belonged to the Independent Order of Odd Fellows (I.O.O.F.). John’s daughter Emma married William F. Lutz. Diagonally to the left you will see the LUTZ stone. 37. WILLIAM F LUTZ The future businessman and president of the Willaim F. Lutz Company came from Wurtemberg, Germany to America at the age of 16, in the year 1883. He landed in New York harbor and went straight to the bustling, immigrant stronghold Chicago. There he joined other relatives already engaged in a business. William became the bookkeeper for the Haegele Ice Company for five years. In March 1888, he picked up and moved to California settling first in San Francisco for one year and then to newly formed Orange county. In 1892, William purchased and reopened a branch implement store, which became the largest farm implement company south of Los Angeles. After that he tried railroad work because he thought being an engineer would be really cool. He humorously told a tale of what it would be like to sit at the front of a huge, impressive steam engine and look out the window as an engineer does. Being one with the massive machine was his kind of future! After being hired on, he found out that to become an engineer you had to work in the fire-car shoveling coal in 120 degree heat, all-day, everyday, until the current engineer left his job. Engineers wore dumb looking striped hats anyway. Who needs that? He then worked in old Newport as a merchant with his brother-in-law as Tedford & Maxwell. In 1887 he sold out his half of the business to become assistant postmaster at Santa Ana under Granville Spurgeon, brother of the city’s founder. Later that year, he traveled to Washington D.C. where President Cleveland appointed him as the new postmaster. He held that position for four years and then became the under-sheriff of Orange county under Theo Lacy. In 1893 he started a grain, seed and produce business on North Main Street with Granville Spurgeon. Granville later died of tuberculosis and Walter bought the business outright and moved to the southeast corner of Main and Fourth streets until 1904. Right across the street was the Commercial Bank whose president was David Halladay. David took him under his wing and started Walter as a teller. Later, he moved up to cashier and to his final position which he held until his retirement in 1930. Frances Eleanor “Nellie” was a school teacher, a prominent activist in the Woman’s Christian Temperance Union, Ebell Club and a 25 year member of the library board. As a young girl, Nellie’s father Joseph Purrington moved to Petaluma where he had a cabinet making business. In her Orange county biography she tells us: “I remember when my parents learned of President Lincoln’s death, six weeks after the fact. Father had just come back from Petaluma and we all met him at the gate. He told mother that Pres. Lincoln had been shot and they both broke down and cried. We children didn’t understand so I approached my parents and asked them if Mr. Lincoln was related to us. That’s one of those memories that never leaves you.” As a young girl Nellie taught her first year of school at the Newport district. The teachers of that day always boarded with a family. Nancy Tedford was the woman who boarded teachers in Santa Ana. That is how Nellie met Walter B., although he was not living at home at that time. “During his life Walter worked tirelessly for the Y.M.C.A., influencing the lives of many a young man in the community. Those deeds were done without the need of fanfare, attention or his name displayed on public buildings,” commented one local official and friend. Nellie also had a very rich life of service. In 1909 a juvenile court was formed in which she participated in the operation thereof. The Grand Avenue school was purchased for the first juvenile home. It was purchased for $30,000 with 16 acres of land and was the only one of its kind in the state. The newly formed P.T.A. managed the facility, and president Dr. C.D. Ball introduced bills at each session to further its cause. The children had six months to turn their life around, if they made good they could return to their homes. Nellie tells us this story in her own words: “After a Parade of Products in downtown Santa Ana, all us kids went down to Newport Beach to swim. At 2:00 p.m. we heard of the earthquake and fire in San Francisco and fearing a tidal wave everyone rushed for higher ground. During the next week the women’s groups gathered clothing and money for the earthquake victims. Dr. Dryer donated his suit and put a $20 bill in the pocket. A lucky man got that suit.” When women’s suffrage became a front burner issue, all the women’s groups were invited to meet in Los Angeles to form one united campaign. Nellie and Mrs. Nealley were the only two who went from this area. After returning, “we went around door to door with literature and petitions to get the franchise or the power to vote. One widow on North Main looked empathetically at us and said, ‘I think it a fine thing and we should have it, but I want the men to love me. They only love the clinging vine type of women.’” Face west and cut over two rows. Face south towards another evergreen. You will see an unusual black stone with a cylinder shaped stone on top. Go there. 39. JOHN N. & ISAAC YOST John was a blacksmith and wagon-maker in Talbert. His father was Isaac Yost born in Indiana. In 1873 they came west to California. The Yost family traveled by way of the Central Pacific and the Union Pacific over what was then known as the Ogden Route to San Francisco. Then they journeyed south on the steamship *Orizaba* to Wilmington Harbor (Los Angeles). They first pitched their tent for a time in what was then called Gospel Swamp and from there to Santa Ana. Notice the special logo representing the blacksmith’s guild on his tombstone. “The ring of hammer on anvil was an all-pervading sound, characteristic of the town. You heard it everywhere. It was a part of the atmosphere of the place.” said author Charles Swanner. John’s father is two rows west. Isaac Yost and his son John set up a blacksmith shop on Fifth and Broadway, just south of the Old Courthouse. Isaac and Nettie had ten children. In addition he operated a machine shop and foundry, making all kinds of vehicles and implements. He did the smithy work for Robert McFadden who was the president of the Santa Ana-Newport & Fairview railroad. Isaac made all the switch plates for the Newport railroad. In 1906 he farmed the O’Neill Ranch in El Toro (Lake Forest) and also worked on the Irvine ranch raising beans and grain. The O’Neill house is part of an excellent historic site run by an Orange County Park Service. Mr. Yost was a member of the International Order of Odd Fellows. (I.O.O.F.) Yost’s Blacksmith shop was a two story building across from Macres Florist today. The second story was used as a school room for a time. The Fine family purchased the business from the Yost family and the photo shows the Fine family blacksmithing. Courtesy of Santa Ana History Room. Just to the right and a little further west you will see a tall monument belonging to George Schirm. 40. GEORGE J. SCHIRM George started the Santa Ana Bakery which was the town’s first bakery. His store was near Constable Titchenal’s little house. While studying the death registry at the Old O.C. Courthouse I discovered that George took his own life in the 1870’s. Face south and walk to the street. You are standing at an upside down “T” in the street. Walk south 43 steps. Face west. There are two tall grey obelisks in the center of “E” lawn. Go to the tallest one. 41. LYSANDER UTT A Virginian who crossed the Santa Fe Trail a number of times before the Mexican War, and made and lost several fortunes. In 1864, he married Arvilla Platt and they had only one son, Charles Edward. When he arrived in Los Angeles County there were just sheep and cattle here. There were only six buildings in Tustin at that time and they weren’t easy to find in the tall mustard which grew to be 8-9 feet tall! Lysander turned a two story building on the southwest corner of Main and D Street (El Camino Real) into a residence and general store. A sign was hung out, “L. Utt-Pioneer Store” and he operated the store for 16 years, till his death. Lysander was a strong prohibitionist and held the esteem of the community. Lysander and Arvilla Utt Courtesy of Santa Ana History Room. Utt Pioneer Store, family lived upstairs. Courtesy of Santa Ana History Room. 42. C. E. “ED” UTT “Tustin City, Don’t forget that name, I never shall! That name cost me one of the severest disappointments of my life.” This humorous quote by Ed Utt as a nine year old boy says it all. Lysander, Ed’s father had driven down today’s First Street going east through the tall mustard and completely missed seeing “Tustin City.” He ended up at the foothills at the residence of his uncle Charlie Platt, a sheep farmer. Uncle Charles directed them back to their intended destination. Ed continues, “It was then I learned the sad truth...that Tustin City consisted of a big sounding name . . . and a few settler’s shacks hidden around in the thickets of wild mustard.” If you look to your left, Charlie Platt and his clan are buried here also. Ed Utt became one of the leading citizens of Tustin. He started the water-works, cleared Lemon Heights of rattlesnakes and planted the first lemon orchard there. He also ran Utt Juice Company and was a partner with James Irvine in the 1,000 acre San Joaquin Fruit Company. Ed was also the president of the First National Bank of Tustin. Of the early days Ed said, “If we had business in Los Angeles we drove in one day, did our business the second day, and returned the third day...eating dust all the way. Did we want water? We drew a bucket out of our well or hauled it from a neighbor. When in need of fuel we drove up Santiago Canyon and gathered the fallen timber, for light we used kerosene or tallow candles. If we wanted merchandise for replenishing the stocks of our small stores, we had it shipped from San Francisco to the Wilmington or Anaheim Landing and then hauled it in by team. Every man took a gun with him when he walked out the door as a matter of habit. Around Red Hill was bandit hangout. Any steep hill or ravine made a great place to hide out for desperados who stole from honest folks.” Ed had a nickname “The Peanut King,” at the turn of the century. He was the first to experiment with peanuts as a crop. He exhibited the goober crop at the St. Louis World’s Fair in 1904, and won a gold medal for his peanut exhibit at the Portland Exposition. The photo shows him in the “Parade of Products” with his cornucopia made of peanuts. Ed’s son, James B. Utt became a Congressman for the 28th District, which included Orange county. Monroe enlisted in the Michigan volunteer infantry during the Civil War and being a musician he was assigned to the Regimental band. He was captured in Murfreesboro and was never exchanged, so he stayed there until the close of the war. After the war he assisted his brother Daniel in establishing a plant for the manufacture of windmills, remaining there one year at the mill in Michigan. He milled the ash and oak timber into frames for the head of the mill which was designed and engineered by his brother Daniel. (Whom by the way, also engineered the steam engine for the Monitor submarine used during the Civil War.) Monroe married a distant cousin of his, Clia Halladay and they moved to Santa Ana and purchased land which today is between; Chestnut, Pine and Walnut streets. Face south. On your diagonal left is a high white marble stone. Go there. 44. NELSON O. STAFFORD Nelson moved his family to Santa Ana in 1873. He had a carriage-making business in Petaluma with Columbus Tustin. The two men came south to look for cheap land and purchased it from Jonathan Bacon in 1868. Nelson’s first wife died leaving him with several children. His second wife Amanda was half his age. Nelson was 42 and Amanda was 21 when they married in 1870. Nelson died early at age 50. Mrs. Stafford was standing very close to where you are now when this cemetery first opened in 1870. She stated in her memoirs that the first person buried in this cemetery was one of the Halladay children which is just a few rows east of where you are now. Many of the Halladay stones are not legible anymore so I can’t direct you to the exact one. Sadly, Nelson O. Stafford, Amanda’s first husband was the third burial at this cemetery. (Amanda was married a second time and is buried in Fairhaven, behind the mausoleum, as Amanda Stafford Blee.) Face west. There is large grey stone PREBLE. 46. SAMUEL PREBLE Hailing from New Hampshire, Sam came west to California during the Gold Rush in ‘49. He stayed three years because of his success. Then he returned to N.H. and married Abbie. Sometime later he moved to San Francisco when engaged in a lumber and hay business at the wharf. He later settled in comfortable Orange county and other relatives soon followed. Sam’s nephew George E. Preble was a carpenter and contractor. He built Samuel a beautiful home in Tustin. Sam was a private in Co. L and served in San Francisco. Face south. On the left you’ll see a large grey GARNSEY stone. 47. JAMES GARNSEY As a young boy James worked for his father in a brick-making business near St. Louis. At the age of 20, a cattleman named Colonel Younger was looking for young cowboys to finish out his crew. Taking 700 head of cattle out west from Kansas City took six months at that time and James was thrilled to have the adventure. James married after arriving in California and had seven children. Columbus Tustin tried to persuade James to start a brickyard in Tustin, offering five acres free, but Jacob Ross, Jr. had already verbally made a land agreement with him in Santa Ana, and James wanted to keep his word. (Brick sold for the price of $8 per thousand back then.) That decision was a terrible blow to Tustin, one of several that stunted the growth of Tustin City and made Santa Ana grow. (Brick by brick, my friend!) When his children grew up he sold the brick business to his son-in-law Charles Grouard. Later in life, James and his wife started an apiary business (bee-keeping). The couple had 270 bee stands. The honey was sent out in the comb to Los Angeles to be processed. In their best year they cleared $904! James’ daughter Nellie was the mother of Nona. Garnsey Home: First brick residence in Santa Ana. James is on the front steps. *Courtesy of Santa Ana History Room.* Workers pose at brickyard lotated at or near Eddie West’s Stadium on Flower Street. *Courtesy of Santa Ana History Room.* Face west. Toward the left you will see a large grey obelisk and a slender white obelisk. Go there. --- **48. AUGUST REUTER** August was born in Oberdorf, Germany and came to America in 1867. At the age of 17 he worked as a silversmith in Baltimore and then in Denver. Three years later he became a silver-plater for the Baltimore & Ohio railroad. In 1876 he headed to the Black Hills where gold had been discovered. Traveling on horseback alone in Indian country, he baked bread to survive while he mined his stake. Soon he realized that Deadwood’s prospects were not flattering. In 1877, his brother Fritz encouraged him to come to California. Fritz ran a brewery and saloon in Santa Ana, so August joined him in the enterprise. After a few years the two bought property at Grand and Fruit streets (across the street from the Orange Post today). They built a home that looked like a German castle and planted grape orchards from First to Washington (Thirteenth) along Grand. Tragedy struck when Fritz was shot in a brawl outside his saloon, but he survived. August continued with a winery and became very successful. In 1892 he was reported to have 10,000 gallons of wine in his basement on tap for guests. The famous Polish actress Madame Modjeska was said to have visited the wine room amongst many other notables. Unfortunately for the brothers the prohibitionists voted to make Santa Ana dry in 1903, and the brothers had to close the winery. But it was said the basement was the best kept secret during prohibition. The consumption of liquor was even reported during a Santa Ana city council meeting because of a labyrinth of secret tunnels. The Reuter’s brewery was located behind what was Nemo’s Saloon on Sycamore. In the 1970’s the weight of a large truck driving down Sycamore collapsed one of the tunnels and the truck’s back axel fell in. Then we knew it was not just a rumor! August died very tragically of an appendicitis attack. A doctor rushed to his home and performed surgery right on his kitchen table, but it was too late. His appendix ruptured and he died during the operation. In 1978 the Reuter Kastle was going to be lovingly restored to its original opulence and used as a restaurant. It never happened. An arsonist lit a fire inside which gutted the building. The culprit was never apprehended and the kastle was razed. Ludwig has his tombstone nearby, can you find it? Ludwig married in Germany. He also settled in the Kastle and joined the winery business. The Kastle by the way used to be the first Tustin school. It was moved to Santa Ana with horses. Remember, lumber was at a premium and everything had to be reused. Hundreds of homes were moved in Orange county. Consider it pioneer recycling. 49. ISAAC FIELDS Isaac was one of the original volunteer firemen for Santa Ana. His unique asset was a gleaming team of white horses that were so well trained that they could make a hairpin turn without tipping the wagon over. When not being used as fire horses Isaac used the team to transport goods from the stagecoach or the train depot. He also had a special rig that was a horse driven bus to take passengers to and from the Brunswick Hotel (former site of Hickey’s barn). Isaac beamed with pride that his prancing partners could take a guest or a delivery anywhere in Santa Ana in four minutes flat! Towards the end of his career he became a paid fireman and the first man to drive the new 1920 Seagrave fire truck. (You can see the newly restored truck in the fire museum at Walnut & Sycamore in Santa Ana.) By the way the man on the float is a fireman dressed as the “devil fire.” Devil float in front of fire house at northwest corner of Sycamore and Fifth. Isaac at the reins with his white team. This fire house was previously the Spurgeon building moved from the corner of Fourth and Sycamore. Courtesy of Santa Ana History Room. If a fire started in Santa Ana in 1883 you would run to the waterworks on west First street to tell a worker to blow the fire whistle. Volunteer firemen hearing the whistle would decipher the code of short blasts to tell what section of the city the fire was in, and the whistle also notified the citizens to shut off their water main. If you didn’t shut it off you could be fined $25 for using water during a fire, because it would lower the water pressure. One hose cart was pulled by men. By the way Dalmatians were trained to run ahead of the horse and wagon to clear the streets with their barking. The distinctive spotted coats were to catch people’s attention. Santa Ana however never had dogs but in 1903 Santa Ana purchased its first pair of horses. They were a striking black team named Deck and Dan and Monte Walsh was their groomsman. They served the city until WWI, when trained teams were needed in France to pull artillery, ammunition and supplies. Deck and Dan were sold to the military and sent by ship to France, however, they never made it; their ship was torpedoed in the English Channel and everyone on board was killed. In the photo Deck, Dan and firemen are ready for a parade. Ike Fields was a Sergeant in Company L and also served in San Francisco. Return to the road. Walk back to the “T” in the road. Turn right. Take 33 steps. Face south. Second flat stone from the road. 50. COLUMBUS TUSTIN Columbus was born in Pennsylvania and was a descendant of Jacob Tustin, who came to America from Wales in 1682 with William Penn. Columbus’ father moved the family to Missouri where Columbus lived until ‘49 when he headed off to the Gold Rush. He met and married Mary Pearl and settled down in Petaluma. By trade he became a blacksmith and a carriage maker. N.O. Stafford talked Columbus into joining him in a real estate venture in southern California. They met with Jonathan Bacon and paid $5,000 for the 1359 acre parcel. C.E. Utt recalled that J.E. Bacon used to stop by their house as he traveled through town. In 1931 Utt wrote: “I remember Bacon telling me he bought a lot of land around Tustin at a price of eight cents per acre...he said he had a hard time sleeping at night, when he sold the same land at almost $2 per acre to Tustin and Stafford.” Tustin laid out the streets and built a school and a post office (the school later moved by Reuter). Columbus himself became the first postmaster. His then two-story business partially stands on the south side of Main Street west of El Camino Real, but it is only one story now. Columbus like Spurgeon gave away many lots to entice settlers to build on them. Columbus promoted Tustin as a dry town as time went on. He felt that Santa Ana was too corrupt having 13 saloons. Mr. Hillyard built a gristmill in Tustin and Columbus really tried to keep him. Things looked hopeful when David Hewes moved to Tustin. Hewes had big money connections. Hewes raised money from his wealthy friends to build a church in Tustin and a little railway that ran from Tustin to Santa Ana. He couldn't afford to build a turn around for the trolley, so when you got to Tustin the driver had to get out and unhitch the horse and hitch him back up to the other side of the trolley. Then the driver flipped the seats over to face in the direction you were traveling. Columbus just didn't seem to have the cards stacked in his direction. Those wretched Santa Ana boosters offered Hillyard free land if he moved his grist and feed store to 3rd and Sycamore. Now, Spurgeon's boosters got the Garnsey brickyard, the gristmill, the Southern Pacific spur and last, but not least, the one and only saloon turned off its kerosene lamp and moved to Santa Ana too. Tustin City's fate was sealed when David Hewes' wife died and he returned to northern California. Columbus died penniless and no doubt heartbroken. Buried next to Columbus are his five children: Mary J., Martha, Ella, Fanny, wife of C. H. Platt and Samuel. 51. SAMUEL TITCHENAL Sam operated a candy store in the Spurgeon building. As a store promotion he hired a man to ascend in a hot air balloon in front of his store on the Fourth of July, 1900. Can you imagine that today? When that was over, you could wander upstairs to Spurgeon hall and see the stereopticon slide display, "Wonders of Yosemite." In the photo you see locals posing in a balloon basket. 52. WILLIAM G. MCPHERSON William was the patriarch of the clan. His two sons Robert and Stephen founded McPherson. McPherson was located just north of Chapman at Prospect. The McPherson brothers had a thriving raisin ranch complete with a packaging facility and train platform to ship them east. All the family members worked on the ranch along with hundreds of others. Their dream ended when the grape blight destroyed all the grapes in Orange county and the town of McPherson died when the land boom went bust in the 1880's. Drawing of the town of McPherson: Chapman Avenue in the foreground, Prospect street on the left. Courtesy of Santa Ana History Room. 53. FRANCISCO TORRES This story goes back to 1892 when apparently all of Orange county's road problems began. The county wanted to expand its road system and decided to levy a $2.50 road tax from each worker’s paycheck to pay for it. Meanwhile, back at the Modjeska Ranch, an employee named Francisco Torres was working under foreman, Captain William McKelvey. One of McKelvey’s duties was to remove the new tax from the workers’ pay. Torres thought he was being victimized and decided to take revenge on the foreman. Later that day he crept up on the foreman while McKelvey was alone milking a cow. Torres hit him on the back of the head with an axe handle and then stabbed him in the chest. Torres took off towards San Diego to hide out. The San Diego constable recognized and captured him. Torres had on him items that he stole from McKelvey’s person. Sheriff Lacy was notified and he went down to retrieve the prisoner. Arriving in an iron-bar cell on the back of a wagon the stunned townsfolk stopped as they watched the wagon come north on Main toward the little jail on Sycamore. Lacy placed deputies to guard the prisoner for a few days but, when the extra guards were released from duty a vigilance committee appeared in the middle of the night with flour sacks over their heads. They told the deputy to step aside as they took the keys and removed the prisoner. At four in the morning the night watchman was making his rounds when he spotted a man hung from a light pole at Fourth and Sycamore (where Nemo’s saloon was). He immediately cut him down, but the man was already dead. This was the one and only hanging in Orange county and the last in California. The noose was spotted hanging in the preparation room of the Smith & Tuthill funeral home in the 1970’s. This section of the cemetery was for paupers so you won’t see many headstones. Face west. Between the two palm trees in front of you. There is a slender white marble obelisk almost in the middle. Go there. 54. GEORGE WASHINGTON SMITH Nicknamed “Cussin’” Smith because of his habit for the bluer side of our language. It was said that children’s ears were covered whenever he came around. George dug pipelines for utility companies. Amazingly, he was digging along a dirt road near Irvine Park when he and his shovel fell into a collapsed chest up to his neck! Why was that amazing? The chest had antique coins in it with a face value of $10,000! Who buried the treasure? And for what purpose? Well, there’s one plausible theory wrapped in mystery . . . Face south. Walk south passed two palms. Stop between the 5th and 6th palm. Face east. Two rows over is a flat stone. Look for “Papa.” 55. PETER J. SHAFFER You will recognize this name as a street in the city of Orange. Peter grew up in Illinois and Iowa. His father moved to Nevada City in 1852 to mine for gold. After six months the father went into ranching with his brother. By 1870 Peter came to Orange to settle permanently. He purchased 190 acres setting them to: 1600 orange trees, 200 lemon, 100 lime, 300 almond, 400 apple, 500 peach, 15 plum, 100 fig, nine apricot, five nectarine, 50 walnut and four Japanese persimmons. Besides this he had nursery stock of 2500 fruit trees and six hundred ornamental trees. 57. EFFIE SCHOLL This story I found in the Santa Ana Blade and was considered one of the worst tragedies in local history. A local merchant in Tustin named Mr. Scholl divorced his wife. They had “two chubby-faced little children, one a boy and one a girl.” The children were living with their mother and maternal grandmother. As the two little cherubs lay sleeping on their beds, Effie slit the throats of her children who were four and five years old. After taking poison Effie stumbled into the room where her mother was present. Mrs. Goodwin was completely unaware of what just taken place in the next room. Gasping and frothing at the mouth Effie terrified her. Their family physician Dr. Lacy was sent for. After visiting the house a few minutes, he discovered the horror. He ran into town to get coroner Mills and Dr. Alvin Howe. Dr. Howe tried to revive Effie and she spoke saying that she wanted to die. She told the doctor that her husband had gone to superior court to get custody of the children. So she chloroformed them and ended their lives. After that she took poison as planned and laid down next to the children to die. The next morning she was still alive so she tried to cut her own throat. To the marshal she said, “I will die yet and cheat the hangman of a job.” After her death the marshal found two letters written by her stating she didn’t have any peace in her marriage for six years. She also stated her husband was a vile, wicked and devilish liar and that she would not have her children brought up in wickedness…“it’s better that they are with Jesus.” In the letter she asked her mother to forgive her, and stated that, “even though my children are now saved I understood that I will be lost in the hereafter.” Members of the Scholl Family operated a grocery store on Fourth street for some time. 58. WILLIAM MCKELVEY I wish I could have found a picture of McKelvey to honor his memory, but I could not. However to finish the story, a $500 reward was offered on a wanted poster with Torres’ picture on it (the same picture you saw at Torres’ stone). The San Diego constable who found him came into town with Sheriff Lacy carrying McKelvey’s wallet and a seven inch bloody knife that he took from the suspect. It took the constable five years to finally get the reward. (Some things never change.) Face west. Go back to the road where the HARWOOD stone is located. Face south. Walk to the corner and turn right. As you walk by you’ll notice a tall, dark grey obelisk on the left side of the road. 59. EUGENE T. GARLOCK & WILLIAM B. GARLOCK Eugene and William are the brothers-in-law of Edson Waffle, mentioned earlier, who started out in the meat packing business. The Frank Garlock family had a general store in Gospel Swamp. I have been unable to determine how they were related. I assume they are brothers. Eugene’s wife was the sister of Clara Hough Waffle and it appears that she died young also, perhaps in Arizona before Eugene moved as she is not buried here. William was killed in a railroad accident as I discovered in the O.C. death register. Continuing on down the road a few steps, you will see two large sycamore trees. Your next stop is east of them. See a white marble stone in the shape of a double tablet? Look at the stones east of it. 60. CHRISTOPHER MCNEILL Here is a great old photo of these folks together and I couldn’t keep myself from including it. I bet they would like to be remembered this way. Here Chris is posing at the driving wheel in front of his home in the 900 block of North Spurgeon. The home was razed for a parking lot for the Fourth Court of Appeals. Mr. McNeill was one of Orange county’s most prominent contractors. He built the Old Orange County Courthouse, the old city library on Sycamore and Fifth, and many other fine buildings including his lovely home that you see in the photo. Public Library at Fifth and Sycamore which replaced the old Fire Station. Courtesy of Santa Ana History Room. Taking walnuts to the market in front of the Old Orange County Courthouse. Courtesy of Santa Ana History Room. 61. JULES GOEPPER The other gentleman in the front seat in the photo is Jules Goepper, a cigar maker. His cigar shop was on Fourth Street. People used to stand on the boardwalk to look in the store window and watch Jules rolling cigars. Pictured also is the old library which was razed during the craziness of Urban Renewal in the late 60's, when anything old was considered tasteless. Even the Old Courthouse was considered as a target for the wrecking ball. Thank heavens the citizens complained loud and long. Return to the road. Face west. Walk to the corner and turn right. On the right about half way down you will see two tall white identical stones. 62. JACOB ROSS JR. & FAMILY Jacob, Sr. was born in 1813 on the family farm in Ohio. As an adult Jacob, Sr. moved to Vermillion County, Illinois where Ross Township and Rossville were named after him. The old grain mill that he built was operated by the power of a stream and water wheel. In 1865 several family members joined a wagon train including Jacob, Jr. with wife Elizabeth and five children. A second son Josiah and his 19 year-old bride Sarah Prather Ross were on their honeymoon. Sarah had to manage a six-horse team since Josiah was ill most of the journey. The Ross family had many friendly exchanges with the Plains Indians. They'd always ask to run their fingers through Sarah's beautiful red hair. Ross Street in Santa Ana is named for Jacob Ross Jr. who arrived in Santa Ana in 1868, one year before Spurgeon himself. They had to live in their covered wagons when they first arrived as there was no lumber except what they brought with them. The land was filled with rattlesnakes, so as they plowed the land they had to put layers of gunnysacks on the horse's legs to keep the snakes from biting them. As an old woman Elizabeth told stories to her descendants about the Indians who visited from Newport (Costa Mesa) bluffs. The Indians would beg for Elizabeth's "fire sticks" (biscuits). Sometimes the Indians would walk right into their rough hewn shack, follow them around and stare at them. "They [the Indians] were just curious," Elizabeth said, "but it was really unnerving just the same. Finally, the men made a wooden door with a bolt on the inside to prevent the intrusions." Horse thieves were a major problem. The Ross brothers chased down two brothers who stole their horses in 1870 and they commented that they went to San Quentin. I recently visited Sacramento and found the old San Quentin prison records in the state library. Under 1870 I found the Ballesteros brothers incarcerated there. It’s always fun to verify some of these stories. There are several Ballesteros buried in this cemetery but only by the last name, so I have no way of telling which graves, if any, are theirs. San Quentin Records. Courtesy of Sacramento State Library. Jacob Ross donated land for the first cemetery in Santa Ana and was the first county assessor. Today, the Santa Ana library and history room are built on top of the Ross cemetery. There were a few Ross babies buried there who had died of the “summer complaint” (cholera). When this cemetery was opened the babies were transferred to this location. Can you find two babies by the road? Face east. There is a TAFT upright stone in back of the Ross family. 63. HENRY CHENEY TAFT Henry was native of Uxbridge, Massachusetts and of Scotch descent. The Taft and Parkman families have been prominent in American history as statesmen, scientists and scholars. Henry’s son Charles P. Taft (not here) graduated from Racine College, Wisconsin in 1877. Thence the two came directly to this area and began propagating semi-tropical fruit. Charles became known locally as the Luther Burbank of Southern California. (The real Luther Burbank had his nursery in Santa Rosa.) With his father’s assistance he has originated many new varieties of avocados. You may have heard of the Taft avocado which was one of his successes. He owned the north corner of Taft and Tustin Ave. which was the location of the first avocado ranch and nursery. He also did extensive work with the loquat. Charles was awarded the Frank Myer medal by the American Genetic Society for his production of new fruits. The Fruit Growers Association of which Charles was a member brainstormed on what to call the lumpy green fruit. Originally, the avocado was called an ‘alligator pear’. While descriptive, they all agreed that didn’t sound very marketable. The name avoca was suggested as nice sounding but too similar to the Spanish word for cow. The Fruit Growers Association thought the word would sound catchy and appetizing to customers so they just made something up, avocado. His parents must have been very proud of his accomplishments. The family residence was at 864 E. Chapman Ave. His other fields of development were: Peruvian Custard apple, South African plum and the Eugenia cherry from Brazil. Avocado thievery was so prevalent in 1906 that the ranchers took to setting bear traps under the trees to catch the culprits. Ouch! That’ll teach ‘em. Ed J. Brown a rancher from Orange suggested naming the then, nameless road parallel to Collins after Charles, where his orchard was located. Besides he pointed out, our current U. S. president is William H. Taft, what better time to honor the Taft family? Go back to the road. Face south and walk down the road before you reach the corner you will see three large upright BISHOP stones. 64. A. DEWITT BISHOP From the Santa Ana Daily Register . . . the reverend said these words over his grave, “Amos DeWitt Bishop is a great, great grandson of Capt. Waistill Scott who marched to Ticonderoga with Ethan Allen and the Green Mountain Boys . . . [Amos DeWitt’s] grandfather Amos Bishop was a drummer boy in the War of 1812 . . .” The seed didn’t fall far from the tree. At the age of 29, A. D. Bishop came to Santa Ana/Orange and purchased 60 acres bordered by; Santiago Creek, Fairhaven Ave, Cambridge and Glassell streets (across the street from Fairhaven Memorial Park). In short order he had planted a lemon and orange tree orchard. He established a packing house and was the first to ship citrus to eastern markets...including the Chicago World’s Fair, the “Columbian Exposition” in 1893. There was a house for every state in the union and Mr. Bishop had a large orange display in the California house. DeWitt was famous for the night fumigation process as noted on his tombstone. He always claimed that much of the credit should go to his better-half, Anna. A ‘red scale’ infestation under the bark threatened to devastate the citrus trees. Citrus ranchers worked day and night to find a solution. Hydrogen cyanide was used in varying ways to control the scale but the chemical burned the trees when exposed to sunlight. Anna suggested, “Well, why don’t you put the chemical on at night so it has time to dry out.” It worked. (That was the short version of the story.) The 1897 Chicago Tribune made flattering mention of his work, stating that “he [A. D.] had shipped the finest car of lemons ever brought to the Chicago market.” At the World’s Fair DeWitt had an individual exhibit representing horticulture for which he received a bronze medal. That medal has been his prized possession ever since. Mr. Bishop told his good friend Mr. Ralph that when his time came to go, he wanted to lay down under one of his trees and go to sleep. Two days later he was found lying eternally asleep under a peach tree he had planted. His head resting among the flowers and the sod he loved. Today, that place is under the 22 Freeway near Glassell. 65. UMPHRA H. BISHOP Umphra is the father of A. DeWitt. Hailing from Bethlehem, Connecticut he apprenticed as a carpenter. He later moved to Ohio and began raising and shipping fruit. The spring of 1865 found Umphra’s family newcomers in Chicago where he resumed the business of shipping apples. That spring he erected the first cold storage icehouse in Chicago for the preservation of fruit. It was destroyed by the “Great Fire” of 1871. For a time they tried to stay and help rebuild, but it wasn’t financially feasible. Losing thousands he was forced to leave Chicago and make a new start. 66. ROY K. BISHOP Roy is the son of A. DeWitt and was an Orange county agricultural official since 1883. In 1908 he was appointed first horticultural commissioner and apiary (bee) inspector. He raised bees since a young boy and became an outstanding authority on entomology. Roy worked with his father DeWitt in early experimentation with citrus fumigation. His original horticultural office was a tiny cubbyhole under the main stairway of the Old Orange County Courthouse. “It’s now a stairway to the basement,” Roy joked in an old newspaper interview. Local ranchers would not speak to anyone else but Roy on the subject of plants and insects...even after he retired. Roy also kept the official weather records of Orange county after his retirement. 67. HONORABLE CLYDE BISHOP Clyde was born in Chicago, Illinois and is a son of De Witt. Clyde twice served as a member of the state legislature. Clyde’s mother Annie Knight died of an illness when he was young so Clyde stayed to help his father with the farm until he was 20 years old. For a while he became an actor and traveled all across the United States. Then he served his county with ‘Company L’ during the Spanish-American War. In 1899 Clyde began the study of law at the office of C. S. McKelvey and Victor Montgomery in Santa Ana. Clyde served in the legislature for many years. In 1915 he wrote the act under which the development of Newport Beach harbor was begun. Under his legal expertise as city attorney for Newport Beach, he helped lay the foundation of the city we know today. Retained in criminal and civil procedures Clyde was one of the most prominent lawyers in Orange county. He was also known for his interest in astronomy. He built a palatial home on Lemon Heights complete with a private observatory housing his telescope. Under a blanket of red roses, his casket was lowered where you now stand, as mourners sang, “Nearer My God to Thee.” made duck hunting the locals favorite past time. One evening in winter Hubert’s daughter became sick and he went out in the cold to retrieve a doctor. His daughter got well, but he took sick and died shortly thereafter from exposure. Hubert’s land today is under South Coast Plaza! (Segerstrom’s bought the land from his family.) Return to the road. Take a few steps on the left and see the unique white WILLIAMS stone in front of you. 69 ISAAC WILLIAMS, SR. He and his wife arrived in Missouri about 1800 and settled on a farm near Jackson. This is where his son Isaac Jr. was born in 1823 being one of 17 children. In 1843 Joseph B. Chilies formed a wagon train with the destination of Alta California, then still a providence of Mexico. Isaac Jr. and his four brothers joined this covered wagon contingent. After arriving as far as Oregon the brothers turned south into a completely unknown territory. They arrived at Sutter’s Fort in November of 1843. In 1844 Mexican Governor Micheloreno was in trouble with insurgents south of Los Angeles. He raised an army to subdue them, drafting among others, the four Williams brothers. They fought in the Battle of Cahuenga (Los Angeles) in 1845 which resulted in the defeat of Micheloreno leaving Pio Pico the final Mexican governor. After this engagement they settled in Santa Cruz across the bay from the old Mexican capital of Monterey. In 1846 Isaac enlisted in the California Battalion (Mormon Battalion) during the Mexican War and then returned to farming in Santa Cruz. He married the widowed Lydia Patterson who was a member of the historic Stevens-Murphy-Hitchcock wagon train party of 1844. After marriage the brothers operated a lumber mill and joined in the Gold Rush in 1849. In 1868 at the age of 45 Isaac traveled down to the Los Angeles area with William Spurgeon. Isaac settled in Gospel Swamp (Costa Mesa area) and died two years later. In 1933 Isaac Sr.’s grandson, William J. Williams researched his grandfather’s trip across the west. At the age of 80 William traveled in a ‘Model A’ Ford retracing his grandfather’s wagon train route with an old map and a diary written by a member of the famous Chiles Party of 1843. He discovered some of the places where his father had been 90 years earlier! What an adventure. 70. SAMUEL HILL He started the first sugar beet business in Santa Ana which was highly successful. Samuel and Dr. Ball initiated the founding of the first hospital in Santa Ana. Samuel's daughter Lucy (Hill) Lockett fondly remembers him driving the first Oldsmobile around town in 1904. (There were only four cars in Santa Ana in 1904.) The Olds had a third seat that faced the rear of the car and it really irritated him. He couldn't see the look on the children's faces, nor could he tell if they were safe. Lucy said that her father wouldn't rest until he disassembled it and turned the seat facing forward! Sam wasn't always trying to turn things around. When Fruit, Spurgeon and McFadden tried to move the downtown close to the railroad (diagonal streets), Jacob Ross and Sam Hill opposed it. As a result Spurgeon and Hill never got along after that. In fact one of the pioneers stated that the Ross and Spurgeon children were never allowed to play with each other, but no one remembered why. That may have done it. Also, when the downtown was paved for the first time, Sam was the only merchant who refused to pay the fee to pave his 50 feet. So there was always a dirt road in front of his metal shop. Charles Swanner mentioned that he always remembered that dirt section as a boy. You remember that expression: Why the Sam Hill did you do that? I heard it originated in Santa Ana, but I don't remember who told me. Lucy Lockett also said that because her father was into the hardware and plumbing business that they had the most modern home in Santa Ana including an indoor toilet, bathtub and a solar heater which assured hot water! They also had electricity . . . one light bulb hanging from the ceiling in the dining room. Apparently, Mrs. Hill held some sway over Sam as the walls were hand painted with pink roses. The Hill home was located on 1102 Spurgeon Street. Don't go looking for it, there's a parking lot there now. Face east. On the right corner across the street, you'll see an upright stone AVAS. 71. JOHN AVAS John was the proprietor of the Richelieu Hotel, which was located on the corner of Fourth and Ross streets (Ronald Reagan Federal Building today). John was a member of the city council and was known as a man of high integrity. Thus, he found himself involved in a curious mystery which to this day has not been completely solved. Oh, yes I left you hanging with a mystery and a theory about it back at number 54. Here it is: A deserter from the Mexican Army showed up in Santa Ana after arriving by train. He checked in at the Hotel Richelieu. The stranger had two valises (suitcases), they were extremely heavy. The hotel clerk joked that they must be filled with gold and the stranger nodded. They were placed in the hotel safe. After spending the day riding around the countryside the man returned. John examined the content while he was gone. They were filled with twenty-dollar gold pieces and John was concerned about being robbed. When the man returned he had made a map. He removed the valises and left the building. Later he told John that he buried the gold in a small iron box in secret. He offered Avas one third of the money to help him secret his daughter away someplace. The man had been sentenced to prison and claimed his parents in Spain would not help him. He got on a train and was never seen again. Later John received a letter stating that his daughter had the key to the box, and the map, and asked John to help her when she arrived. The daughter never showed up and John didn’t know who he was or what happened to him. However, when G. W. Smith fell into such a treasure chest, John came forth with his secret and the man’s story and told Judge Victor Montgomery. Montgomery ferreted out the facts and it appeared to have been a man named Bessonette who died in 1895. The judge brought suit against Smith for recovery of the treasure that apparently belonged to Bessonette’s heirs. John was so well respected he was the mayor of Santa Ana for two terms. 72. STEPHEN MCPHERSON Stephen was born in New York of Scotch descent and boasted revolutionary soldiers in both lines. Stephen received a liberal education, which allowed him to make a living teaching when he came to Orange county in 1872. He taught for 10 years while starting a raisin ranch with his brother Robert under the name McPherson Brothers. The vineyard industry grew and they packed the first raisins in former Los Angeles county. At one time they were the largest growers and shippers of raisins in California, until 1887 when the business was dissolved. Stephen also came up with the idea of digging out a cut through the foothills so the stage and wagons wouldn’t have to go all the way around the Santa Ana Mountains to get into the canyons. Today, that cut off is on the east end of Chapman Ave. in Orange as you pass by Orange Hill Restaurant and on to Irvine Park. 73. WILLIAM F. MCPHERSON Definitely one of the greatest Orange county historians. Born on a ranch, he spent his whole life collecting books, stories and ephemera about the Old West. At the time he died William had the largest collection of Western history and Southern California history in the world. Historian Don Meadows went to his home after his death to help collect and identify his astounding collection before his dilapidated family home was razed. Don arranged to have the Special Collection of 10,000 books left to the Honold Library of Pomona College. Much of his work resides with the Orange County Historical Society. 74. WILLARD CAIN Willard sold palm trees during the Great Depression. To help beautify this cemetery the city purchased 130 palm trees which Willard planted himself. The purchase really helped the Cain’s make it through some difficult times when cash was scarce. If you look closely at the map, the dotted lines represent the original cemetery layout. As the cemetery became full, more space was needed and the smaller roads were filled in. The palm trees were planted where the roads used to be. This will help you to understand why the older headstones seem to be facing different directions for no apparent reason. (It took me a while to figure that one out.) Face south. Walk 25 steps. On the left you will see a huge stone with GARDNER on it. It has a marble wall around it. If you go five rows east of the family plot you will find more family members. 75. HENRI F. GARDNER & FAMILY Henri was born in Jackson County, Michigan in 1852. As a young man, he learned the printer’s trade and then entered the University of Michigan. He first came to California on account of poor health. He worked for the Anaheim Gazette while locating in Orange in 1873. He also purchased 20 acres on S. Glassell Street. The only establishments at that time were a county store and a blacksmith shop. As an officer of the Santa Ana Valley Irrigation Company he organized and built up the SAVI Co. making it the best irrigating system in the state. His leadership skills enabled him to become a school trustee for the City of Orange, helping to shape the destiny of that town. Henri married a teacher from Rock Island, Illinois in 1872. Emma was a great lady of culture and refinement. The Gardner’s were the founders of the first public library in Orange, which evolved into the Orange County Public Library, now located in Garden Grove at Euclid and Stanford. Together the couple had seven children and some are laid to rest about five rows further east. Dian (male) became a lawyer in Orange and has his many accomplishments on his stone. H.H. Gardner became a rancher in Villa Park, Vera became a doctor and served during WWI with the Red Cross in Poland. She took charge of the Bacteriology Laboratory there. Margaret also became a lawyer and was Deputy City Prosecutor of Los Angeles until the Great War, then, she also left to serve with the Red Cross in France and Poland with her sister. Dian’s son Dian was caught up in WWII. Mr. and Mrs. Gardner became prisoners of war and were taken to an internment camp by the Japanese in the Philippines. Dian was working as a gold mining geologist south of Manila in 1942. As P.O.W.’s they were liberated by the U. S. Army after 3 years, 1 month and 23 days of captivity in February of 1945. After the war he began working for the Orange county water district like his father. Bibliography Arthur McFadden Oral History Interview by Jim Sleeper and Stephen Gould. Historic Place and Names in Orange County, Don Meadows. Historical Volume & Reference Works, Talbert. History of Los Angeles County, Thompson &West. History of Orange County, California, Armor. History of Orange County, California, Pleasants. Illustrated History of Southern California, Lewis. James Mathias Nisson & Arthur Nisson Oral Interview by Barbara Oldewage, 1993. Jim Sleeper’s 2nd Orange County Almanac of Historical Oddities, Sleeper. LA Directory 1886-87 Lt. Joshua Hewes: New England Pioneer, Putnum. Lucy Hill Lockett, Oral History Interview by Annabel McFadden Rasmussen. OC Directory 1901 OC Sheriff’s Department, Hallen-Gibson. Orange County History Series, Vol. 2. Raymond R. Ross, M. D. Oral Interview by Barbara Oldewage, 1995. Remembrances of Santa Ana, Oral History of John N. Galbraith by Susan Wood, 1982. Sanborn Fire Insurance Maps Santa Ana Blade Santa Ana Weekly Herald Santa Ana Times Santa Ana Historic Survey Santa Ana: A Narrative of Yesterday, Swanner. Shadows of Old Saddleback, Stephenson. Standard Westminster Colony, Bollman. WPA Orange County Series, Cities and Towns, Pioneer Tales. For additional copies, please contact Patricia Boardman: (714) 491-7491 | firstname.lastname@example.org | www.mightymississip.net Christopher Lloyd July 1, 1893 Age 57 yrs. Frances M. Lloyd May 26, 1952 Age 57 yrs. & 2 mos.
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SCIENCE EDUCATION KEY LEARNING AREA SCIENCE (PRIMARY 1 – 6) Curriculum Framework (Final Version) Curriculum Development Council February 2024 (blank page) 1. Background Science Education is one of the eight Key Learning Areas in the Hong Kong school curriculum. It aims to assist students in establishing a solid foundation of scientific knowledge, and cultivate their scientific literacy. With the rapid development of science and innovative technology, as well as the constant changes in society, the ways in which students live and learn have also changed. In order to keep up with the ongoing renewal of the school curriculum and the promotion of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, science education at the primary level also needs to keep pace with the times to make the curriculum more responsive to students’ needs and social development, helping students better cope with future opportunities and challenges. The Curriculum Development Council Committee on Science Education has established the “Ad Hoc Committee for the Development of the Science (Primary 1 – 6) Curriculum” (Ad Hoc Committee) to review the current primary science education and develop the Primary Science curriculum. The Ad Hoc Committee had made reference to the science-related parts of the General Studies subject, and had taken into account the development trends in local, national, and international science/STEM education, while fully considering the future development needs of Hong Kong students, in order to establish the key focus and content of the Primary Science curriculum. Throughout the process, the Ad Hoc Committee had also considered the opinions of various stakeholders collected by the Education Bureau (EDB) through multiple channels, including school visits and focus groups, as well as the teaching experiences gained from the pilot scheme “Enhancing Science and Technology Learning at Upper Primary Level” implemented in the 2022/23 school year. In February 2024, the Ad Hoc Committee submitted the Science (Primary 1 – 6) Curriculum Framework (Final Version) to the Curriculum Development Council. 2. Reasons for Introduction of the Primary Science Subject The Education Bureau has been reviewing the implementation of science education at the primary level; and presents the reasons for introducing the Primary Science subject as follows: - To align with the national direction of “Invigorating the country through science and education”, inspiring students’ creativity and potential in science from an early age Strengthening the promotion of science education so as to cultivate students’ curiosity, thirst for knowledge, and imagination, stimulate their interest and abilities in science, and develop their scientific thinking to meet the needs of social development and nurture future talents in scientific research and innovation. - To cultivate scientific literacy and deepen STEAM education Helping students systematically grasp scientific knowledge and concepts, develop science process skills, and establish fundamental scientific attitudes. Through “hands-on and minds-on” STEAM learning activities, fostering students’ spirit of inquiry and fundamental engineering thinking, and allowing them to understand the applications of science, technology and engineering in daily life, as well as integrate and apply what they have learnt in different learning areas to solve problems in real-life contexts, unleashing their creativity and innovative spirit. • To improve the interface of science education between primary and secondary levels in alignment with the overall development of primary education Providing a clear positioning for primary science education, establishing the curriculum rationale for the Primary Science subject, reorganising the science and technology-related content within the General Studies subject, and introducing new topics in line with the development of the times, to enhance the interface between lower primary, upper primary, and junior secondary levels, implementing a coherent science education foundation spanning nine years. The Primary Science subject also aligns with the overall development of primary education, and promotes health education, life education, sex education, environmental education, national education, media and information literacy, etc. in a “life-oriented”, “interesting” and “diversified” way, to cultivate students’ positive values and attitudes. 3. Curriculum Rationale The rationale of the Science (Primary 1 – 6) Curriculum is as follows: (i) Explore with Curiosity Science education values exploration and knowledge-seeking, emphasising the cultivation of students’ curiosity and spirit of inquiry. Science is about the process of exploring the surrounding environment and things. By nurturing students’ curiosity about the world and thirst for knowledge, their interest and motivation in learning can be ignited and their self-directed learning capabilities can be developed, enabling them to become active seekers of knowledge and problem solvers. Through the process of asking questions and seeking answers, students can understand the principles behind scientific phenomena, cultivate evidence-based scientific thinking, and enhance logical reasoning abilities. (ii) Learn through Applying The rationale of ‘Learn through Applying’ emphasises the “student-centered approach” and provision of opportunities for students to learn science joyfully and apply it in practical ways. Science learning should align with students’ interests and needs. It should foster students’ interest in science and innovative technology by employing engaging and interactive teaching methods and “hands-on and minds-on” inquiry activities, as well as diversified learning experience beyond the classroom. Furthermore, by connecting what students learn in class with their daily experiences and contexts, students can appreciate the applications of science and technology in daily life and apply their scientific knowledge to solve real-world problems, cultivating practical skills and problem-solving abilities. (iii) Innovate for Tomorrow The rapid advancement of science and technology plays an active role in driving social development and improving people’s quality of life. Through diversified science/STEAM learning activities that cultivate students’ creativity and innovative thinking, we can nurture future scientists, engineers, and entrepreneurs in innovative technology who can propose innovative ideas, solve complex problems, and bring about positive changes to society, contributing to the nation and Hong Kong. The rapid development of society has also brought new challenges to everyone. We encourage students to care about sustainable development issues, such as environmental conservation and climate change, fostering a sense of social responsibility. By integrating creative thinking into science learning, students will be better prepared for the future. 4. Curriculum Aims The aims of the Science (Primary 1 – 6) Curriculum is to enable students to: - cultivate curiosity and interest in science - develop the abilities to make inquiries about science and solve problems - acquire basic scientific knowledge, science process skills, and generic skills - develop the abilities to integrate and apply knowledge and skills of science and related disciplines - gain a preliminary understanding of nature of science - use basic scientific language to communicate science-related ideas - make reasonable analysis and reasoning on the issues being explored based on data and logic, and put forward personal opinions - develop preliminary engineering thinking and practical skills - recognise the social, ethical, environmental and technological implications of science, and develop an attitude for responsible citizenship and a commitment to promote personal and community health - cultivate self-directed learning capabilities and become lifelong learners of science for personal development - prepare for further deepening of science learning at the secondary level and future engagement in scientific careers 5. Curriculum Design Principles The following curriculum design principles of the Science (Primary 1 – 6) Curriculum are set out based on the existing "Primary Education Curriculum Guide" and "Science Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6)", and with reference to curriculum documents such as the "General Studies Curriculum Guide for Primary Schools (Primary 1 – Primary 6)". - cultivate students' curiosity and interest in science - connect with students' daily life experiences - integrate learning experiences inside and beyond the classroom - emphasise the importance of “hands-on and minds-on” learning to develop students' abilities in scientific inquiry and problem-solving - clearly indicate the science learning content that students should master at the primary level, so as to facilitate the interface with science learning at the junior secondary level - provide specific suggestions for science learning and teaching activities, including science inquiry, engineering and design activities - cultivate students' proper scientific attitudes and values 6. Curriculum Structure The structure of the Science (Primary 1 – 6) Curriculum consists of three interconnected components, including Learning Targets, Curriculum Emphases, and Essential Learning Content. The table below illustrates the relationship among these components. | Learning Targets | Knowledge and Understanding | Skills and Processes | Values and Attitudes | |------------------|-----------------------------|----------------------|---------------------| | | | | | | Curriculum Emphases | |---------------------| | Science Inquiry | | Engineering Design and Innovation | | Essential Learning Content | |----------------------------| | Strand 1: Life and Environment | | - Human Health | | - Characteristics of Living Things | | - Continuation of Life | | - Inter-relationship between Living Things and the Natural Environment | | - Ecosystem | | - World under the Microscope | | Strand 2: Matter, Energy and Changes | | - Properties and Changes of Matter | | - Forms of Energy and Energy Transfer | | - Force and Motion | | Strand 3: Earth and Space | • Earth’s Characteristics and Resources | | • Climate and Seasons | | • Solar System in the Universe | | Strand 4: Science, Technology, Engineering and Society | • Scientific Process and Spirit of Science | | • Aerospace and Innovative Technology | | • Engineering and Design | 6.1 Learning Targets The learning targets of this curriculum are to help students discover the scientific concepts and principles behind everyday phenomena, and understand how the application of science and technology can improve human life, through science inquiry and engineering design processes. In these processes, students can gain a preliminary understanding of nature of science, acquire scientific thinking and methods, develop scientific attitudes, and cultivate proper values and a sense of social responsibility. 6.1.1 Knowledge and Understanding Students should be able to: • acquire basic scientific knowledge, and understand some common scientific phenomena, facts and patterns, concepts and principles in everyday life • begin applying scientific methods for inquiry and knowledge construction • use simple scientific vocabulary and expressions • apply scientific knowledge and technological products to solve simple problems in daily life 6.1.2 Skills and Processes Students should be able to: • make informed decisions based on facts and scientific evidence • design and conduct simple science inquiries, making observation, measuring and recording data, reporting results, providing simple explanations or reasonable inferences based on the results, and reflecting on the inquiry process • present data/information using charts and graphic organisers • communicate ideas using basic scientific language • use appropriate tools and be familiar with the properties of materials. • design and make various engineering models and products, considering both practicality and aesthetics • apply interdisciplinary knowledge and skills (e.g. mathematics, programming) in the processes of science inquiry and engineering design 6.1.3 Values and Attitudes Students should be able to: • adopt a rational and objective attitude, as well as a spirit of truth• develop healthy lifestyle • cultivate curiosity and sustained interest in exploring science and technology • respect and care for all forms of life and the environment • show concern for environmental and climate changes, and recognise the importance of sustainable development • appreciate the vastness of the universe and understand the importance of space exploration • admire some significant figures who have contributed to the world’s scientific and technological advancements, and learn from their perseverance in innovation and continuous experimentation • realise that learning science and technology can improve people's quality of life • discover the importance of practicality and aesthetics in engineering and design • appreciate the achievements of the nation in the development of science, engineering, aerospace, and innovative technologies, enhancing technological confidence • realise the importance of scientific and technological development to national interests and national security 6.2 Curriculum Emphases The two curriculum emphases that span the entire Science (Primary 1 – 6) Curriculum are "Science Inquiry" and "Engineering Design and Innovation". These emphasis are interconnected with the Learning Targets and Essential Learning Content of the curriculum, and are reflected in the learning objectives and suggested learning and teaching activities in the various strands. 6.2.1 Science Inquiry This curriculum emphasises allowing students to raise questions about some natural phenomena or objects, and seek answers and discover knowledge through exploration using scientific methods, thereby cultivating their curiosity and spirit of inquiry. Science inquiry is not limited to conducting experiments. Depending on the nature of different scientific questions, teachers can employ different inquiry methods, such as seeking patterns, classifying and conducting fair tests, to guide students in their exploration. At the primary level, teachers can guide students to explore natural phenomena or objects related to everyday life through four steps: "Plan", "Do", "Analyse" and "Review" (PDAR). PDAR are sequential steps of inquiry. However, in the daily teaching process, teachers do not need to require students to complete all the steps of PDAR by themselves in every science inquiry activity. Teachers can flexibly arrange for students to participate in and experience different steps of science inquiry based on the learning topic, lesson design, and students' levels and abilities, letting students experience the entire inquiry process progressively. Please refer to Tables 1 to 3 for ‘An Example Demonstrating the Science Inquiry Process’, ‘Examples of Topics for Science Inquiry at Different Levels’, and the ‘Vertical Development Framework of Science Process Skills at the Primary Level’ respectively. * Note: Depending on the nature of science inquiry activities, it is not necessary to propose a hypothesis in all science inquiry activities. Teachers can progressively introduce this concept to students starting from Primary 3 to Primary 4, according to their learning abilities and progress. Table 1. An Example Demonstrating the Science Inquiry Process (Using the Primary 4 learning and teaching activity “Perform a test to find out whether surgical masks can help prevent droplet-borne diseases” under the topic “Communicable and non-communicable diseases” in Strand 1 “Life and Environment” as an example) | Science Inquiry Process | Example | |-------------------------|---------| | **Plan** | | | Raise reasonable questions based on observation | Why are people encouraged to wear a surgical mask when having a cold or flu? | | Connect with prior knowledge and propose a hypothesis that can answer the question of inquiry | Colds/flu are respiratory infectious diseases that can be spread through droplets at close range. | | | Wearing a surgical mask helps block droplets and thereby prevent diseases spread through droplets. | | Plan an inquiry method that can verify the hypothesis | Conduct a fair test: place a piece of white paper 100 cm away, use a water spray bottle containing a coloured solution to spray onto the white paper with and without a surgical mask as barrier respectively, and compare the amount of coloured solution splashed on the white papers. (Note: Use a coloured solution that is easily washable) | | Predict the results based on the proposed hypothesis and adopted inquiry method | There should be a larger amount of coloured solution splashed on the white paper when it is not blocked by a surgical mask. | | **Do** | | | Collect evidence/perform verification | Take photos to record the splash effect obtained when it is and is not blocked by a surgical mask respectively | | **Analyse** | | | Organise and analyse the results | The results are consistent with the prediction: when it is not blocked by a surgical mask, there is a larger amount of coloured solution splashed on the white paper. The results of | | Science Inquiry Process | Example | |-------------------------|---------| | | the inquiry support the proposed hypothesis. | | Review | Explain and report the results | | | Colds/flu are respiratory infectious diseases that can be spread through droplets at close range. Wearing a mask helps reduce the risk of respiratory infectious diseases spreading through droplet transmission. | | | Reflect on the inquiry method and process | | | - Using a water spray bottle of which spray intensity will be more representative of real-life conditions? | | | - How far should the nozzle of the water spray bottle be from the surgical mask so to be more representative of real-life conditions? | | | - Further investigate the impact of increasing the distance between the surgical mask and the water spray bottle on the protective efficacy of the surgical mask | | Level | Topic (Learning objective) | Example of inquiry activity | Suggested type of inquiry activity | |-------|----------------------------|----------------------------|-----------------------------------| | P1 | Properties of matter | Test the properties of everyday items, and classify them according to their properties | Classification | | P2 | Ecological environment | Conduct a mung bean planting activity, observe the growth process of the plants, and record the height of the plants and the number of leaves | Observation | | P3 | Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon | Observe and record the shape of the Moon on different days of the month | Pattern seeking | | P4 | Changes in climate and seasons | Construct a simple model to stimulate the phenomenon of sea level rise caused by melting glaciers | Modelling | | P5 | Common microorganisms | Collect information on the benefits and negative impacts of microorganisms to humans | Research | | P6 | Properties of electricity and related phenomena | Perform tests on some factors affecting the magnetic effect of electric current (e.g. number of coils, magnitude of electric current) | Fair testing | | | Plan | Do | Analyse | Review | |---|----------------------------------------------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | P1 – P2 | ● Observe common natural phenomena and objects in daily life, and raise simple questions about them ● Based on life experience, make simple predictions about the results of inquiry | ● Conduct science inquiry activities using materials and tools ● Collect data by using senses and simple tools appropriately ● Record observations using simple methods (e.g. marking on pictures) | ● Organise the information collected during the inquiry process through methods such as comparison and classification ● Compare if the results of inquiry are consistent with the predictions | ● Share with others the inquiry process and results, as well as the impressive parts | | P3 – P4 | ● Observe changes in natural phenomena and events, and raise scientific questions about them that can be inquired ● Utilise life experiences and prior knowledge to identify, among the variables listed by the teacher, the “factor which its impact is to be investigated”, the “factor to be observed or measured” and the “factors to be kept constant” during the inquiry process ● Based on the hypothesis proposed by the teacher, make predictions about the results of inquiry | ● Conduct science inquiry activities using suitable materials and tools ● Collect data by using senses, measuring tools and simple scientific instruments appropriately, and record the data in standard units ● Record evidence and data using tables, photos, videos, or simple text or images | ● Organise the data/evidence collected into meaningful information through methods such as comparison, classification, analysis, and inference ● Represent the results of inquiry using various tools such as charts and mind maps ● Compare if the results of inquiry are consistent with the predictions, determine if the conclusion supports the proposed hypothesis and propose possible explanations | ● In the form of oral presentation, describe the inquiry process and results, and provide a simple explanation ● Reflect on the inquiry process, point out areas that need attention, including whether the results are reasonable, whether any mistakes were made during the process | | P5 – P6 | ● Observe changes in natural phenomena and events, and raise scientific questions about them that can be inquired | ● Conduct science inquiry activities using suitable materials, tools and digital | ● Organise the data/evidence collected into meaningful information through methods such as comparison, | ● In the form of oral presentation, written report or others, provide a comprehensive description of | | | Plan | Do | Analyse | Review | |---|----------------------------------------------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | ● Utilise life experiences and prior knowledge to propose a hypothesis and inquiry method that can answer the question of inquiry, and identify the variables* involved in the inquiry process, including dependent variable, independent variable and control variables ● Based on the proposed hypothesis and the adopted inquiry method, make reasonable predictions regarding the relationships among various variables | ● Collect data using measuring tools and scientific instruments, conduct repeated testing, and record the data in standard units ● Record data/evidence comprehensively using tables, photos, videos, text, images, and/or scientific symbols | ● Classification, analysis, inference, and generalisation ● Represent the results of inquiry using various tools such as charts and mind maps, and express the relationships among various variables using scientific language and symbols ● Compare if the results of inquiry are consistent with the predictions, determine if the conclusion supports the proposed hypothesis and explain by applying prior scientific knowledge ● Identify the possible errors occurred during the inquiry process | ● The inquiry process and results, and construct scientific explanations using the evidence collected during the inquiry process ● Reflect on the inquiry process, suggest areas that need improvement, any alternative explanations to the question of inquiry, or areas that require further investigation | * Independent variable: factor which its impact is to be investigated; Dependent variable: factor to be observed or measured; Control variable: factor to be kept constant 6.2.2 Engineering Design and Innovation This curriculum emphasises enabling students to understand the connection between science and technology and daily life, as well as the benefits they bring to improving human life, through designing models/products. In the process, students can also cultivate their creativity and innovative thinking. At the primary level, teachers can guide students in designing models/products through four steps: "Plan", "Do", "Improve" and "Review" (PDIR). - **Plan** - Define the problem and constraints - Do research and propose design solutions - Evaluate and choose the solution that can meet the constraints - **Do** - Build the model/product - Test and evaluate the model/product - **Improve** - Improve the model/product - **Review** - Present and introduce - Reflect on the design solution and process This curriculum recommends that teachers arrange for students to engage in engineering design activities at least twice a year. Teachers can design different scenarios and flexibly adjust the difficulty of the engineering design activities according to students' levels. Teachers can also connect with other STEAM-related subjects for cross-curricular project learning. Please refer to Tables 4 to 6 for “An Example Demonstrating the Engineering Design Process”, “Examples of Topics for Engineering Design at Different Levels”, and the “Vertical Development Framework of Engineering Design Process Skills at the Primary Level” respectively. Table 4. An Example Demonstrating the Engineering Design Process (Using the Primary 5 learning and teaching activity “Design and construct a soundproof device, improve its soundproofing effectiveness through design cycle” under the topic “Properties of sound and related phenomena” in Strand 2 “Matter, Energy and Changes” as an example) | Engineering Design Process | Example | |---------------------------|---------| | **Plan** | | | Define the problem and constraints | ● Scenario: Grandparents are getting old and often rest at home. However, due to the poor sound insulation of the old house, their rest is often disturbed by the noise from outside. ● Requirement: Design and make a lightweight and portable earmuff with good sound insulation. ● Problem and constraints: Use materials commonly available in daily life to make a soundproof earmuff that weighs no more than 200 g and can reduce the volume by at least 20 decibels. The cost of the earmuff should be within a budget of HK$50. | | Do research and propose design solutions | Learn about the basic structure and design features of a soundproof earmuff from daily observation or by conducting online research, and perform simple tests to learn about the soundproofing principles and effectiveness of different materials. Propose a design solution by considering factors such as the shape and size of the earmuff, the soundproofing effectiveness and weight of the filling material. Draw a design sketch that clearly shows the structure of the product, the functions of and the materials used for various parts. | | Evaluate and choose the solution that can meet the constraints | Each group member shows and explains the features of his/her design solution. The group then discusses together, by considering factors such as effectiveness and cost, to select the best solution that meets the constraints or develop a combined solution that combines the advantages of each design. | | **Do** | | | Build the model/product | Each group makes the soundproof earmuff based on the selected design solution (e.g. make the cups using environmentally friendly materials or 3D-printing materials, and fill them with materials such as fabric, cotton, foam or Styrofoam). | | Test and evaluate the model/product | Test the soundproofing effectiveness of the earmuff using the testing instrument provided by the teacher, record the test data, and conduct repeated tests. Measure and record the weight of the soundproof earmuff. | | Improve | Improve the model/product | Make improvements regarding the type and amount of filling materials used or other aspects based on the test results. | |---------|---------------------------|------------------------------------------------------------------------------------------------------------------| | Review | Present and introduce the product | Present and introduce the product to the class, explaining its functions and features. | | | Reflect on the design solution and process | Think about the modifications needed to transform the earmuff into a product for everyday use. | | Level | Topic (Learning objective) | Example of engineering design | |-------|----------------------------|------------------------------| | P1 | Properties of matter (1MA2) | Patterned lampshade • Materials: cardboard, cellophane/butter paper • Tools: scissors, glue • Aim: make a lampshade with patterns that allow light to pass through | | P2 | Daily weather phenomena (2EB1) | Rainwater collector • Materials: 3 paper cups • Tools: scissors • Aim: make a rainwater collector that can collect more rainwater than three unprocessed paper cups | | P3 | Engineering, design cycle and applications (3SC3) | Paper bridge • Materials: 40 sheets of A4 paper • Tools: scissors, glue • Aim: make a 40 cm long paper bridge that can support at least 20 kg of load | | P4 | Properties of matter (4MA3) | Insulated container • Materials: insulating materials • Tools: scissors, glue • Aim: Make an insulated container that can keep the temperature of water inside it from decreasing by more than 5°C within 15 minutes. | | P5 | Properties of sound and related phenomena (5MB3) | Soundproof earmuff • Materials: insulating materials • Tools: scissors, glue • Aim: Make a soundproof earmuff of weight less than 200 g that can reduce the volume by at least 20 decibels | | P6 | Properties of light and related phenomena (6MB3) | Periscope • Materials: 2 pieces of 7 cm x 7 cm mirror paper, cardboard • Tools: scissors, glue • Aim: Make an extendable periscope with a total length of 40 cm when not extended | | | Plan | Do | Improve | Review | |---|----------------------------------------------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | P1 – P2 | ● Observe ready-made everyday items and propose simple processing methods in response to the problem defined by the teacher ● Draw the processed part on a picture of the original item | ● Process the original item using the materials and simple tools provided by the teacher ● Test the effect of the item after processing or modifications using simple tools | ● Evaluate whether the item can achieve the expected effect after processing or modifications | ● Describe the process of making the item and the achievement, as well as the impressive parts | | P3 – P4 | ● Utilise life experiences and prior knowledge to propose a design solution for the model/product in response to the problem, constraints and success criteria defined by the teacher ● Do a simple evaluation on the feasibility of the design solution ● Draw a design sketch that shows the structure of the model/product and the materials used for various parts | ● Make the model/product using the materials and tools provided by the teacher as well as some self-selected materials ● Test the effectiveness of the model/product using measuring tools and simple scientific instruments, collect and record the test data in standard units ● Record the test data using tables, images, photos, videos or simple text | ● Evaluate whether the model/product can solve the defined problem and meet the relevant constraints and success criteria based on the test data ● Propose reasonable and feasible improvement plans for the model/product that does not meet the success criteria | ● In the form of oral presentation, describe the design and make process and the features of the model/product, and briefly explain its operation and working principles ● Reflect on the design and make process, point out the limitations or shortcomings of the model/product | | P5 – P6 | ● Utilise life experiences and prior knowledge to propose design solutions for the model/product in response to the problem, constraints and success criteria defined by the teacher or students themselves | ● Select suitable materials, tools or digital devices (e.g. single board computers, microcontrollers) to make the model/product ● Test the effectiveness of the model/product using | ● Evaluate whether the model/product can solve the defined problem and meet the relevant constraints and success criteria based on the test data | ● In the forms of oral presentation, written report or others, provide a comprehensive description of the design and make process and the features of the model/product, clearly | | | Plan | Do | Improve | Review | |---|----------------------------------------------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | ● Compare the different design solutions, and select the suitable | measuring tools and scientific instruments, collect and record the | ● Induce the factors affecting the effectiveness of the model/product | elaborate how the item operates, and explain its working principles | | | design solution by considering various factors (e.g. cost, feasibility, aesthetics, effectiveness, environmental friendliness, etc.) comprehensively | data in standard units, and conduct repeated testing | based on test data, and propose targeted improvement plans to enhance | using scientific language | | | ● Draw a design sketch that clearly shows the structure of the | ● Record the test data using tables, images, photos, videos or text | its effectiveness | ● Reflect on the design and make process, point out the limitations or | | | model/product, including the dimensions and positions of the major | | | shortcomings of the model/product, as well as the possibilities for | | | parts, and the functions of and materials used for various parts | | | further improvement or development | 6.3 Essential Learning Content This curriculum document serves as a guideline for schools to ensure comprehensive and appropriate coverage of the essential learning content of the four strands “Life and Environment”, “Matter, Energy and Changes”, “Earth and Space” and “Science, Technology, Engineering and Society” in the Primary Science curriculum, thereby achieving the curriculum rationale and learning targets. The essential learning contents of the curriculum are as follows: | Strand | Theme | |-------------------------------|----------------------------------------------------------------------| | Life and Environment | • Human Health | | | • Characteristics of Living Things | | | • Continuation of Life | | | • Inter-relationship between Living Things and the Natural Environment| | | • Ecosystem | | | • World under the Microscope | | Matter, Energy and Changes | • Properties and Changes of Matter | | | • Forms of Energy and Energy Transfer | | | • Force and Motion | | Earth and Space | • Earth’s Characteristics and | | | • Changes in Earth’s Systems | | Science, Technology, Engineering and Society | Resources | |--------------------------------------------|-----------| | | • Climate and Seasons | | | • Solar System in the Universe | | | • Scientific Process and Spirit of Science | | | • Aerospace and Innovative Technology | | | • Engineering and Design | 6.3.1 Topic sequence and recommended lesson time allocation The Science (Primary 1 – 6) Curriculum covers four strands, consisting of 39 topics under 15 themes, distributed in a spiral manner across the six primary levels according to students’ age, cognitive levels, learning interest, and prior knowledge. Schools should implement the curriculum according to the topic arrangement and the recommended lesson time for each level to facilitate student learning. **Recommended lesson time:** - The Primary Science curriculum should account for no less than 7% of the total lesson time for primary curriculum. - The instruction of the four strands of this curriculum accounts for 90% of the lesson time, while the remaining 10% are flexible time. - Primary 1 – 2: No less than 64 periods per year (assuming 35 minutes per period and 2 periods per week, that is, no less than 37 hours per year) - Primary 3 – 6: No less than 96 periods per year (assuming 35 minutes per period and 3 periods per week, that is, no less than 56 hours per year) Number of periods allocated for each strand: | Level | Strand | Flexible Time | Total Number of Lessons | |----------------|---------------------------------------------|---------------|-------------------------| | | (1) Life and Environment [~30%] | | | | | (2) Matter, Energy and Changes [~30%] | | | | | (3) Earth and Space [~15%] | | | | | (4) Science, Technology, Engineering and Society [~15%] | | | | P1 – P2 | 18 periods | 8 periods | 64 periods | | No. of lessons per year | 18 periods | 18 periods | | | P3 – P6 | 28 periods | 12 periods | 96 periods | | No. of lessons per year | 28 periods | 28 periods | | Recommended number of periods for each theme at various levels: | Strand | Theme | P1 | P2 | P3 | P4 | P5 | P6 | |---------------------------------------------|-----------------------------------------------------------------------|----|----|----|----|----|----| | **Life and Environment** | LA Human Health | 7 | | 8 | 7 | | 6 | | | LB Characteristics of Living Things | 8 | 6 | 12 | | 8 | 7 | | | LC Continuation of Life | 3 | | 8 | 8 | 7 | | | | LD Inter-relationship between Living Things and the Natural Environment| | 5 | | 5 | 6 | 3 | | | LE Ecosystem | | 7 | | 8 | | 5 | | | LF World under the Microscope | | | | | 7 | 7 | | **Matter, Energy and Changes** | MA Properties and Changes of Matter | 6 | 9 | 17 | 10 | 10 | 8 | | | MB Forms of Energy and Energy Transfer | 6 | 4 | 7 | 12 | 12 | 12 | | | MC Force and Motion | 6 | 5 | 4 | 6 | 6 | 8 | | **Earth and Space** | EA Earth’s Characteristics and Resources | 6 | | 5 | 5 | 4 | 6 | | | EB Climate and Seasons | | 6 | 4 | 5 | 5 | | | | EC Solar System in the Universe | 4 | 4 | 5 | 4 | 5 | 8 | | **Science, Technology, Engineering and Society** | SA Scientific Process and Spirit of Science | | 5 | 3 | 3 | 4 | 2 | | | SB Aerospace and Innovative Technology | 5 | | 5 | 6 | 4 | 6 | | | SC Engineering and Design | 5 | 5 | 6 | 5 | 6 | 6 | | **Flexible Time** | | 8 | 8 | 12 | 12 | 12 | 12 | | **Total Number of Lessons** | | 64 | 64 | 96 | 96 | 96 | 96 | 6.3.2 Utilisation of the Flexible Time Science learning should not be confined to science inquiry activities conducted in the classrooms. Schools should make good use of the flexible time allocated for Primary Science to provide students with diversified science learning experiences, including school-based science courses, subject-based/interdisciplinary project learning, science competitions, science-related experiential learning, science talks, field trips, or visits tailored to the different topics. | Learning experience | Example | |---------------------|---------| | Subject-based/interdisciplinary project learning | • In alignment with the content under the topics “Physical change and chemical change” and “Daily weather phenomena”, teachers can guide Primary 3 students to conduct a project learning related to designing a “Solar Still”, applying knowledge about the water cycle to construct a simple device for desalinating seawater. • In alignment with the content under the topic “Impact of human behavior on the natural environment”, teachers can guide Primary 5 students to conduct a project learning related to “Improving the School Environment”, in which students have to collect and analyse data on campus pollution, investigate the main sources of pollution on campus, and propose improvement plans. • In alignment with the content under the topic “Engineering, design cycle and applications”, teachers can guide Primary 6 students to conduct a project learning related to designing “Gerontechnology Products”, where students need to apply | | Learning experience | Example | |---------------------|---------| | | knowledge and skills in programming and engineering and design to construct products that address the needs of the elderly and enhance their lives. | | Science competitions| • In alignment with the content under the topic “Force and motion-related phenomena”, teachers can arrange a water rocket competition for Primary 5 students where they have to design a water rocket with the longest range under specific conditions and constraints. • Teachers can organise inter-class science quiz competition on a level basis to enhance students’ science knowledge | | Science-related experiential learning | • In alignment with the content under the topic “Structures of living things”, teachers can arrange Primary 2 students to participate in hydroponic farming exploration activities, to understand the main structure and growth conditions of plants • In alignment with the content under the topic “The Sun and the eight planets”, teachers can arrange Primary 5 students to participate in a stargazing activity, to observe some major constellations and bright stars using telescopes. • Teachers can organise a Science Week or STEAM Learning Week to enrich students’ science knowledge through interesting booth games and simple science experiments. | | Learning experience | Example | |---------------------|---------| | Science talks | • In alignment with the content under the topic “Changes in climate and seasons”, teachers can arrange Primary 4 students to participate in science talks provided by tertiary institutions, government agencies, non-governmental organisations or various environmental organisations, to equip students with an understanding of the impacts of global warming and some methods to mitigate global warming. • In alignment with the content related to combustion under the topic “Physical change and chemical change”, teachers can arrange Primary 6 students to participate in the “Community Emergency Preparedness Education Talk” provided by the Fire Services Department, to recognise the emergency response and survival skills in the event of a fire. | | Field trips | • In alignment with the content under the topic “Diversity and classification of living things”, teachers can arrange field trips to country parks for Primary 1 students to observe and take photos to record the common animals and plants in Hong Kong. • In alignment with the content under the topic “Earth’s history”, teachers can arrange field trips to the Hong Kong UNESCO Global Geopark for Primary 5 students to understand how some of Hong Kong’s landforms were formed. | | Learning experience | Example | |---------------------|---------| | Visits | • In alignment with the content under the topic “Earth’s resources”, teachers can arrange a visit to Water Resources Education Centre or a water treatment plant for Primary 3 students to learn about the water treatment process in Hong Kong. • In alignment with the content under the topic “The nation’s and the world’s aerospace technology development”, teachers can arrange Primary 6 students to visit the Hong Kong Space Museum to learn about the latest development in aerospace technology and space exploration. | 6.3.3 Learning objectives and suggested learning and teaching activities for each strand **Strand 1: Life and Environment** This strand aims at helping students explore the mysteries of life and the interrelationship between living things and the natural environment, and arousing their concern for the environment and sustainable living. It includes six themes, covering human health, characteristics of living things, continuation of life, interrelationships between living things and the natural environment, ecosystem, and the world under the microscope. Through studying this strand, students can acquire fundamental knowledge of life science and practice a healthy lifestyle, at the same time, understand the interdependent relationship between living things and the environment, and develop love and respect for life as well as an awareness of environmental conservation. | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |----------------|--------------------------------------------|-------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | A. Human Health| • Healthy lifestyles | P1 | 1LA1 State the functions of various parts of the human body (e.g. eyes to see, teeth to chew food, spine to support the body) | • Watch video clips to learn the proper ways to protect the eyes, brush the teeth, and the proper standing and sitting postures | | | • Communicable and non-communicable diseases| | 1LA2 Be aware of the methods to protect various parts of the body (e.g. methods for protecting the eyes and teeth, proper standing and sitting postures) | • Plan and practice a healthy daily schedule with suitable allocation of time for work and rest | | | | | 1LA3 Give some examples of healthy living habits (e.g. having a balanced diet, | | | | | | maintaining a regular sleep-wake cycle, avoiding smoking and alcohol consumption) | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P2 | 1LA4 Develop healthy living habits | | | | | P3 | 3LA1 Be aware of the types of food commonly found in a balanced diet | • Collect nutrition labels of different food and compare the weight or volume of nutrients in different food | | | | | 3LA2 Recognise the healthy eating pyramid | • Design a healthy meal menu, indicating the types and portions of food required for a balanced diet | | | | | 3LA3 Recognise the nutrients in food (carbohydrates, proteins, fats, vitamins, minerals, dietary fiber, water) and their functions | • Perform a test to find out whether food rot more easily in a humid environment | | | | | 3LA4 Recognise the correct methods of handling and preserving food | | | | | | 3LA5 Maintain healthy eating habits | | | | | P4 | 4LA1 Recognise common communicable diseases (e.g. influenza, cholera) and their major causes and symptoms | • Perform a test to find out whether surgical masks can help prevent droplet-borne diseases (e.g. spray a coloured solution with a spray bottle, compare the splashing effect with or without a mask) | | | | | 4LA2 Recognise the transmission routes of communicable diseases (e.g. droplet | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 4LA3 | transmission, vector transmission, contact transmission, food transmission, blood transmission) and their prevention | • Perform a test to find out whether proper hand washing procedures can help remove the pathogens on hands (e.g. dye hands with a coloured solution, compare the amount of colour remaining on the hands after washing hands properly and casually) | | | | 4LA4 | Recognise common non-communicable diseases (e.g. heart diseases, cancer) and their main causes, symptoms and prevention | • Collect information on the major causes, symptoms and prevention of some common non-communicable diseases | | | | P5 | Realise that scientific progress can help respond to large-scale communicable diseases (e.g. the COVID-19 pandemic), protect the lives and health of people, and promote biosecurity | | | | | P6 | 6LA1 | Recognise simple first-aid for handling minor injuries or discomforts | • Observe teacher’s demonstration to learn the uses and proper usages of various first-aid supplies | | | | | 6LA2 | Recognise ways to handle household accidents (e.g. fire, leakage of electricity, gas leak) | • Carry out simulations under teacher guidance to practice simple first-aid steps or methods of handling accidents | | | | | 6LA3 | Be aware of the adverse effects of smoking, alcoholism, drug abuse and drug use on the body | • Design posters about the hazards of smoking/hazards of alcoholism/anti-drug | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------------------------------|----------------------------------------------------------------------|-------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | B. Characteristics of Living Things | • Difference between living things and non-living things | | • Diversity and classification of living things | | • Structures of living things | | • Human body systems | P1 | 1LB1 Be aware that both animals and plants are living things | | | | 1LB2 Give examples of common animals and plants in Hong Kong | | | | 1LB3 List the survival conditions for animals and plants (e.g. air, water) | | | | 1LB4 Describe some simple common characteristics of animals (e.g. movement) | | | | 1LB5 Respect and care for animals and plants | • Visit country parks, observe and take photos to record the common animals and plants in Hong Kong | | | P2 | | 2LB1 Be aware of the differences between living things and non-living things (e.g. living things can reproduce, grow and develop, and respond to stimuli, while non-living things cannot) | | | | 2LB2 State the major structures in plants and their functions (leaves make food, roots absorb water and nutrients and anchor plants, stems support the plant and | • Observe the response of a Mimosa pudica to touch | | | | | • Observe the characteristics of plants with a magnifying glass | | | | | • Observe teachers’ demonstration or watch video clips on the process of plants absorbing coloured solutions | | | | | • Visit Hong Kong Park | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P3 | transport water, food and nutrients) | | | | | 3LB1 | Be aware that animals are classified into vertebrates and invertebrates | • Examine pictures of vertebrates and invertebrates, and classify them | | | | 3LB2 | Describe the key characteristics of some animal groups (insects, fish, amphibians, reptiles, birds, mammals) | • Examine pictures of different animals, classify the animals with similar characteristics and state the reasons | | | | 3LB3 | Classify animals according to their characteristics | • View pictures, three-dimensional simulations or physical models of mammals | | | | 3LB4 | Using mammals as an example, be aware of the major structures of some animals, including bones, muscles, lungs, heart, and stomach, and their functions | • Examine pictures of flowering plants and non-flowering plants, and classify them | | | | 3LB5 | Be aware that plants are classified into flowering plants and non-flowering plants | • Dissert flowers to examine and differentiate the major parts, including sepals, corolla, stamens and pistils, of a flower | | | | 3LB6 | Be aware of the major parts in flowers, including sepals, corolla, stamens and pistils, and their functions | | | | | 3LB7 | Appreciate the diversity of life | | | | | P4 | | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P5 | 5LB1 Recognise the major parts of the human respiratory system (trachea, bronchi, lungs) and their functions | • View pictures or three-dimensional simulation models of the related human body systems • View or construct physical models of the related human body systems | | | | | 5LB2 Recognise the major parts of the human digestive system (stomach, small intestine, large intestine) and their functions | | | | | | 5LB3 Recognise the major parts of the human reproductive system (male: testes, sperm ducts, urethra, penis; female: ovaries, oviducts, uterus, vagina) and their functions | | | | | P6 | 6LB1 Recognise the major parts of the human circulatory system (heart, blood vessels) and their functions | • View pictures or three-dimensional simulation models of the related human body systems • View or construct physical models of the related human body systems | | | | | 6LB2 Recognise the major parts of the human urinary system (kidneys, ureters, urinary bladder, urethra) and their functions | • Measure one’s own heart rate and pulse • Observe teacher’s demonstration on the knee-jerk reflex | | | | | 6LB3 Recognise the major parts of the human nervous system (sensory organs, brain, spinal cord) and their functions | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | | 6LB4 Give some examples of reflex actions (e.g. blinking when wind blows into eyes, withdrawal reflex in response to heat) | | | C. Continuation of Life | • Life cycle of living things • Heredity and reproduction | P1 | 1LC1 State the major body changes during infancy, early childhood and childhood (e.g. increase in height and weight, loss of primary teeth and growth of permanent teeth) | • Observe the birthday photos of oneself over the years and state the body changes | | | | P2 | | | | | | P3 | 3LC1 Be aware that living things go through the life cycle of birth, growth, reproduction and death 3LC2 Using frogs, butterflies, dogs and chickens as examples, recognise the changes in different animals at different stages of their life cycles 3LC3 Identify the different stages of the life cycle of flowering plants (germination, growth, reproduction, seed dispersal) | • Grow plants and regularly observe and record the different stages of the their life cycle • Watch video clips on animals experiencing different stages of life cycle • Visit Kadoorie Farm and Botanic Garden/Lion’s Nature Education Centre | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 3LC4 | Recognise the reproductive processes of live-bearing and egg-laying animals | • Observe the photo of a whole plant and point out its reproductive parts | | | | 3LC5 | Respect and care for life | • Examine pictures of parents and offspring of animals and plants, point out the similar characteristics in parent and offspring | | | P4 | 4LC1 | Recognise the reproductive process of flowering plants | • Carry out group activities to attempt specific actions (e.g. rolling tongue, bending the thumb backward) | | | | 4LC2 | Be aware that some plants can reproduce through roots, stems or leaves (e.g. radish and sweet potato can reproduce through roots, onion and garlic can reproduce through stems, Echeveria and Kalanchoe pinnata can reproduce through leaves) | | | | | 4LC3 | Recognise the different ways living things increase the number of offspring and their chances of survival (e.g. plants produce a large number of seeds, mammals care for their young offspring) | | | | | 4LC4 | Be aware that offspring produced by reproduction of animals and plants have similar characteristics to their parents | | | | | 4LC5 | Identify characteristics that animals and | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 4LC6 | plants inherited from their parents (e.g. skin colour, eye colour and shape of earlobe in humans; colour and number of petals) as well as those that are not inherited from their parents (e.g. hair length in humans) | | | | | P5 | Be aware that some human characteristics are inherited (e.g. ability to roll the tongue and bend the thumb backward) and cannot be changed through acquired learning | | | | | 5LC1 | Describe the characteristics of different developmental stages in humans (infancy, childhood, adolescence, adulthood, and late adulthood) | • Collect information on physiological and psychological changes during adolescence | | | | 5LC2 | Recognise the physiological and psychological changes in males and females during adolescence | | | | | 5LC3 | Recognise the factors that influence growth and development during adolescence (e.g. heredity, nutrition, | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |----------------------------------------------------------------------|-----------------------------------------------------------------------|--------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | | | | sleep and exercise, etc.) | | | | | | Accept individual differences in growth and development during adolescence | | | | | P6 | | | | D. Inter-relationship between Living Things and the Natural Environment | • Biological forms and functions, and their adaptability to the environment | P1 | | | | | | P2 | 2LD1 Recognise the impact of human behavior on the environment (e.g. causing air and water pollution) | • Collect information and share with classmates the impact of a certain type of pollution on humans, plants and animals | | | | | 2LD2 Give some examples of how pollution affect the survival of animals and plants | • Visit Y•PARK/T•PARK | | | | | 2LD3 Show concern for safeguarding and improving the environment, and take action accordingly | | | | | P3 | | | | | | P4 | 4LD1 Give some examples of features of plants that help them adapt to their environment | • Watch video clips about how animals and plants adapt to their habitats | | | | | 4LD2 Give some examples of features of animals that help them adapt to their environment | • Visit Hong Kong Wetland Park | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 4LD3 | Recognise some behaviors of animals for surviving in their habitats (e.g. migration, hibernation) | | | | P5 | 5LD1 | Recognise some methods of pollution testing | • Conduct simple pollution testing (e.g. use a decibel meter to measure sound level), compare the pollution levels in different locations, and record data using charts and graphs (Programming tools can be duly applied to construct the measuring instruments in the process) | | | | 5LD2 | Give some approaches in the application of science and technology to address environmental issues | | | | | 5LD3 | Recognise the importance of sustainable development and environmental protection to maintaining ecological security | | | | P6 | 6LD1 | Recognise some endangered species | • Visit the Agriculture, Fisheries and Conservation Department’s Endangered Species Resource Centre/Lion’s Nature Education Centre, to collect information on endangered species | | | | 6LD2 | Explain why endangered species are on the verge of extinction | | | | | 6LD3 | Recognise some methods of protecting endangered species | | | | | 6LD4 | Respect and care for life, and show concern for endangered species | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | E. Ecosystem | • Ecological environment • Food chain | P1 | | | | | P2 | 2LE1 Be aware that plants need (sun) light, air and water to provide the energy required for life processes (growth, reproduction) 2LE2 Be aware that animals obtain the energy required for life processes (growth and repair, activity, reproduction) through feeding 2LE3 Be aware that animals respond to changes in environmental conditions (e.g. temperature, danger) | • Conduct a mung bean planting activity, observe the growth process of the plants, and record the height of the plants and the number of leaves • Interview classmates who have pets about the food and needs of their pets | | | P3 | | | | | | P4 | 4LE1 Be aware of some different natural environments (e.g. tropical rainforest, temperate grassland, polar regions, desert) 4LE2 Relate common animals and plants to the natural environments 4LE3 Describe the role of each living thing in a simple food chain (e.g. plants produce their own food, some animals eat plants, | • Match common animals and plants with the natural environments • Visit wetlands, aquariums or nature education centers • Draw a simple food chain involving animals and plants from a specific natural environment, and describe the feeding relationships among the various living things | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 4LE4 | Identify common predators and their prey, and describe their relationships | | | | | 4LE5 | Understand that some living things in an ecosystem compete with each other for resources (e.g. light, food, living space) | | | | P5 | | | | | | P6 | 6LE1 | Be aware that photosynthesis is the process by which plants produce food | • Observe teacher’s demonstration or watch video clips about tests on some of the conditions necessary for photosynthesis in plants (sunlight, chlorophyll) | | | | 6LE2 | Be aware of the conditions necessary for photosynthesis in plants (sunlight, water, carbon dioxide, chlorophyll) | | | | | 6LE3 | State the importance of photosynthesis in plants to other living things | | | F. World under the Microscope | • Common microorganisms | P1 | | | | | | P2 | | | | | | P3 | | | | | | P4 | | | | | | P5 | 5LF1 Recognise common types of microorganisms (including bacteria, | • View pictures and watch videos of common microorganisms | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 5LF2 | Recognise the uses of antibiotics and the effects of inappropriate use of antibiotics | • Make bread using yeast, and compare the difference between bread made with yeast and without yeast • Collect information on the benefits and negative impacts of microorganisms to humans | | | | 5LF3 | Recognise the benefits (e.g. probiotics inhibiting the growth of harmful bacteria, degrading pollutants) and negative impacts (e.g. causing diseases) of microorganisms to humans | | | | P6 | 6LF1 | Be aware that cells are the basic units of living things | • Use a microscope to observe the basic structures of animal cells and plant cells, and compare the similarities and differences between them | | | | 6LF2 | Use a microscope to observe animal cells and plant cells | • Use a microscope to observe different plant tissues (e.g. onion epidermis, leaf epidermis) • Conduct field trips and observe plant tissues with a portable microscope • Draw simple diagrams of the structures of animal and plant cells | | | | 6LF3 | Identify the different parts of animal and plant cells, and compare the similarities and differences between animal and plant cells (plant cells have cell walls while animal cells do not, most plant cells have chloroplasts while most animal cells do not) | | Strand 2: Matter, Energy and Changes This strand aims at helping students understand the fundamental concepts of matter and energy, and explore their changes and related phenomena. It includes three themes, covering properties and changes of matter, different forms of energy and energy transfer, and force and motion. Through studying this strand, students can acquire foundational knowledge in physical science, including the different states and properties of matter, as well as the physical and chemical changes involved; the properties and transmission of different forms of energy (light, sound, electricity, heat) as well as the phenomena associated with them; force and motion-related phenomena as well as the working principles of simple machines. Students can gain insights into scientific phenomena and technological applications in daily life, fostering their curiosity about the world around them. | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-----------------------------|------------------------|-------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------| | A. Properties and Changes | • States of matter | P1 | 1MA1 Describe the properties of water and air (colourless, odourless, tasteless, and have no fixed shape) | • Observe the properties of water and air with five senses | | of Matter | • Properties of matter | | 1MA2 Describe the properties (e.g. weight, hardness, elasticity, transparency) of everyday items | • Test the properties of everyday items, and classify them according to their properties | | | | | | • Construct a simple patterned lampshade | | | | P2 | 2MA1 Be aware that magnet can be used to attract some metallic objects | • Determine direction using a compass | | | | | 2MA2 Be aware that each magnet has two different magnetic poles which always exist in pairs | • Classify iron objects and non-metallic objects using a magnet | | | | | 2MA3 Be aware of the phenomenon of ‘like poles’ | • Construct a simple compass | | | | | | • Construct a simple magnet toy (e.g., fishing game) | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 2MA4 | ‘Like poles repel and unlike poles attract’ | | | | | 2MA5 | Be aware that the magnetised needle in a compass can be used to indicate the south and the north | | | | | 2MA5 | Give some examples of daily application of magnet | | | | P3 | 3MA1 | Be aware that matter can be classified into solids, liquids and gases, and describe their properties (whether it has a fixed volume, whether it has a fixed shape) | • Measure the physical properties of various materials with simple tools (e.g. measure the weight of an object with an electronic balance) | | | | 3MA2 | Compare some physical properties (e.g. weight, physical state under room temperature, whether it can be attracted by magnet, whether it can float in water) of different materials | • Separate simple mixtures using suitable methods (e.g. separate salt and water by evaporation) | | | | 3MA3 | Give some examples of mixture (e.g. rocks and sand, sugar solution, sand and iron filings, air) | | | | | 3MA4 | Recognise some methods of separating mixtures (sieving, magnetic attraction, filtration, evaporation) | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P4 | 4MA1 Compare some physical properties (electrical conductivity and thermal conductivity) of metals and non-metals | • Perform a test to compare the thermal conductivity of metals and non-metals (e.g. place rods of different materials but the same length and thickness in hot water, observe the order in which the wax on the tips of the rods falls) | | | | | 4MA2 Relate the properties of metals to their uses (e.g. copper which conducts electricity well can be used to make electrical wires; iron that conducts heat well can be used to make cooking utensils) | • Perform tests to compare the electrical conductivity of metals and non-metals (e.g. connect a closed circuit composed of battery, connecting wires and a light bulb, then connect different materials in between a connecting wire and the light bulb, observe whether the light bulb lights up) | | | | | 4MA3 Determine whether a material is suitable for thermal conduction or thermal insulation based on its properties | • Construct an insulated box/bag/bottle | | | | P5 | 5MA1 State the major components of air and their percentage of composition in air | • Perform tests to verify that air has weight and occupies space | | | | | 5MA2 Be aware that air has weight and occupies space | • Construct a revolving lantern using a paper cup, cut out fan blades at the base and on the side of the cup, place the revolving lantern above a tungsten light bulb, let the heated air rise and push the fan blades, causing the lantern to spin | | | | | 5MA3 Give some examples of daily phenomena related to atmospheric pressure (e.g. suck air out through a straw will cause the beverage carton to cave in) | • Construct a sky lantern (can use a hair dryer to | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 5MA4 | Be aware that air rises when heated, and the movement of air forms wind | blow hot air into the sky lantern) | | | P6 | 6MA1 | Using water as an example, state that buoyancy is an upward force exerted by water on objects | • Perform tests on the factors (e.g. shape, material) affecting the floating of objects in water | | | | 6MA2 | Recognise the phenomenon of floating and sinking of objects in water | | | • | Physical change and chemical change | P1 | | | | | | P2 | 2MA6 Be aware that some substances (e.g. salt, sugar) are soluble in water while others (e.g. sand, rock) are insoluble in water | • Perform tests to identify substances that are soluble in water | | | | P3 | 3MA5 Describe the processes (melting, boiling, freezing, condensation, evaporation) of the change in states of water | • Observe the processes of the change in states of water (e.g. use an induction cooker to heat some ice or water in a container, observe the processes of ice melting into water and water evaporating into water vapour, measure and record the temperatures at which melting and boiling of water occur under normal conditions) | | | | | 3MA6 Give examples of daily phenomena of evaporation and condensation (e.g. clothes drying in the sun, water droplets condensing on the surface of cold drink) | • Construct a simple solar still | | | | | 3MA7 Be aware of some factors that speed up the dissolving of substances in water (e.g. | • Perform tests on how to speed up the dissolving of | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 3MA8 | Distinguish between high and low concentrations of solution (e.g. same volume of water with different amounts of sugar added) | substances in water, measure and record the data | | | | | *Students are only required to compare the dissolving speed of sugar cubes and granulated sugar of the same volume, and do not need to recognise the concept of surface area.* | | | | P4 | 4MA4 | Identify some visible changes that do not produce new matter (physical changes) (e.g. dissolving, evaporation, squeezing or stretching objects) | • Observe teacher’s demonstration on some changes that produce new matter • Try squeezing and stretching objects to observe some changes that do not produce new matter | | | | 4MA5 | Identify some visible changes that produce new matter (chemical changes) (e.g. rusting, burning, food rotting) | | | | P5 | 5MA5 | Recognise the necessary conditions for corrosion of metals (using rusting as an example) | • Perform tests to find out whether water and air are the necessary conditions for rusting | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | P5 | 5MA6 Explain ways to prevent corrosion of metals 5MA7 Be aware of some reversible changes (e.g. condensation and evaporation of water) and irreversible changes (e.g. burning) | • Watch teacher’s demonstrations showing carbon dioxide and water as the products of combustion (test for carbon dioxide using limewater or hydrogencarbonate indicator; test for water using dry cobalt chloride paper) • Watch teacher’s demonstration on the use of carbon dioxide to extinguish fire (using baking soda, vinegar and candles) • Search information on the various types of fire-fighting equipment • Make posters about the methods to prevent hill fires | | B. Forms of Energy and Energy | • Sources and uses of energy | P1 | | | | | | P2 | | | | | | P3 | 3MB1 Be aware that electrical energy can be converted to other forms of energy (e.g. thermal energy, light energy, sound energy) | • Observe and identify the energy conversion involved in electrical appliances used in daily life (e.g. lamps give out light and heat, television gives | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | Transfer | | 3MB2 | Give examples of uses of electricity in daily life | out light, sound and heat) | | | P4 | 4MB1 | Identify the sources of energy (e.g. the Sun, moving water, wind, coal, crude oil, natural gas) | • Visit CLP Power Low Carbon Energy Education Centre/Hong Kong Electric Lamma Power Station or Lamma Winds/EMSD Gallery and Education Path | | | | 4MB2 | Be aware that energy is needed for transportation, manufacturing, illumination, and powering electronic equipment | • Construct a model car powered by renewable energy source (e.g. solar energy, wind power) | | | | 4MB3 | Recognise the importance of energy saving | | | | P5 | 5MB1 | Give examples of the different forms of energy (e.g. kinetic energy, potential energy, chemical energy) | • Observe the conversion of energy through simple investigations | | | | 5MB2 | Be aware that energy can be converted from one form to another | • Construct a small fan or vacuum cleaner using materials such as solar panels and small motors | | | P6 | | | | | • Properties of light and related phenomena | P1 | 1MB1 | Be aware of the source of light | • Make various hand shadow puppets by shining light on one’s hands using a flashlight. Move the hands towards or away from the light source and observe the changes in the size of the shadow | | | | 1MB2 | Give examples of uses of light in daily life (e.g. for illumination and reading) | • Watch ‘Shadow Play’ and pay attention to the changes in light and shadow | | | | 1MB3 | Be aware that light shining on opaque objects will produce shadows | | | | | 1MB4 | Be aware that sunlight consists of light of | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | related phenomena | | different colours | • Observe the spectrum projected on a wall as sunlight passes through a prism • Create an artificial rainbow using a spray bottle | | | | P2 | 2MB1 Be aware that sound is produced by the vibration of objects | • Construct a simple device for transmitting sound (e.g. connect two paper cups with a string, attach a paper strip in the middle of the string, then pull the string taut and start the conversation, observe the vibration of the paper strip) | | | | | 2MB2 Be aware that the greater the vibration of an object, the louder the sound produced | • Place several beans on a drumhead and strike the drum with different intensities, observe the vibration of the beans under different volumes | | | | | 2MB3 Be aware of some phenomena related to sound (e.g. echo) | | | | | P3 | | | | | | P4 | 4MB4 Differentiate the light coming from a light source (e.g. sunlight, light from a flashlight) from that reflected from objects (e.g. moonlight) | • Use or construct a sundial to observe the changes in length and position of shadow under sunlight at different times | | | | | 4MB5 Be aware of some examples of reflection of light (e.g. reflection on water surface, mirror) | • Compare the differences between light reflecting on smooth and rough surfaces | | | | | 4MB6 Recognise the changes in length and position of shadow under sunlight at | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P5 | 5MB3 Be aware that sound can travel through different media | • Perform tests to find out if sound can travel through different media (e.g. prepare three zipper bags filled with sand, water and air respectively, have students cover one ear and press the zipper bags against the other ear to listen to music played by the teacher) | | | | | 5MB4 Be aware that changes in pitch are caused by changes in vibration | • Construct a simple device that can produce different pitches (e.g. glasses filled with different amounts of water) or a simple musical instrument | | | | | 5MB5 Recognise the causes of noise and ways to cope with it | • Perform tests on the soundproofing effectiveness of different materials (e.g. cardboard, cotton fabric) | | | | | 5MB6 Recognise the ways to protect hearing | • Design and construct a soundproof device, improve its soundproofing effectiveness through design cycle | | | | | 5MB7 Recognise ways to measure the loudness of sound, and the commonly used unit (decibel) | | | | | P6 | 6MB1 Recognise the mode of light propagation | • Perform test to verify that light travels in a straight line | | | | | 6MB2 Recognise the characteristics of images formed by a plane mirror, including being the same size as the object and laterally inverted | • Observe the image of an object formed by a plane mirror, draw it on a piece of paper and compare it with the object | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 6MB3 | Give daily application of different types of mirrors, including plane, convex and concave mirrors | • Compare the images of the same object formed by different types of mirrors, including plane, convex and concave mirrors | | | | 6MB4 | Be aware that refraction occurs when light passes through different transparent materials | • Construct a periscope or a pin-hole camera | | | | 6MB5 | Give examples of daily applications of refraction of light (e.g. glasses, magnifying glasses, microscopes) | | | • | Properties of electricity and related phenomena | P1 | | | | | | P2 | | | | | | P3 | 3MB3 Recognise ways to measure temperature, and the commonly used unit (degree Celsius, symbol: °C) | • Measure the temperature of water with a thermometer and record it in standard unit | | | | | 3MB4 Recognise the modes of heat transfer | • Perform tests to verify that heat transfers from object with a higher temperature to object with a lower temperature | | | | P4 | 4MB7 Recognise simple closed circuits | • Find out the reasons why some simple electrical appliances (flashlights) cannot be used (e.g. the positive and negative terminals of the battery are connected in the incorrect direction) | | | | | 4MB8 Explain that a complete circuit is needed for the functioning of simple electrical appliances (e.g. light bulb) | • Connect circuits using circuit components such as | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | | | batteries, switches, connecting wires and light bulbs, to investigate the necessary conditions for forming a closed circuit | | | | P5 | 5MB8 Recognise how to use electricity safely | • Design posters on electricity safety | | | | | 5MB9 Explain the reasons why different parts of household appliances are made from conductive and insulating materials respectively | | | | P6 | 6MB6 Be aware of the heating effect and magnetic effect of electric current | • Watch teacher’s demonstration on the heating effect of electric current (e.g. when electric current flows through a resistance wire, the wire heats up and glows) | | | | | 6MB7 Give examples of daily applications of the heating effect (e.g. electric heaters, hairdryers, toasters) and magnetic effect (e.g. electromagnetic cranes, electromagnetic locks) of electric current | • Perform tests on some factors affecting the magnetic effect of electric current (e.g. number of coils, magnitude of electric current) | | | | | | • Apply electromagnetic effect to construct a simple electromagnetic crane or a small motor | | C. Force and Motion | • Force and motion-related phenomena | P1 | 1MC1 State the relative position of an object to oneself (e.g. front, back, left, right, near, far) | • Observe the motion of a ball and state its position in relation to oneself | | | | | 1MC2 Be aware that the position of an object will be changed after motion | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | • Simple machines | 1MC3 | Give some examples of motion in everyday life (e.g. swinging on a swing, riding a bus, kicking a soccer ball) | | | | | 1MC4 | Describe how fast or slow an object moves | | | | | P2 | 2MC1 Be aware that force can cause objects to move | • Compare the effect when different magnitudes of pushing force and pulling force are applied on an object from the same direction or opposite directions | | | | | 2MC2 Give some daily examples involving push and pull | | | | | | 2MC3 Be aware that force of gravity is the attractive force exerted by the Earth on other objects | | | | | P3 | 3MC1 Recognise the functions of simple machines such as rollers, inclined planes and pulleys (fixed pulley) (e.g. reducing the force required, changing the direction of force) | • Perform tests on the functions of simple machines such as rollers, inclined planes and pulleys (fixed pulley) | | | | | 3MC2 Give examples of daily applications of rollers, inclined planes and pulleys (e.g. wheels, ramps, elevators) | | | | | P4 | 4MC1 Be aware that friction is the resistance that occurs when objects rub against each other | • Perform tests on some factors affecting the magnitude of friction (e.g. pull an object on different materials and measure the required | | | | | 4MC2 Be aware that the direction of friction is | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 4MC3 | opposite to the direction of motion | pulling force with a spring balance) | | | | | Give daily examples where friction is applied (e.g. walking, writing) | | | P5 | 5MC1 | Be aware that forces can change the state of motion of an object (forces can make a stationary object move or stop a moving object; forces can change the speed of a moving object; forces can change the direction of a moving object) | • Perform tests to verify that forces can change the state of motion of an object | | | 5MC2 | Recognise that forces always work in action and reaction pairs | • Perform tests to verify the relationship between action and reaction | | | 5MC3 | Recognise methods to compare the speed* of moving objects (compare the distances travelled by two objects within the same period of time, or compare the time taken for two objects to travel the same distance) | • Design and construct a water rocket to investigate the relationship between force and motion, including action-and-reaction pair of forces and the effect of forces on the state of motion of an object | *Students are only required to recognise the methods to compare the speed of moving objects, the formula and calculation related to speed will be covered in the Primary 6 Mathematics curriculum.* | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | P6 | 6MC1 Recognise the applications of three types of levers (the fulcrum located in between the effort and the load, the load located in between the fulcrum and the effort, the effort located in between the fulcrum and the load) | • Perform tests to verify the functions of tools such as screwdrivers, wrenches and pliers | | | | | 6MC2 Be aware of the difference between a lever that reduces the effort required and a lever that requires more effort | • Design and construct different mechanical devices (e.g. mini crane) that utilise levers, pulleys and gears | | | | | 6MC3 Recognise the working principles of simple machines such as pulleys (fixed pulley, movable pulley, pulley system) and gears | | | | | | 6MC4 Give examples of daily applications of levers, pulleys and gears (e.g. chopsticks, cable cars, bicycles) | | Strand 3: Earth and Space This strand aims at guiding students to explore the mysteries of the Earth and space. It includes three themes, covering Earth’s characteristics and resources, climate and seasons, and the solar system in the universe. Through studying this strand, students can acquire fundamental knowledge of earth science and space science, including Earth’s characteristics, resources and history; daily weather phenomena, and changes in climate and seasons; the Sun and the eight planets in the solar system, as well as some astronomical phenomena and patterns caused by the movements of different celestial bodies that can be observed on the Earth. Students will develop an awareness to protect the Earth as the source of resources for human, as well as an appreciation and admiration for the vastness of the universe. | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |--------------------------------------------|------------------------|-------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | A. Earth’s Characteristics and Resources | • Earth’s characteristics | P1 | 1EA1 Be aware that the surface of the Earth is covered by oceans and land, and that oceans cover more areas than land | • Construct a collage of the Earth with pictures of humans, animals and plants | | | | | 1EA2 Be aware that the surface of the Earth is surrounded by the atmosphere (gases) | • Observe a model of the Earth or build a three-dimensional puzzle of the Earth | | | | | 1EA3 Be aware that the Earth is the shared home for humans, animals and plants | | | | | | 1EA4 Understand the importance of caring for the Earth | | | | • Earth’s resources | P2 | | | | | • Earth’s history | P3 | 3EA1 Be aware of the sources of salt water and fresh water | • Construct a water filter and improve its effectiveness | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 3EA2 | Be aware that drinking water needs to be filtered and purified | • Filtration efficiency through design cycle | | | | 3EA3 | Give some examples of Earth’s resources that are renewable (e.g. water, wind, forests) and that are non-renewable (e.g. petroleum, natural gas, minerals) | • Visit Water Resources Education Centre/reservoirs/water treatment works | | | | 3EA4 | Be aware of the importance of responsible use of the Earth’s resources | • Devise a personal action plan to conserve water and put it into practice | | | P4 | 4EA1 | State the structure of the Earth (crust, mantle, and core) and the physical characteristics of these distinct parts | • Construct a model using clay of three different colours to simulate the layered structure of the interior of the Earth | | | | 4EA2 | Be aware that the Earth’s crust is composed of rocks, including igneous rocks, sedimentary rocks, metamorphic rocks | • Observe specimens of or study information about different types of rocks (e.g. granite, sandstone, marble) | | | | 4EA3 | Be aware of the main components of soil, classification of soil (sand, loam, clay) as well as the plants suitable for growing on each type of soil | • Use simple tools to compare the colour, hardness, grain and other characteristics of different rocks | | | | | | • Perform tests on the drainage capacity of soil samples, measure and record relevant data | | | | | | • Visit the Stephen Hui Geological Museum at | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | P5 | 5EA1 Recognise some different landforms (e.g. mountains, plains, valleys, plateaus, basins) | • Visit the Hong Kong UNESCO Global Geopark | | | | | 5EA2 Be aware that crustal movement, water and wind play an important role in shaping landforms | | | | | | 5EA3 Be aware that fossils are the remains of some ancient organisms preserved in rocks and ice | | | | | | 5EA4 Be aware that changes in the Earth’s surface can be inferred from the location of fossils | | | | | P6 | 6EA1 Be aware of the formation processes of fossils and fossil fuels | • Watch video clips on the causes of natural disasters such as earthquakes, tsunamis, and volcanic eruptions | | | | | 6EA2 Be aware that some natural disasters (e.g. volcanic eruptions, earthquakes) are related to crustal activities | | | | | | 6EA3 Recognise some ways that human respond to natural disasters | • Collect information on how human respond to natural disasters | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | B. Climate and Seasons | Daily weather phenomena | P1 | | | | | Changes in climate and seasons | P2 | 2EB1 Be aware of some different weather conditions (e.g. cloudy, sunny, rainy, snowy, windy, temperature) | • Observe and record the weather conditions for a week | | | | | 2EB2 Recognise the activities that people and animals engage in under different weather conditions | • Draw pictures about the activities of people and other animals under different weather conditions | | | | | | • Construct a simple rainwater collector to recycle rainwater for other uses (e.g. watering plants) | | | Climate characteristics of different regions | P3 | 3EB1 State the processes of water cycle (evaporation, condensation, precipitation) | • Simulate the processes of water cycle using tools like hot water, cups, and lids | | | | | 3EB2 Relate some common weather phenomena (e.g. clouds, rain, snow, dew) to the three-state changes of water | | | | | | 3EB3 Be aware of some commonly used weather icons | | | | | P4 | 4EB1 State the difference between weather and climate* | • Construct a simple model to stimulate the phenomenon of sea level rise caused by melting glaciers | | | | | 4EB2 Describe the weather characteristics (e.g. daily variations in temperature, rainfall, snowfall and humidity) in different | • Collect information on global warming | | | | | | • Develop a personal action plan to reduce carbon | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 4EB3 | Show concern for the phenomenon of global warming and its impacts (e.g. glacier melting, rising sea levels, desertification) | footprint and put it into practice | | | | 4EB4 | Recognise some methods to slow down global warming | | | | | 4EB5 | Show concern for environmental and climate change | | | | | P5 | 5EB1 Describe Hong Kong’s weather information such as temperature, wind speed, wind direction, relative humidity, rainfall, etc. based on weather data | • Use simple instruments (e.g. wind vane, rain gauge) to measure weather data (Programming tools can be duly applied to construct the measuring instruments in the process) | | | | | 5EB2 Recognise the causes of some common weather phenomena (e.g. fog, rain, snow, | • Collect and record weather data for a week, draw relevant statistical charts (e.g. | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|----------------------------------------------------------------------|-------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | | | P6 | | | | C. Solar System in the Universe | • The Sun and the eight planets • Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon | P1 | 1EC1 Be aware that the Sun rises in the east and sets in the west 1EC2 Be aware of the phenomenon of day and night and its relation to the activities of humans and other animals | • Identify directions based on the position of the Sun • Draw pictures about the activities of people and other animals during the day and night | | | | P2 | 2EC1 Be aware of the relationship between seasonal changes and the activities of animals and plants | • Draw pictures about the activities of people and other animals in different seasons | | | | P3 | 3EC1 Be aware that the solar system is mainly made up of the Sun and eight planets 3EC2 Be aware that the eight planets, including the Earth, revolve around the Sun 3EC3 Be aware that the Moon is the Earth’s only natural satellite and revolves around the Earth 3EC4 Be aware that the shape of the Moon appears different when observed from the | • Observe models of the solar system • Observe the revolution of the eight planets around the Sun using computer simulation software • Observe and record the shape of the Moon on different days of the month | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | P4 | 4EC1 Explain the relationship between the changes of day and night and the rotation of the Earth 4EC2 Be aware that the Earth’s axis is tilted 4EC3 Explain that the difference in seasons in the Earth’s northern and southern hemispheres are related to the Earth’s revolution around the Sun and tilted axis | • Simulate the Earth’s rotation using a sun, earth and moon orbiter model, to explain the changes of day and night • Simulate the Earth’s revolution around the Sun using a sun, earth and moon orbiter model, to explain the changes of seasons | | | | P5 | 5EC1 Be aware that the Sun is the star in the solar system and emits light and heat energy to other celestial bodies 5EC2 Explain why other celestial bodies in the solar system can be observed even they do not emit light 5EC3 Recognise the eight planets in the solar system and their basic characteristics (e.g. diameter*, number of discovered natural satellites, periods of revolution and rotation) 5EC4 Recognise the overview of the universe | • Collect information about the basic characteristics of the eight planets • Observe some major constellations and bright stars (e.g. Orion, Polaris, Altair, Vega) with telescopes • Observe the surface of the Moon with a telescope • Visit the Ho Koon Nature Education cum Astronomical Centre sponsored by Sik Sik Yuen | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | | and be aware that the Milky Way is one of the many galaxies | | | | | 5EC5 | Appreciate the vastness of the universe | | | | | | *At primary level, students are only required to be aware that the longer the diameter of a planet, the larger its volume, and do not need to recognise the concept of diameter of a sphere and the calculation of volume of a sphere.* | | | | | P6 | 6EC1 Recognise the relative sizes, positions and movements of the Sun, Earth and Moon | • Simulate the Earth’s orbit around the Sun and the formation of solar and lunar eclipses using a planetary model or computer software | | | | | 6EC2 Be aware of the patterns of moon phases | | | | | | 6EC3 Be aware of the four moon phases: new moon, first quarter, full moon and third quarter | | | | | | 6EC4 Explain the causes of solar and lunar eclipses | | | | | | 6EC5 Be aware that tides are the rise and fall of sea levels caused by the gravitational pull of the Sun and the Moon | | Strand 4: Science, Technology, Engineering and Society This strand aims at helping students understand the close relationship between science, technology, engineering and society. It includes three themes, covering scientific process and spirit of science, aerospace and innovative technology, and engineering and design. Through studying this strand, students can design and make engineering models or products, begin to develop their engineering practice abilities, and apply their learning to solve authentic problems and engage in innovative design, cultivating their scientific thinking and foundational engineering thinking, as well as creativity and problem-solving abilities. Students can gain a preliminary understanding of the nature of science, be aware of science inquiry methods and processes, and develop an evidence-based scientific attitude and spirit. Students will also become acquainted with the development of science, technology and engineering, and how these three fields create value and bring about changes in human life, understanding that optimum use of science, technology and engineering can benefit the community and contribute to the nation and society. | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |--------------------------------------------|----------------------------------------------------------------------|-------|------------------------------------------------------------------------------------------|-------------------------------------------| | A. Scientific Process and Spirit of Science | • Science inquiry processes | P1 | | | | | • Science and technology create value and change human life | P2 | 2SA1 Be aware of some renowned scientists in history (e.g. Zhang Heng, Thomas Edison) and their achievements | • Watch video clips about the lives of renowned scientists | | | • Research and | | 2SA2 Be aware that science inquiry is derived from observation | | | | | | 2SA3 Be aware that science is evidence-based | | | | | | 2SA4 Admire some significant figures who have contributed to the world’s scientific and | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | contributions of renowned scientists | P3 | technological advancements | • Conduct simple science inquiry activities relevant to the topics (e.g. activities relevant to “Observe and record the shape of the Moon on different days of the month” in the topic “Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon” in Primary 3) | | | | | 3SA1 Be aware of science inquiry processes and steps | | | | | | 3SA2 Be aware of the different types of science inquiry (e.g. classifying, pattern seeking, modeling) | | | | | | 3SA3 Be aware that some scientific discoveries have enhanced people’s understanding of the world (e.g. Newton’s research on forces and motion laid the foundation for people’s understanding of the universe and the movement of celestial bodies) | | | | | P4 | 4SA1 Recognise that scientific knowledge is derived from systematic observation, testing and analysis, through which imagination and creativity are required | • Conduct simple fair tests relevant to the topics (e.g. activities relevant to “Perform tests on some factors affecting the magnitude of friction” in the topic “Force and motion-related phenomena” in Primary 4) | | | | | 4SA2 Recognise the concept of fair testing* | | | | | | 4SA3 Be aware that scientific knowledge is subject to change as new evidence becomes available (e.g. the change from “Flat Earth Theory” to “Round Earth Theory”) | • Collect some examples of scientific knowledge changing as a result of new evidence | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | | *Students are only required to recognise the concepts related to “factor which its impact is to be investigated”, “factor to be observed or measured” and “factors to be kept constant” in the context of fair testing, and do not need to recite the definitions of independent variable, dependent variable and control variables.* | | | | | P5 | 5SA1 Be aware that scientific discoveries can foster technological development, and technological development can also drive scientific advancement | • Read biographies and life stories of some renowned scientists • Collect information about some of the scientists from the nation and Hong Kong | | | | | 5SA2 Recognise some of the scientists from the nation and Hong Kong (e.g. Tu Youyou and Charles K. Kao) and their contributions | | | | | | 5SA3 Admire some significant figures who have contributed to the world’s scientific and technological advancements | | | | | P6 | 6SA1 Recognise the balance between scientific and technological development and ethics | • Debate some issues related to the development of science and technology, and discuss the impacts they bring (e.g. nuclear research can be used to | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |--------------------------------------------|----------------------------------------------------------------------|-------|------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | B. Aerospace and Innovative Technology | • Technology in daily life | P1 | 1SB1 Be aware of the importance of proper use of electronic products | • Refer to the recommendations of the Department of Health, set some rules for the use of electronic products (e.g. take short breaks every twenty minutes of using technology products, maintain an appropriate distance between the eyes and electronic screens) and practice them in daily life | | | • Innovation and technology development | | 1SB2 Be aware of the impacts of prolonged use of electronic products on personal health | | | | • The nation’s and the world’s aerospace technology development | | 1SB3 Be aware of the etiquette for using electronic products | | | | | P2 | | | | | | P3 | 3SB1 Be aware that some important technological inventions in history (e.g. steam engine, electric light, telephone) have improved people’s lives | • Collect photos of the same type of products from different eras and state their differences | | | | | 3SB2 Recognise the evolution process of the design of some common products (e.g. | | | | | | | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|----------------------------|------------------------------------------| | | | 3SB3 | Give some examples of innovative technologies applied in everyday life (e.g. smart homes, electronic payments, new energy vehicles, autonomous driving) | | | P4 | 4SB1 | Recognise the applications and impact of artificial satellites in daily life (e.g. satellite positioning, weather observations) | • Watch interview clips or read articles featuring the nation’s astronauts • Utilise the satellite positioning or satellite imaging function of tablet devices | | | 4SB2 | Give some examples of everyday products that incorporate space technology (e.g. shoe insoles, scratch resistant lenses, drinks in squeeze pouch) | | | | 4SB3 | Be aware of the achievements and contributions of some of the nation’s astronauts | | | | 4SB4 | Recognise the life of astronauts in space | | | | 4SB5 | Appreciate the nation’s contributions to the development of aerospace technology | | | P5 | 5SB1 | Be aware of the development of some innovative technologies (e.g. artificial intelligence, big data, the Internet of | • Collect information on some of the latest technological advancements and their applications | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 5SB2 | Things) and their applications in the society | • Debate some issues related to the development of innovative technologies, and discuss the benefits and drawbacks they bring (e.g. big data can facilitate data analysis, however it will also bring privacy implications) | | | | | Recognise the impact of the development of innovative technologies on human life | | | P6 | 6SB1 | Be aware of the purpose of human exploration of space | • Collect information about the nation’s and the world’s significant achievements in space exploration and aerospace technology | | | 6SB2 | Be aware of the methods used by ancient people and modern scientists to conduct astronomical observations and space exploration | • Collect information about Hong Kong’s involvement in the nation’s aerospace technology development | | | 6SB3 | Recognise the developmental milestones of human space exploration, including artificial satellites, moon landing, the International Space Station, and manned spaceflight | • Visit the Hong Kong Space Museum | | | 6SB4 | Show concerns for the nation’s significant achievements in space exploration (e.g. lunar and deep space exploration) and aerospace technology (e.g. Tiangong space station, BeiDou Navigation Satellite | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | 6SB5 | Realise the importance of aerospace technology development to the nation’s interests and security | | | C. Engineering and Design | • Engineering, design cycle and applications | P1 | 1SC1 Be aware that some everyday items are designed and manufactured by humans | • Conduct a ‘Campus Treasure Hunt’ game, find the designated items and categorise them into baskets for natural objects and man-made objects • Count the number of man-made objects on one’s body | | | | | 1SC2 Give examples of natural objects and man-made objects | | | | | | 1SC3 Be aware that good design can meet human needs and make life more convenient | | | | | P2 | 2SC1 Be aware of the structure and functions of common products in daily life | • Observe some everyday items and state their design features (e.g. a water bottle with a wide bottom for stability and a narrow opening to prevent spills) • Observe the same type of everyday items (e.g. ordinary umbrellas, folding umbrellas, umbrellas with springs) and point out some design elements that enhance product functionality • Disassemble some simple products (e.g. ballpoint pen) and describe their structures and features | | | | | 2SC2 Identify how some simple designs can enhance the functionality of products | | | | | | 2SC3 Describe the properties and uses of some common materials (e.g. plastic, wood, glass, metal) | | | | | | 2SC4 Realise the importance of practicality and aesthetics in engineering and design | | | | | P3 | 3SC1 Be aware that engineering projects can | • Conduct a project learning on “Ancient Chinese | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------| | | | 3SC2 | improve people’s lives | “Architectural Techniques” | | | | 3SC3 | Be aware that the foundation of engineering is science and technology | Collect information about some of the nation’s and Hong Kong’s major engineering projects | | | | 3SC4 | Give some examples of ancient Chinese skills and engineering (e.g. Zhaozhou Bridge, mortise and tenon joints) | | | | | 3SC5 | Recognise some examples of the nation’s and Hong Kong’s major engineering projects (e.g. maglev train, Hong Kong-Zhuhai-Macao Bridge) | | | | | | Appreciate the nation’s contributions to engineering development | | | | P4 | 4SC1 | Be aware of the basic steps of the design process | Based on the scenario created by the teacher, design and make some simple physical models (e.g. a hut model with a waterproof roof, a model car driven by renewable energy) or products with specific functions (e.g. non-slip slippers, small vacuum cleaner) under certain constraints (e.g. cost, material, and time). Programming tools can be duly applied in the process (e.g. adding a curtain to the hut model that can open and close) | | | | 4SC2 | Apply design cycle to design engineering models or products | | | | | | - Identify needs and the problem | | | | | | - Collect information relevant to the problem, and briefly evaluate existing approaches | | | | | | - Propose a design solution that meets the constraints | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|------------------------------------------------------------------------------------------|-------------------------------------------| | | | | - Illustrate the design idea by a sketch | according to brightness) | | | | | - Use simple tools and materials to make the engineering model or product | Teachers can design different scenarios based on students’ proficiency levels and flexibly adjust the difficulty of the activities. They can also duly connect with other STEAM-related subjects for conducting cross-curriculum project learning. | | | | | - Test and improve the engineering model or product by considering practicality and aesthetics | | | | | | - Communicate briefly the solutions to the problem | | | | P5 | 5SC1 | Apply design cycle to design engineering models or products | | | | | | - Identify needs and the problem | | | | | | - Collect information relevant to the problem, and evaluate existing approaches | | | | | | - Propose more than one design solution that meet the constraints | | | | | | - Compare various considerations, including practicality and aesthetics, to determine the feasibility of the design solutions | | | | | | - Illustrate the design idea by a sketch with text, diagrams, etc. | | | | | | - Use tools and materials to make the | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | P6 | engineering model or product | | | | | | - Test and improve the engineering model or product | | | | | | - Communicate the solutions to the problem | | | | 6SC1 | Apply design cycle to design engineering models or products | | | | | | - Identify needs and the problem | | | | | | - Collect information relevant to the problem, and point out the shortcomings of the existing practices | | | | | | - Propose more than one design solution that meet the constraints | | | | | | - Compare various considerations, take into account practicality and aesthetics, to determine the feasibility of the design solutions | | | | | | - Give suggestions to others’ design solutions | | | | | | - Illustrate design ideas through comprehensive use of text, icons, images, diagrams, etc. | | | | | | - Select and use appropriate tools and | | | Theme | Topic | Level | Students should be able to | Suggested learning and teaching activities | |-------|-------|-------|---------------------------|------------------------------------------| | | | | - Select appropriate materials to make the engineering model or product | | | | | | - Test and improve the engineering model or product | | | | | | - Communicate the solutions to the problem, review and evaluate the effectiveness of the solutions | | 6.3.4 Learning objectives for each level In general, teachers can teach the topics of Strands 1 to 4 within the same level in a sequential manner. However, the order of learning and teaching is not absolute. Teachers can decide on the arrangements for learning and teaching based on students’ interests, needs, prior knowledge, and foundations. Additionally, teachers can flexibly arrange the teaching of related learning objectives from different strands within the same level in consecutive periods. **Primary 1** | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|-----------------|---------------------------------------------| | **Healthy lifestyles** | **Properties of matter** | **Earth’s characteristics** | **Technology in daily life** | | **1LA1** State the functions of various parts of the human body (e.g. eyes to see, teeth to chew food, spine to support the body) **1LA2** Be aware of the methods to protect various parts of the body (e.g. methods for protecting the eyes and teeth, proper standing and sitting postures) | **1MA1** Describe the properties of water and air (colourless, odourless, tasteless, and have no fixed shape) **1MA2** Describe the properties (e.g. weight, hardness, elasticity, transparency) of everyday items | **1EA1** Be aware that the surface of the Earth is covered by oceans and land, and that oceans cover more areas than land **1EA2** Be aware that the surface of the Earth is surrounded by the atmosphere (gases) **1EA3** Be aware that the Earth is the shared home for humans, animals | **1SB1** Be aware of the importance of proper use of electronic products **1SB2** Be aware of the impacts of prolonged use of electronic products on personal health **1SB3** Be aware of the etiquette for using electronic products | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **1LA3** Give some examples of healthy living habits (e.g. having a balanced diet, exercising regularly, getting enough sleep, maintaining a relaxed and happy mood) **1LA4** Develop healthy living habits | | **1EA4** Understand the importance of caring for the Earth | | | **Difference between living things and non-living things** | **Properties of light and related phenomena** | **Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon** | **Engineering, design cycle and applications** | | **1LB1** Be aware that both animals and plants are living things **1LB2** Give examples of common animals and plants found in Hong Kong **1LB3** List the survival conditions for animals and plants (e.g. air, water) **1LB4** Describe some simple common characteristics of animals (e.g. movement) | **1MB1** Be aware of the source of light **1MB2** Give examples of uses of light in daily life (e.g. for illumination and reading) **1MB3** Be aware that light shining on opaque objects will produce shadows **1MB4** Be aware that sunlight consists of light of different colours | **1EC1** Be aware that the Sun rises in the east and sets in the west **1EC2** Be aware of the phenomenon of day and night and its relation to the activities of humans and other animals | **1SC1** Be aware that some everyday items are designed and manufactured by humans **1SC2** Give examples of natural objects and man-made objects **1SC3** Be aware that good design can meet human needs and make life more convenient | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **1LB5** Respect and care for animals and plants | | | | | **Life cycle of living things** | **Force and motion-related phenomena** | | | | **1LC1** State the major body changes during infancy, early childhood and childhood (e.g. increase in height and weight, loss of primary teeth and growth of permanent teeth) | **1MC1** State the relative position of an object to oneself (e.g. front, back, left, right, near, far) **1MC2** Be aware that the position of an object will be changed after motion **1MC3** Give some examples of motion in everyday life (e.g. swinging on a swing, riding a bus, kicking a soccer ball) **1MC4** Describe how fast or slow an object moves | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Difference between living things and non-living things** | **Properties of matter** | **Daily weather phenomena** | **Research and contributions of renowned scientists** | | 2LB1 Be aware of the differences between living things and non-living things (e.g. living things can reproduce, grow and develop, and respond to stimuli, while non-living things cannot) | 2MA1 Be aware that magnet can be used to attract some metallic objects 2MA2 Be aware that each magnet has two different magnetic poles which always exist in pairs 2MA3 Be aware of the phenomenon of ‘like poles repel and unlike poles attract’ 2MA4 Be aware that the magnetised needle in a compass can be used to indicate the south and the north 2MA5 Give some examples of daily application of magnet | 2EB1 Be aware of some different weather conditions (e.g. cloudy, sunny, rainy, snowy, windy, temperature) 2EB2 Recognise the activities that people and animals engage in under different weather conditions | 2SA1 Be aware of some renowned scientists in history (e.g. Zhang Heng, Thomas Edison) and their achievements 2SA4 Admire some significant figures who have contributed to the world’s scientific and technological advancements | | **Structures of living things** | **Physical change and chemical change** | | **Science inquiry processes** | | 2LB2 State the major structures in plants and their functions (leaves make food, roots absorb water and nutrients and anchor plants, stems support the plant and transport water, food and nutrients) | | | 2SA2 Be aware that science inquiry is derived from observation 2SA3 Be aware that science is evidence-based | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Impact of human behavior on the natural environment** | **Properties of sound and related phenomena** | **Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon** | **Engineering, design cycle and applications** | | 2LD1 Recognise the impact of human behavior on the environment (e.g. causing air and water pollution) 2LD2 Give some examples of how pollution affect the survival of animals and plants 2LD3 Show concern for safeguarding and improving the environment, and take action accordingly | 2MB1 Be aware that sound is produced by the vibration of objects 2MB2 Be aware that the greater the vibration of an object, the louder the sound produced 2MB3 Be aware of some phenomena related to sound (e.g. echo) | 2EC1 Be aware of the relationship between seasonal changes and the activities of animals and plants | 2SC1 Be aware of the structure and functions of common products in daily life 2SC2 Identify how some simple designs can enhance the functionality of products 2SC3 Describe the properties and uses of some common materials (e.g. plastic, wood, glass, metal) 2SC4 Realise the importance of practicality and aesthetics in engineering and design | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Ecological environment** | **Force and motion-related phenomena** | | | | 2LE1 Be aware that plants need (sun) light, air and water to provide the energy required for life processes (growth, reproduction) | 2MC1 Be aware that force can cause objects to move | | | | 2LE3 Be aware that animals respond to changes in environmental conditions (e.g. temperature, danger) | 2MC2 Give some daily examples involving push and pull | | | | **Food chain** | 2MC3 Be aware that force of gravity is the attractive force exerted by the Earth on other objects | | | | 2LE2 Be aware that animals obtain the energy required for life processes (growth and repair, activity, reproduction) through feeding | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Healthy lifestyles** | **States of matter** | **Earth’s resources** | **Science inquiry processes** | | 3LA1 Be aware of the types of food commonly found in a balanced diet | 3MA1 Be aware that matter can be classified into solids, liquids and gases, and describe their properties (whether it has a fixed volume, whether it has a fixed shape) | 3EA1 Be aware of the sources of salt water and fresh water, and their uses in daily life | 3SA1 Be aware of science inquiry processes and steps | | 3LA2 Recognise the healthy eating pyramid | 3MA2 Compare some physical properties (e.g. weight, physical state under room temperature, whether it can be attracted by magnet, whether it can float in water) of different materials | 3EA2 Be aware that drinking water needs to be filtered and purified | 3SA2 Be aware of the different types of science inquiry (e.g. classifying, pattern seeking, modeling) | | 3LA3 Recognise the nutrients in food (carbohydrates, proteins, fats, vitamins, minerals, dietary fiber, water) and their functions | 3MA3 Give some examples of mixture (e.g. rocks and sand, sugar | 3EA3 Give some examples of Earth’s resources that are renewable (e.g. water, wind, forests) and that are non-renewable (e.g. petroleum, natural gas, minerals) | 3SA3 Be aware that some scientific discoveries have enhanced people’s understanding of the world (e.g. Newton’s research on forces and motion laid the foundation for people’s understanding of the | | 3LA4 Recognise the correct methods of handling and preserving food | | 3EA4 Be aware of the importance of responsible use of the Earth’s resources | | | 3LA5 Maintain healthy eating habits | | | | **Science and technology create value and change human life** | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | | solution, sand and iron filings, air) 3MA4 Recognise some methods of separating mixtures (sieving, magnetic attraction, filtration, evaporation) | | universe and the movement of celestial bodies) | | Diversity and classification of living things | Physical change and chemical change 3MA5 Describe the processes (melting, boiling, freezing, condensation, evaporation) of the change in states of water 3MA6 Give examples of daily phenomena of evaporation and condensation (e.g. clothes drying in the sun, water droplets condensing on the surface of cold drink) 3MA7 Be aware of some factors that speed up the dissolving of substances in water (e.g. surface area) | Daily weather phenomena 3EB1 State the processes of water cycle (evaporation, condensation, precipitation) 3EB2 Relate some common weather phenomena (e.g. clouds, rain, snow, dew) to the three-state changes of water 3EB3 Be aware of some commonly used weather icons | Technology in daily life 3SB1 Be aware that some important technological inventions in history (e.g. steam engine, electric light, telephone) have improved people’s lives 3SB2 Recognise the evolution process of the design of some common products (e.g. telephone, television, automobile) | 3LB1 Be aware that animals are classified into vertebrates and invertebrates 3LB2 Describe the key characteristics of some animal groups (insects, fish, amphibians, reptiles, birds, mammals) 3LB3 Classify animals according to their characteristics 3LB5 Be aware that plants are classified into flowering plants and non-flowering plants | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Structures of living things** | 3LB7 Appreciate the diversity of life | 3MA8 Distinguish between high and low concentrations of solution (e.g. same volume of water with different amounts of sugar added) | Innovation and technology development | | 3LB4 Using mammals as an example, be aware of the major structures of some animals, including bones, muscles, lungs, heart, and stomach, and their functions | | | 3SB3 Give some examples of innovative technologies applied in everyday life (e.g. smart homes, electronic payments, new energy vehicles, autonomous driving) | | 3LB6 Be aware of the major parts in flowers, including sepals, corolla, stamens and pistils, and their functions | | | | | **Life cycle of living things** | Sources and uses of energy | The Sun and the eight planets | Engineering, design cycle and applications | | 3LC1 Be aware that living things go through the life cycle of birth, growth, reproduction and death | 3MB1 Be aware that electrical energy can be converted to other forms of energy (e.g. thermal energy, light energy, sound energy) | 3EC1 Be aware that the solar system is mainly made up of the Sun and eight planets | 3SC1 Be aware that engineering projects can improve people’s lives | | 3LC2 Using frogs, butterflies, dogs | | 3EC2 Be aware that the eight | 3SC2 Be aware that the foundation | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|-----------------|---------------------------------------------| | and chickens as examples, recognise the changes in different animals at different stages of their life cycles **3LC3** Identify the different stages of the life cycle of flowering plants (germination, growth, reproduction, seed dispersal) **3LC5** Respect and care for life **Heredity and reproduction** **3LC4** Recognise the reproductive processes of live-bearing and egg-laying animals | **Heat transfer** **3MB2** Give examples of uses of electricity in daily life **3MB3** Recognise ways to measure temperature, and the commonly used unit (degree Celsius, symbol: °C) **3MB4** Recognise the modes of heat transfer | **Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon** **3EC3** Be aware that the Moon is the Earth’s only natural satellite and revolves around the Earth **3EC4** Be aware that the shape of the Moon appears different when observed from the Earth at different times | of engineering is science and technology **3SC3** Give some examples of ancient Chinese skills and engineering (e.g. Zhaozhou Bridge, mortise and tenon joints) **3SC4** Recognise some examples of the nation’s and Hong Kong’s major engineering projects (e.g. maglev train, Hong Kong-Zhuhai-Macao Bridge) **3SC5** Appreciate the nation’s contributions to engineering development | | **Simple machines** **3MC1** Recognise the functions of simple machines such as rollers, inclined planes and pulleys (fixed | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | | pulley) (e.g. reducing the force required, changing the direction of force) 3MC2 Give examples of daily applications of rollers, inclined planes and pulleys (e.g. wheels, ramps, elevators) | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Communicable and non-communicable diseases** | **Properties of matter** | **Earth’s characteristics** | **Science inquiry processes** | | 4LA1 Recognise common communicable diseases (e.g. influenza, cholera) and their major causes and symptoms | 4MA1 Compare some physical properties (electrical conductivity and thermal conductivity) of metals and non-metals | 4EA1 State the structure of the Earth (crust, mantle, and core) and the physical characteristics of these distinct parts | 4SA1 Recognise that scientific knowledge is derived from systematic observation, testing and analysis, through which imagination and creativity are required | | 4LA2 Recognise the transmission routes of communicable diseases (e.g. droplet transmission, vector transmission, contact transmission, food transmission, blood transmission) and their prevention | 4MA2 Relate the properties of metals to their uses (e.g. copper which conducts electricity well can be used to make electrical wires; iron that conducts heat well can be used to make cooking utensils) | 4EA2 Be aware that the Earth’s crust is composed of rocks, including igneous rocks, sedimentary rocks, metamorphic rocks | 4SA2 Recognise the concept of fair testing | | 4LA3 Recognise common non-communicable diseases (e.g. heart diseases, cancer) and their main causes, symptoms and prevention | 4MA3 Determine whether a material is suitable for thermal conduction or thermal insulation based on its properties | 4EA3 Be aware of the main components of soil, classification of soil (sand, loam, clay) as well as the plants suitable for growing on each type of soil | 4SA3 Be aware that scientific knowledge is subject to change as new evidence becomes available (e.g. the change from “Flat Earth Theory” to “Round Earth Theory”) | | 4LA4 Realise that scientific | | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | progress can help respond to large-scale communicable diseases (e.g. the COVID-19 pandemic), protect the lives and health of people, and promote biosecurity | **Physical change and chemical change** 4MA4 Identify some visible changes that do not produce new matter (physical changes) (e.g. dissolving, evaporation, squeezing or stretching objects) 4MA5 Identify some visible changes that produce new matter (chemical changes) (e.g. rusting, burning, food rotting) | | | | **Heredity and reproduction** 4LC1 Recognise the reproductive process of flowering plants 4LC2 Be aware that some plants can reproduce through roots, stems or leaves (e.g. radish and sweet potato can reproduce through roots, onion) | **Sources and uses of energy** 4MB1 Identify the sources of energy (e.g. the Sun, moving water, wind, coal, crude oil, natural gas) 4MB2 Be aware that energy is needed for transportation, manufacturing, illumination, and | **Climate characteristics of different regions** 4EB1 State the difference between weather and climate 4EB2 Describe the weather characteristics (e.g. daily variations in temperature, rainfall, snowfall and humidity) in | **The nation’s and the world’s aerospace technology development** 4SB1 Recognise the applications and impact of artificial satellites in daily life (e.g. satellite positioning, weather observations) 4SB2 Give some examples of | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | and garlic can reproduce through stems, Echeveria and Kalanchoe pinnata can reproduce through leaves) 4LC3 Recognise the different ways living things increase the number of offspring and their chances of survival (e.g. plants produce a large number of seeds, mammals care for their young offspring) 4LC4 Be aware that offspring produced by reproduction of animals and plants have similar characteristics to their parents 4LC5 Identify characteristics that animals and plants inherited from their parents (e.g. skin colour, eye colour and shape of earlobe in humans; colour and number of petals) as well as those that are not | powering electronic equipment 4MB3 Recognise the importance of energy saving **Properties of light and related phenomena** 4MB4 Differentiate the light coming from a light source (e.g. sunlight, light from a flashlight) from that reflected from objects (e.g. moonlight) 4MB5 Be aware of some examples of reflection of light (e.g. reflection on water surface, mirror) 4MB6 Recognise the changes in length and position of shadow under sunlight at different times | different places **Changes in climate and seasons** 4EB3 Show concern for the phenomenon of global warming and its impacts (e.g. glacier melting, rising sea levels, desertification) 4EB4 Recognise some methods to slow down global warming 4EB5 Show concern for environmental and climate change | everyday products that incorporate space technology (e.g. shoe insoles, scratch resistant lenses, drinks in squeeze pouch) 4SB3 Be aware of the achievements and contributions of some of the nation’s astronauts 4SB4 Recognise the life of astronauts in space 4SB5 Appreciate the nation’s contributions to the development of aerospace technology | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | inherited from their parents (e.g. hair length in humans) 4LC6 Be aware that some human characteristics are inherited (e.g. ability to roll the tongue and bend the thumb backward) and cannot be changed through acquired learning | **Properties of electricity and related phenomena** 4MB7 Recognise simple closed circuits 4MB8 Explain that a complete circuit is needed for the functioning of simple electrical appliances (e.g. light bulb) | | | | **Biological forms and functions, and their adaptability to the environment** 4LD1 Give some examples of features of plants that help them adapt to their environment 4LD2 Give some examples of features of animals that help them adapt to their environment 4LD3 Recognise some behaviors of | **Force and motion-related phenomena** 4MC1 Be aware that friction is the resistance that occurs when objects rub against each other 4MC2 Be aware that the direction of friction is opposite to the direction of motion 4MC3 Give daily examples where friction is applied (e.g. walking, | **Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon** 4EC1 Explain the relationship between the changes of day and night and the rotation of the Earth 4EC2 Be aware that the Earth’s axis is tilted 4EC3 Explain that the difference in | **Engineering, design cycle and applications** 4SC1 Be aware of the basic steps of the design process 4SC2 Apply design cycle to design engineering models or products - Identify needs and the problem - Collect information relevant to the problem, and briefly evaluate existing approaches | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | animals for surviving in their habitats (e.g. migration, hibernation) | writing) | seasons in the Earth’s northern and southern hemispheres are related to the Earth’s revolution around the Sun and tilted axis | - Propose a design solution that meets the constraints - Illustrate the design idea by a sketch - Use simple tools and materials to make the engineering model or product - Test and improve the engineering model or product by considering practicality and aesthetics - Communicate briefly the solutions to the problem | **Ecological environment** 4LE1 Be aware of some different natural environments (e.g. tropical rainforest, temperate grassland, polar regions, desert) 4LE2 Relate common animals and plants to their natural environments | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | plants to the natural environments **4LE5** Understand that some living things in an ecosystem compete with each other for resources (e.g. light, food, living space) **Food chain** **4LE3** Describe the role of each living thing in a simple food chain (e.g. plants produce their own food, some animals eat plants, some animals eat other animals) **4LE4** Identify common predators and their prey, and describe their relationships | | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Human body systems** | **Properties of matter** | **Earth’s history** | **Science and technology create value and change human life** | | 5LB1 Recognise the major parts of the human respiratory system (trachea, bronchi, lungs) and their functions | 5MA1 State the major components of air and their percentage of composition in air | 5EA1 Recognise some different landforms (e.g. mountains, plains, valleys, plateaus, basins) | 5SA1 Be aware that scientific discoveries can foster technological development, and technological development can also drive scientific advancement | | 5LB2 Recognise the major parts of the human digestive system (stomach, small intestine, large intestine) and their functions | 5MA2 Be aware that air has weight and occupies space | 5EA2 Be aware that crustal movement, water and wind play an important role in shaping landforms | **Research and contributions of renowned scientists** | | 5LB3 Recognise the major parts of the human reproductive system (male: testes, sperm ducts, urethra, penis; female: ovaries, oviducts, uterus, vagina) and their functions | 5MA3 Give some examples of daily phenomena related to atmospheric pressure (e.g. suck air out through a straw will cause the beverage carton to cave in) | 5EA3 Be aware that fossils are the remains of some ancient organisms preserved in rocks and ice | 5SA2 Recognise some of the scientists from the nation and Hong Kong (e.g. Tu Youyou and Charles K. Kao) and their contributions | | 5MA4 Be aware that air rises when heated, and the movement of air forms wind | 5EA4 Be aware that changes in the Earth’s surface can be inferred from the location of fossils | 5SA3 Admire some significant figures who have contributed to the | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Life cycle of living things** | **Physical change and chemical change** | **Climate characteristics of different regions** | **Innovation and technology development** | | 5LC1 Describe the characteristics of different developmental stages in humans (infancy, childhood, adolescence, adulthood, and late adulthood) 5LC2 Recognise the physiological and psychological changes in males and females during adolescence 5LC3 Recognise the factors that influence growth and development during adolescence (e.g. heredity, nutrition, sleep and exercise, etc.) 5LC4 Accept individual differences in growth and development during adolescence | 5MA5 Recognise the necessary conditions for corrosion of metals (using rusting as an example) 5MA6 Explain ways to prevent corrosion of metals 5MA7 Be aware of some reversible changes (e.g. condensation and evaporation of water) and irreversible changes (e.g. burning) | 5EB1 Describe Hong Kong’s weather information such as temperature, wind speed, wind direction, relative humidity, rainfall, etc. based on weather data 5EB2 Recognise the causes of some common weather phenomena (e.g. fog, rain, snow, frost, hail) | 5SB1 Be aware of the development of some innovative technologies (e.g. artificial intelligence, big data, the Internet of Things) and their applications in the society 5SB2 Recognise the impact of the development of innovative technologies on human life | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Impact of human behavior on the natural environment** | **Sources and uses of energy** | **The Sun and the eight planets** | **Engineering, design cycle and applications** | | 5LD1 Recognise some methods of pollution testing | 5MB1 Give examples of the different forms of energy (e.g. kinetic energy, potential energy, chemical energy) | 5EC1 Be aware that the Sun is the star in the solar system and emits light and heat energy to other celestial bodies | 5SC1 Apply design cycle to design engineering models or products | | 5LD2 Give some approaches in the application of science and technology to address environmental issues | 5MB2 Be aware that energy can be converted from one form to another | 5EC2 Explain why other celestial bodies in the solar system can be observed even they do not emit light | - Identify needs and the problem | | 5LD3 Recognise the importance of sustainable development and environmental protection to maintaining ecological security | **Properties of sound and related phenomena** | 5EC3 Recognise the eight planets in the solar system and their basic characteristics (e.g. diameter, number of discovered natural satellites, periods of revolution and rotation) | - Collect information relevant to the problem, and evaluate existing approaches | | | 5MB3 Be aware that sound can travel through different media | 5EC4 Recognise the overview of the universe and be aware that the Milky Way is one of the many galaxies | - Propose more than one design solution that meet the constraints | | | 5MB4 Be aware that changes in pitch are caused by changes in vibration | 5EC5 Appreciate the vastness of the | - Compare various considerations, including practicality and aesthetics, to determine the feasibility of the design solutions | | | 5MB5 Recognise the causes of noise and ways to cope with it | | - Illustrate the design idea by a sketch with text, diagrams, etc. | | | | | - Use tools and materials to make the engineering model or | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | | 5MB6 Recognise the ways to protect hearing 5MB7 Recognise ways to measure the loudness of sound, and the commonly used unit (decibel) **Properties of electricity and related phenomena** 5MB8 Recognise how to use electricity safely 5MB9 Explain the reasons why different parts of household appliances are made from conductive and insulating materials respectively | universe | product - Test and improve the engineering model or product - Communicate the solutions to the problem | | Common microorganisms | 5LF1 Recognise common types of | Force and motion-related phenomena | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|-----------------|---------------------------------------------| | microorganisms (including bacteria, fungi, viruses) **5LF2** Recognise the uses of antibiotics and the effects of inappropriate use of antibiotics **5LF3** Recognise the benefits (e.g. probiotics inhibiting the growth of harmful bacteria, degrading pollutants) and negative impacts (e.g. causing diseases) of microorganisms to humans | **5MC1** Be aware that forces can change the state of motion of an object (forces can make a stationary object move or stop a moving object; forces can change the speed of a moving object; forces can change the direction of a moving object) **5MC2** Recognise that forces always work in action and reaction pairs **5MC3** Recognise methods to compare the speed of moving objects (compare the distances travelled by two objects within the same period of time, or compare the time taken for two objects to travel the same distance) | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Healthy lifestyles** | **Properties of matter** | **Earth’s history** | **Science and technology create value and change human life** | | 6LA1 Recognise simple first-aid for handling minor injuries or discomforts | 6MA1 Using water as an example, state that buoyancy is an upward force exerted by water on objects | 6EA1 Be aware of the formation processes of fossils and fossil fuels | 6SA1 Recognise the balance between scientific and technological development and ethics | | 6LA2 Recognise ways to handle household accidents (e.g. fire, leakage of electricity, gas leak) | 6MA2 Recognise the phenomenon of floating and sinking of objects in water | 6EA2 Be aware that some natural disasters (e.g. volcanic eruptions, earthquakes) are related to crustal activities | 6SA2 Be aware of the limitations of scientific knowledge | | 6LA3 Be aware of the adverse effects of smoking, alcoholism, drug abuse and drug use on the body | | 6EA3 Recognise some ways that human respond to natural disasters | | | **Human body systems** | **Physical change and chemical change** | **Some phenomena and patterns observed on the Earth caused by the movements of the Sun, Earth and Moon** | **The nation’s and the world’s aerospace technology development** | | 6LB1 Recognise the major parts of the human circulatory system (heart, blood vessels) and their functions | 6MA3 Be aware that combustion requires oxygen, and produces carbon dioxide and water | 6EC1 Recognise the relative sizes, positions and movements of the Sun, | 6SB1 Be aware of the purpose of human exploration of space | | 6LB2 Recognise the major parts of the human urinary system (kidneys, | 6MA4 Recognise the necessary | | 6SB2 Be aware of the methods used by ancient people and modern | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | ureters, urinary bladder, urethra) and their functions 6LB3 Recognise the major parts of the human nervous system (sensory organs, brain, spinal cord) and their functions 6LB4 Give some examples of reflex actions (e.g. blinking when wind blows into eyes, withdrawal reflex in response to heat) | conditions for combustion, and the working principles of fire-fighting equipment (e.g. fire extinguishers, fire blankets, etc.) 6MA5 Recognise the occurrence, impact and prevention of hill fires | Earth and Moon 6EC2 Be aware of the patterns of moon phases 6EC3 Be aware of the four moon phases: new moon, first quarter, full moon and third quarter 6EC4 Explain the causes of solar and lunar eclipses 6EC5 Be aware that tides are the rise and fall of sea levels caused by the gravitational pull of the Sun and the Moon | scientists to conduct astronomical observations and space exploration 6SB3 Recognise the developmental milestones of human space exploration, including artificial satellites, moon landing, the International Space Station, and manned spaceflight 6SB4 Show concerns for the nation’s significant achievements in space exploration (e.g. lunar and deep space exploration) and aerospace technology (e.g. Tiangong space station, BeiDou Navigation Satellite System) 6SB5 Realise the importance of aerospace technology development to the nation’s interests and security | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|-----------------|---------------------------------------------| | **Impact of human behavior on the natural environment** | **Properties of light and related phenomena** | | **Engineering, design cycle and applications** | | 6LD1 Recognise some endangered species | 6MB1 Recognise the mode of light propagation | | 6SC1 Apply design cycle to design engineering models or products | | 6LD2 Explain why endangered species are on the verge of extinction | 6MB2 Recognise the characteristics of images formed by a plane mirror, including being the same size as the object and laterally inverted | | - Identify needs and the problem | | 6LD3 Recognise some methods of protecting endangered species | 6MB3 Give daily application of different types of mirrors, including plane, convex and concave mirrors | | - Collect information relevant to the problem, and point out the shortcomings of the existing practices | | 6LD4 Respect and care for life, and show concern for endangered species | 6MB4 Be aware that refraction occurs when light passes through different transparent materials | | - Propose more than one design solution that meet the constraints | | | 6MB5 Give examples of daily applications of refraction of light (e.g. glasses, magnifying glasses, microscopes) | | - Compare various considerations, take into account practicality and aesthetics, to determine the feasibility of the design solutions | | | | | - Give suggestions to others’ design solutions | | | | | - Illustrate design ideas through comprehensive use of text, | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | **Properties of electricity and related phenomena** | 6MB6 Be aware of the heating effect and magnetic effect of electric current 6MB7 Give examples of daily applications of the heating effect (e.g. electric heaters, hairdryers, toasters) and magnetic effect (e.g. electromagnetic cranes, electromagnetic locks) of electric current | | - icons, images, diagrams, etc. - Select and use appropriate tools and materials to make the engineering model or product - Test and improve the engineering model or product - Communicate the solutions to the problem, review and evaluate the effectiveness of the solutions | | **Food chain** | 6LE1 Be aware that photosynthesis is the process by which plants produce food 6LE2 Be aware of the conditions | **Simple machines** 6MC1 Recognise the applications of three types of levers (the fulcrum located in between the effort and the load, the load located in between the | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | necessary for photosynthesis in plants (sunlight, water, carbon dioxide, chlorophyll) 6LE3 State the importance of photosynthesis in plants to other living things | fulcrum and the effort, the effort located in between the fulcrum and the load) 6MC2 Be aware of the difference between a lever that reduces the effort required and a lever that requires more effort 6MC3 Recognise the working principles of simple machines such as pulleys (fixed pulley, movable pulley, pulley system) and gears 6MC4 Give examples of daily applications of levers, pulleys and gears (e.g. chopsticks, cable cars, bicycles) | | | | **Cells and microscope** 6LF1 Be aware that cells are the basic units of living things 6LF2 Use a microscope to observe | | | | | Life and Environment | Matter, Energy and Changes | Earth and Space | Science, Technology, Engineering and Society | |----------------------|----------------------------|----------------|---------------------------------------------| | animal cells and plant cells 6LF3 Identify the different parts of animal and plant cells, and compare the similarities and differences between animal and plant cells (plant cells have cell walls while animal cells do not, most plant cells have chloroplasts while most animal cells do not) | | | | 7. Learning and Teaching This curriculum emphasises the importance of providing students with diverse and engaging learning experiences that enable them to observe common scientific phenomena in their daily lives and understand the underlying scientific concepts. At the primary level, students are not required to delve into complex scientific theories or memorise scientific facts and terms through rote learning. Such an approach not only hinders the cultivation of students’ curiosity but may result in counterproductive effects. Therefore, the acquisition of scientific knowledge is no longer solely dependent on one-way teaching by the teachers. Instead, a ‘student-centered’ inquiry-based learning approach should be adopted, where students explore and discover knowledge under the guidance of teachers, and apply what they have learnt to solve problems in authentic scenarios. In this process, teachers need to play different roles, such as resource persons, facilitators, counsellors, assessors, role models, and co-learners, or a combination thereof. Students, on the other hand, can be listeners in some situations, but more often, they play a more active role in learning, becoming co-constructors of knowledge, information seekers or problem-solvers. Teachers can refer to the following guiding principles for learning and teaching that are applicable to this curriculum: • Giving clear and explicit learning targets • Stimulating students’ curiosity and fostering learning interest • Building upon students’ prior knowledge and experiences • Connecting with students’ everyday life experiences • Employing diversified learning and teaching activities • Facilitating quality classroom interaction and student engagement • Promoting students’ self-directed learning capabilities • Encouraging exploration and facilitating student learning from experience • Providing opportunities for students to apply their scientific knowledge • Providing effective feedback and evaluation • Utilising various learning and teaching resources flexibly • Leveraging information technology for learning • Embracing learner diversity Teachers should be flexible in their choice of learning and teaching strategies to maximise the learning effectiveness among students with different abilities and needs, in accordance with the various learning content and contexts. These strategies include: • Self-directed learning • Thought-provoking questioning • Group learning and discussion • Science inquiry activities and simple experiments • Design and make activities • Project learning • Life-wide learning • Reading across the curriculum 8. Assessment Assessment is an integral part of the curriculum, learning and teaching, and assessment cycle. It serves as a means to gather evidence of students’ learning outcomes. Its purpose is not only to reflect students’ learning performance but, more importantly, to provide effective feedback that enables students to track their learning progress, modify their learning strategies, and improve or extend their learning. At the same time, teachers can analyse assessment data to identify students’ learning difficulties and needs, thereby improving teaching methods and optimising curriculum planning. As stated in the section “Curriculum Rationale” of this curriculum framework, the Primary Science curriculum aims to cultivate students’ curiosity and interest in science, and encourage students’ application of knowledge and creativity in the learning process. Schools should follow these rationales when designing assessment activities for the Primary Science subject. Teachers can consider the following assessment design principles that are applicable to this curriculum: - Aligning with the curriculum learning objectives - Adopting a variety of assessment modes - Embracing individual differences in student abilities - Emphasising both the learning process and outcomes - Providing precise and concrete feedback and encouragement - Providing opportunities for students to showcase their learning achievements • Encouraging peer and self-assessment • Leveraging assessment data to enhance teaching strategies Assessment modes can generally be categorised into the following three types: • **Assessment of learning**: This type of assessment aims to summarise students’ learning outcomes at specific stages, reflecting their overall learning performance. (Examples: written examinations and tests) • **Assessment for learning**: This type of assessment is achieved by reviewing students’ learning progress on a continuous basis. It aims at providing assistance and improvement suggestions for students through effective feedback. It also enables teachers to adjust learning and teaching strategies to promote effective learning. (Examples: project learning, practical assessment and product design) • **Assessment as learning**: This type of assessment requires students to continuously review their own and their peers’ learning performance during the learning process, and reflect and adjust learning strategies, to develop self-directed learning abilities. (Examples: science journals and learning portfolios) Different modes of assessment serve different purposes. Schools should adopt a variety of modes of assessment that align with the assessment priorities and objectives, and students’ cognitive development, allowing students with different learning styles to demonstrate their learning achievements. It is worth mentioning that pen and paper assessment is only one of many modes of assessment, the assessments of Primary Science should not be limited to this. To create space for students and reduce their academic pressure, schools should avoid, as much as possible, using written examinations to evaluate students’ learning performance, especially in Primary 1 and Primary 2. Furthermore, schools should free up more time for students to engage in science inquiries or field trips, nurturing their curiosity and spirit of inquiry. Teachers can consider the following modes of assessment that are applicable to this curriculum: - Questioning - Oral presentation - Practical assessment - Engineering model/product design - Science journals - Learning portfolios - Project learning - Exhibition - Reading across the curriculum - Pen and paper assessment Ad Hoc Committee for the Development of the Science (Primary 1 - 6) Curriculum Membership List (Since August 2023) Chairperson: Dr. LI Wai-chin Convenor: Mr. CHENG Chung-ki (Education Bureau) Member: Ms. CHAN Mei-kuen Mr. CHAN Shui-leung Mr. CHAN Shiu-tung Dr. CHAN To Mr. CHIU Pit-nam Mr. CHOY Sai-hung Ms. IP Wan-ting, Belinda Ms. LAI Yuet-wah, Michelle Mr. LI Chi-man Dr. PUN Chun-sing, Jason Mr. YEUNG Yu-san Secretary: Dr. CHEUNG Kam-wah, Thomas (Education Bureau)
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June 2024 (DIGEST) CURRENT AFFAIRS MONTHLY The PULSE of UPSC at your fingertips. Officers Pulse Digest is a comprehensive monthly current affairs magazine that serves as a complete resource for UPSC CSE Prelims. It includes significant topics from sources like The Hindu, Indian Express, Business Standard, Yojana, Kurukshetra, Down to Earth, and more. Note: Sentences highlighted in orange are statements from previous year questions. Sample: **ENVIRONMENT** 1) **PULICAT LAKE** About Pulicat Lake - Pulicat Lake is located on the Coromandel Coast, between the states of Tamil Nadu and Andhra Pradesh, with the major part of the lake located in Andhra Pradesh. - It is the second largest brackish water lagoon (after Chilika Lake in Odisha) in India. - A lagoon is a shallow body of water separated from a larger body of water by a narrow landform, such as reefs, barrier islands. - The lake is separated from the Bay of Bengal by Sriharikota island, home to the Satish Dhawan Space Centre. - It is a unique Ecotone that supports rich biodiversity, from aquatic life such as mudskippers, seagrass beds, and oyster reefs to more than 200 avian species (birds), including migratory birds such as Eurasian curlews, bar-tailed godwits, sand plovers, and flamingos. - An ecotone is a transitional area between two Ecosystems. - Pulicat Lake Bird Sanctuary is located within the lake and hosts a rich biodiversity of birds and aquatic life. Although “Officers Pulse- Digest” is primarily oriented towards Prelims, reading “Officers Pulse- In depth” along with it is crucial for effectively tackling the Prelims examination. ## CONTENTS **SCHEMES** .......................................................... 4 1) Pradhan Mantri Awas Yojana ........................................... 4 2) Sukanya Samriddhi Yojana ............................................. 5 **INITIATIVES** ......................................................... 6 1) Tele-MANAS ............................................................ 6 2) New India Literacy Programme ....................................... 6 3) Other notable topics .................................................... 6 3.1. Digi Yatra .............................................................. 6 **ENVIRONMENT** ..................................................... 8 1) Namami Gange Mission .................................................. 8 2) Other notable topics .................................................... 9 2.1. Bottom Trawling .................................................... 9 **FLORA & FAUNA** .................................................... 10 1) Gibbons ........................................................................ 10 2) Other notable topics .................................................... 11 2.1. Lion tailed Macaque ............................................... 11 **AGRICULTURE** ....................................................... 13 1) Minimum Support Price ................................................ 13 2) Other notable topics .................................................... 14 2.1. Direct Seeding of Rice ............................................. 14 **ECONOMY** ............................................................. 16 1) Ways and Means Advances .......................................... 16 2) External debt ............................................................... 16 3) MPC kept repo rate unchanged ...................................... 16 4) Fall in FDI inflows ....................................................... 17 5) G-Secs ........................................................................ 18 6) RBI Retail Direct Scheme ............................................. 19 7) RBI board approves transfer of surplus to Centre ............. 20 8) Other notable topics .................................................... 21 8.1. Special Economic Zones ......................................... 21 **ORGANISATIONS** .................................................... 23 1) Financial Action Task Force .......................................... 23 2) International Energy Agency .......................................... 23 3) UNHCR ....................................................................... 24 4) SAARC ........................................................................ 25 5) Other notable topics .................................................... 26 5.1. University Grants Commission .................................. 26 5.2. Central Council for Research in Ayurvedic Sciences .... 27 **INTERNATIONAL RELATIONS** .................................. 28 1) Shangri-La Dialogue .................................................... 28 2) Antarctic Treaty ........................................................... 28 3) Chabahar Port .............................................................. 29 4) Other notable topics .................................................... 30 4.1. Pillars of India’s Foreign Policy .................................. 30 **SCIENCE & TECHNOLOGY** ...................................... 32 1) Gamma Ray Bursts ....................................................... 32 2) Avian Influenza ............................................................ 33 3) Sickle cell anaemia ....................................................... 34 4) White phosphorus ....................................................... 35 5) Nipah .......................................................................... 36 6) Diphtheria .................................................................... 36 7) Zika Virus Disease ....................................................... 37 8) Chang’e-6 mission ....................................................... 38 9) James Webb Space Telescope ........................................ 38 10) Agnibaan ................................................................. 41 11) Methanol .................................................................... 42 12) Other notable topics ................................................... 43 12.1. Surface web vs Deep Web vs Dark Web .................. 43 12.2. Alzheimer’s disease .............................................. 43 12.3. Covaxin vs Covishield .......................................... 44 **POLITY** .................................................................. 45 For free learning, visit www.officerspulse.com 1) Unlawful Activities (Prevention) Act .................................................. 45 2) Special Category Status ................. 46 3) PCPNDT Act ........................................... 47 4) Pro-tem Speaker............................... 47 5) Right to Information Act, 2005 .............................................................. 48 6) Prohibition of Child Marriage Act 2006 .................................................. 50 7) Lok Adalat ............................................. 52 8) Public Examinations (Prevention of Unfair Means) Act, 2024 .................. 53 9) Council of Ministers......................... 54 10) Constitutional basis for bifurcation of a state ................................. 55 11) Kerala Assembly passes resolution to rename State as ‘Keralam’ ............ 55 12) Telecommunications Act, 2023 .............................................................. 55 13) Election of Speaker ......................... 57 14) Other notable topics ...................... 57 14.1. Election of Deputy Speaker 57 14.2. Parole & Furlough....................... 58 14.3. Police custody Vs Judicial custody .................................................. 59 14.4. Exit Polls........................................... 59 14.5. Cabinet committees ................. 60 14.6. Leaders of the Opposition.. 60 14.7. Proportional representation and First past the post system 61 14.8. Model Code of Conduct....... 61 14.9. Postal Ballots................................. 63 ART & CULTURE ........................................ 65 1) Birsa Munda ........................................ 65 2) Other notable topics....................... 65 2.1. Adi Shankaracharya .................... 65 2.2. Purana Qila ...................................... 66 2.3. Famous Weaves & Regions Associated ........................................... 67 DEFENCE .................................................. 69 1) iDEX .................................................... 69 2) Central Armed Police Forces.. 69 PLACES IN NEWS ........................................ 71 1) Shyok River................................. 71 2) Sudan ............................................... 71 3) Baltic Sea .......................................... 71 4) Mongolia ........................................... 72 5) Maldives........................................... 72 6) Volcanic eruption in Iceland .. 72 7) Papua New Guinea ....................... 73 KEY TAKEAWAYS FROM OTHER ARTICLES ........................................ 75 1) Mifepristone...................................... 75 2) Capsaicin .......................................... 75 3) Alcohol consumption during flight .................................................. 75 4) World Gold Council.......................... 76 5) Kavli Prize .......................................... 76 6) Who are mercenaries?................. 76 7) Grey zone warfare............................ 76 8) Green Finance ................................... 76 9) Interest Equalisation Scheme 77 10) Gig Workers ..................................... 77 11) Deep tech startup ecosystem .................................................. 77 12) Fast Track Immigration Trusted Traveller Programme 77 13) Planet Parade................................. 78 14) Fatty Liver Disease ....................... 78 15) Blizzards .......................................... 78 16) Marsquakes...................................... 78 17) Potassium cyanide....................... 78 18) Super-Absorbent Polymers.. 79 19) General Theory of Relativity 79 For free learning, visit www.officerspulse.com | | | |---|---| | 20) Digital Firewall | 79 | | 21) National Center for Disease Control | 80 | | 22) Heat Stroke | 80 | | 23) Carry trade | 80 | | 24) Operation Bluestar | 80 | | 25) Kheer Bhawani Mela | 80 | | 26) World Environment Day | 81 | | 27) Summer Solstice | 81 | | 28) Facts about Indian Handloom Sector | 82 | | 29) Third-party campaigners | 82 | For free learning, visit www.officerspulse.com 1) PRADHAN MANTRI AWAS YOJANA About PMAY-G - The Pradhan Mantri Awas Yojana–Gramin (PMAY-G) was launched in 2016 to address the housing gaps existing in the rural areas. - The objective was to provide a pucca house with basic amenities to all rural families who are homeless or living in kutcha or dilapidated houses by 2022. Features - The houses built under the PMAY-G scheme are low-cost, environmentally sustainable and disaster-resilient. - The minimum size of the houses built under the PMAY-G scheme is 25 sq. mt. - The Central and State governments share the cost of assistance at a ratio of 90:10 in the hilly areas and 60:40 in the plain areas. - Identification of beneficiaries as per the housing deprivation parameters and exclusion criteria prescribed under Socio Economic Caste Census (SECC) 2011 after due verification by Gram Sabha. Financial Assistance - Under PMAY-G, each beneficiary is given 100% grant of Rs.1.20 lakh (in plain areas) and Rs.1.30 lakh (in Hilly States/North Eastern States/Difficult areas/UTs of J&K and Ladakh/Left Wing Extremism (LWE) districts). - The beneficiaries of PMAY-G, in addition to the unit assistance, are also provided support of unskilled labour wages under Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS) and assistance of Rs. 12,000 for construction of toilets through Swachh Bharat Mission–Gramin (SBM-G), MGNREGS or any other dedicated source of funding. Pradhan Mantri Awas Yojana (Urban) - Pradhan Mantri Awas Yojana (Urban) was launched by the Ministry of Housing and Urban Affairs in 2015 for ensuring housing for all in urban areas by 2022. - The objective of the scheme is to address the urban housing shortage among Economically Weaker Section (EWS)/ Lower Income Group (LIG) and Middle-Income Group (MIG) categories including the slum dwellers by providing central assistance for construction of new houses or for enhancement of existing houses. - The Mission seeks to address the housing requirement through following programme verticals: - Slum rehabilitation of Slum Dwellers with participation of private developers using land as a resource - Promotion of Affordable Housing for weaker section through credit linked subsidy - Affordable Housing in Partnership with Public & Private sectors - Subsidy for beneficiary-led individual house construction /enhancement. Implementation - Mission is implemented as a Centrally Sponsored Scheme (CSS) except for the component of credit linked subsidy which will be implemented as a Central Sector Scheme. ARHCs for Migrant Workers and Urban Poor: - In response to the COVID-19 pandemic’s reverse migration, the Ministry of Housing & Urban Affairs launched the Affordable Rental Housing Complexes (ARHCs) sub-scheme under PMAY-U in 2020. - This initiative provides affordable and dignified rental housing close to workplaces for urban migrants and the poor in both industrial and informal urban sectors. PMAY(U) has made a mandatory provision for the female head of the family to be the owner or co-owner of the house under this Mission. The beneficiary family should not own a pucca house and the beneficiary family should not have availed of central assistance under any housing scheme from Government of India. Preference is also given to differently abled persons, senior citizens, SCs, STs, OBCs, Minority, single women, transgender and other weaker & vulnerable sections of the society. **Why in News?** - The Union Cabinet has approved the proposal to provide assistance to 3 crore additional rural and urban houses under Pradhan Mantri Awas Yojana. - Under PMAY, a total 4.21 Crore houses have been completed for the eligible poor families under the housing schemes in the last 10 years. --- 2) **SUKANYA SAMRIDDHI YOJANA** **About the Scheme** - Sukanya Samriddhi Yojana (SSY) is a government-backed small savings scheme that helps parents secure the future of their girl child. - It was launched in 2015 as a part of the 'Beti Bachao Beti Padhao (BBBP) campaign. - Accounts under SSY can be easily opened at post offices and designated private or public banks in the form of a savings account in the name of the baby girl. - The interest rates for Sukanya Samriddhi Yojana are declared quarterly. - The principal amount deposited, interest earned during the entire tenure, and maturity benefits are tax-exempt. **Eligibility criteria for opening a Sukanya Samriddhi Yojana account** - Only parents or legal guardians of the girl child can open a Sukanya Samriddhi account in the name of the girl. - The girl child should be less than 10 years at the time of account opening. The account can be operational till the girl reaches the age of 21 years. - To meet the requirement of the child’s higher education expenses, partial withdrawal of 50 per cent of the balance is allowed after she turns 18. - The investment can start at Rs. 250 and go up to Rs. 1,50,000 annually. - A single girl child cannot have multiple Sukanya Samridhhi accounts. - Only two Sukanya Samriddhi Yojana accounts are allowed per family, i.e., one for each girl child. **Why in News?** - The Government of India has retained the interest rate on the Sukanya Samriddhi scheme at 8.2 per cent for the July-September quarter of 2024. --- **Did You Know?** - A right to housing has been held to be a part of the fundamental right to life under Article 21 of the Constitution by the Supreme Court. INITIATIVES 1) TELE-MANAS About - Tele Mental Health Assistance and Networking Across States (Tele-MANAS) initiative was launched by the Ministry of Health & Family Welfare to provide free tele-mental health services all over the country. - Launched in 2022, aims to enhance mental health service delivery nationwide. - The Tele MANAS toll-free helpline numbers 14416 or 1-800-891-4416 offer multi-language support and have been pivotal in facilitating communication between callers and mental health professionals. Structure - Tele-MANAS comprises two tiers: trained counsellors at State Tele-MANAS cells who provide immediate care, and mental health professionals (psychologists, clinicians, psychiatrists) at District Mental Health Programme (DMHP) who provide specialist care. - NIMHANS, Bengaluru, serves as the nodal centre while the International Institute of Information Technology (IIITB) in Bengaluru is tasked with providing the technical know-how for the helpline. Why in News? - A Memorandum of Understanding (MoU) was signed between the Ministry of Health and Family Welfare (MoHFW) and the Ministry of Defence (MoD) to facilitate collaboration in operating a special cell of Tele MANAS at the Armed Forces Medical College in Pune. - Currently, there are 51 operational Tele MANAS cells functioning across all 36 States and UTs, offering services in 20 different languages. 2) NEW INDIA LITERACY PROGRAMME About - The New India Literacy Program (NILP), popularly known as ULLAS (Understanding of Lifelong Learning for All in Society) is a centrally sponsored scheme aimed at eradicating illiteracy among those above 15 years of age. - Launched in 2022, the scheme aims not only to equip learners with reading, writing, and numeracy skills but also to enrich them with an understanding of critical life skills while encouraging lifelong learning. - The scheme aims to cover a target of 5 crore non-literates in the age group of 15 years and above. - The Scheme has five components: (i) Foundational Literacy and Numeracy, (ii) Critical Life Skills, (iii) Vocational Skills Development, (iv) Basic Education and (v) Continuing Education. - NILP is mainly based on volunteerism for teaching and learning. Why in News? - NILP has benefitted more than 77 Lakhs people till now across the country. 3) OTHER NOTABLE TOPICS 3.1. DIGI YATRA About - The Digi Yatra initiative aims to promote digital processing of passengers based on Facial Recognition Technology for paper-less and seamless movement through various checkpoints at airports. • The Digi Yatra policy was unveiled by the Ministry of Civil Aviation in 2018 as an entirely voluntary programme. • The Digi Yatra initiative, currently being implemented at 13 airports, involves a mobile app where passengers can register with the help of their Aadhaar and a selfie so that they can use their face as a boarding pass at various checkpoints at an airport. • The DigiYatra Foundation, a joint venture established in 2019, administers the system. o DigiYatra Foundation is a blend of public and private entities. While the government holds a 26% stake through the Airports Authority of India, the rest is divided among major airports. 1) NAMAMI GANGE MISSION About the Mission - Namami Gange Mission is a holistic and integrated river rejuvenation programme not just to clean River Ganga but restore its entire riverine ecosystem. - It was launched in 2014-15. - Namami Gange is premised on the five important pillars of – - Nirmal Ganga (unpolluted river), - Aviral Ganga (unrestricted flow), - Jan Ganga (people’s participation), - Gyan Ganga (knowledge and research based interventions) and - Arth Ganga (people-river connect through the bridge of economy). - The program is implemented by the National Mission for Clean Ganga (NMCG). About NMCG - National Mission for Clean Ganga is registered as a society under the Societies Registration Act 1860. - NMCG aims to ensure effective abatement of pollution and rejuvenation of the river Ganga by adopting a river basin approach to promote inter-sectoral co-ordination for comprehensive planning and management. - It also aims to maintain minimum ecological flows in the river Ganga with the aim of ensuring water quality and environmentally sustainable development. Why in News? - The Union Jal Shakti Ministry has launched an Environmental flows (E-flows) Monitoring System that allows real-time monitoring of river quality. - This will aid the planning and monitoring of projects, river water quality, and other key parameters. - The monitoring system has been developed by the National Mission for Clean Ganga. - Along with real-time analysis of the water quality of the Ganga, Yamuna, and their tributaries, it also allows monitoring of the Namami Gange programme activities at the central level. River Ganga: - Origin: Gangotri Glacier located in Uttarkashi district of Uttarakhand. - At the source it is called Bhagirathi. It descends down the valley up to Devprayag where after joining another hill stream Alaknanda, it is called Ganga. - Important tributaries: - Right Bank tributaries: Yamuna, Chambal, Banas, Betwa, Ken, Sind, Son. - Left Bank Tributaries: Ghagra, Kosi, Gandak, Kali, Ramganga. - Empties into: Bay of Bengal. - Area of the basin: 8.6 lakh Sq.km (nearly 26% of the total geographical area of the country). 2) OTHER NOTABLE TOPICS 2.1. BOTTOM TRAWLING About - The UN Food and Agriculture Organization (FAO) defines Bottom trawling as a fishing method that uses a cone-shaped net towed on the seabed and designed to catch fish living on or near the seabed. - Nearly 25% of the world’s wild-caught seafood is obtained through bottom trawling. Issues associated with bottom trawling - Bottom trawling can cause significant damage to the seabed and its ecosystems. The heavy gear used in trawling can crush or disturb delicate habitats like coral reefs, sponge beds, and seamounts. - Bottom trawling can contribute to overfishing when not properly regulated. - Continuous trawling can alter the physical structure of the seabed, making it less hospitable for marine organisms and affecting sediment composition and nutrient cycling processes. - Bottom trawling often results in high levels of bycatch, which refers to the unintentional capture of non-target species. About FAO: - FAO is a specialized agency of the United Nations leading international efforts to defeat hunger. - It is an intergovernmental organization, established in 1945, with more than 190 member countries (including India) and one member organization, the European Union. 1) GIBBONS About Gibbons - Gibbons are a group of small to medium-sized apes. They are the smallest and fastest of all apes. - There are 20 species of Gibbons in the world. - Gibbons are found in evergreen tropical rainforests of Southeast Asia, including countries like Thailand, Indonesia, Malaysia, Laos, and Vietnam. - Unlike some other primates, gibbons lack a tail. - Gibbons are known for their energetic vocal displays. - They are omnivorous in their diet and are diurnal (active during the day and rest at night) and arboreal (tree-dwelling) creatures. Types of Gibbons Found in India - Hoolock gibbons are the only apes found in India. - It was widely considered that India has two species of Gibbons: the Western Hoolock Gibbon (*Hoolock hoolock*) and the Eastern Hoolock Gibbon (*Hoolock leuconedys*). | Western Hoolock Gibbon | Eastern Hoolock Gibbon | |------------------------|------------------------| | - It is found in the northeastern states of India, including Assam, Arunachal Pradesh, and Meghalaya. | - Also found in northeastern India, particularly in Arunachal Pradesh and Nagaland. | | - Western Hoolock gibbons have a white or pale browband, distinguishing them from Eastern Hoolock gibbons. | - Eastern Hoolock gibbons have a distinct dark browband. | - However, a study conducted by the Centre for Cellular and Molecular Biology (CCMB) in 2021 proved that *Hoolock gibbon* (*Hoolock hoolock*) is the only gibbon found in India. - CCMB is an Indian fundamental life science research establishment located in Hyderabad that operates under the aegis of the Council of Scientific and Industrial Research. - Genetic analysis of the study noted that there is no separate species of eastern hoolock gibbon in northeast India, debunking earlier research that had suggested a separate species (the assumed eastern hoolock gibbon) based on coat colour. Threats - Habitat Loss and Fragmentation: One of the primary threats to gibbons is habitat loss due to deforestation, agriculture, logging, and urban expansion. - Illegal Wildlife Trade: Gibbons are sometimes captured and sold for their body parts, which are used in traditional medicine or for ornamental purposes. - Infrastructure Development: The construction of roads, dams, and other infrastructure projects can fragment gibbon habitats, disrupt their movement patterns, and increase the risk of accidental deaths due to collisions with vehicles. Conservation Status - Wildlife Protection Act (2022): Schedule I. Why in News? - With railway lines set to be laid through the Hollongapar Gibbon Sanctuary, canopy bridges will be constructed above the tracks to allow gibbons to move easily between different areas of the sanctuary. - Canopy bridges refer to artificial and natural crossing structures, built across roads and railway tracks to enable arboreal animals to traverse with ease. Hollongapar Gibbon Sanctuary - It is located in Jorhat district of Assam. - It is dominated by Hollong trees, Nahar trees and evergreen shrubs and herbs. - It is the largest habitat for Hoolock Gibbon. - Other species such as northern pig-tailed macaque, eastern Assamese macaque, stump-tailed macaque, Bengal slow loris, porcupine, jungle cat, large Indian civet, etc are found here. - Bhogdoi River, a tributary of river Brahmaputra, flows through the Sanctuary. 2) OTHER NOTABLE TOPICS 2.1. LION TAILED MACAQUE About - The lion-tailed macaque (*Macaca silenus*) is an ‘Old World’ monkey found in the three southern states of Kerala, Karnataka, and Tamil Nadu. - These macaques are endemic to the Western Ghats mountain range within these states. - Old world monkeys refer to monkeys native to Asia and Africa. They are different from new world monkeys found in America. - Old world monkeys are considered to be more intelligent and have nostrils that are close together. - Old World monkeys are divided into two subfamilies, the *cercopithecines* (ex: macaques, mangabeys, baboon) and the *colobines* (ex: proboscis monkey, golden langur). • They are covered in black fur, and have a striking gray or silver mane that surrounds their face which can be found in both sexes. • Lion-tailed macaque is arboreal and is often found in the upper canopy of tropical moist evergreen forests. • They are diurnal and omnivores, primarily eating indigenous fruits, seeds, flowers, insects, snails, and small vertebrates. **Conservation Status** • IUCN Red List: **Endangered**. • Wildlife Protection Act, 2022: **Schedule I**. • CITES: **Appendix I**. 1) MINIMUM SUPPORT PRICE About MSP: - Minimum Support Price (MSP) is a form of market intervention by the Government to insure agricultural producers against any sharp fall in farm prices. - MSP is the price at which the government procures certain crops from farmers to ensure support price to farmers and affordable prices to the consumer. - The minimum support prices are announced by the Government at the beginning of the sowing season for certain crops on the basis of the recommendations of the Commission for Agricultural Costs and Prices (CACP). How many crops does the minimum support price cover? - As of now, CACP recommends MSPs of 23 commodities, which comprise 7 cereals (paddy, wheat, maize, sorghum, pearl millet, barley and ragi (finger millet)), 5 pulses (gram, tur, moong, urad, lentil), 7 oilseeds (groundnut, rapeseed-mustard, soyabean, sesame, sunflower, safflower, niger seed), and 4 commercial crops (copra, sugarcane, cotton and raw jute). - CACP submits its recommendations to the government. The Cabinet Committee on Economic Affairs (CCEA) chaired by the Prime Minister takes a final decision on the level of MSPs and other recommendations made by CACP. Why in News? - The Union Cabinet has approved MSP hikes for all kharif season crops, in alignment with the government’s policy of keeping MSPs at least 1.5 times above the cost of production, aiming at reasonably fair remuneration for the farmers. How is the production cost arrived at? - As per CACP, there are three definitions of production cost which includes A2, A2+FL and C2. - A2 covers all paid-out expenses, including cash and in kind. It includes costs on seeds, chemicals, hired labour, irrigation, fertilisers and fuel. - A2+FL covers actual paid cost and also unpaid family labour. - C2 cost method is more comprehensive and makes the calculation by including a wider range of inputs. It includes actual paid out costs, imputed value of family labour, interest on the value of owned capital assets, rent paid for leased-in land and the rental value of owned land. - CACP considers both A2+FL and C2 costs while recommending MSP. - It should be noted that there is currently no statutory backing for these prices, nor any law mandating their enforcement. About CACP: - The Commission for Agricultural Costs & Prices is an attached office of the Ministry of Agriculture and Farmers Welfare. It came into existence in 1965. - It is mandated to recommend MSPs to incentivize the cultivators to adopt modern technology and raise productivity and overall grain production in line with the emerging demand patterns in the country. The agricultural crop year in India is from July to June. The Indian cropping season is classified into two main seasons - (i) Kharif and (ii) Rabi based on the monsoon. | Kharif | Rabi | |--------|------| | Cropping season: From July–October during the south-west monsoon. | From October-March (winter). | | Crops: The kharif crops include rice, maize, sorghum, pearl millet/bajra, finger millet/ragi (cereals), arhar (pulses), soyabean, groundnut (oilseeds), cotton, etc. | The rabi crops include wheat, barley, oats (cereals), chickpea/gram (pulses), linseed, mustard (oilseeds) etc. | 2) OTHER NOTABLE TOPICS 2.1. DIRECT SEEDING OF RICE About - Direct Seeding of Rice (DSR), or 'tar-wattar' technique is a crop establishment system wherein rice seeds are sown directly into the field, as opposed to the traditional method of growing seedlings in a nursery and transplanting into flooded fields. - It aims to sow short duration and high yield varieties. It is done through DSR machines which are used for planting seeds of rice directly into the fields. Direct Seeding of Rice Vs Conventional Transplanting | | Conventional transplanting | Direct Seeding of Rice | |----------------------|---------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------| | Method of transplanting paddy | • Farmers prepare nurseries where the paddy seeds are first sown and raised into young plants. • These seedlings are then uprooted and replanted 25-35 days later in the main field. • The nursery seed bed is 5-10% of the area to be transplanted. | • There is no nursery preparation or transplantation. • The seeds are instead directly drilled into the field by a tractor-powered machine. | | Irrigation frequency | • For the first three weeks after transplanting, the plants have to be irrigated almost daily (if there are no rains) to maintain a water depth of 4-5 cm. | • Farmers have to only level their land and give one pre-sowing irrigation. • Irrigation (apart from the pre-sowing irrigation) is necessary only 21 days after sowing. • DSR can help reduce water consumption by as much as 25 per cent. | | Herbicide | Water acts as a herbicide for paddy. | Water is replaced by real chemical herbicides. | |-----------|-------------------------------------|-----------------------------------------------| **Advantages of DSR** **Helps overcome labour shortage** - Direct seeding technique can solve labour shortage problems because like the traditional method it does not require a paddy nursery and transplantation of 30 days old paddy nursery into the main puddled field. With DSR, paddy seeds are sown directly with machines. **Emission reduction** - The transplanting technique being a major source of methane, those emissions were reduced by 6 per cent to 92 percent in the DSR method. **Drawbacks of DSR** - The seed requirement for DSR is higher. - It is doubtful that the demand for herbicides will be met. - Laser land levelling is mandatory for DSR which costs around Rs 1,000/acre. **Laser land levelling:** - Laser land levelling is levelling the field within a certain degree of desired slope using a guided laser beam throughout the field. - Laser land levelling facilitates uniformity in the placement of seedlings by the rice transplanter which helps in achieving higher yield levels. 1) WAYS AND MEANS ADVANCES About WMA - The Reserve Bank of India (RBI) gives temporary loans to the centre and state governments as a banker to the government. This facility is called Ways and Means Advances (WMA). This facility was introduced in 1997. - Thus, WMA is a temporary liquidity arrangement that helps meet mismatches in receipts and payments of the government. - Under this scheme, Centre and states can avail themselves of immediate cash from the RBI. But it has to return the amount within 90 days. Interest is charged at the existing repo rate. - The governments are, however, allowed to draw amounts in excess of their WMA limits. The interest on such overdraft is usually above the repo rate. - The limits for WMA are decided by the government and RBI mutually and revised periodically. Why in News? - The RBI has increased the Ways and Means Advances limits of State governments and Union territories to ₹60,118 crore from ₹47,010 crore. 2) EXTERNAL DEBT About External Debt - External debt is the portion of a country’s debt that is borrowed from foreign lenders through commercial banks, governments, or international financial institutions. - India’s external debt includes Commercial Borrowings, Sovereign Borrowings, Non-Resident Deposits, Multilateral Loans and Trade credits. Why in News? - According to data released by the Reserve Bank of India (RBI), India’s external debt at end-March 2024 was at $663.8 billion, recording an increase of $39.7 billion over its level at end-March 2023. - The external debt to GDP ratio declined to 18.7 per cent at end-March 2024 from 19.0 per cent at end-March 2023. - US dollar-denominated debt remained the largest component of India’s external debt, with a share of 53.8 per cent at end-March 2024, followed by debt denominated in the Indian rupee (31.5 per cent) and yen (5.8 per cent). - Loans remained the largest component of external debt, with a share of 33.4 per cent, followed by currency and deposits (23.3 percent), trade credit and advances (17.9 per cent) and debt securities (17.3 per cent). 3) MPC KEPT REPO RATE UNCHANGED About MPC - The Monetary Policy Committee (MPC) is a committee of the RBI which is entrusted with the task of fixing the benchmark policy interest rate (repo rate) to contain inflation within the specified target level. The Reserve Bank of India Act, 1934 was amended in 2016 to provide the statutory and institutionalised framework for MPC. The MPC has six members: RBI Governor (Chairperson), RBI Deputy Governor in charge of monetary policy, one official nominated by the RBI Board and remaining 3 members would represent the Government. The MPC is required to meet at least four times in a year. The quorum for the meeting is four members. The MPC makes decisions based on majority vote. In case of a tie, the RBI governor will have a second or casting vote. Each Member of MPC writes a statement specifying the reasons for voting in favour of, or against the proposed resolution. Why in News? - The Monetary Policy Committee of RBI has decided to keep the key policy repo rate unchanged at 6.5%. Under the flexible inflation targeting (FIT) framework, the RBI targets to contain Consumer Price Index (CPI) based inflation within 4 percent with a tolerance band of (+/-) 2 percent for the period April 1, 2021, to March 31, 2026. 4) FALL IN FDI INFLOWS FDI - Foreign Direct Investment (FDI) is the investment made by a person or a company in one country into businesses located in another country. - Generally, FDI takes place when an investor establishes foreign business operations or acquires foreign business assets. - FDI has three major components: equity capital, reinvested earnings and intra-company loans. • **Equity capital** is the foreign direct investor’s purchase of shares of an enterprise in a country other than its own. • **Reinvested earnings** comprise the direct investor’s share of earnings not distributed as dividends by affiliates, or earnings not remitted to the direct investor. Such retained profits by affiliates are reinvested. • **Intra-company loans** refer to short- or long-term borrowing and lending of funds between direct investors (parent enterprises) and affiliate enterprises. FDI is considered as a **major source of non-debt financial resource** for economic development. The key to FDI is the **element of control**. Control represents the intent to actively manage and influence a foreign firm’s operations. This is the **major differentiating factor between FDI and a passive foreign portfolio investment**. **FPI** • Foreign Portfolio Investment (FPI) means **investing in the financial assets** of a foreign country, such as stocks or bonds available on an exchange. • FPI is often referred to as “hot money” because of its tendency to flee at the first signs of trouble in an economy. **Why is FDI preferred?** • **FDI is considered a more stable form** of foreign capital infusion as it brings in a certain expenditure that can’t be pulled out overnight. • It creates jobs and can potentially aid economic growth. • FPI, on the other hand, can come and go easily. Sudden withdrawal can create liquidity problems in the securities market and hit the foreign exchange rate of the country. **Why in News?** • According to the latest data from the Department for Promotion of Industry and Internal Trade (DPIIT), **Foreign direct investment (FDI) equity inflows in India declined 3.49 per cent** to USD 44.42 billion in 2023-24. FDI inflows stood at USD 46.03 billion during 2022-23. • The total FDI -- which includes **equity inflows, reinvested earnings and other capital** -- declined marginally by one per cent to USD 70.95 billion during 2023-24 from USD 71.35 billion in 2022-23. • In 2021-22, the country received the **highest ever FDI inflows of USD 84.83 billion**. • Mauritius (25%), Singapore (23%), USA (9%), Netherland (7%) and Japan (6%) emerge as top 5 countries for FDI equity inflows into India FY 2023-24. • Top 5 sectors receiving highest FDI Equity Inflow during FY 2023-24 are **Services Sector (16%)**, Computer Software & Hardware (15%), Trading (6%), Telecommunications (6%) and Automobile Industry (5%). • Top 5 States receiving highest FDI Equity Inflow during FY 2023-24 are Maharashtra (30%), Karnataka (22%), Gujarat (17%), Delhi (13%), and Tamil Nadu (5%). **5) G-SECS** **About** • A Government Security (G-Sec) is a **tradable instrument issued by the Central Government or the State Governments**. It acknowledges the Government’s debt obligation. • Such securities are **short term** (usually called treasury bills, with **original maturities of less than one year**) or **long term** (usually called Government bonds or dated securities with **original maturity of one year or more**). | T-Bills | State Development Loans | |---------|------------------------| | Issued in **three maturities** of 91 days, 182 days and 364 days. | Long term maturities ranging from 3 years to 35 years. | | T-bills are **zero coupon** securities i.e. there are no periodic interest payments. | Coupon (interest) rate paid on face value payable **semi-annually**. | | Issued at **discount** and redeemed at **face value** on maturity. | Issue price can be at **Par**, **Discount** or **Premium**. | - In India, the **Central Government issues both**, treasury bills and bonds or dated securities while the **State Governments issue only bonds or dated securities**, which are called the **State Development Loans (SDLs)**. - G-Secs carry practically no risk of default and, hence, are called **risk-free gilt-edged instruments**. - The limits for **Foreign Portfolio Investment (FPI)** investment in G-secs and SDLs are **6% and 2%** respectively. **Why in News?** - The Government of India has announced the sale of Rs. 11,000 crore worth government securities through an auction process. ### 6) RBI RETAIL DIRECT SCHEME **What is RBI Retail Direct Scheme?** - Introduced in 2021, the Retail Direct scheme is a one-stop solution to **facilitate investment in Government Securities (G-secs) by individual investors**. - Under this scheme, individual retail investors can open a Gilt Securities Account - "Retail Direct Gilt (RDG)" Account with the RBI. **Who can open a Retail Direct Gilt Account?** - Retail investors, that is, **individuals** (natural persons) are allowed to open an RDG account. The following are required to open an account: - Rupee savings bank account maintained in India; - Permanent Account Number (PAN) issued by the Income Tax Department; - Any Officially Valid Document (OVD) for KYC purpose; - Valid email id; and - Registered mobile number. - **Non-Resident retail investors** eligible to invest in Government Securities under **Foreign Exchange Management Act, 1999** are eligible under the scheme. **What are the benefits of the Scheme?** - Retail investors (individuals) will have the facility to open and maintain the 'Retail Direct Gilt Account' (RDG Account) with RBI. - The investor can place **non-competitive bids in Primary issuance of all Central Government securities** (including Treasury Bills and Sovereign Gold bonds) as well as **securities issued by various State Governments**. - Under this scheme, the individual can also access the Secondary market through "NDS OM" - RBI's trading system. The investor will automatically receive any interest paid/maturity proceeds into his linked bank account on due dates. **What are the kinds of Government securities that one can invest in through the Retail Direct platform?** 1. Government of India Treasury Bills (T-Bills) 2. Government of India dated securities (dated G-Sec) 3. State Development Loans (SDLs) 4. Sovereign Gold Bonds (SGB) **What are the charges/fees payable?** - **No fee** will be charged for opening and maintaining 'Retail Direct Gilt account' with RBI. - **No fee** will be charged by the aggregator for submitting bids in the primary auctions. - Fee for payment gateway etc., as applicable, will be borne by the registered investor. **Why in News?** - The Reserve Bank of India (RBI) has launched the **Retail Direct mobile app** to offer retail investors easy access to the Retail Direct platform and facilitates transactions in government securities. - The RBI has also launched the Pravaah portal, and a Fintech Repository. - Pravaah portal is a centralised, secure web-based platform that enables individuals or entities to apply online for regulatory approvals, licences, and authorisations from the RBI. - The Fintech Repository is a comprehensive database containing information on the Indian fintech sector. The repository aims to provide a better understanding of the sector from a regulatory perspective and facilitate the design of appropriate policy approaches. - The fintech (financial technology) sector encompasses companies and technologies that aim to improve and automate the delivery and use of financial services. It includes a wide range of innovations designed to make financial processes more efficient, user-friendly, and secure. 7) **RBI BOARD APPROVES TRANSFER OF SURPLUS TO CENTRE** **Background** - According to Section 47 of the Reserve Bank of India Act, profit of the RBI has to be transferred to the government periodically. - Based on this provision, every year, the RBI transfers a certain amount to the central government through the surplus income it generates from investments, fluctuations in the valuation of its dollar reserves, and revenue earned from currency printing fees. - However, before transferring, some amount of the profit is kept aside for maintaining reserves of the RBI. **What constitutes RBI's reserves?** - RBI’s reserves fall under four main heads: the Contingency Fund (CF), the Currency and Gold Revaluation Account (CGRA), the Asset Development Fund (ADF) and the Investment Revaluation Account (IRA). - CF is the corpus created to take care of unexpected and unforeseen contingencies, including depreciation in the value of securities held, systemic risks and risks arising out of monetary and exchange rate policy operations. The ADF corpus is meant to be drawn upon for investments in subsidiaries and to meet internal capital expenditure etc. Of these, the CGRA and the IRA are ‘notional’ in the sense that they are there to reflect the movements in the market prices of the asset classes (mainly gold, foreign currency and investments) to which they relate. No cash flow is involved in their case and the net credit balance in the CGRA account only indicates the unrealised or potential gain from the disposal by sale of those assets today. **Why in News?** - The Central Board of Directors of the Reserve Bank of India (RBI) has approved the transfer of a record ₹2,10,874 crore as surplus to the Union government for the accounting year 2023-24. - The latest transfer by the central bank is more than double the ₹87,416 crore that the RBI had transferred in FY23. **Central Board of Directors** - The Reserve Bank’s affairs are governed by a Central Board of Directors. - Section 8(1)(a) of the Reserve Bank of India Act, 1934, provides that there shall be one Governor and not more than four Deputy Governors to be appointed by the central government on the central board of RBI. - Functions: General superintendence and direction of the Bank’s affairs. **Appointments** - The RBI governor is appointed by the Prime Minister’s office on the recommendation of the Union Finance Minister. - Deputy Governors are appointed on the basis of the Appointment Committee of Cabinet (ACC)-approved guidelines, which stipulate that the search committee constituted for the purpose will recommend the person to be appointed as a Deputy Governor. ### 8) OTHER NOTABLE TOPICS #### 8.1. SPECIAL ECONOMIC ZONES **About SEZ** - A Special Economic Zone (SEZ) is a geographical region that has economic laws that are more liberal than a country’s domestic economic laws. - The main objectives of the SEZ Scheme is - generation of additional economic activity, - promotion of exports of goods and services, - promotion of investment from domestic and foreign sources, - creation of employment opportunities along with the development of infrastructure facilities. - Financial incentives are granted to those setting up SEZs and cover a wider gamut of benefits for investors across taxation, customs, labour regulations, etc. - Each Zone is headed by a Development Commissioner and is administered as per the SEZ Act, 2005 and SEZ Rules, 2006. **Did You Know?** - The Indian government had long used Export Processing Zones (EPZs) to promote exports. - Asia’s first EPZ was established in 1965 at Kandla, Gujarat. While these EPZs had a similar structure to SEZs, the government began to establish SEZs in 2000 under the Foreign Trade Policy. It should be noted that all Goods and services supplied by SEZ units to Domestic Tariff Area (whole of India but does not include the areas of the SEZ) are treated as imports into India and subject to all procedures and rules applicable in case of normal imports into India. **Salient Features** - The salient features of the SEZ scheme are:- - A designated duty free enclave to be treated as a territory outside the customs territory of India for the purpose of authorised operations in the SEZ; - No licence required for import; - Manufacturing or service activities allowed; - The Unit shall achieve Positive Net Foreign Exchange to be calculated cumulatively for a period of five years from the commencement of production; - Domestic sales are subject to full customs duty and import policy in force; - SEZ units will have freedom for subcontracting; - No routine examination by customs authorities of export/import cargo; - SEZ Developers /Co-Developers and Units enjoy tax benefits as prescribed in the SEZs Act, 2005. 1) FINANCIAL ACTION TASK FORCE What is the FATF? - The Financial Action Task Force (FATF) is an intergovernmental organization that designs and promotes policies and standards to combat financial crime. - The FATF sets standards or recommendations for countries to achieve in order to plug the holes in their financial systems and make them less vulnerable to illegal financial activities. - Recommendations of the FATF target: - Money laundering - Terrorist financing - Other threats to the global financial system. - The FATF was created in 1989 by the G7 countries and is headquartered in Paris. - There are 37 members, including India and two regional organizations - European Commission and the Gulf Cooperation Council. - The decision-making body of the FATF, known as its plenary, meets thrice a year. Its decisions are taken by consensus. What are FATF’s ‘grey’ and ‘black’ lists? - At the end of every plenary meeting, FATF comes out with two lists of countries. - The grey list countries are designated as “jurisdictions under increased monitoring”, working with the FATF to counter criminal financial activities. - For such countries, the watchdog does not tell other members to carry out due-diligence measures vis-a-vis the listed country but does tell them to consider the risks such countries possess. Currently, more than 20 countries such as Bulgaria, Cameroon, Democratic Republic of the Congo, Croatia, Philippines, South Africa, Vietnam, etc. are on the grey list. - Black list means countries designated as ‘high-risk jurisdictions subject to call for action’. - In this case, the countries have considerable deficiencies in their AML/CFT (anti-money laundering and counter terrorist financing) regimens and the body calls on members and non-members to apply enhanced due diligence. - In the most serious cases, members are told to apply counter-measures such as sanctions on the listed countries. Currently, North Korea, Iran and Myanmar are on the black list. - Being listed under the FATF’s lists makes it hard for countries to get aid from organisations like the International Monetary Fund (IMF), Asian Development Bank (ADB), and the European Union. It may also affect capital inflows, foreign direct investments, and portfolio flows. Why in News? - The Financial Action Task Force has placed India in its ‘regular follow-up category’ after an evaluation during 2023-24. - Regular follow-up category means that no fundamental or significant deficiencies in the country’s efforts to combat money laundering (ML) and terrorist financing (TF) were found in the review. 2) INTERNATIONAL ENERGY AGENCY About IEA - The International Energy Agency is an autonomous intergovernmental organization established by the member countries of the Organisation for Economic Co-operation and Development (OECD) in 1974. - OECD is a group of 38 member countries that discuss and develop economic and social policy. OECD members are typically democratic countries that support free-market economies. India is not a member of OECD. The IEA works to ensure reliable, affordable and clean energy for its member countries and beyond. Its main areas of focus are energy security, economic development, environmental awareness and engagement worldwide. The IEA is made up of 31 member countries. Before becoming a member country of the IEA, a candidate country must meet several criteria. - For eg: It must have crude oil or product reserves equivalent to 90 days of the previous year’s net imports. - It must have in place a demand restraint program to reduce national oil consumption by up to 10 per cent. - Legislation and measures to ensure that all oil companies under its jurisdiction report information upon request. India became an Associate Member in 2017. IEA is headquartered in Paris, France. **Why in News?** The International Energy Agency has said that the world is likely to have a major surplus of oil by 2030 as production is ramped up while the clean energy transition tempers demand. --- 3) **UNHCR** **About** - The Office of the United Nations High Commissioner for Refugees (UNHCR) was established in 1950 by the United Nations General Assembly. - The agency is mandated to lead and coordinate international action to protect refugees and resolve refugee problems worldwide. Its primary purpose is to safeguard the rights and well-being of refugees. It strives to ensure that everyone can exercise the right to seek asylum and find safe refuge in another State, with the option to return home voluntarily, integrate locally or to resettle in a third country. It also has a mandate to help stateless people. **Legal Provisions** - The **1951 Convention relating to the Status of Refugees** (commonly known as the Refugee Convention) and its 1967 Protocol are the key legal documents that form the basis of UNHCR’s work. - With **more than 140 State parties** to either or both, they define the term ‘refugee’ and outline the rights of refugees, as well as the legal obligations of States to protect them. - The core principle is **non-refoulement**, which asserts that a refugee should not be returned to a country where they face serious threats to their life or freedom. This is now considered a rule of customary international law. - UNHCR serves as the ‘guardian’ of the 1951 Convention and its 1967 Protocol. **Why in News?** - A recent report of UNHCR said that a staggering total of **120 million people** are **living forcibly displaced** by war, violence and persecution. - UNHCR said forced displacement globally had once again smashed records, with conflicts in places like **Gaza, Sudan and Myanmar** forcing even more people to flee their homes. - The number is up from 110 million a year ago, and has been rising for **12 consecutive years** — nearly tripling since 2012. - Of the 117.3 million displaced at the end of 2023, 68.3 million people were **internally displaced** within their own country. - **Syria** remains the world’s largest displacement crisis, with 13.8 million people forcibly displaced inside and outside the country. --- **Did You Know?** - **India has not been a signatory** of the 1951 Refugee Convention or the 1967 Protocol. - However, it continues to grant asylum to a large number of refugees from neighbouring States and respects UNHCR’s mandate for other nationals, mainly from Afghanistan and Myanmar. --- **4) SAARC** **About** - SAARC is a regional intergovernmental organization established in 1985 with 7 founding members. - SAARC now comprises **eight Member States**: Afghanistan (joined in 2007), Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. The main objective of the Association include promotion of welfare of the peoples of South Asia and to improve their quality of life. Decisions at all levels are to be taken on the basis of unanimity; and bilateral and contentious issues are excluded from the deliberations of the Association. The Secretariat of the Association is located in Kathmandu, Nepal. **Why in News?** - The Reserve Bank of India (RBI) has put in place a revised Framework on Currency Swap Arrangement for SAARC countries for the period 2024 to 2027. - Under the new Framework, a separate INR Swap Window has been introduced with various concessions for swap support in Indian Rupee. The total corpus of the rupee support is Rs 250 billion. - The RBI will continue to offer the swap arrangement in US dollar and Euro under a separate US Dollar/Euro Swap Window with an overall corpus of $2 billion. - The Currency Swap Facility will be available to all SAARC member countries, subject to their signing the bilateral swap agreements. SAARC has been defunct since 2014. Pakistan was to host the summit in 2016, but it was stalled after India refused to participate following the attack in Pulwama in Jammu and Kashmir that New Delhi blamed on Pakistan-based extremists. A currency swap is an agreement between two cross-border entities where one of them agrees to provide a loan to another in a foreign currency. The repayment takes place in a different currency at a fixed date and an exchange rate. The interest rate charged on such loans is usually lesser than that available in the foreign market. The SAARC Currency Swap Facility came into operation in 2012 with an objective to provide a backstop line of funding for short term foreign exchange liquidity requirements or balance of payment crises of the SAARC countries till longer term arrangements are made. - A backstop is a financial arrangement that creates a secondary source of funds in case the primary source is not enough to meet current needs. 5) OTHER NOTABLE TOPICS 5.1. UNIVERSITY GRANTS COMMISSION **About** - The University Grants Commission (UGC) is a statutory body established to oversee and advance higher education within the country. - It was created through an Act of Parliament (UGC Act) in 1956 and operates under the Ministry of Education. - It was established for the promotion and co-ordination of University education and for the determination and maintenance of standards of teaching, examination and research in Universities, and for the purpose of performing its functions under the UGC Act. - In addition to providing grants to eligible universities and colleges, the Commission provides recognition to universities in India, and also advises the Central and State Governments on the measures which are necessary for the development of Higher Education. - Head office: New Delhi. 5.2. CENTRAL COUNCIL FOR RESEARCH IN AYURVEDIC SCIENCES About CCRAS - The Central Council for Research in Ayurvedic Sciences (CCRAS) is an autonomous body of the Ministry of AYUSH (Ayurveda, Yoga & Naturopathy, Unani, Siddha and Homeopathy). - It is an apex body in India for the formulation, coordination, development and promotion of research on scientific lines in Ayurveda and Sowa-Rigpa system of medicine. - The activities are carried out through its 30 Institutes/Centres/Units located all over India and also through collaborative studies with various Universities, Hospitals and Institutes. - **Ayurveda**: The doctrine of Ayurveda aims to keep structural and functional entities in a functional state of equilibrium, which signifies good health. The philosophy of Ayurveda is based on the theory of Pancha bhootas (five element theory) of which all the objects and living bodies are composed of. - **Yoga and Naturopathy**: Yoga is a way of life, which has the potential for improvement of social and personal behavior, improvement of physical health by encouraging better circulation of oxygenated blood in the body, restraining sense organs and thereby inducing tranquility and serenity of mind. Naturopathy is also a way of life, with drugless treatment of diseases. The advocates of naturopathy focus on eating and living habits, adoption of purification measures, use of hydrotherapy, baths, massage etc. - **Unani**: Unani System of medicine is based on established knowledge and practices relating to promotion of positive health and prevention of diseases. Although the Unani system originated in Greece, passed through many countries, and the system was brought to India during the Medieval period. Unani System emphasise the use of naturally occurring, most herbal medicines, though it uses ingredients of animal and marine origin. - **Siddha**: Siddha system of medicine emphasize that medical treatment is oriented not merely to disease, but also has to take into account the patient, environment, age, habits, physical condition. Siddha literature is in Tamil and it is largely practiced in Tamil speaking parts of India and abroad. - **Homeopathy**: Homeopathy is a system of medicine, which believes in a specialized method of treatment of curing diseases by administration of potency drugs, which have been experimentally proved to possess the power of producing similar artificial systems on human beings. **Sowa-Rigpa:** - Sowa-Rigpa is a system of medicine that is one of the oldest medical traditions across the world. This system was reinforced in the Trans-Himalayan region and is popular in the Himalayan societies such as Ladakh, Himachal Pradesh (Spiti and Lahoul), Jammu and Kashmir, West Bengal (Darjeeling), Arunachal Pradesh, and Sikkim. - Sowa Rigpa employs a complex approach to diagnosis, incorporating techniques such as pulse analysis and urinalysis, and utilizes behaviour and dietary modification, medicines composed of natural materials (e.g., herbs and minerals) and physical therapies to treat illness. - Sowa-Rigpa has been recognized and promoted by the Government of India as a traditional medical system. 1) SHANGRI-LA DIALOGUE About - The Shangri-La Dialogue is an inter-governmental security conference held annually in Singapore. - Organised by an independent think tank, the International Institute for Strategic Studies (IISS), the Dialogue is Asia’s premier defence summit. - The Dialogue is a unique platform for debate among government ministers and senior officials, as well as business leaders and security experts, on Asia’s developing security challenges. - The dialogue began in 2002, following global security concerns and terror attacks like 9/11. - It enables decision-makers from across the Asia-Pacific, North America, Europe and the Middle East to gather together to discuss the most pressing regional security issues and to share policy responses. - It features plenary debates led by government ministers, as well as important opportunities for bilateral discussions among delegations. Why in News? - The 2024 Shangri-La Dialogue was recently held in Singapore. 2) ANTARCTIC TREATY About - The Antarctic Treaty was signed in Washington in 1959 by the twelve countries whose scientists had been active in and around Antarctica during the International Geophysical Year (IGY) of 1957-58. - The United Nations designated 1 July 1957 to 31 December 1958 as the “International Geophysical Year” as an international endeavor to further scientific collaboration among countries. - Original signatories to the Antarctic Treaty were Argentina, Australia, Belgium, Chile, France, Japan, New Zealand, Norway, South Africa, the USSR, the United Kingdom, and the United States. - It entered into force in 1961 and has since been acceded to by many other nations. - The total number of Parties to the Treaty is currently 56. Of the 56 nations that are part of the Antarctic Treaty, 29 have consultative party status (including India). - Consultative Parties are those parties that demonstrate their interest in Antarctica by conducting substantial research activity there. Key Features of the Treaty - Antarctica shall be used only for peaceful purposes, and no militarisation or fortification shall be allowed. - All signatories will have the freedom to carry out scientific investigations, and should share plans for scientific programmes, extend required cooperation, and freely make available the data gathered. - Nuclear testing or disposal of radioactive waste materials shall be prohibited anywhere in Antarctica. - The Treaty applies to the area south of 60° South Latitude, including all ice shelves and islands. India in Antarctica - India has been a consultative party to the Antarctic Treaty since 1983. - India’s first Antarctic research station, Dakshin Gangotri, was established in 1983. At present, India operates two year-round research stations: Maitri (1989) and Bharati (2012). Why in News? - The Ministry of Earth Sciences, through the National Centre for Polar and Ocean Research (NCPOR), hosted the 46th Antarctic Treaty Consultative Meeting (ATCM 46) and the 26th Meeting of the Committee for Environmental Protection (CEP 26) in Kochi, Kerala. - Convened annually under the Antarctic Treaty System, ATCM serves as a forum for Antarctic Treaty Consultative Parties and other stakeholders to address Antarctica’s pressing environmental, scientific, and governance issues. - The CEP was established under the Protocol on Environmental Protection to the Antarctic Treaty (the Madrid Protocol) in 1991. The CEP advises the ATCM on environmental protection and conservation in Antarctica. - The ATCM-46 was held with the overarching theme of Vasudhaiva Kutumbakam, a Sanskrit phrase that means One Earth, One Family, One Future. - During the meeting, the Government of India proposed the establishment of a new Antarctic research station, Maitri-II, to provide an impetus to the growth of research and innovation in Antarctica and contribute to the sustainable development of the region. Related Information About NCPOR - The National Centre for Polar and Ocean Research was established as an autonomous Research and Development Institution of the Ministry of Earth Sciences in 1998. - Located in Goa, it is India’s premier R&D institution responsible for the country’s research activities in the polar and Southern Ocean realms. 3) CHABAHAR PORT About - Chabahar is a seaport in south-eastern Iran with direct access to the Indian Ocean. - It is the Iranian port that is the closest to India, and is located in the open sea, providing easy and secure access for large cargo ships. Strategic Significance - The Chabahar port’s unique location, just about 550 nautical miles from Kandla port in Gujarat, gives India easy access to Afghanistan, Central Asian countries and Europe. - The port offers an alternative route to Afghanistan and Central Asia by bypassing Pakistan, allowing better trade with Central Asia. - The port, roughly 200 km from Pakistan’s Gwadar, where China is developing a port as part of its Belt and Road Initiative, would also help India expand its geopolitical influence in Central Asia. Belt and Road Initiative: - China’s Belt and Road Initiative aims to strengthen Beijing’s economic leadership through a vast program of infrastructure building throughout China’s neighbouring regions. It was launched in 2013. - The plan was two-pronged: the overland Silk Road Economic Belt and the Maritime Silk Road. The project initially aimed to strengthen connectivity with Southeast Asia but later expanded to South and Central Asia, Africa, Europe, and Latin America. - With its substantial oil and gas reserves, Iran is a crucial potential supplier for India’s energy security. Chabahar plays a pivotal role in this strategy. - It allows India to access Iranian energy resources while bypassing naval chokepoints like the Strait of Hormuz. - Chabahar is also expected to be connected to the International North-South Transport Corridor (INSTC), bringing India closer to Europe through Iran, Azerbaijan and Russia. - Refer Pulse May 2024 Digest edition for details about INSTC. Why in News? - India and Iran have signed a 10-year contract for the management of Chabahar port. - Under the agreement signed between India Port Global Limited (IPGL) and the Ports and Maritime Organization (PMO) of Iran, India will develop and operate the strategic port, namely Shahid Beheshti terminal, for 10 years. - Conceived in 2003, the project did not take off for years after the U.S. and the UN imposed sanctions on Tehran over its nuclear programme. - While a formal 10-year agreement had been prepared in 2016, sanctions against Iran prevented improvements on that front, and India had been working on the harbor through short-term deals, which were intermittently renewed. 4) OTHER NOTABLE TOPICS 4.1. PILLARS OF INDIA’S FOREIGN POLICY Context - India’s foreign policy has evolved since Independence. The main pillars of India’s foreign policy are as follows: Neighbourhood First Policy - India’s ‘Neighbourhood First policy’ guides its approach towards the management of relations with countries in its immediate neighbourhood, that is, Afghanistan, Bangladesh, Bhutan, Maldives, Myanmar, Nepal, Pakistan and Sri Lanka. - The policy is aimed at enhancing physical, digital and people to people connectivity across the region, as well as augmenting trade and commerce. DID YOU KNOW? - The Strait of Hormuz is a narrow waterway (only 30 miles wide at the narrowest point) between the Persian Gulf and the Gulf of Oman. - As the main shipping route for oil from the Middle East, the strait sees a fifth of the world’s oil consumption passing through it daily, making it a critical vulnerability in the global oil supply chain. IPGL was incorporated under the Companies Act 2013 as a Special Purpose Vehicle (SPV) jointly promoted by Jawaharlal Nehru Port Trust (JNPT) and Deendayal Port Trust (DPT) (earlier Kandla Port Trust (KPT)) for development and management of Chabahar Port Development project. Act East Policy - With the objective to further strengthen ties with countries of the Southeast Asian region, India’s ‘Look East Policy’ launched in 1992, was upgraded to the ‘Act East Policy’ in 2014, with proactive and pragmatic focus on the extended neighbourhood in the Indo-Pacific region. - The objective of India’s Act East Policy is to promote economic cooperation, cultural ties and developing strategic relationships with countries in the Indo-Pacific region. - The ‘Act East Policy’ recognizes connectivity, in its broadest sense, as the key for growth and prosperity of the region, which includes physical, digital, economic, and people-to-people movement. - India’s relationship with the Association of South-East Nations (ASEAN) is at the core of India’s ‘Act East Policy’. Think West Policy - India’s outreach to the Gulf and West Asian countries has become an increasingly important pillar of its foreign policy. - This region has traditionally been important for India’s energy security. The welfare of the Indian Diaspora in the region is also a high priority. Connect Central Asia Policy - The ‘Connect Central Asia Policy’ envisages a deep, meaningful and sustained engagement with the Central Asian region. - This has been implemented by the continuous efforts taken in this direction, in particular, the institutionalization of the ‘India-Central Asia Summit’ mechanism. SAGAR - The ‘Security and Growth for All in the Region’ (SAGAR) concept was first articulated by the Prime Minister Narendra Modi in Mauritius in 2015. - Under this concept, India envisages a free, open, inclusive, peaceful, and prosperous Indo-Pacific region, one which is built on a rules-based international order, sustainable and transparent infrastructure investment, freedom of navigation and over-flight, unimpeded lawful commerce, mutual respect for sovereignty, peaceful resolution of disputes, as well as equality of all nations. India-Central Asia Summit: - The first India-Central Asia Summit was hosted by India in 2022. - The Summit is symbolic of the importance attached by the Leaders of India and the Central Asian countries to a comprehensive and enduring India-Central Asia partnership. 1) GAMMA RAY BURSTS About - Gamma-ray bursts (GRBs) are intense bursts of gamma radiation, lasting from fractions of a second to minutes. - GRBs are the most powerful and violent explosions in the known universe. - They are known to occur in distant realms of the universe and can erupt with a quintillion (a 10 followed by 18 zeros) times the luminosity of the Sun. - Thus, when a GRB erupts, it briefly becomes the brightest source of electromagnetic radiation in the observable universe. Gamma Radiation - Gamma radiation is electromagnetic radiation that is emitted by an unstable nucleus of an atom during radioactive decay. - Gamma rays have the smallest wavelengths and the most energy of any wave in the electromagnetic spectrum. - They are produced by the hottest and most energetic objects in the universe, such as neutron stars and pulsars, supernova explosions, and regions around black holes. - On Earth, gamma waves are generated by nuclear explosions, lightning, and the less dramatic activity of radioactive decay. Types of GRB - Astronomers separate GRBs into two main classes: - **Short events:** - Short GRBs are a result of the collision of either two neutron stars or a neutron star and a black hole, resulting in a black hole and a short-lived explosion. - They last for less than two seconds. - Sometimes, short GRBs are followed by kilonovas (blasts of electromagnetic radiation that are produced by the radioactive decay of chemical elements). The decay can lead to the generation of heavier elements like gold, silver, and platinum. - **Long events** - Long GRBs are produced due to the explosive deaths of massive stars. - These can last for two seconds or longer. - A supernova is what happens when a star has reached the end of its life and explodes in a brilliant burst of light. - Neutron stars are the incredibly dense remnants of supermassive stars that have exploded as supernovae. - Pulsars are rapidly rotating neutron stars that blast out pulses of radiation at regular intervals ranging from seconds to milliseconds. DID YOU KNOW? - GRBs were first discovered by accident in the late 1960s by U.S. spy satellites looking for gammarays from secret nuclear bomb tests. Why in News? - A satellite jointly developed by China and France - known as Space Variable Objects Monitor (SVOM) - was recently launched from China. It is the most powerful satellite yet for studying gamma-ray bursts (GRBs). About SVOM - It is the first astronomy satellite jointly developed by China and France. - The satellite will orbit 625 kilometers above Earth and send real-time data to ground observatories. - The primary objective of SVOM is to look for GRBs across the universe. Once found, the satellite will measure and study their electromagnetic radiation properties. It will also use the bursts to unlock mysteries regarding the evolution of the universe and gravitational waves. 2) AVIAN INFLUENZA About - Bird flu, also called avian influenza, is a viral infection caused by Influenza Type A viruses which spreads from bird to bird. - These viruses occur naturally among wild aquatic birds worldwide and can infect domestic poultry and other bird and animal species. - There are several subtypes of the avian influenza virus. Currently, a particularly deadly strain of bird flu -- H5N1 -- continues to spread among poultry. The H5N1 virus can cause severe flu with a high mortality rate. - Human infections with avian influenza viruses, though rare, have been reported sporadically. Direct or indirect contact with infected animals represents a risk for human infection. - Recent reports indicate that avian influenza outbreaks are also affecting mammals, including farmed mink, seals, sea lions, cats, and dogs. This has raised global concern as mammals are biologically closer to humans than birds, making the potential for virus adaptation and transmission to humans a significant risk. Symptoms in humans - Symptoms of avian influenza in humans are similar to those of regular flu and can include fever, cough, sore throat, muscle aches, and severe respiratory distress in advanced cases. - Severe disease and death may result from a complication of pneumonia. Prevention and treatment - Early detection and accurate warning systems can help effectively prevent the spread of the disease. - Antivirals have demonstrated effectiveness in the treatment of avian influenza virus infections in humans, lowering severity and the risk of death. Why in News? - The World Health Organization (WHO) has confirmed the death of a man in Mexico caused by a strain of bird flu called H5N2, which was never recorded in humans before. Did You Know? - The World Organisation for Animal Health (WOAH), formerly known as the Office International des Epizooties (OIE), is an intergovernmental organization that focuses on transparently disseminating information on animal diseases, improving animal health globally and thus building a safer, healthier and more sustainable world. - It has 183 countries including India. - WOAH plays a pivotal role in monitoring and responding to Avian Influenza (AI) outbreaks globally. 3) SICKLE CELL ANAEMIA What is sickle cell anaemia? - Sickle cell anemia (SCA) is an inherited genetic disease. - Haemoglobin which is tasked with carrying oxygen to all parts of the body has four protein subunits — two alpha and two beta. In some people, mutations in the gene that creates the beta subunits impact the shape of the blood cell and distort it to look like a sickle, similar to the letter C. - A round red blood cell can move easily through blood vessels because of its shape but sickle red blood cells end up slowing and even blocking the blood flow. - Moreover, sickle cells die early, resulting in a shortage of red blood cells that deprive the body of oxygen. - These obstructions and shortages may cause chronic anaemia, pain, fatigue, acute chest syndrome, stroke, and a host of other serious health complications. Prevalence - India has the highest prevalence of sickle cell disease in South Asia, and over 20 million sickle cell affected individuals reside in the country. - The disease burden from Sickle Cell anaemia in India is prevalent in tribal populations. Tribes like Pawara, Bhil, Madia, Gond and Pardhan from Maharashtra have a very high prevalence. - Sickle cell anaemia is most prevalent in the central India belt covering states like Gujarat, Maharashtra, Chhattisgarh, Orissa and parts of Bengal. There are pockets in the south, Tamil Nadu, Kerala and parts of Telangana. - There is a lack of screening awareness and inadequate screening centres/facilities in tribal and rural areas. Also, failure to access primary healthcare is a concern. Treatment - Sickle cell anaemia is a genetic disorder, making complete “elimination” a challenge that requires a major scientific breakthrough. - The only cure comes in the form of gene therapy and stem cell transplants — both costly and still in developmental stages. - In gene therapy, the DNA inside the haemoglobin gene is edited to stop the disease while in stem cell transplants, the bone marrow affected by sickle cell anaemia is replaced with healthy bone marrow from a donor. Both interventions are currently being tested in clinical trials globally. - Blood transfusion, wherein red blood cells are removed from donated blood and given to a patient, is also a trusted treatment in the absence of permanent cures. But challenges include a scarcity of donors, fears around safe supply of blood, risk of infection etc. Why in News? - World Sickle Cell Disease (SCD) Awareness Day was observed on 19th June to create awareness regarding the disease and halt transmission of Sickle Cell Disease. National Sickle Cell Anaemia Elimination Mission: - In 2023, the Government of India launched the National Sickle Cell Anaemia Elimination Mission to address the pressing health challenges posed by sickle cell disease, particularly among the tribal population. - The mission marks a crucial milestone in the Government’s ongoing efforts to eliminate sickle cell disease as a public health problem by 2047. - The mission aims to cover 7 crore people with screening, counselling for prevention and care for people with sickle cell disease in three and half years. 4) WHITE PHOSPHORUS What is white phosphorus? - White phosphorus is a pyrophoric substance that ignites when exposed to oxygen, producing thick, light smoke as well as intense 815-degree Celsius heat. - Pyrophoric substances are those which ignite spontaneously (under five minutes) when in contact with air. What are the military uses of white phosphorus? - White phosphorus is dispersed in artillery shells, bombs, and rockets. - Its primary military use is as a smokescreen — used to hide troop movement on the ground. The smoke acts as a visual obscurant. - Upon exposure, white phosphorus can cause severe burns, often down to the bone. White phosphorus burns on even 10 per cent of the body can be fatal. - Inhaling white phosphorus particles or smoke can cause respiratory damage and harm to internal organs. Why in News? - Human Rights Watch (HRW) has accused Israel of using white phosphorus incendiary shells in conflict-hit southern Lebanon. - Human Rights Watch is an international non-governmental organization headquartered in New York City that conducts research and advocacy on human rights. What is the legal status of white phosphorus munitions? - White phosphorus munitions are not under a blanket ban, though their use is regulated under the International Humanitarian Law (IHL). - The Convention on Certain Conventional Weapons (CCW) imposes restrictions on the use of incendiary weapons, including white phosphorus, with the aim of safeguarding civilians. About International Humanitarian Law - IHL is a set of rules that seek to limit the effects of armed conflict. - It lays out the responsibilities of states and non-state armed groups during an armed conflict. - It requires, among other things: - the rapid and unimpeded passage for humanitarian aid during armed conflicts; - the freedom of movement for humanitarian workers in conflict areas; - the protection of civilians (including medical and humanitarian workers); - the protection of refugees, prisoners, and the wounded and sick. Why is this important? - The rules are designed to protect civilians and humanitarian and medical workers during armed conflicts in any part of the world. - IHL is based on the 1949 Fourth Geneva Convention on protecting civilians in conflict and the 1977 and 2005 Additional Protocols. About Convention on Certain Conventional Weapons - The UN Convention on Certain Conventional Weapons entered into force in 1983. - Its purpose is to prohibit or restrict the use of certain conventional weapons, which may be deemed to be excessively injurious or to have indiscriminate effects in declared wars and other armed conflicts. - The Convention is composed of a framework instrument and five individual protocols that regulate specific categories of weapons. - The Convention has a total of 127 States Parties (including India). 5) NIPAH About Nipah infection - It is a viral infection caused by the Nipah virus (NiV). - Fruit bats of the Pteropodidae family are the natural host of Nipah virus. - The disease was first identified in 1998 during an outbreak in Malaysia. Later, Nipah outbreaks have been reported in Singapore, Bangladesh and India. Transmission - It is a zoonotic virus (transmitted from animals to humans) which can also be transmitted through contaminated food or directly between people. - Consumption of fruits or fruit products (such as raw date palm juice) contaminated with urine or saliva from infected fruit bats is the most likely source of infection. - In infected people, it causes a range of illnesses from asymptomatic infection to acute respiratory infection (mild, severe), and fatal encephalitis (inflammation in the brain). - The virus can also cause severe disease in animals such as pigs, resulting in significant economic losses for farmers. Treatment - There are currently no drugs or vaccines specific for Nipah virus infection. - The primary treatment for humans is supportive care. - Preventing the Nipah virus involves infection control measures like using protective equipment, disinfecting surfaces, and avoiding sick animals or areas with known Nipah virus outbreaks. Why in News? - The Kerala government is preparing a special action calendar for the prevention of a Nipah outbreak, which has haunted the state on several occasions in the past. - The calendar is being prepared by including activities for the entire year, especially from May to September, the period when the zoonotic virus is likely to spread. 6) DIPHTHERIA About - Diphtheria is a contagious infectious disease. - It is caused by strains of the bacteria called Corynebacterium diphtheriae which makes a toxin that attaches itself to the tissues and causes disease by killing healthy tissue. Disease manifestations - The bacterium primarily infects the throat and upper airways, and produces a toxin affecting other organs including heart and skin. - The illness has an acute onset and the main characteristics are sore throat, low fever and swollen glands in the neck, and the toxin may, in severe cases, cause breathing, heart rhythm problems and even death. - Diphtheria is fatal in 5 - 10% of cases, with a higher mortality rate in young children. Transmission - The disease is spread through direct physical contact or from breathing in the aerosolized secretions from coughs or sneezes of infected individuals. - It may also be spread by contaminated clothing and objects. Prevention - Diphtheria is a vaccine-preventable disease and is included in India’s Universal Immunization Programme. Treatment - Treatment involves administering diphtheria antitoxin to neutralize the effects of the toxin, as well as antibiotics to kill the bacteria. Why in News? - A recent outbreak of diphtheria has been reported in the state of Odisha. 7) ZIKA VIRUS DISEASE About - Zika is a viral infection, spread by mosquitoes. The vector is the *Aedes aegypti* mosquito, which also spreads dengue, chikungunya and yellow fever. - Zika virus is also transmitted from mother to fetus during pregnancy, through sexual contact, transfusion of blood and blood products, and organ transplantation. - First identified in Uganda in 1947 in monkeys, Zika was detected in humans five years later. In India, Zika virus was first recorded in 1952-53. What are the symptoms of Zika virus? - Most people infected with the virus do not develop symptoms. - When they are manifested, the symptoms are similar to those of flu, including fever, bodyache, headache etc. - Additional symptoms can include the occasional rash like in dengue, while some patients also have conjunctivitis. - Though non-fatal, Zika is associated with microcephaly (a condition where the head is much smaller and with an underdeveloped brain) in babies born to affected pregnant women, which makes it a cause of major concern. Treatment - Zika has no treatment or vaccine. - The symptoms of Zika virus are mild and usually require rest, consumption of plenty of fluids, and common pain and fever medicines, according to the WHO. Control Measures - Governments take mosquito control measures such as spraying of pesticides, use of repellents etc. Because of the possibility of congenital abnormalities and sexual transmission, there is also focus on contraceptives. - The WHO requires countries to counsel sexually active men and women on the matter to minimize chances of conception at the time of an outbreak. The Wolbachia method is a promising approach to controlling mosquito-borne diseases like dengue, Zika, chikungunya, and yellow fever. - It involves introducing a naturally occurring bacterium called Wolbachia into the *Aedes aegypti* which in turn disrupts the ability of mosquitoes to transmit viruses. Why in News? - The Union Health Ministry has issued an advisory to all states, urging them to be vigilant and screen pregnant women for Zika infection following a Zika virus outbreak in the state of Maharashtra. 8) CHANG’E-6 MISSION What’s in the news? - China’s Chang’e-6 has become the world’s first spacecraft to bring back samples from the far side of the moon. - The Chang’e-6 mission, launched in May 2024, has collected samples from the South Pole-Aitken basin, a giant crater on the far side of the moon. Why explore the far side of the Moon? - The Moon’s far side is often referred to as the dark side because it cannot be seen from the Earth. - The Moon is tidally locked with the Earth (it rotates in exactly the same time as it takes to orbit the Earth) and therefore, we see only one side of the Moon, also known as the near side. - The far side has a thicker crust, more craters and fewer maria, or plains where lava once flowed. - The far side is expected to be a good place to install large telescopes, which would have a view of the universe unobstructed by the earth. - Examining the samples from the far side can help scientists solve mysteries about the origin and evolution of the Moon — till now, scientists have only been able to analyse samples from the near side. DID YOU KNOW? - Chang’e 6 is not the first successful lunar sample-return mission; the Soviet Union, the United States and China (with the Chang'e 5 mission in 2020) have all brought material back from Earth's nearest neighbor. But those previous efforts all collected dirt and rocks on the moon's near side, the one that always faces Earth. - Missions to the Moon’s far side are more difficult because it does not face the Earth, requiring a relay satellite to maintain communications. The terrain is also more rugged, with fewer flat areas to land. 9) JAMES WEBB SPACE TELESCOPE About JWST - In 2021, NASA launched its James Webb Space Telescope (JWST), the largest, most powerful space telescope ever built. - The telescope, optimized for infrared wavelengths, is an international collaboration led by NASA in partnership with the European and Canadian space agencies. Mission’s Objective - The science goals for the Webb can be grouped into four themes. - The first is to look back around 13.5 billion years to see the first stars and galaxies forming out of the darkness of the early universe. - Second, to compare the faintest, earliest galaxies to today’s grand spirals and understand how galaxies assemble over billions of years. - Third, to see where stars and planetary systems are being born. - And fourth, to observe the atmospheres of extrasolar planets (beyond our solar system), and perhaps find the building blocks of life elsewhere in the universe. **Orbit** - Hubble orbits the Earth at an altitude of $\sim 570$ km. **Webb does not orbit the Earth, instead it sits at the Earth-Sun L2 Lagrange point, 1.5 million km away.** - This means that **Webb orbits the Sun along with the Earth**, but will **stay fixed at the same spot** in relation to the Earth and the Sun. - At the L2 point, Webb’s solar shield will block the light from the Sun, Earth, and Moon, which will help it stay cool — important for an **infrared telescope**. **Did You Know?** - Light travels in a **range of frequencies** along the electromagnetic spectrum. Our eyes have evolved to detect the band of the spectrum which is known as ‘**visible light**’, which is unsurprising given that our atmosphere blocks out many of the other wavelengths. - However, there are many other forms of light we cannot see, both inside and outside our atmosphere. ![Electromagnetic Spectrum](image) - **Infrared light** has a **longer wavelength** and can **pass through objects in space** that visible light is blocked by, such as gas and dust. This is why images taken using telescopes which detect infrared frequencies can pick out objects beyond these clouds, and appear clearer than those taken using other telescopes. - **Infrared rays are largely absorbed by water vapour that is concentrated in the lower atmosphere.** **Lagrange points:** - Lagrange points are positions in space where **objects sent there tend to stay put**. At Lagrange points, the **gravitational pull of two large masses** (like the Sun and the Earth) **precisely equals the centripetal force required for a small object to move with them**. - These points in space can be used by spacecraft to reduce fuel consumption needed to remain in position. - There are **five such points** in the **Sun-Earth system** and they are denoted as **L1, L2, L3, L4 and L5**. Of the five Lagrange points, three are unstable and two are stable. - The unstable Lagrange points - labeled L1, L2 and L3 - lie along the line connecting the two large masses. - The stable Lagrange points - labeled L4 and L5 - form the apex of two equilateral triangles that have the large masses at their vertices. L4 leads the orbit of earth and L5 follows. **Significance of every lagrange points:** - **L1 point** of the Earth-Sun system affords an uninterrupted view of the sun. - **L2 point** is ideal for astronomy because a spacecraft is close enough to readily communicate with Earth, can keep Sun, Earth and Moon behind the spacecraft for solar power and (with appropriate shielding) provides a clear view of deep space for our telescopes. - **L4 and L5 points** are home to stable orbits. Objects found orbiting at the L4 and L5 points are often called Trojans. - Significance of the L3 point is still unknown because it stands behind the sun. **Significance** - JWST is 100x more powerful than its predecessor the Hubble telescope, NASA’s flagship telescope that has been in service for more than three decades now. - It has longer wavelength coverage and greatly improved sensitivity. The longer wavelengths enable Webb to look further back in time to find the first galaxies that formed in the early Universe. - Hubble was designed to look mainly into the ultraviolet and visible regions of the electromagnetic spectrum. JWST is primarily an infrared telescope, allowing it to peer through much deeper into the universe, and see through obstructions such as gas clouds. - Webb’s mirror is much larger than Hubble’s; it can, therefore, look farther back into time than Hubble. Webb’s primary mirror is approximately 6.5 metres in diameter compared to Hubble’s mirror has a diameter of 2.4 metres, which means Webb’s collecting area is around 6.25 times that of Hubble’s. **Why in News?** - NASA’s James Webb Space Telescope (JWST) has detected the best evidence to date for the existence of an atmosphere around an exoplanet - known as “55 Cancri e”. - An exoplanet, or extrasolar planet, is a planet outside of our solar system that usually orbits another star in our galaxy. - The closest known exoplanet to Earth, Proxima Centauri b, is about 4 light-years away. - “55 Cancri e” is a hot rocky planet orbiting a Sun-like star and is twice as big as Earth. **Implications of the Discovery** - Being able to spot such atmospheres in Earth-like planets could aid the continued search for habitable planets outside our solar system. - The presence of an atmosphere provides clues regarding Earth’s distant past, when it was too hot and covered with magma oceans. 10) AGNIBAAN What’s in the news? - Agnikul Cosmos, a space tech start-up, has successfully launched its first rocket *Agnibaan SOrTeD* (Suborbital Technological Demonstrator) from its own launchpad within the Satish Dhawan Space Centre (SDSC) in Sriharikota. - The key purpose of this mission is to serve as a test flight, to demonstrate the in-house and home grown technologies, gather crucial flight data and ensure optimal functioning of systems for Agnikul's launch vehicle, the 'Agnibaan'. Significance of the launch About Agnibaan: - Agnibaan is a two-stage launch vehicle designed to be highly customisable. - The rocket is designed for small satellites and can launch payloads of up to 300 kg into 700 km low earth orbit. - The launch is expected to help gather flight data and ensure optimal functioning of systems for Agnibaan. The latest launch had several firsts – Agnibaan SOrTeD is the first rocket to be launched from a private launch pad, the country’s first semi-cryogenic engine flight and the world’s first single-piece 3D printed engine. - Agnikul has built its own launch pad inside the Sriharikota range with the help of Indian Space Research Organisation (ISRO). - The uniqueness of Agnibaan also lies in the fact that its semi-cryogenic engine is entirely 3-D printed. The use of 3-D printing in space hardware is not a novel idea. But no one has used an entire engine that is 3-D printed. 3D Printing: - 3D printing is a process where a machine creates objects layer by layer from a digital model, using materials like plastic or metal. This method can make the part stronger and more reliable. - It has a wide range of diverse applications like preparation of confectionery items, manufacture of bionic ears, automotive industry, reconstructive surgeries, data processing technologies, etc. - The use of 3-D printing in Agnibaan can increase efficiency, bring down costs, and reduce the probability of something going wrong. What is a semi-cryogenic engine? - A cryogenic rocket engine is a rocket engine that uses a cryogenic fuel and oxidizer; that is, both its fuel and oxidizer are gases which have been liquefied and are stored at very low temperatures. - A semi-cryogenic engine uses liquid oxygen (which is very cold) and regular fuel, like kerosene or Aviation Turbine Fuel (ATF), while a cryogenic engine uses both liquid oxygen and liquid hydrogen, both of which are extremely cold. - The main difference is that semi-cryogenic engines use less cold fuel, making them simpler and cheaper to handle and store compared to cryogenic engines. • **Semi-cryogenic engines** are often used in the *initial stages of a rocket* for their cost-effectiveness and simpler handling, whereas **cryogenic engines** are used in the *later stages* for their higher efficiency and greater power needed to place satellites into higher orbits or for deep space missions. • Semi-cryogenic engine technology **has not yet been demonstrated by ISRO** in any of its rockets. • The Agnilet engine used in the Agnibaan is the world’s first **semi-cryogenic rocket engine** that uses **sub-cooled liquid oxygen and ATF**. 11) METHANOL **About** • Methanol (CH3OH) is a clear liquid chemical, comprising four parts hydrogen, one part oxygen, and one part carbon. • It is **water-soluble and readily biodegradable**. • The **human body contains infinitesimal quantities of methanol** (4.5 ppm in the breath of healthy individuals) as a result of **eating some fruits**. But even for an adult, more than 0.1 ml of pure methanol per kilogram of body-weight can be **devastating**. **Applications** • Methanol, also known as **methyl alcohol**, is a **clean-burning, biodegradable fuel**. • Increasingly, methanol’s environmental and economic advantages make it an **attractive alternative fuel for powering vehicles and ships, cooking food, and heating homes**. • Methanol also has several **industrial applications**, including as a precursor to acetic acid, formaldehyde, and aromatic hydrocarbons. • It is used as a **solvent** and as **antifreeze**. **Why in News?** • More than 30 people had died in Kallakurichi district of Tamil Nadu after consuming spurious liquor containing methanol. 12) OTHER NOTABLE TOPICS 12.1. SURFACE WEB VS DEEP WEB VS DARK WEB **Surface web** - The open web, or surface web, is the “visible” surface layer of the internet. - All commonly public-facing websites accessed via traditional browsers like Google Chrome, Internet Explorer, and Firefox are contained here. - Websites are usually labeled with registry operators like “.com” and “.org” and can be easily located with popular search engines. - This collective of websites and data makes up **under 5% of the total internet**. **Deep web** - The deep web rests below the surface and accounts for **approximately 90% of all websites**. - The deep web refers to hidden web pages that are not indexed by search engines. This lack of indexing is intentional on the part of many service providers, as it helps to protect private information. - This part of the web contains everything from password-protected sites and data not accessible via public web pages to private intranets, academic content, and more. **Dark Web** - The dark web is a guarded subspace within the deep web, hosting encrypted websites that are accessible only via specific browsers. - To access the dark web, users must install a **private browser**, like the TOR Browser, use a Virtual Private Network, and ensure their computer remains safe and secure. - This portion of the web is commonly associated with illegal activities such as arms and drug trafficking, scams, and espionage. Many users browse the dark web every day for legitimate reasons also. 12.2. ALZHEIMER’S DISEASE **About** - Alzheimer’s disease is a **brain disorder** that slowly destroys memory and thinking skills and, eventually, the ability to carry out the simplest tasks. - There are two types of Alzheimer’s - **Early-onset type**: It is very rare occurring between age 30 and mid-60s. Late-onset type: It is the most common type occurring after a person’s mid-60s. Causes - The causes of Alzheimer’s disease are not yet fully understood, but probably include a combination of: - Age-related changes in the brain - Changes or differences in genes - Severe head injury - Health, environmental, and lifestyle factors such as exposure to pollutants, heart disease, stroke, high blood pressure, diabetes, and obesity. Symptoms - Alzheimer’s is a progressive disorder, the symptoms of which start with minor memory problems, confusion, disorientation gradually progressing to problems with speech and language, personality changes, hallucinations and delusions. Treatment - There’s currently no cure for Alzheimer’s disease. - Medical management can improve quality of life for individuals living with Alzheimer’s disease and for their caregivers. 12.3. COVAXIN VS COVISHIELD About | Feature | Covaxin | Covishield | |------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------| | Developer | Developed by Bharath Biotech (leading vaccines & bio-therapeutics manufacturers in India) in collaboration with the Indian Council of Medical Research (ICMR) | Developed by Astrazeneca (British-Swedish multinational pharmaceutical and biotechnology company) in collaboration with the Oxford University and manufactured by Serum Institute of India. | | Vaccine type | It is an inactivated viral vaccine. | It is a viral vector vaccine. | | Working mechanism| Covaxin uses an inactivated SARS-CoV-2 virus to stimulate the immune system to produce antibodies and memory cells against the spike protein, providing protection against COVID-19. The inactivated virus cannot replicate or cause disease. | It uses a weakened, non-replicating strain of Chimpanzee cold virus (adenovirus) to carry genetic material of the spike protein of SARS-CoV-2 into human cells to stimulate an immune response. | 1) UNLAWFUL ACTIVITIES (PREVENTION) ACT **Unlawful Activities (Prevention) Act, 1967** - The Unlawful Activities (Prevention) Act, 1967, was enacted to **prevent unlawful activities associations in India**. - Its main objective was to make powers available for **dealing with activities directed against the integrity and sovereignty of India**. - The act gives the **police power to detain anyone engaging in unlawful activities** like aiding and abetting terrorists, funding terrorists, inciting anti-national feeling in the masses, and other unlawful activities against the state. - Under the Act, whoever conspires or attempts to commit, or advocates, abets, advises, or the commission of, a terrorist act or any act preparatory to the commission of a terrorist act, shall be punishable with **imprisonment for a term which shall not be less than five years**, but which may extend to **imprisonment for life**, and shall also be **liable to fine**. **Unlawful Activities (Prevention) Amendment Act, 2019** - The Unlawful Activities (Prevention) Amendment Act, 2019 was passed by the Parliament in 2019. It amends the **Unlawful Activities (Prevention) Act, 1967**. | Unlawful Activities (Prevention) Act, 1967 | Unlawful Activities (Prevention) Amendment Act, 2019 | |------------------------------------------|---------------------------------------------------| | According to the Act, the Central Government had powers only to designate **organisations** as **terrorist organisations**. | The amendment act **empowers the central government** to designate an **individual** a “terrorist” if they are found committing, preparing for, promoting, or involved in an act of terror. | | The UAPA law of 1967 requires an investigating officer to take **prior permission** of the Director General of Police of a state for conducting raids, and seizing properties that are suspected to be linked to terrorist activities. | The amendment act of 2019 **removes this requirement** if the investigation is conducted by an officer of the National Investigation Agency (NIA). The investigating officer, under the 2019 act, **only requires sanction from the Director General of NIA**. | | The law specifies that only officers of the rank of Deputy Superintendent or Assistant Commissioner of Police of the NIA shall have the **power to investigate offences** under the UAPA law. | The amendment act allows NIA officers of Inspector rank to carry out investigations. | **Why in News?** - A tribunal under the Unlawful Activities (Prevention) Act, 1967, has upheld the Centre’s decision to declare seven extremist organisations as “unlawful associations” for the next five years. **What is a UAPA tribunal?** - The UAPA provides for a **tribunal** under a High Court judge to be constituted by the government for its bans to have **long-term legal sanctity**. - Orders to declare an organisation as “unlawful” are issued by the Centre under the UAPA. A government order would not come into effect until the tribunal has confirmed it. However, in exceptional circumstances, the notification can come into effect immediately once the reasons for it are recorded in writing. The tribunal can endorse or reject it. - The tribunal consists of only one person, who has to be a High Court judge. - The Centre is to provide to the tribunal such staff as necessary for the discharge of its functions. All expenses incurred for a tribunal are borne out of the Consolidated Fund of India. - The tribunal has power to regulate its own procedure, including the place at which it holds its sittings. - To make inquiries, the tribunal has the same powers as vested in a civil court under the Code of Civil Procedure, 1908. - All proceedings before the Tribunal are deemed to be judicial proceedings. 2) SPECIAL CATEGORY STATUS Context - With the completion of the 2024 Lok Sabha elections, the demand for Special Category Status to Andhra Pradesh is again gaining attention. What is a special category status (SCS)? - It is a classification granted by the Centre to assist the development of States that face geographical or socio-economic disadvantages. - The SCS was introduced in 1969 on the recommendation of the fifth Finance Commission (FC). - Five factors such as - hilly and difficult terrain - low population density and/or sizeable share of tribal population - strategic location along international borders - economic and infrastructural backwardness and - non-viable nature of state finances, are considered before granting SCS. - Currently, eleven states have the SCS in the country including Assam, Nagaland, Himachal Pradesh, Manipur, Meghalaya, Sikkim, Tripura, Arunachal Pradesh, Mizoram, Uttarakhand, and Telangana. - These states have been accorded the status as they share borders with other countries. Odisha lacks that requirement. Telangana is accorded the status as it was carved out of Andhra Pradesh, which hit the state’s finances. What are the benefits attached? - States that come under special category status get preferential treatment in getting central assistance and tax breaks. - For the implementation of the centrally-sponsored scheme, the special category status states are required to contribute just 10% while the central government provides 90% of the fund. For other states the centre provides 60%-70% of the fund. - Allotted money if not spent, lapse for the normal states, but in the case of special category states it is carried forward. - However, after the abolition of the Planning Commission and the recommendations of the 14th and 15th FC, this assistance to SCS States has been subsumed in an increased devolution of the divisible pool funds for all States (increased to 41% in the 15th FC from 32%). Demand for SCS - Since its bifurcation in 2014, Andhra Pradesh has asked for a grant of SCS on the grounds of revenue loss due to Hyderabad going to Telangana. - Last year, the state government of Bihar passed a resolution seeking the grant of SCS to Bihar. - Additionally, Odisha has also been requesting for the SCS, highlighting its vulnerability to natural calamities such as cyclones and a large tribal population (nearly 22%). However, the Central government citing the 14th FC report, which made a recommendation to the Centre that no State be accorded the SCS, has repeatedly denied their demands. The Centre argues that the 14th FC’s recommendation to increase the devolution of money to states from the divisible pool of central taxes from 32% to 42% already addresses the need for additional financial support. 3) PCPNDT ACT About the Act - The Pre-Conception and Pre-Natal Diagnostic Techniques (PCPNDT) Act, 1994 was enacted in 1994 to stop female foeticides and arrest the declining sex ratio in India. Main provisions in the act - The Act provides for the prohibition of sex selection, before or after conception. - It regulates the use of pre-natal diagnostic techniques, like ultrasound machines by allowing their use only to detect: genetic abnormalities, metabolic disorders, chromosomal abnormalities, certain congenital malformations, haemoglobinopathies, Sex linked disorders. - No laboratory or centre or clinic will conduct any test including ultrasonography for the purpose of determining the sex of the foetus. - No person, including the one who is conducting the procedure as per the law, will communicate the sex of the foetus to the pregnant woman or her relatives by words, signs or any other method. - The Act mandates compulsory registration of all diagnostic laboratories, all genetic counselling centres, genetic laboratories, genetic clinics and ultrasound clinics. - The Act provides for the constitution of a Central Supervisory Board (CSB) whose function is mainly advisory and for the appointment of an Appropriate Authorities (AAs) in States and Union Territories to enforce the law and penalize defaulters. - Offences under this act include conducting or helping in the conduct of prenatal diagnostic technique in the unregistered units, sex selection on a man or woman, conducting PNDT test for any purpose other than the one mentioned in the act, sale, distribution, supply, renting etc. of any ultrasound machine or any other equipment capable of detecting sex of the foetus. Why in News? - Tightening its grip over illegal sex determination, Karnataka state government has barred the entry of any attender or relative along with a pregnant woman inside the ultrasonography room. - The measure was aimed at effective implementation of the Pre-Conception and Pre-Natal Diagnostic Techniques (PCPNDT) Act, 1994. 4) PRO-TEM SPEAKER About - The Speaker of the Lok Sabha plays a vital role in overseeing the day-to-day proceedings of the House. - In a new Lok Sabha, the Speaker is elected by a simple majority. Until the Speaker is elected, a pro-tem Speaker is appointed by the President to fulfil essential duties temporarily. - The word ‘pro-tem’ means ‘for the time being’ or ‘temporarily’. Legal Provisions - The ‘pro-tem’ post is not mentioned in the Constitution. - The ‘Handbook on the Working of Ministry of Parliamentary Affairs’, however, mentions the ‘Appointment and Swearing in of Speaker pro tem’. - The President administers the oath to the Speaker pro-tem. How is the pro-tem Speaker picked? - Usually, the senior-most member of the house is selected for the post. There have been exceptions, though. **What is the role of a pro-tem Speaker?** - The primary duty of the pro-tem Speaker is to **administer oaths** to the new MPs. - He also enables the House to **elect the new speaker**. - Once the new speaker is elected, the office of the pro-tem speaker **ceases to exist**. He also **administers the floor test**. **Why in News?** - President Droupadi Murmu has appointed Bhartruhari Mahtab, seven-term MP, as the pro-tem Speaker of the 18th Lok Sabha under Article 95(1) of the Constitution. **Article 95(1):** While the **office of Speaker** is vacant, the duties of the office shall be performed by the **Deputy Speaker** or, if the office of Deputy Speaker is also vacant, by **such member** of the House of the People as the **President** may appoint for the purpose. --- **5) RIGHT TO INFORMATION ACT, 2005** **About RTI Act, 2005** - Under the Right to Information Act, 2005, **Public Authorities** are required to make **disclosures on various aspects of their structure and functioning**. - This includes: (i) disclosure on their organisation, functions, and structure, (ii) powers and duties of its officers and employees, and (iii) financial information. - If such information is not made available, citizens have the **right to request** it from the Authorities. - This may include information in the **form of documents, files, or electronic records** under the control of the Public Authority. The intent behind the enactment of the Act is to **promote transparency and accountability** in the working of Public Authorities. **Who is included in the ambit of ‘Public Authorities’?** - The RTI Act defines “public authorities” in Section 2(h). - A “public authority” means any authority or body or institution of self-government established or constituted - by or under the Constitution; - by any other law made by Parliament; - by any other law made by State Legislature; - by notification issued or order made by the appropriate Government, and includes any – - body owned, controlled or substantially financed; - Non-Government organization substantially financed, directly or indirectly by funds provided by the appropriate Government. **Section 8 of the RTI** - This provides for **exemption from disclosure of information** that are more valid in reasons: - Which would affect the **sovereignty and integrity** of India, the security, strategic, scientific or economic interests of the State; - Which has been **expressly forbidden** to be published by any court of law or tribunal; - Which would cause a **breach of privilege** of Parliament or the State Legislature; - Information including **commercial confidence, trade secrets or intellectual property**; - Information received in **confidence** from foreign government; - Information which would **endanger the life or physical safety of any person**; etc. How is the right to information enforced under the Act? - The Act has established a **three tier structure** for enforcing the right to information guaranteed under the Act. - The first request for information goes to the **Central/State Assistant Public Information Officer** and **Central/State Public Information Officer**, designated by the Public Authorities. These Officers are required to provide information to an RTI applicant within 30 days of the request. If information sought concerns the life or liberty of a person, it shall be supplied within 48 hours. - Appeals from their decisions go to an **Appellate Authority**. - Appeals against the order of the Appellate Authority go to the **State Information Commission** or the **Central Information Commission**. These Information Commissions consist of a Chief Information Commissioner, and up to 10 Information Commissioners. Section 4(2) of the RTI - It mandates that different authorities and government departments should voluntarily disclose (suo motu) much information to the public at regular intervals through various means, including the internet, so that the public have minimum resort to the use of this Act to obtain information. Fee - There is an **application fee** that varies for the Centre and for States. - For public authorities under the Central Government, this is Rs. 10. About Central Information Commission - The Central Information Commission was constituted in 2005 under the **Right to Information Act, 2005**. - The Commission includes 1 **Chief Information Commissioner (CIC)** and not more than 10 **Information Commissioners (IC)** who will be appointed by the President of India. - The jurisdiction of the Commission extends over all Central Public Authorities. - The Commission’s powers and functions which broadly relate to: - adjudication in second appeal for giving information; - direction for record keeping, suo motu disclosures receiving and enquiring into a complaint on inability to file RTI etc; - imposition of penalties and - monitoring and reporting including preparation of an annual report. - The decisions of the Commission are **final and binding**. Why in News? - The Delhi High Court recently held that the Chief Information Commissioner (CIC) has no **jurisdiction** to comment on the utilisation of MPLADS funds by MPs as the scope of the RTI Act is limited to providing access to information under the control of public authorities. - In its 2018 order, the CIC had observed that some MPs were deliberately accumulating their MPLADS funds for the last year of their term to gain an advantage during elections. - The court noted that as per the RTI Act, the CIC can only deal with issues relating to the information being sought or any other issue related to the dissemination of information. About MPLADS - The Members of Parliament Local Area Development Scheme (MPLADS) is meant to enable Members of Parliament to recommend works of developmental nature with emphasis on the creation of durable community assets based on the locally felt needs. - The Ministry of Statistics and Programme Implementation has been responsible for the policy formulation, release of funds and prescribing monitoring mechanism for implementation of the Scheme. Features - The MPLADS is fully funded by the Government of India. The annual MPLADS fund entitlement per MP constituency is Rs. 5 crore. - Funds under the MPLADS are non-lapsable (unspent balances of a particular year are utilized in the subsequent years). - Lok Sabha Members can recommend works within their Constituencies and Elected Members of Rajya Sabha can recommend works within the State of Election (with select exceptions). Nominated Members of both the Rajya Sabha and Lok Sabha can recommend works anywhere in the country. - All works to meet locally felt infrastructure and development needs, with an emphasis on creation of durable assets in the area of national priorities namely drinking water, education, public health, sanitation, roads etc. - The MPLADS funds can be merged with other schemes such as MGNREGA and Khelo India. Allocation for SC & ST - The guidelines recommend MPs to suggest works costing at least 15 percent of their MPLADS entitlement for the year for areas inhabited by Scheduled Caste population and 7.5 per cent for areas inhabited by Scheduled Tribe population. - In case there is insufficient tribal population in the area of Lok Sabha Member, they may recommend this amount for the creation of community assets in tribal areas outside of their constituency but within their State of election. Implementation - Under MPLADS, the role of the MPs is limited only upto recommendation of works. Thereafter, it is the responsibility of the District Authority to sanction, execute and complete the works recommended by Members of Parliament within the stipulated time. - Information on MPLADS (the number and cost of works sanctioned, implementing agencies, projects completed, etc) should be made available to citizens under the Right to Information Act. - At least 10% of the projects under implementation in the district are to be inspected every year by the district authority. 6) PROHIBITION OF CHILD MARRIAGE ACT 2006 About - The Indian Government enacted the Prohibition of Child Marriage Act of 2006 to ensure that child marriage is eradicated from within the society. - This Act is armed with enabling provisions to prohibit child marriages and provide relief to victims and enhance punishment for those who abet, promote or solemnise such marriages. - The Act applies to all India citizens irrespective of religion and residing even beyond India. Objectives of the Act - The primary objective of the Act is to **prohibit solemnization of child marriage**. - As per the act, the **age of marriage for boys** is 21, and for girls, it is 18, and any marriage of people below this age will be considered as a **child marriage** which is illegal, an offence and is punishable under the law. - The law makes **child marriages voidable** by giving choice to the children in the marriage to seek annulment of marriage. - The Act also allows for **maintenance and residence for the girl** till her remarriage from the male contracting party or his parents. Prevention - Child Marriage Prohibition Officers (CMPO) are to be appointed in every state to prohibit child marriages, ensure the protection of the victims as well as prosecution of the offenders. - The Act provides **punishment for those who permit and promote child marriages**. - The **CMPO and District Collector** are responsible for **sensitisation and awareness creation** in the community. Protection - The law provides for all **support and aid including medical aid, legal aid, counselling and rehabilitation support to children** once they are rescued. - It gives **legal status to all children** born from child marriages and makes provisions for their custody and maintenance. It provides for the **residence and maintenance of the female contracting party**. Prosecution of Offenders - The law provides for **punishment for a male above 18 years of age marrying a child**. - The Act also provides punishment for those who **permit and promote child marriages**. Child Marriage to be Voidable - Every child marriage **shall be voidable**, at the option of the contracting party who was a child at the time of the marriage. - The annulment of child marriage can be **sought within two years** after the child who was a party to the marriage had attained **majority**. - **Only the children** in the marriage themselves can file a **petition for voidability or annulment** of marriage. And if the petitioner is a **minor**, the petition can be filed through a **guardian or the next best friend** of the married child (who must be an adult of 18 years or more), along with the Child Marriage Prohibition Officer (CMPO). Why in News? - With the dissolution of the 17th Lok Sabha, the **Prohibition of Child Marriage (Amendment) Bill, 2021** that aimed to bring uniformity in the age of marriage for men and women has lapsed. - The Bill was introduced in the Lok Sabha in 2021 and was referred to the Standing Committee on Education, Women, Children, Youth and Sports. - The Bill aimed to **amend the Prohibition of Child Marriage Act, 2006** to **increase the minimum age of marriage of females to 21 years**. - Under the 2006 Act, a person married below the minimum age may apply for **annulment within two years of attaining majority** (i.e., before 20 years of age). The Bill **increases this to five years** (i.e., 23 years of age). Provision regarding lapsing of Bills: - A bill is said to lapse when it expires and cannot be proceeded with in the House of Parliament. - Article 107 of the Constitution specifies the conditions with respect to lapse of bills: - A Bill pending in Parliament shall not lapse by reason of the prorogation of the Houses. - A bill that has been introduced in the Rajya Sabha and pending in that House does not lapse on dissolution of the Lok Sabha. - A bill which is pending in the House of the People, or which having been passed by the House of the People is pending in the Council of States, shall, subject to the provisions of Article 108 (with respect to joint sitting), lapse on a dissolution of the House of the People. 7) LOK ADALAT About - Lok Adalat (people’s courts) is a body established by the government to settle disputes through conciliation and compromise. - Lok Adalat is an alternative method of dispute resolution. It is a forum where disputes or cases pending in the court of law or at the pre-litigation stage are settled amicably. - Lok Adalats have been given statutory status under the Legal Services Authorities Act, 1987. - Under the Act, the award made by the Lok Adalats is deemed to be a decree of a civil court and is final and binding on all parties and no appeal lies against such an award before any court of law. - If the parties are not satisfied with the award of the Lok Adalat, though there is no provision for an appeal against such an award, they are free to initiate litigation by approaching the court of appropriate jurisdiction by filing a case by following the required procedure, in exercise of their right to litigate. No judicial role - The persons deciding the cases in the Lok Adalats are called the Members of the Lok Adalats, they have the role of statutory conciliators only and do not have any judicial role; therefore they can only persuade the parties to come to a conclusion for settling the dispute outside the court in the Lok Adalat and shall not pressurize or coerce any of the parties to compromise or settle cases or matters either directly or indirectly. - The Lok Adalat shall not decide the matter so referred at its own instance, instead the same would be decided on the basis of the compromise or settlement between the parties. - The members shall assist the parties in an independent and impartial manner in their attempt to reach amicable settlement of their dispute. Nature of Cases to be Referred to Lok Adalat - Any case pending before any court. - Any dispute which has not been brought before any court and is likely to be filed before the court. - Provided that any matter relating to an offence not compoundable under the law shall not be settled in Lok Adalat. Composition of Lok Adalats - The Lok Adalat is presided over by a sitting or retired judicial officer as the chairman, with two other members, usually a lawyer and a social worker. - The National Legal Services Authority (NALSA) along with other Legal Services Institutions (such as State Legal Services Authority, District Legal Services Authority, Taluk Legal Services Committee) conducts Lok Adalats at different levels. NALSA is a statutory body constituted under the Legal Services Authorities Act, 1987 to provide free Legal Services to the weaker sections of the society and to organize Lok Adalats for amicable settlement of disputes. **Why in News?** - The Supreme Court held a six-day long special Lok Adalat aiming to reduce the pendency. - The SC at present has nearly 83,000 cases pending of which over 28,000 are less than a year old. 8) PUBLIC EXAMINATIONS (PREVENTION OF UNFAIR MEANS) ACT, 2024 **What’s in the news?** - The Central government has notified The Public Examinations (Prevention of Unfair Means) Act, 2024, the anti-cheating law passed by Parliament in February 2024. **Key Provisions of the Act** **Exams covered by the law:** - Public examinations refer to examinations conducted by authorities specified under the Schedule to the Act, or notified by the central government. - These include: 1. Union Public Service Commission, 2. Staff Selection Commission, 3. Railway Recruitment Board, 4. National Testing Agency, 5. Institute of Banking Personnel Selection, and 6. Departments of the central government and their attached offices for recruitment. **Offences in relation to public examinations:** - The Act defines several offences in relation to public examinations. - It prohibits collusion or conspiracy to facilitate indulgence in any unfair means. - It specifies unfair means to include: (i) unauthorised access or leakage of question paper or answer key, (ii) assisting a candidate during a public examination, (iii) tampering with computer network or resources, (iv) tampering with documents for shortlisting or finalising of merit list or rank, and (v) conducting fake examination, issuing fake admit cards or offer letters to cheat, for monetary gain. - It also prohibits: (i) disclosing exam-related confidential information before time, and (ii) unauthorised people from entering exam centres to create disruptions. **Punishment:** - Above offences will be punishable with imprisonment between three and five years, and a fine up to Rs 10 lakh. - An offence by a service provider will be punishable with a fine of up to one crore rupees. - A service provider is an organisation that provides computer resources or any other support to a public examination authority. - Proportionate cost of examination will also be recovered from such a service provider. Further, they will also be barred from conducting public examinations for four years. - All offences under the Act shall be cognizable, non-bailable, and non-compoundable. • **Cognizable offence** means an offence for which a police officer may investigate without the order of a magistrate and effect arrest without warrant. Cognizable offences are usually serious in nature. • **Non-bailable offences** refer to serious crimes for which the accused is not entitled to bail as a matter of right. These offences are considered more serious in nature, and the accused can only be released from police or judicial custody once the trial is completed. • **Compoundable offences** are those that can be compromised, i.e. the complainant can agree to take back the charges levied against the accused, whereas, **non-compoundable offences** are the more serious offences in which the parties cannot compromise. **Organised crimes:** • The Act specifies a **higher punishment for organised crimes**. - *An organised crime is defined as an unlawful act committed by a person or a group of persons to further a shared interest for wrongful gain in relation to public examinations.* • Persons committing an organised crime will be punished with **imprisonment between five years and 10 years, and a fine of at least one crore rupees**. 9) **COUNCIL OF MINISTERS** **Context** • The Union Council of Ministers (COM) headed by Prime Minister Narendra Modi sworn in recently. **Who constitutes the Council of Ministers?** • India is a **parliamentary democracy** with the **President** as its **nominal head**. • Article 74 of the Constitution provides that there shall be a COM headed by the Prime Minister (PM) to aid and advise the President. The real executive powers lie with the COM. • The Council of Ministers is **collectively responsible to the Lok Sabha. They shall hold office during the pleasure of the President**. • A **Minister should be a member of either the Lok Sabha or the Rajya Sabha** and if not, should become one **within six months** of his/her appointment. A similar setup prevails in States with a COM headed by the Chief Minister (CM). • The COM consists of **Cabinet ministers**, **Ministers of State (MoS)** with independent charge, MoS and **Deputy Ministers**. The **Constitution does not classify** the members of the COM into different ranks. All this has been done **informally**, following British practice. - **Cabinet Ministers** are higher in rank and handle large portfolios while **MoS** assist the Cabinet Ministers and work under them. **MoS with independent charge** directly reports to the Prime Minister for their respective ministries. **What is the constitutional limit?** • The **first COM** at the time of independence had **only 15 Ministers** headed by Prime Minister Jawaharlal Nehru. Over the years, the size of the COM had gradually increased to around 50-60. • The National Commission to review the working of the Constitution under the Chairmanship of Justice Venkatachaliah set up in 2000, had suggested a **ceiling of 10% of the total strength of Lok Sabha/Legislative Assembly** for the number of Ministers at the Centre/State level. • Through the **91st Constitutional amendment** in 2003, the total number of Ministers including PM/CM in the COM was **limited to 15% of the total strength** of the Lok Sabha/State Legislative Assembly. • There is **no minimum requirement** at the Central level whereas **even the smaller States should have a minimum of 12 Ministers**. For Union Territories of NCT of Delhi and Jammu & Kashmir (J&K), the maximum limit is 10% of the total strength of its Assembly. 10) CONSTITUTIONAL BASIS FOR BIFURCATION OF A STATE About - Article 3 of the Constitution clearly keeps the power to bifurcate a state in the exclusive domain of Parliament. - Article 3 makes three things clear: 1. A state is bifurcated by an Act of Parliament. 2. Before enactment by Parliament, the President has to refer the draft bill to the legislature. 3. The legislature has to express its views within the time limit specified by the President. - It is mandatory for the President to seek the views of the concerned legislature before bifurcating a state. - However, the views of the legislature are not binding on Parliament. Parliament can make a law bifurcating a state in whatever manner it deems fit, independent of whatever may be the views expressed by the legislature concerned. Why in News? - Six districts in Nagaland saw no voter turnout in the recent Lok Sabha elections as people abstained from voting over the demand for a separate state. 11) KERALA ASSEMBLY PASSES RESOLUTION TO RENAME STATE AS ‘KERALAM’ What’s in the news? - The Kerala Legislative Assembly has passed a resolution proposing a Constitutional amendment to change the name of the State from ‘Kerala’ to ‘Keralam’ in the Constitution and all office records. - The resolution called for invoking Article 3 of the Indian Constitution to effectuate this change. What is the process to rename a state in India? - To change the name of a state, approval from the Centre’s Ministry of Home Affairs (MHA) is required. - This means that a Constitutional amendment becomes necessary to affect this change. - The proposal has to first come from the state government. The Union Ministry of Home Affairs (MHA) then takes over and gives its consent after it receives No Objection Certificates (NOCs) from several agencies such as the Ministry of Railways, Intelligence Bureau, Department of Posts, Survey of India and Registrar General of India. - If the proposal is accepted, the resolution, introduced as a Bill in the Parliament, becomes a law and the name of the state is changed thereafter. 12) TELECOMMUNICATIONS ACT, 2023 About - In 2023, the Parliament passed the 'Telecommunications Act, 2023' to transform and reform the telecommunications sector, services, and its networks. The Act seeks to amend and consolidate the law relating to the development, expansion, and operation of telecommunication services. The Act replaces the *Indian Telegraph Act, 1885* and the *Indian Wireless Telegraphy Act, 1933*. **Key Features** **Authorisation for telecom-related activities:** - **Prior authorisation from the central government** will be required to: - (i) establish and operate telecommunications networks, - (ii) provide telecommunications services, or - (iii) possess radio equipment. - Existing licences will continue to be valid for the period of their grant, or for five years, where the period is not specified. **Assignment of spectrum:** - Spectrum will be assigned by auction, except for **specified uses**, where it will be allocated on an administrative basis. - Specified purposes include: (i) national security and defence, (ii) disaster management, (iii) weather forecasting, (iv) transport, (v) satellite services such as DTH and satellite telephony, and (vi) BSNL, MTNL, and public broadcasting services. **Powers of interception and search:** - Messages or a class of messages between two or more persons may be **intercepted, monitored, or blocked on certain grounds**. - Such actions must be necessary or expedient in the interest of public safety or public emergency, and must be in the interest of specified grounds which include: (i) security of the state, (ii) prevention of incitement of offences, or (iii) public order. - Telecom services may be suspended on similar grounds. - The government may take **temporary possession** of any telecom infrastructure, network, or services on occurrence of any public emergency or public safety. - An officer authorised by the government may search premises or vehicles for possession of unauthorised telecom network or equipment. **Protection of users:** - The central government may provide for measures to protect users which include: - (i) prior consent to receive specified messages such as advertising messages, - (ii) creation of Do Not Disturb registers, and - (iii) a mechanism to allow users to report malware or specified messages. - Entities providing telecom services must establish an online mechanism for registration and redressal of grievances. **Right of way:** - Entities laying telecommunication infrastructure may seek right of way over public or private property. - Right of way must be provided on a non-discriminatory and non-exclusive basis to the extent possible. **Appointments to TRAI:** - The Act amends the TRAI Act to also allow individuals with: - (i) at least 30 years of professional experience to serve as the Chairperson, and - (ii) at least 25 years of professional experience to serve as members. **Digital Bharat Nidhi:** - The Universal Service Obligation Fund has been established under the Indian Telegraph Act, 1885 to provide for telecom services in underserved areas. - The Act retains this provision, renames the fund as Digital Bharat Nidhi, and also allows its use for research and development in telecom. Offences and penalties: - The Act specifies various criminal and civil offences with provision of stringent punishment for violators. Adjudication process: - The central government will appoint an adjudicating officer to conduct inquiries and pass orders against civil offences under the Act. The officer must be of the rank of joint secretary and above. - Orders of the adjudicating officer may be appealed before the Designated Appeals Committee within 30 days. - Members of this Committee will be officers of the rank of at least Additional Secretary. Appeals against the orders of the Committee, in connection to breach of terms and conditions, may be filed with Telecom Disputes Settlement and Appellate Tribunal (TDSAT) within 30 days. Key Issues and Analysis - The Act provides that procedure and safeguards related to interception will be prescribed by the central government. The question is whether these should be provided by the Act. - The Act may allow mass surveillance; such measures may violate the fundamental right to privacy on the account of proportionality. - The Act does not specify procedural safeguards with respect to powers to search premises and vehicles. - The Act vests several regulatory functions with the central government. This is distinct from sectors such as power and finance, where these functions have been delegated to the regulators. Why in News? - The Government of India has notified several provisions of the Telecommunications Act 2023. - The new rules extend to the whole of India and also cover any offences committed or contraventions outside of India. - The centre said that the remaining provisions of the Act will be implemented at a later date. 13) ELECTION OF SPEAKER About - Article 93 of the Constitution states that the Lok Sabha shall choose two members to be its Speaker and Deputy Speaker. - The election of the Speaker is held on a date fixed by the President. - The Speaker is elected by a simple majority, meaning that the candidate who receives more than half of the votes from the members present in the house becomes the Speaker. - Since Independence, Lok Sabha Speakers have been chosen by consensus between both the ruling and opposition parties. There are only three instances (in 1952, 1967 and 1976) when there was a voting for the Speaker's post. Why in News? - For the first time since 1976, an election for the Speaker's post was recently held. 14) OTHER NOTABLE TOPICS 14.1. ELECTION OF DEPUTY SPEAKER About - Article 93 of the Constitution mandates that the Lok Sabha shall, “as soon as may be”, choose a member to be the Deputy Speaker. However, it does not provide a specific time frame. The Deputy Speaker enjoys the same powers as the Speaker when the former presides over a sitting. The Deputy Speaker has the power to conduct the duties of the Speaker when the chair is vacant. As per the Rules of Procedure and Conduct of Business in Lok Sabha, the election of Deputy Speaker shall be held on such date as the Speaker may fix. The Deputy Speaker is elected from among the Lok Sabha members by a simple majority of members present and voting. It is a parliamentary convention to elect a Deputy Speaker of the Lok Sabha from a party other than the ruling party to run an accountable democratic parliament. Traditionally, the position is reserved for the single largest Opposition party but not all governments have followed this norm. 14.2. PAROLE & FURLOUGH Parole Parole is a system of releasing a prisoner with suspension of the sentence. The release is conditional, usually subject to behaviour, and requires periodic reporting to the authorities for a set period of time. Parole is considered a reformatory process. The provision (along with furlough) was introduced with a view to humanising the prison system. In India, parole (as well as furlough) are covered under The Prisons Act of 1894. Prisoners convicted of multiple murders or under the Unlawful Activities Prevention Act (UAPA) are not eligible for parole. Since prisons is a State subject in the Constitution, the Prisons Act of each state government defines the rules under which parole is granted in that state. State governments have their own Prisoner Release on Parole Rules. Parole is granted by the state executive — the jail authorities submit the report to the state government — and the competent authority takes a final decision on grant of parole on humanitarian considerations. If a plea for parole is rejected, the convict can move the High Court challenging the order of the competent authority. Furlough This is a concept broadly similar to parole, but with some significant differences. Furlough is given in cases of long-term imprisonment. The period of furlough granted to a prisoner is treated as remission of his sentence. Usually, furlough can be obtained thrice a year, and is given to prisoners with good behaviour. Furlough Vs Parole | Furlough | Parole | |----------|--------| | Furlough is seen as a matter of right for a prisoner | Parole, by contrast, is not seen as a matter of right | | It is to be granted periodically irrespective of any reason, and merely to enable the prisoner to retain family and social ties, and to counter the ill-effects of prolonged time spent in prison. | It is given to a prisoner for a specific reason, such as a death in the family or a wedding of a blood relative. | 14.3. POLICE CUSTODY VS JUDICIAL CUSTODY About - Police custody is actually the custody of a suspect with the police in the lock up at the police station, to detain the suspect. - The officer in charge of the case is required to produce the suspect before the appropriate judge (magistrate) within 24 hours (these 24 hours exclude the time of necessary journey from the police station to the court). - Then the Magistrate can either release him on bail or he can either send him to judicial custody or to police custody. - If the accused is juvenile, his age is to be ascertained and if he finds that he is juvenile, then he will be directed to be produced before Juvenile Justice Board. | Police custody | Judicial custody | |----------------|------------------| | Police Custody means that police have the physical custody of the accused. | Judicial Custody means an accused is in the custody of the concerned Magistrate. | | The accused is lodged in police station lockup. | The accused is lodged in the jail. | | During this detention, the police officer in charge of the case may interrogate the suspect. | During Judicial Custody, the police officer in charge of the case is not allowed to interrogate the suspect. However, the court may allow the interrogations to be conducted if it opines the interrogation being necessary under the facts produced before the court. | | Police custody may extend only up to a period of 15 days from the date custody begins. | Judicial custody may extend to a period of 90 days for a crime which entails a punishment of death, life imprisonment or period of imprisonment exceeding 10 years and 60 days for all other crimes if the Magistrate is convinced that sufficient reasons exists, following which the accused or suspect must be released on bail. | Related Constitutional Provision - The Constitution of India under Article 22 provides for the protection of the arrested person to the extent that he has a right to be informed of the reason for arrest and he must be produced before the nearest Magistrate within a period of 24 hours. - Article 22 (1) also provides that he shall be entitled to consult and to be defended by a legal practitioner of his choice. 14.4. EXIT POLLS About - An election exit poll is a poll of voters taken immediately after they have exited the polling stations (hence exit polls). - Exit polls give estimates about how people voted in an election. Exit polls are also used to collect demographic data about voters and to find out why they voted as they did. They are arrived at on the basis of interviews with voters right after they exit the polling stations as well as other calculations related to voter data. **Provisions related to Exit Polls** - Under Section 126A of the Representation of the People Act, 1951, exit polls are regulated to ensure fair conduct. - Exit polls cannot be conducted or disseminated from the start of polling until half an hour after the last phase concludes. - The Election Commission of India (ECI) enforces these regulations to prevent influencing voter behavior prematurely. - Violation of the aforesaid provisions is punishable with imprisonment up to a period of two years, or with fine or both. ### 14.5. CABINET COMMITTEES **About** - The Union Cabinet consists of several high-profile committees, each with specific functions. - The Prime Minister sets up these committees, which include selected members of the Cabinet, and can modify their numbers and functions as necessary. - These Cabinet committees are set up to resolve issues and formulate proposals for the consideration of the Cabinet and take decisions on matters assigned to them. The Cabinet is empowered to review such decisions. **Membership** - The membership of each committee varies from three to eight. - Usually, only Cabinet ministers are members of these committees. However, there are instances where non-Cabinet ministers can be members or special invitees to committees. - If the Prime Minister himself is a member of any such committee, he acts as the head of that committee. **Cabinet Committees at present** - There are eight Cabinet committees at present - Appointments Committee of the Cabinet, - Cabinet Committee on Economic Affairs, - Cabinet Committee on Political Affairs, - Cabinet Committee on Investment and Growth, - Cabinet Committee on Security, - Cabinet Committee on Parliamentary Affairs, - Cabinet Committee on Employment & Skill Development, and - Cabinet Committee on Accommodation. - All committees except the Cabinet Committee on Accommodation and Cabinet Committee on Parliamentary Affairs are headed by the PM. ### 14.6. LEADERS OF THE OPPOSITION **Who is the Leader of Opposition?** - The Leader of the Opposition (LoP) is the Leader of the largest opposition party. - The post was recognised for the first time in 1969 and Ram Subhag Singh became the first recognised LoP of the Lok Sabha. - The post received statutory recognition through the Salary and Allowances of Leaders of Opposition in Parliament Act, 1977. - The Act extends to LoPs in the Lok Sabha and the Rajya Sabha the same official status, allowances and perks that are admissible to Cabinet Ministers. **Who gets the Leader of Opposition post in Lok Sabha?** The Salary and Allowances of Leaders of Opposition in Parliament Act, 1977 defines the term 'Leader of the Opposition' as that member of the House who is the "Leader in that House of the party in opposition to the Government having the greatest numerical strength and recognised as such by the Chairman of the Council of States or the Speaker of the House of the People, as the case may be." The practice has been to recognise the leader of the largest party in Opposition as the LoP provided that party has a strength that is enough to constitute the quorum for a sitting of the House, or one-tenth of the total membership of the House — at present that comes to 55 members. **How important is the Leader of the Opposition?** - LoP plays a crucial role in parliamentary proceedings, providing necessary checks and balances on the ruling government. - Although LoP is not a constitutional post, they hold the right to be a member of crucial committees, including Public Accounts, Public Undertakings, Estimates, several Joint Parliamentary Committees, and so on. - LoP is entitled to be a member of various selection committees responsible for appointing heads of statutory bodies like the Central Vigilance Commission, the Central Information Commission, the Central Bureau of Investigation, the National Human Rights Commission of India, and the Lokpal, among others. ### 14.7. PROPORTIONAL REPRESENTATION AND FIRST PAST THE POST SYSTEM **About** - Under the First Past the Post System (FPTP), the candidate who polls more than any other in a constituency is declared elected. - This is the system that is followed for elections in democracies like the U.S., the U.K. and Canada. In India, We follow FPTP in our elections to the Lok Sabha and Legislative Assemblies. - The Proportional Representation (PR) system ensures representation of all parties based on their vote share. The most commonly used PR system is the ‘party list PR’ where voters vote for the party (and not individual candidates) and then the parties get seats in proportion to their vote share. There is usually a minimum threshold of 3-5% vote share for a party to be eligible for a seat. - Presidential democracies like Brazil and Argentina have the party list PR system. ### 14.8. MODEL CODE OF CONDUCT **About MCC** - The Election Commission of India is given the power to supervise and conduct free and fair elections by Article 324 of the Indian Constitution. - The Model Code of Conduct (MCC) is a set of guidelines by the Election Commission of India for political parties and candidates to maintain decorum in their campaigning. - The MCC was first introduced by the Election Commission in the assembly election in Kerala in 1960. In 1962, the Election Commission introduced the Model Code of Conduct for general elections. - The guidelines of the Model Code of Conduct were made stricter by the Election Commission in 1991 after repeated flouting of norms by political parties. - If the Election Commission finds a party or candidate in violation of MCC, it can take measures from issuing a warning to ordering an FIR against the concerned party or candidate. Legal Backing - The MCC is not enforceable by law. However, certain provisions of the MCC may be enforced through invoking corresponding provisions in other statutes such as the Indian Penal Code, 1860, Code of Criminal Procedure, 1973, and Representation of the People Act, 1951. - While it does not enjoy any statutory backing, the Supreme Court has upheld its sanctity on several occasions. When and where does the MCC come into play? - The MCC comes into force immediately when the election schedule is announced by the Election Commission and remains in operation till the election process is complete, i.e. results are announced. - It is enforced throughout India in case of General elections, and the State up for polls in case of Legislative Assembly elections. - All organisations, committees, corporations, commissions (for e.g. Transport authorities, Jal boards) funded wholly or partially by the Centre or State are bound by the MCC. - While listed political parties and candidates are bound to follow the MCC, even non-political organisations which hold campaigns favouring a political party or candidate are bound to follow specific guidelines mentioned by the EC. Guidelines under Model Code of Conduct - The Mode Code of Conduct mandates all parties not to engage in an activity or deliver a speech that can create tension or hate between different communities, castes, or religions. - Further, no party can appeal for votes on caste, religious or communal grounds. Additionally, places of worship such as mosques, temples, and churches cannot be used by political parties or candidates for electioneering purposes. - The Model Code of Conduct prohibits criticism of the private life of a candidate, and all criticism must be confined to the policies, work, and programmes of a candidate or party. - The MCC says that parties and candidates must ensure that their supporters do not obstruct the meeting or procession of other parties or candidates. Also, they cannot use private land or buildings for processions or meetings without the permission of their owners. - The Model Code of Conduct says that a party or candidate needs to inform the local police in advance before organising a meeting or procession. It needs to notify the local police about the place, timing, and route of the meeting and procession. - A minister or other ruling party leaders cannot use official machinery, such as aircraft or vehicles, for their electoral campaigning once the Model Code of Conduct is implemented. - Also, the ruling party or its leaders cannot monopolise public infrastructure such as maidans, helipads, guesthouses, etc. Other political parties or candidates will have equal access to these places. - Additionally, the ruling party cannot advertise at the cost of the public exchequer for its political campaigning or achievements of its government. - Model Code of Conduct guidelines keep changing to address contemporary issues. The rise of social media has led to an evolution in the guidelines. - In its latest guidelines under the Model Code of Conduct, the Election Commission of India emphasised the guidelines for social media campaigning. - It said that a party or candidate cannot post or share a remark against its rival that is insulting and below dignity. Similarly, an advertisement masquerading as news or misleading advertisements can't be shared on social media. Punishments - The Model Code of Code is inherently an obligatory guideline and cannot be used as a wholesome rulebook before a court of law. The warnings by the Election Commission are the general course of action in case of violation of the Model Code of Conduct. However, if violations fall under the Indian Penal Code, 1860, and the Representation of the People Act, 1951, then there are many serious repercussions, and the violator could even go to jail. **Why in News?** - The Election Commission of India has lifted the Model Code of Conduct (MCC) following the announcement of results of Lok Sabha polls. The MCC had come into force in March with the announcement of Lok Sabha polls. ### 14.9. POSTAL BALLOTS **About** - Postal voting, also known as absentee voting, is a method of voting in which electors cast their ballots by mail rather than in person at a polling station. - This method is particularly useful for individuals who are unable to vote in person due to various reasons, such as being away from their home constituency, having a disability, or being engaged in essential services on election day. **Who is eligible for postal ballots?** - The eligibility criteria for postal ballots vary depending on the specific election and jurisdiction. However, some common categories of eligible voters include: - **Service voters:** Members of the armed forces, paramilitary forces, and other government employees deployed on election duty far from their home constituencies. - **Absentee voters:** Individuals who are unable to vote in person due to reasons such as being away from their home constituency for work, illness, or disability. - **Electors on election duty:** Government officials and polling staff who are assigned duties at polling stations other than their own. - **Electors under preventive detention:** Individuals who are detained under preventive custody orders during the election period. - **Note:** The Election Commission of India allowed media persons covering election activities and senior citizens who are 85 years and older to cast their vote through postal ballots in the recently held general elections. **Applying for Postal Ballot** - To apply for a postal ballot, eligible voters must submit an application to the Returning Officer (RO) of their respective constituency. - The application form typically requires personal details, voter identification information, and the reason for seeking a postal ballot. - The RO verifies the eligibility of the applicant and issues the postal ballot if the criteria are met. **Counting of Postal Ballot** - Postal ballots are counted separately from votes cast at polling stations. - The RO and election officials scrutinize the postal ballots to ensure their validity and integrity. Valid postal ballots are then added to the respective candidate’s vote count. **Electronically Transmitted Postal Ballot System:** - The Electronically Transmitted Postal Ballot System (ETPBS) was developed by Election Commission of India with the help of Centre for Development of Advanced Computing (C-DAC), for the use of service voters. • This system enables the entitled **service voters** to **cast their vote on an electronically received postal ballot** from their preferred location, and send back the marked postal ballot through the post. - “Service Voter” includes: - members of the armed forces of the Union, - members of an armed police force of a State who are serving outside that State, and - persons who are employed under the Government of India in a post outside India. 1) BIRSA MUNDA About - Birsa Munda (1875–1900) was a religious leader and folk hero from the Munda Tribe of the Chhota Nagpur Plateau area. - He spearheaded a tribal religious movement named Munda Rebellion/Ulgulan/ Great Tumult that arose in the tribal belt of modern-day Bihar and Jharkhand in the late 19th century, as a response to the oppressive policies of the British such as new land settlement systems. - Though the movement was suppressed by the British, it led to the enactment of the Tenancy Act (1903) which recognised the khuntkhatti system. - 'Khuntkatti' system is joint ownership or holding of land by tribal lineage. - He encouraged the tribals to follow the Birsa Raj and to not comply with colonial laws and rent payments. He encouraged tribals to understand their cultural roots and observe unity. - Birsa started the faith of Birsait. The religion believed in One God and encouraged tribals who had converted to other religions to revert to their original religious beliefs. - In 2021, Government of India had declared that the birth anniversary (15th November) of Bhagwan Birsa Munda will be celebrated as Janjatiya Gaurav Diwas. Why in News? - The 124th death anniversary of revolutionary tribal leader Birsa Munda was observed recently (June 9). 2) OTHER NOTABLE TOPICS 2.1. ADI SHANKARACHARYA About - Adi Shankara was one of the great Indian philosophers and social reformers who was born in Kerala in the eighth century. - He was an advocate of Advaita philosophy. - Under his Guru Swami Govindapada Acharya’s guidance, he achieved mastery in Yoga, Vedanta, and other philosophies. - He tried to revive Hinduism in India while Buddhism was gaining popularity. - Adi Shankaracharya was known to reconcile various sects of Vaishnavism, Shaivism, and Saktism with the introduction of the Pancayatana form of worship. Advaita is the doctrine of the oneness of the individual soul and the supreme god which is the ultimate reality. Pancayatana is the simultaneous worship of five deities of Ganesha, Surya, Vishnu, Shiva and Devi, arguing that all deities were different forms of the one Brahman. • Adi Shankaracharya founded four ashrams - Dwarka (Gujarat), Joshimath (Uttarakhand), Puri (Odisha), and Sringeri (Karnataka) in the four corners of the country. • Each ashram was to follow one of the four Vedas - Puri for Rig Veda, Sringeri for Yajur Veda, Dwaraka for Sama Veda and Badrinath for Atharva Veda. **Works of Adi Shankaracharya** • Adi Shankaracharya wrote 18 commentaries on the scriptures including the Brahma Sutras, the Bhagavad Gita and 12 major Upanishads. • He wrote about two dozen books elucidating the fundamentals of the Advaita Vedanta philosophy. Some of these books are Viveka Chudamani, Atma Bodha, Vaakya Vritti and Upadesa Sahasri. • Adi Shankaracharya is credited to have composed 72 devotional and meditative hymns. • At the age of 32, Adi Shankaracharya retired to the Himalayas and is believed to have entered a cave near Kedarnath. He was never seen again and the cave that he entered is considered as his final resting place. **2.2. PURANA QILA** **About** • Purana Qila ('Old Fort') is one of the oldest forts in Delhi. • Mughal emperor Humayun built the 16th-century fort as part of his new city, Dinpanah, in 1538. • The founder of the Suri Dynasty, Sher Shah Suri, defeated Humayun and made changes to the fort, strengthening its fortifications and completing its walls. • Shaped in a rectangular pattern, the fort is adorned with three arched entrances namely the Bara Darwaza (Big Gate), the Humayun Darwaza (South Gate), and the Talaqi Darwaza (Forbidden Gate). • All three gates bear a similar feature, that is, they are double-storied structures built in sandstone and adorned with two gigantic semicircular towers. • The ornate detailing on the pavilions (chhatris) and balconies (jharokhas) of the fort gateways display traces of Rajasthani style. • The Qila-i-Kunha Mosque situated within the fort exhibits five doorways and is designed in the Indo-Islamic architectural style. • The major attractions inside the fort are the Qila-i-Kuhna mosque of Sher Shah Suri, Sher Mandal (a tower, which is traditionally associated with the death of Humayun), etc. **Archaeological excavations from Purana Quila** • Excavations at Purana Qila have unearthed artifacts from multiple historical periods, revealing nine cultural layers: Pre-Mauryan, Mauryan, Sunga, Kushana, Gupta, Post Gupta, Rajput, Sultanate, and Mughal. In 2023, a 108-foot-tall statue of Adi Shankaracharya, known as 'Ekatmata Ki Pratima' (Statue of Oneness), was unveiled in Omkareshwar, Madhya Pradesh on the banks of the Narmada River. The findings include shards of Painted Gray Ware pottery which are usually dated to around 1200 BC to 600 BC. New excavations have also found remains of a 900-year-old Vaikuntha Vishnu from the Rajput period. A terracotta plaque of Goddess Gaja Lakshmi from the Gupta period was discovered. More than 136 coins and 35 seals have been discovered from the excavated area, indicating the site’s pivotal role as a center for trade activities. ### 2.3. FAMOUS WEAVES & REGIONS ASSOCIATED | Famous Weaves | Images | Regions Associated | |------------------------|--------------|--------------------| | Pochampally Ikat Weaves | ![Image](image1) | Nalgonda, Telangana | | Paithani Sarees | ![Image](image2) | Paithan, Maharashtra | | Patan Patola Sarees | ![Image](image3) | Patan, Gujarat | | Kancheepuram Silk Sarees | ![Image](image4) | Kancheepuram, Tamil Nadu | For free learning, visit www.officerspulse.com | Saree Type | Image | Origin | |-------------------------|-------|-------------------------| | Chanderi Silk Saree | ![Image](image1) | Chanderi, Madhya Pradesh | | Pashmina Woolen Saree | ![Image](image2) | Jammu and Kashmir | For free learning, visit www.officerspulse.com 1) iDEX About iDEX - Innovations for Defence Excellence (iDEX) framework was launched in 2018 by the Government with the aim to foster innovation and technology development in Defence and Aerospace Sector by engaging Industries including MSMEs, start-ups, individual innovators, R&D institutes and academia to promote self-reliance. - The underlying objective is to make the country self-reliant and self-sufficient in matters of Defence. - Fundamentally, iDEX fosters the culture of technology co-creation and co-innovation within the Defence and Aerospace sectors. Implementing Agency - Defence Innovation Organization (DIO), a special purpose vehicle under the aegis of the Department of Defence Production, Ministry of Defence, implements the iDEX framework. - DIO has been formed as a ‘not for profit’ company as per the Companies Act 2013 by Hindustan Aeronautics Limited (HAL) and Bharat Electronics Limited (BEL), both Defence Public Sector Undertakings. - DIO acts as a bridge between the requirements of the Armed Forces and the solution providers. 2) CENTRAL ARMED POLICE FORCES | Number | Force Name | Border | Strength | |--------|----------------------------------|-------------------------|------------| | 1 | Border Security Force (BSF) | Bangladesh border | 2,46,385 | | 2 | Indo-Tibetan Border Police (ITBP)| China border | 83,790 | | 3 | Sashastra Seema Bal (SSB) | Nepal, Bhutan borders | 87,457 | | 4 | Assam Rifles | Myanmar border | 59,438 | Source: Annual report of Ministry of Home Affairs, 2021-22 About - The Central Armed Police Forces (CAPF) refers to the uniform nomenclature of seven security forces in India which function under the administrative control of the Ministry of Home Affairs (MHA). They are - Assam Rifles (AR) - Border Security Force (BSF) - Central Industrial Security Force (CISF) - Central Reserve Police Force (CRPF) - Indo Tibetan Border Police (ITBP) - National Security Guard (NSG) and - Seema Suraksha Bal (SSB). - Of the CAPFs, the AR, BSF, ITBP and SSB are Border Guarding Forces. The NSG is a commando trained force Organisation in India and is used for special operations. The CISF provides security and protection to industrial undertakings and vital installations. The CRPF is deployed in aid of civil power in matters relating to maintenance of law and order, internal security and counter-insurgency. - The CAPF’s are headed by DGP rank officers. 1) SHYOK RIVER About - **Origin**: Shyok river rises from the *Rimo* glacier (a tongue of Siachen glacier). - It flows through *northern Ladakh*, and enters Pakistan-administered Gilgit-Baltistan. - **Major Tributaries**: Nubra, Chang Chenmo, Galwan. - The Shyok river is a *tributary* of the Indus river. - Total length: 550 km. 2) SUDAN About - Sudan is a country located in *northeastern Africa*. - It is the third largest African country. - Sudan is bounded on the - north by Egypt - east by the Red Sea, Eritrea, and Ethiopia - south by South Sudan - west by the Central African Republic and Chad - northwest by Libya. - Capital: *Khartoum*. - *Ongoing civil conflict in Sudan* has caused a major hunger crisis, with over 755,000 people at risk of famine. **Did You Know?** - Darfur is a region in western Sudan. - *Operation Kaveri* was India’s mission to rescue thousands of Indian citizens stranded in Sudan in 2023. 3) BALTIC SEA About - The Baltic Sea is an arm of the *North Atlantic Ocean* located in *Northern Europe*. - It extends northward from southern Denmark to almost the Arctic Circle and separates the Scandinavian Peninsula from the rest of continental Europe. - It is a *semi enclosed and inland sea* that is relatively shallow. It is considered to be the largest expanse of brackish water in the world. Countries bordering the Baltic Sea: Denmark, Sweden, Finland, Russia, Estonia, Latvia, Lithuania, Poland, and Germany. Rivers draining into Baltic Sea: - The Neva (largest river that drains into the Baltic Sea), Vistula, Daugava, Neman etc., 4) MONGOLIA About - Mongolia is a landlocked country in East Asia, bordered by Russia to the north and China to the south. - Capital: Ulaanbaatar. - The Altai Mountain range passes through Mongolia. - Orkhon is Mongolia’s longest river and it drains into Lake Baikal. - Situated in south-east Siberia, Lake Baikal is the oldest and deepest (1,700 m) lake in the world. It contains 20% of the world’s total unfrozen freshwater reserve. 5) MALDIVES About - Maldives is an independent island country in the north-central Indian Ocean. - Capital City: Male - The Eight Degree Channel separates the Minicoy islands (an island in Lakshadweep) from Maldives. It forms the Maritime boundary between India and Maldives. India-Maldives Relations - India was among the first to recognise Maldives after its independence in 1965 and to establish diplomatic relations with the country. - Both India and Maldives are founding members of SAARC. 6) VOLCANIC ERUPTION IN ICELAND About Iceland - Location: It is an island country located in the North Atlantic Ocean. - Capital: Reykjavik. - It lies on the geologically active (it experiences changes due to movement of tectonic plates) border between North America and Europe. - Boundaries: Iceland meets - the Greenland Sea on the north, the Norwegian Sea on the east, the Atlantic Ocean on the south and west, and the Denmark Strait (which separates it from Greenland) on the northwest. - Iceland is one of the most volcanically active regions on the planet. It witnesses an eruption every four to five years. However, since 2021 the frequency has spiked to almost one eruption per year. **Why in News?** - A volcano known as Sundhnuksgigar in southwest Iceland erupted recently. **Why is Iceland so volcanically active?** - There are two reasons for this. 1) Iceland sits on the Mid-Atlantic Ridge (part of the longest mountain range in the world) in the North Atlantic Ocean, where the Eurasian and North American plates are moving apart a few centimetres every year. This produces volcanic rift zones (regions where the Earth’s crust is being pulled apart and fractured) and here molten rock, or magma, rises up, and some reaches the surface and erupts as lava and/or ash. 2) The island sits over a hot zone or hotspot (areas inside of the Earth, where magma gets heated up), which leads to enhanced volcanic activity in the region. 7) PAPUA NEW GUINEA **About** - **Location:** It is an island country in the southwestern Pacific Ocean. - **Capital:** Port Moresby. - It encompasses the eastern half of New Guinea, the Bismarck Archipelago; Bougainville and Buka and small offshore islands and atolls. - **Boundaries:** - The mainland on the island of New Guinea is bordered by Indonesia. - Papua New Guinea shares maritime borders with Australia, the Federated States of Micronesia, the Solomon Islands, and New Caledonia (France). - It is bounded by the - Pacific Ocean to the north, - the Bismarck and Solomon seas to the east, - the Coral Sea and - Torres Strait to the south, and the Arafura Sea to the southwest. - Barren Island is the only active volcano in India. It is located in Andaman and Nicobar Islands. - Papua New Guinea is the world's most multilingual country, with a total of 840 languages spoken. Papua New Guinea is vulnerable to natural disasters such as landslides and earthquakes because it sits on the Pacific ‘Ring of Fire’. - Pacific Ring of Fire is a string of hundreds of volcanoes and earthquake sites which run along the Pacific Ocean. - The ring is a semicircle or horse shoe in shape. - It witnesses many earthquakes due to constant sliding past, colliding into, or moving above, or below each other of the tectonic plates. 1) MIFEPRISTONE About - Mifepristone is a synthetic steroid prescribed to end pregnancies by dilating the cervix and blocking the hormone progesterone. - Due to Mifepristone’s antiprogestin property, it blocks the effect of progesterone and does not allow the foetus to grow. Hence it is used to terminate the pregnancy. - It is usually taken with a prostaglandin (a hormone like substance) which induces contraction of the uterus and helps to expel the foetus. - Mifepristone is a medication effective for early pregnancy termination (up to 63 days) but not safe for later stages due to bleeding risks. 2) CAPSAICIN About - Capsaicin is a naturally-occurring botanical irritant in chili peppers, synthetically derived for pharmaceutical formulations. - Capsaicin is the principal constituent of oleoresin capsicum commonly known as pepper spray. - Capsaicin is most abundantly found in the placenta (white membrane to which seeds are attached) of some chilli peppers. - Capsaicin has potential as a topical pain reliever, bladder control aid, and food preservative due to its antioxidant and antimicrobial properties. - High concentrations of capsaicin can cause heartburn, gastrointestinal pain, and diarrhoea. Long-term ingestion of high levels of capsaicin may lead to several chronic gastrointestinal disorders. 3) ALCOHOL CONSUMPTION DURING FLIGHT News: - A recent study indicated that alcohol consumption while flying creates a significant strain on the cardiac system, even in young and healthy people. In older people or those with heart or lung diseases, symptoms could be even more serious. - The study showed that the average heart rate of the drunk test subjects in the simulated aircraft cabin rose to 88 beats per minute while they slept. Their oxygen saturation fell to about 85%. What happens inside an aircraft? - During a flight, the aircraft cabin is artificially pressurised to simulate an altitude of around 2,500 metres. - At higher altitudes, the air pressure decreases, leading to lower oxygen saturation in the blood. - Typically, a healthy oxygen saturation level is around 90%. When it falls below this level, muscles and organs do not receive sufficient oxygen, as the body prioritises supplying the brain. - This oxygen deficiency can cause symptoms such as dizziness or nausea. Sensitive passengers may begin to breathe more deeply or rapidly. Additionally, alcohol consumption can exacerbate oxygen deficiency by increasing the heart rate during sleep. 4) WORLD GOLD COUNCIL About - The World Gold Council (WGC) is a non-profit association of the world's leading gold producers. - A market development organization for the gold industry, the Council unites 32 leading gold mining companies from around the globe, with operations spanning over 45 countries. - Headquartered in London, the WGC was established to promote the use of and demand for gold through marketing, research, and lobbying. 5) KAVLI PRIZE About - The Kavli Prize is awarded by US-based Kavli Foundation in partnership with the Norwegian Academy of Science and Letters, and the Norwegian Ministry of Education and Research. - The Kavli Prize is awarded in honour of Norwegian-American businessman and philanthropist Fred Kavli (1927-2013). - The Kavli Prizes are awarded in three areas: - Astrophysics - Nanoscience - Neuroscience - The Kavli Prize was designed to be like the Nobel in the fields of astrophysics, neuroscience, and nanoscience. 6) WHO ARE MERCENARIES? About - The distinction between conventional combatants and mercenaries is a fundamental cornerstone of international humanitarian law (IHL). - IHL is a set of rules that seek to limit the effects of armed conflict. It lays out the responsibilities of states and non-state armed groups during an armed conflict. - A combatant is typically a member of the armed forces of a party to the conflict, whereas a mercenary is recruited from a third-party state unrelated to the conflict. - Mercenaries usually engage in hostilities motivated primarily by personal gain as opposed to virtues of patriotism associated with regular combatants. 7) GREY ZONE WARFARE About - Grey zone warfare generally means a middle, unclear space that exists between direct conflict and peace in international relations. - A multitude of activities fall into this murky in-between — from nefarious economic activities, influence operations, and cyberattacks to mercenary operations, assassinations, and disinformation campaigns. - Experts include economic actions too, such as debt traps and economic sanctions. 8) GREEN FINANCE About - Green finance is defined as financing of investments that deliver environmental benefits in the broader context of environmentally sustainable development. The environmental benefits of such financing include, for example, a cut in air, water and land pollution, reduction in greenhouse gas emissions and better energy efficiency. 9) INTEREST EQUALISATION SCHEME News: - The Ministry of Commerce and Industry has extended the Interest Equalisation Scheme for pre- and post-shipment rupee export credit for Micro, Small and Medium-scale (MSME) exporters till August 31. - Through the scheme, banks provide loans to exporters at reduced interest rates, and the lenders are thereafter compensated by the government. - The scheme was launched nearly a decade ago to reduce stress among exporters, particularly in labour-intensive industries and MSMEs. 10) GIG WORKERS About - The Code on Social Security 2020 defines "gig worker" as a person who performs work or participates in a work arrangement and earns from such activities outside of traditional employer-employee relationship. - Niti Aayog estimates that more than 7.5 million workers were engaged in the gig economy in 2020-21. This could grow to 23.5 million workers in the next eight years, making up for 4.1 per cent of total livelihood in India. - Gig workers can be broadly classified into platform and non-platform workers. Platform workers are those whose work is based on online software apps or digital platforms, while non-platform gig workers are generally casual wage workers, working part-time or full-time. 11) DEEP TECH STARTUP ECOSYSTEM News: - A report by Nasscom (a not-for-profit industry association) said India is home to over 3,600 startups in the deeptech space, and ranks sixth in the global deeptech ecosystem. - Deep tech refers to advanced and disruptive technologies, many of which are still under development, that have the potential to trigger transformative change, and provide solutions for the future. - The term is used to describe cutting-edge research in nanotechnology, biotechnology, material sciences, quantum technologies, semiconductors, artificial intelligence, data sciences, robotics, 3D printing, etc. - These startups are characterized by extended development timelines and high capital intensity and also carry large technical uncertainty which presents a large opportunity or risk depending upon whether or not it succeeds. - The report noted that funding for scaling, talent attraction and retention, and global expansion are the top 3 challenges faced by startups in deep tech innovation. 12) FAST TRACK IMMIGRATION TRUSTED TRAVELLER PROGRAMME News: - The Government of India has inaugurated the Fast Track Immigration Trusted Traveller Programme (FTI-TTP) at the Indira Gandhi International Airport in New Delhi. The programme will be launched at 21 major airports. - The programme will run on e-gates or automated border gates that will minimise human intervention in the immigration clearance process and ensure faster, smoother and safer immigration clearance. The FTI-TTP will be implemented through an online portal and the Bureau of Immigration will be the nodal agency. 13) PLANET PARADE About - Planet parade, also known as planetary alignment is a term referred to a rare positioning of planets in the solar system. - The planets gather closely on one side of the Sun at the same time, in such a way that all of them appear to come in a straight line. - Planetary alignment takes place when two or more planets come close together in the sky to form a conjunction, which is called ‘alignment’. 14) FATTY LIVER DISEASE What is Fatty liver disease? - Liver is the largest organ inside the body. It helps the body digest food, store energy, and remove poisons. - Fatty liver disease is a condition in which fat builds up in the liver. - Fatty liver may cause no damage, but sometimes the excess fat leads to inflammation of the liver. This condition, called steatohepatitis, does cause liver damage. - An inflamed liver may become scarred and hardened over time. This condition, called cirrhosis, is serious and often leads to liver failure. Causes of Fatty liver disease - Eating excess calories causes fat to build up in the liver. - People tend to develop fatty liver if they have certain other conditions, such as obesity and diabetes. - Alcohol abuse, rapid weight loss and malnutrition may also lead to fatty liver. 15) BLIZZARDS About - Blizzards are dangerous winter storms that are a combination of blowing snow and wind resulting in very low visibilities. - Falling snow is not a necessary condition for blizzards. Sometimes strong winds pick up snow that has already fallen, creating a ground blizzard. 16) MARSQUAKES About - Marsquake (Martian Earthquake) is a seismic event that occurs on Mars. - Marsquakes’ are caused mainly due to stresses that cause rock fractures or faults in its crust and meteoric impacts. - The detection and analysis of marsquakes could be informative to probing the interior structure of Mars, as well as identifying whether any of Mars’s many volcanoes continue to be volcanically active or not. 17) POTASSIUM CYANIDE About - It is a white, granular or crystalline solid which is hygroscopic (absorbs water from air). Potassium cyanide is used commercially for fumigation, electroplating, and extracting gold and silver from ores. Potassium cyanide can affect the body by ingestion, inhalation, skin contact, or eye contact. Impacts - Potassium cyanide when consumed causes death by gradually arresting the supply of oxygen to our body’s cells. - Potassium cyanide forms complexes with haemoglobin and cytochrome (a protein which helps in the respiration of cells), depriving them of their capacity to transport or exchange oxygen. 18) SUPER-ABSORBENT POLYMERS About - Super Absorbent Polymers (SAP) is a type of macro molecular synthetic water absorbing polymer material. It is a whitish powder. - SAP can absorb a large amount of water, at times more than its own weight. - According to their source of origin, SAPs can be classified as natural (polysaccharide and polypeptide based) and synthetic polymers (chemical based). - The molecular structure of this compound resembles the complicated mesh. - When it comes in contact with water the oxygen atoms of water are attracted to the mesh due to the presence of Sodium ions in SAP. - As the water molecules attach themselves to the sodium ions in the SAP a strong network is formed. The whole network swells, trapping the water molecules within, to form a gel. Applications - Due to its superabsorbent nature, it is ideally suited for personal hygiene and incontinence applications as diapers and pads. - They can be used to improve and prolong soil water holding capacity, decrease drought stress, and increase time between irrigation events. 19) GENERAL THEORY OF RELATIVITY About - General relativity is a physical theory about space and time. The general theory of relativity was established in 1915 by Albert Einstein. - According to general relativity, spacetime is a 4-dimensional object that has to obey an equation, called the Einstein equation, which explains how matter and energy warps spacetime. - This theory refines Isaac Newton’s laws and provides a unified description of gravity as a geometric property of spacetime. - The general theory of relativity has been very successful at explaining gravity and an astonishing array of other related phenomena, such as gravitational waves, gravitational lensing, gravitational red shift, the existence of black holes, and time dilation. 20) DIGITAL FIREWALL About - Firewalls are security tools that stop online traffic from reaching certain sites. They can prevent malicious actors from targeting individual users’ computer systems or home networks, and even thwart cyber threats on specific websites. - A firewall can be a physical device, or a software-based tool. It depends on a specific user’s needs. - Countries can use large firewalls to entirely stop citizens from accessing the most commonly used websites on the Internet (Example: Great Firewall of China). 21) NATIONAL CENTER FOR DISEASE CONTROL About NCDC - The National Center for Disease Control (NCDC) is under administrative control of the Director General of Health Services, Ministry of Health and Family Welfare. - NCDC started as a malaria institute in 1909. Later, the institute expanded its focus to other diseases with a larger mandate of controlling emerging and re-emerging diseases. - The Institute takes a leading role in undertaking investigations of disease outbreaks all over the country employing epidemiological and diagnostic tools. - The headquarters of NCDC is located in New Delhi. 22) HEAT STROKE What is a Heat Stroke? - Heat stroke is a severe heat-related illness characterized by a dangerous elevation in body temperature, typically above 104°F (40°C). - Heat stroke can cause permanent disability or death if the person does not receive emergency treatment. Causes of Heat stroke - Exposure to hot, humid weather, especially for prolonged periods. - Increase in core body temperature brought on by intense physical activity in hot weather. 23) CARRY TRADE About - A carry trade is an investment strategy that's most often associated with foreign currency trading: An investor will borrow money in one currency at a low interest rate (such as Japanese yen or Swiss franc) and invest in a currency that has a higher interest rate (such as Mexican peso or, U.S. dollar), making a return that's roughly equivalent to the difference between the two rates. - It has boomed in popularity as interest rates have diverged around the world. 24) OPERATION BLUESTAR About - Operation Bluestar was an Indian Army operation carried out in 1984 in the Golden Temple in Amritsar, Punjab, to flush out militants who were led by Jarnail Singh Bhindranwale, a key figure in the growing separatist Khalistan movement at the time. - While successful in its intended objectives, it caused considerable damages to the holy site during the operation. 25) KHEER BHAWANI MELA About - Kheer Bhawani Mela is an annual congregation of Kashmiri Hindus at the Mata Kheerbhawani temple. - The festival is regarded as one of the largest gathering of Hindus in Kashmir after the annual Amarnath Yatra. - Mata Kheerbhawani is a Hindu Temple dedicated to the goddess Ragnya Devi. - It is situated 30 km from Srinagar city. It is one of the most sacred pilgrimage sites for Kashmiri Hindus. 26) WORLD ENVIRONMENT DAY About - World Environment Day is a global event commemorated every year on June 5th to promote awareness on Environmental protection and conservation. - Led by the United Nations Environment Programme, the event has grown to be the largest global platform for environmental outreach, with millions of people from across the world engaging to protect the planet. Origin - The United Nations Conference on the Human Environment, convened in Stockholm, Sweden, on June 5, 1972, was the first world conference to make the environment a major issue. - In recognition of this event, World Environment Day is celebrated on June 5. 27) SUMMER SOLSTICE About - The summer solstice, observed on June 21 in the Northern Hemisphere, marks the day with the longest period of daylight and the shortest night of the year. What happens during the solstice? - Solstice sees the Earth receiving a greater amount of energy from the Sun. - The maximum amount of sunlight received by the Northern Hemisphere during this time is usually on June 20, 21 or 22. - In contrast, the Southern Hemisphere receives most sunlight on December 21, 22 or 23 when the northern hemisphere has its longest nights or the winter solstice. - The amount of light received by a specific area in the Northern Hemisphere during the summer solstice depends on the latitudinal location of the place. The further north one moves from the equator, the more light one receives during the summer solstice. - The sun does not set below the horizon at the Arctic Circle during summer solstice. 28) FACTS ABOUT INDIAN HANDLOOM SECTOR News: - The handloom industry is the country’s largest cottage industry, with 24 lakh looms. - It is also the second-largest employment provider in the rural region (after agriculture) employing more than 3 million people in direct and allied activities. - Indian handloom products have significant demand in more than 20 countries in the world, mainly developed countries and the Middle East. - Among these countries, the US is a major market and accounted for around 40% of export demand for India’s handloom products in international markets in 2021-22. 29) THIRD-PARTY CAMPAIGNERS About - Third-party or non-party campaigners refer to individuals or groups participating in campaign activities during elections, without being formally registered as political parties or candidates. - However, in the Indian electoral laws, the term hasn’t been clearly defined.
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# Investigate Time Series Data Written by J Wills – MathsNZ – email@example.com | Achievement | Achievement with Merit | Achievement with Excellence | |--------------------------------------------------|----------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------| | Investigate time series data. | Investigate time series data, with justification. | Investigate time series data, with statistical insight. | ## Part 1: Problem ..........................................................................................................................2 ## Part 2: Plan ...............................................................................................................................4 - Part 2.1: Explain the Variables ..............................................................................................4 - Part 2.2: Naming the Source ....................................................................................................6 ## Part 3: Data – Using NZGrapher .................................................................................................8 ## Part 4: Analysis ..........................................................................................................................10 - Part 4.1: Long Term Trend ........................................................................................................10 - Part 4.2: Seasonal Pattern .......................................................................................................12 - Part 4.3: Outliers .....................................................................................................................14 - Part 4.4: Appropriateness of the Model ...................................................................................16 - Part 4.5: Predictions ...............................................................................................................18 - Part 4.6: Reasons for Confidence ............................................................................................20 ## Part 5: Conclusion .......................................................................................................................22 ## Part 6a: Writing Your Own Internal 1 .......................................................................................24 ## Part 6b: Writing Your Own Internal 2 .......................................................................................26 ## Sample Internal (at Achieved Level) ..........................................................................................28 ## Data Set Information ..................................................................................................................30 ## Assessment Guidelines – 91580 – Investigate Time Series Data ...........................................32 Part 1: Problem For each of the graphs write a good purpose. A purpose should give a reason as to why you would want to look at this dataset. You should be trying to link this to research. You then need to state what you are going to be predicting, and link this to your purpose. The first two have been done for you. Note: NZGrapher will always predict for the next two years. 1. **Sea Ice** People who live in low lying areas are concerned about the amount of ice in the sea as when it melts they are worried about their homes flooding. “Even a modest rise in sea levels could cause flooding problems for low-lying coastal areas.”¹ One of the main areas of ice in the world is at the North Pole, or the Arctic, so I am going to predict the surface area of the ice at the North Pole for the next two years. 1. http://science.howstuffworks.com/environmental/green-science/global-warming4.htm 2. **Births and Deaths** A doctor at the local birthing unit has asked me to look at the number of births so that he can work out if he should be employing more staff or not. The number of males and females born are approximately the same, so I am going to predict the number of live male births in New Zealand for the next two years. 4. Visitors Part 2: Plan Part 2.1: Explain the Variables The next thing that we need to do is explain our variable(s) and say what units are being used. Identify the variables for each of the graphs. The first two have been done as examples for you. 1. Sea Ice The sea ice is the surface area of sea ice in the Arctic Circle which is measured in millions of square kilometres. 2. Births and Deaths Male live births is the number of males born in each quarter in New Zealand. 4. Visitors Part 2.2: Naming the Source In order for our report to have validity, we need to state where the data has come from. Name the source for each of the graphs. The first two have been done as examples for you. Hint: Information of all of the data sources is in the appendix. 1. Sea Ice The data used in this investigation is from the National Snow and Ice Data Center from 1990 - 2011. 2. Births and Deaths The data used in this investigation is from Statistics New Zealand from 2000 - 2012. 4. Visitors Part 3: Data – Using NZGrapher The next section that we need to do is the data section. This is reproducing the graphs on Page 2 using NZGrapher. The example below will go through using the Rugby dataset for weight by position. NZGrapher runs on anything with a browser… Macs, PCs, iPad, Android, ChromeBooks and more. The example below uses the sea ice dataset. First up we need to start NZGrapher by going to the link in the box to the right. www.jake4maths.com/grapher The first time you load NZGrapher it will display an overlay with descriptions as to what all the different areas do as shown to the right. To load your data in either select it from the dropdown in the top right, or upload it in the top left corner and press go. To draw a dot plot there are just three things you need to do. 1. Select the x-variable… this is your time series variable that will be on the x-axis, in this case it’s ‘Time’. 2. Select the y-variable… this is your actual data, in this case it’s ‘Arctic’. 3. Select the graph type… for this we want the ‘time series re-composition’. You then just need to check the graph title and axis labels to make sure they are appropriate (include units where necessary) and add press update graph to save the titles. To copy the graph just right click and press copy image, or to save press ‘Save Image As’ or whatever your device says that is similar. Note: If you want to identify the extreme points, if you click the ‘Point Labels’ checkbox this will add little numbers next to the points that correspond with the point id. To get the seasonal effect graph just change the graph type to ‘time series seasonal effects’. Note: you will need to change the x-axis title to reflect if it is monthly or quarterly (or something else). The final graph we need is the forecast graph. To get the visual output you just change the graph type to ‘time series forecasts’. You will also need the text output of the predictions which you can get by clicking on the tick box below the graph. Now it’s your turn. For each dataset produce all the outputs shown above. Teachers: for tips and tricks on how to format data for time series click on the time series link on: http://www.mathsnz.com/inzight-tips/ Part 4: Analysis We now start on the analysis section of our report. In all of these sections you should be attempting to explain the cause of what you can see, ideally with references to back up your statements. Part 4.1: Long Term Trend For the long term trend we want to be discussing the overall trend. This is what is happening to the blue line on our recomposed data graphs. Is it increasing, decreasing or doing something else? It is good to give numbers for different dates to back up your comments. For higher grades you should be giving possible reasons and link to your purpose. You should always start by stating the start and finish values, and then elaborate on what is happening in between. You could also think about how much of the variation in the raw data is due to the change in this trend. For each of the graphs write a comment about the long term trend. The first two have been done for you. By looking at the recomposed data I can see that overall the amount of sea ice in the arctic area appears to be generally decreasing from about 10 million square kilometres on average in 1990 to approximately 8 million square kilometres on average in 2011. By looking at the recomposed data I can see that overall the amount of male live births has increased since 2000 from approximately 7400 per quarter on average to approximately 7800 male live births per quarter on average at the end of 2012. In 2000 there were approximately 7400 births per quarter on average, this dropped to approximately 6800 per quarter on average in 2002, climbed to a peak of 8200 per quarter on average in 2008, possibly due to the financial boom, and has dropped off slightly to approximately 7800 per quarter on average in at the end of 2012. 4. Visitors Part 4.2: Seasonal Pattern With the seasonal pattern we are looking at what is happening in each month or each quarter. You want to be commenting on any highs or lows and also the change between them. For higher grades you should be giving possible reasons and link to your purpose and also think about the relative size of the season pattern to the overall variation. For each of the graphs write a comment about the long term trend. The first two have been done for you. 1. Sea Ice The largest amount of sea ice at the North Pole normally occurs during February and March when the amount of sea ice is approximately 4 million square kilometres above the long term trend. Between April and August there is a consistent drop from month to month as temperatures are rising. The smallest amount of sea ice regularly occurs in September where the amount of sea ice is approximately 5 million square kilometres below the long term trend. After this the temperatures start cooling down again increasing the amount of ice on a month to month basis until it returns to its peak in February and March. 2. Births and Deaths The seasonal pattern for male live births is not very consistent. On average the highest number of births occurs in the first quarter (January to March) where there are approximately 230 more births than the long term trend. The lowest on average occurs in the fourth quarter (October to December) where there are approximately 150 births less than the long term trend, however there are many years that it does not follow this pattern. 4. Visitors from Australia Part 4.3: Unusual Points The next step involves a little bit of mathematical calculations. To work out if a point is an outlier tend to use the rule of thumb that the residual is more than 10% of the overall spread. NZGrapher automatically draws these in as light grey lines for you in the residuals section. To easily identify points if you tick the ‘Point Labels’ button it puts the id of the row next to each point. To calculate this we use the following calculation: \[ \frac{\text{Absolute Highest Value} - \text{Absolute Lowest Value}}{10} \] If any of the residuals are either larger or smaller than this value we need to comment on them and what might be causing them. You could also be thinking about how big the variation is of the residuals as a component of the overall variation. For each of the graphs calculate if there are any outliers and comment on any unusual features. The first two have been done for you. 1. Sea Ice - Absolute Highest Value: 14 - Absolute Lowest Value: 3 - \[ \frac{14 - 3}{10} = 1.1 \] Looking at the residuals graph there is only one point that is more than 1.1 million square kilometres away from the trend. This occurred in September 2007 and may have been due to an unusually hot summer. 2. Births and Deaths - Absolute Highest Value: 8700 - Absolute Lowest Value: 6700 - \[ \frac{8700 - 6700}{10} = 200 \] Looking at the residuals graph due to the inconsistency of the data there are a large number of residuals between 2007 and 2010 that are outside the acceptable range. This is during the financial boom so it may be due to people being more willing to have children and therefore not worrying about the timing so much, therefore the normal patterns do not happen. 4. Visitors Part 4.4: Appropriateness of the Model At this point in your report you should include the forecast graph we produced earlier. You need to make a comment around how well the forecast model fits the data by looking at how the historic predictions fits with the raw data, particularly commenting on any time periods where it does not fit particularly well. Try and link these to how accurate you think the predictions will be. You can also discuss how well the recomposed data we looked at earlier fits the data. For each of the graphs comment on how well the model fits the data. The first two have been done for you. 1. Sea Ice Overall the model seems to fit the data very well. Most of the fitted values match up with the raw data, however there does appear to be an increase in the difference since 2008 which may be due to an increase in climate change altering the pattern. 2. Births and Deaths Due to the highly variable nature of the seasonal effects the model doesn't fit the data particularly well. It is not too bad before 2006 and appears to have settled down after 2011. Provided the pattern remains settled the predictions should be reasonably accurate. 4. Visitors Part 4.5: Predictions At this point in your report you should include the forecast output we produced earlier eg: | Time | Min | Prediction | Max | |--------|--------|------------|--------| | 2011M04| 11.117 | 11.690 | 12.274 | | 2011M05| 9.3005 | 10.102 | 10.888 | | 2011M06| 6.9482 | 7.8910 | 8.8742 | | 2011M07| 3.9685 | 5.1036 | 6.2087 | | 2011M08| 2.076 | 3.3529 | 4.6295 | | 2011M09| 1.5600 | 3.1441 | 4.7282 | | 2011M10| 1.5709 | 5.1246 | 6.6439 | | 2011M11| 6.0583 | 8.1878 | 9.9006 | | 2011M12| 8.3936 | 10.095 | 11.894 | | 2012M01| 9.6028 | 11.406 | 13.346 | | 2012M02| 10.218 | 12.227 | 14.232 | | 2012M03| 10.369 | 12.420 | 14.513 | | 2012M04| 10.118 | 12.108 | 14.097 | | 2012M05| 7.8806 | 10.118 | 12.481 | | 2012M06| 5.5889 | 7.9068 | 10.341 | | 2012M07| 3.7299 | 5.1194 | 7.5192 | | 2012M08| 0.90775| 3.3687 | 5.7740 | | 2012M09| 0.48142| 3.0900 | 5.5093 | | 2012M10| 2.1890 | 5.1405 | 7.0785 | | 2012M11| 3.0170 | 8.0336 | 13.060 | | 2012M12| 7.3442 | 10.111 | 12.798 | | 2013M01| 8.7271 | 11.422 | 14.283 | | 2013M02| 9.3710 | 12.242 | 15.102 | | 2013M03| 9.5273 | 12.435 | 15.353 | We then need to write up **two** of these predictions in sentences. In these sentences it is VITAL you include the units, and round the numbers appropriately, and not only give the exact number as well as a range that it is likely to be between. For each of the graphs make two predictions, the first two have been done for you. Note: every time the predictions get produced in NZGrapher the min and max will be slightly different as they are produced using a bootstrapping process In April 2011 I would expect the amount of sea ice for the Artic to be 11.69 million square kilometres. However I cannot be completely certain about my prediction, but I would expect the area of ice will between 11.11 million square kilometres and 12.27 million square kilometres. In March 2013 I would expect the amount of sea ice for the Artic to be 12.44 million square kilometres. However I cannot be completely certain about my prediction, but I would expect the area of ice will between 9.53 million square kilometres and 15.35 million square kilometres. In January to March 2013 I would expect there to be approximately 8030 male live births. However I cannot be completely confident in my prediction, but I would expect the number of male live births for this quarter to be somewhere between 7540 and 8590. In October to December 2014 I would expect there to be approximately 7410 male live births. However I cannot be completely confident in my prediction, but I would expect the number of male live births for this quarter to be somewhere between 5890 and 9050. 4. Visitors Part 4.6: Reasons for Confidence With our predictions we normally cannot be completely confident in our predictions. It is useful to discuss other factors that may be influencing the predictions and how much effect these will have on your predictions. This is a great time to include some extra research. For each of the graphs make comments about your predictions. The first two have been done for you. 1. Sea Ice We can’t be completely certain about our predictions as there are a number of factors that could be affecting the amount of sea ice. One of these factors is possibly global temperatures which is affected by sun spots (NASA, 2014). 2. Births and Deaths We can’t be completely certain about our predictions as there are a number of factors that could be affecting the number of male live births. One of these factors is the economic conditions as when times are tougher people think more before having children, so it depends on what happens to New Zealand’s economy as to how many live births there are likely to be. 4. Visitors Part 5: Conclusion In the conclusion we need to summarise and link back to the purpose. It is important to: - Give a brief summary - Link back to the research... do our findings match up? - What is the impact of these findings? For each of the graphs write up a conclusion, the first two have been done for you. 1. Sea Ice In conclusion, there appears to be a definite decrease in the amount of sea ice at the North Pole. This should be of concern to people living in low lying areas as this means the sea levels are likely to be rising, potentially putting their homes at risk of flooding. 2. Births and Deaths In conclusion, the amount of male births fluctuates widely depending on the economic climate, therefore if the doctor feels like economic times are improving he might want to employ more staff, but if he thinks economic times are likely to get tougher then he should not employ more staff. Congratulations, you have now written up a report for 4 different sets of data, so you now should be able to write up your own internal. Don’t forget to give your report a title. ### Conclusion Appropriateness of the Model Putting in Context Confidence in Predictions Summarise and Link Back to the Purpose Part 6b: Writing Your Own Internal 2 This time you have just been provided with graphs. Using these write your own internal. --- New Zealand Jobs Total Filled Jobs (millions) - Raw Data - Trend - Trend + Seasonal - Seasonal - Residual Year Made with NZGrapher www.mathsnz.com New Zealand Jobs Total Filled Jobs (millions) Raw Data Month Seasonal Effect Month www.mathsnz.com | Time | Min | Prediction | Max | |--------|------|------------|------| | 2012M03| 1.9156 | 1.9584 | 1.9801 | | 2012M04| 1.9102 | 1.9405 | 1.9722 | | 2012M05| 1.9014 | 1.9383 | 1.9772 | | 2012M06| 1.8979 | 1.9314 | 1.9747 | | 2012M07| 1.8949 | 1.9230 | 1.9676 | | 2012M08| 1.8637 | 1.9163 | 1.9726 | | 2012M09| 1.8602 | 1.9193 | 1.9775 | | 2012M10| 1.8644 | 1.9270 | 1.9914 | | 2012M11| 1.8942 | 1.9593 | 2.0334 | | 2012M12| 1.9278 | 1.9969 | 2.0710 | | 2013M01| 1.8799 | 1.8824 | 1.9710 | | 2013M02| 1.8674 | 1.9443 | 2.0247 | | 2013M03| 1.8914 | 1.9707 | 2.0527 | | 2013M04| 1.8664 | 1.9528 | 2.0375 | | 2013M05| 1.8577 | 1.9506 | 2.0376 | | 2013M06| 1.6493 | 1.9437 | 2.0311 | | 2013M07| 1.8099 | 1.9373 | 2.0441 | | 2013M08| 1.8295 | 1.9286 | 2.0220 | | 2013M09| 1.8342 | 1.9315 | 2.0291 | | 2013M10| 1.8381 | 1.9393 | 2.0402 | | 2013M11| 1.8671 | 1.9716 | 2.0763 | | 2013M12| 1.9020 | 2.0091 | 2.1132 | | 2014M01| 1.7847 | 1.8947 | 1.9965 | | 2014M02| 1.6130 | 1.9566 | 2.0636 | Ice at the North Pole Problem People who live in low lying areas are concerned about the amount of ice in the sea as when it melts they are worried about their homes flooding. “Even a modest rise in sea levels could cause flooding problems for low-lying coastal areas.”¹ One of the main areas of ice in the world is at the North Pole, or the Arctic, so I am going to predict the surface area of the ice at the North Pole for the next two years. Plan The sea ice is the surface area of sea ice in the Arctic Circle which is measured in millions of square kilometres. The data used in this investigation is from the National Snow and Ice Data Center from 1990 - 2011. Data Analysis By looking at the recomposed data I can see that overall the amount of sea ice in the artic area appears to be generally decreasing from about 10 million square kilometres on average in 1990 to approximately 8 million square kilometres on average in 2011. The largest amount of sea ice at the North Pole normally occurs during February and March when the amount of sea ice is approximately 4 million square kilometres above the long term trend. Between April and August there is a consistent drop from month to month as temperatures are rising. The smallest amount of sea ice regularly occurs in September where the amount of sea ice is approximately 5 million square kilometres below the long term trend. After this the temperatures start cooling down again increasing the amount of ice on a month to month basis until it returns to its peak in February and March. ¹ http://science.howstuffworks.com/environmental/green-science/global-warming4.htm Absolute Highest Value: 14, Absolute Lowest Value: 3. Looking at the residuals graph there is only one point that is more than 1.1 million square kilometres away from the trend. This occurred in September 2007 and may have been due to an unusually hot summer. Overall the model seems to fit the data very well. Most of the fitted values match up with the raw data, however there does appear to be an increase in the difference since 2008 which may be due to an increase in climate change altering the pattern. In April 2011 I would expect the amount of sea ice for the Arctic to be 11.69 million square kilometres. However I cannot be completely certain about my prediction, but I would expect the area of ice will between 11.11 million square kilometres and 12.27 million square kilometres. In March 2013 I would expect the amount of sea ice for the Arctic to be 12.44 million square kilometres. However I cannot be completely certain about my prediction, but I would expect the area of ice will between 9.53 million square kilometres and 15.35 million square kilometres. We can't be completely certain about our predictions as there are a number of factors that could be affecting the amount of sea ice. One of these factors is possibly global temperatures which is affected by sun spots. **Conclusion** In conclusion, there appears to be a definite decrease in the amount of sea ice at the North Pole. This should be of concern to people living in low lying areas as this means the sea ice levels are likely to be rising, potentially putting their homes at risk of flooding. Data Set Information Births and Deaths Data on the number of births and deaths in New Zealand. The data is sourced from Statistics New Zealand. | Variable | Description | |-------------------|--------------------------------------------------| | Quarter | Quarterly | | Male Live Births | Number of males born during the quarter | | Female Live Births| Number of females born during the quarter | | Male Deaths | Number of male deaths during the quarter | | Female Deaths | Number of female deaths during the quarter | Forestry The volume of wood removed from different types of forests in New Zealand. The data is sourced from the Ministry for Primary Industries. | Variable | Description | |------------------------|--------------------------------------------------| | Quarter | Quarterly | | Natural Forests | The volume of wood removed from Natural Forests in millions of m$^3$ | | Plantation Forests | The volume of wood removed from Plantation Forests in millions of m$^3$ | Imports Information on imports to and from New Zealand. The data is sourced from Statistics New Zealand. | Variable | Description | |---------------------------|--------------------------------------------------| | Month | Monthly | | TotalAirportsCIF | Cost, insurance and freight of imported goods in NZ$(000) | | TotalParcelPostCIF | Cost, insurance and freight of imported goods in NZ$(000) | | TotalSeaportsCIF | Cost, insurance and freight of imported goods in NZ$(000) | | TotalAirportsWeight | Weight of imported goods in tonnes | | TotalParcelPostWeight | Weight of imported goods in tonnes | | TotalSeaportsWeight | Weight of imported goods in tonnes | Jobs The number of people in employment in New Zealand. The data is sourced from Statistics New Zealand. | Variable | Description | |---------------------|--------------------------------------------------| | Month | Monthly | | Total Filled Jobs | The number of jobs that are filled | Penguin Data on the number of penguins at the Phillip Island Penguin Parade in Australia. | Variable | Description | |------------|------------------------------------| | Month | Monthly | | Number | The number of penguins in the colony| Sea Ice The data is the surface area of sea ice in millions of square kilometres. The data is sourced from the National Snow and Ice Data Center. | Variable | Description | |----------------|--------------------------------------------------| | Time | Monthly | | Arctic | Million Square Kilometres of Ice in the Arctic | | Antarctica | Million Square Kilometres of Ice in Antarctica | Sunglasses Data on the value of sunglasses sold. | Variable | Description | |-----------|------------------------------------| | Quarter | Quarterly | | Sales | Amount of sales in thousands of dollars | Visitors The visitors' dataset is the number of people entering New Zealand on a Visitor Visa from Australia, China, Japan and the UK. The data is sourced from Statistics New Zealand. | Variable | Description | |-----------------------------------------|--------------------------------------------------| | Date | Quarterly | | Australia | Number of visitors in the quarter from Australia | | China, People’s Republic of | Number of visitors in the quarter from China | | Japan | Number of visitors in the quarter from Japan | | United Kingdom | Number of visitors in the quarter from the UK | ## Assessment Guidelines – 91580 – Investigate Time Series Data | | Achieved (all compulsory) | Merit… Achieved PLUS | Excellence… Merit PLUS | |---|------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------| | **Problem** | Identify a purpose for the investigation | Purpose is clear (compulsory) | Research is used to develop purpose (compulsory) | | **Plan** | Select a variable to investigate that links to the purpose | Context is researched | | | **Data** | Graph the raw and the smoothed data | Graph must have a title, correctly labelled axis and any series shown on the graph(s) are clearly identified | Other relevant variables are discussed. This could include creating a new variable from the variables given | | | Appropriate model is fitted and can be given as an equation, a fitted line or a graph of the smoothed data | | | | | Must have the following: | | | | | • Recomposition graph | | | | | • Seasonal Plot and estimated seasonal effects | | | | | • Raw data plus predictions plus prediction intervals | | | | | Remember to include the units on the axis if appropriate. | | | | **Analysis**| Give quantitative description of the trend and linked to context including stating the start and end points. (long term trend) | The appropriateness of the model is justified throughout the entire range of x-values | Provide possible explanations for the features of the graph | | | Seasonal pattern described and linked to context (seasonal effects) | Other relevant features must be explained in context and comments made must be supported with statistical evidence | A comparison of predicted values for the most recent data values of the model could be made | | | Other relevant features are identified (residuals) | Forecasts are given in context and rounded correctly | Comparison between two data sets could be made | | | Forecasts are made with correct units | Discussion given on how precise the predictions might be based on reliability of the trend or seasonal components | | | | | Understanding shown that forecasts are estimates | | | **Conclusion** | Conclusion is consistent with the purpose of the investigation | Conclusion must be given in context (compulsory) | The purpose of the investigation is addressed (compulsory) | | | | There is a reflection on the analysis with respect to the background research undertaken | Impact of the findings is discussed | Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
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It's Play Time Author: Neha Singh Illustrator: Samidha Gunjal Level 1 My friends and I are staging a play. The monkeys are getting their long, brown tails fixed. The writers are helping Sher Singh and Rani remember their lines. “I am going to eat you,” growls Sher Singh. “No no! Eat the gulab jamun instead,” said Rani. The palace guards and dancers are practising their dance. The dance teacher is helping them. Oh no! A dancer has tripped over the guard’s spear. The first aid team rushes in. Everyone is fine. Phew! The audience is coming into the hall. We are so nervous! But I cannot see my family! Where are they? Uh oh! My moustache is falling off. The play is about to start. What shall I do? There they are! I can see my family. Wait and watch – I will be the best Rajah ever! This book was made possible by Pratham Books' StoryWeaver platform. Content under Creative Commons licenses can be downloaded, translated and can even be used to create new stories - provided you give appropriate credit, and indicate if changes were made. To know more about this, and the full terms of use and attribution, please visit the following [link](https://creativecommons.org/licenses/by/4.0/). **Story Attribution:** This story: It's Play Time is written by [Neha Singh](#). © Pratham Books, 2018. Some rights reserved. Released under CC BY 4.0 license. **Other Credits:** 'It's Play Time' has been published on StoryWeaver by Pratham Books. www.prathambooks.org; Guest editor - Andrew David Art director - Maithili Doshi **Images Attributions:** Cover page: [A stage set up for a play](#) by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 2: [A girl standing behind a red curtain](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 3: [School students dressing up for a play](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 4: [School students in costume, practicing the play](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 5: [School kids dancing on the stage before the play](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 6: [A Girl dressed as a princess falling](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 7: [Teacher helping the injured student with first aid on the stage](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 8: [A girl standing behind a curtain](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 9: [Families seating in an auditorium for the play](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 10: [A girl with a moustache](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 11: [A family waving](#), by [Samidha Gunjal](#) © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. **Disclaimer:** [https://www.storyweaver.org.in/terms_and_conditions](https://www.storyweaver.org.in/terms_and_conditions) Some rights reserved. This book is CC-BY-4.0 licensed. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. For full terms of use and attribution, [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) This book was made possible by Pratham Books' StoryWeaver platform. Content under Creative Commons licenses can be downloaded, translated and can even be used to create new stories - provided you give appropriate credit, and indicate if changes were made. To know more about this, and the full terms of use and attribution, please visit the following link. Images Attributions: Page 12: School students enacting a play by Samidha Gunjal © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Disclaimer: https://www.storyweaver.org.in/terms_and_conditions Some rights reserved. This book is CC-BY-4.0 licensed. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. For full terms of use and attribution, http://creativecommons.org/licenses/by/4.0/ It's Play Time (English) Rahi and her classmates are getting ready for their school play. Everyone is excited and nervous about their performance. Will everything go as planned? This is a Level 1 book for children who are eager to begin reading. Pratham Books goes digital to weave a whole new chapter in the realm of multilingual children’s stories. Knitting together children, authors, illustrators and publishers. Folding in teachers, and translators. To create a rich fabric of openly licensed multilingual stories for the children of India and the world. Our unique online platform, StoryWeaver, is a playground where children, parents, teachers and librarians can get creative. Come, start weaving today, and help us get a book in every child’s hand!
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Welcome to the Forest Author: Bhavna Menon Illustrator: Kavita Singh Kale Tulsa wishes she could visit a forest. Her teacher reads stories about tigers to the class. She loves to hear about forests and animals. One day, her wish comes true! Khare Chacha, a senior forest official, invites Tulsa and her friends to visit a forest called Kanha Tiger Reserve. Tulsa and her friends can’t stop grinning. They will go to the forest for a whole day and a whole night! It takes four hours by bus from the school to the forest. As soon as Tulsa gets down from the bus, a strong hand shakes her hand and then ruffles her hair. “Welcome to Kanha!” It is Khare Chacha. Tulsa and her friends Rani, Mithu, and Dipti stay close to one another. “Sniff the air. It smells of trees and leaves!” says Mithu. “The air is clean like it has been washed with soap!” adds Rani. It's almost sunset now. Khare Chacha and other forest officials tell them about the forest they will visit tomorrow. They play the sounds of animals and birds for the girls to hear and recognise. PIAON! PIAON! “It’s a peacock!” OOW! OOW! “I know! It’s a barking deer.” KEEE! KEE! “That is the sound of crickets!” Next day, Tulsa wakes up at five in the morning. Brrr! It’s cold! Everyone bundles up in warm clothes. One by one, they get into the bus. “All around us there is tall grass covered in a thick blanket of fog,” Ranveer Uncle, the forest guide, tells them. Tulsa can feel the cold and pure air in her mouth. It tastes like mint leaves. “Shhh!” Ranveer Uncle whispers. “There are two jackals right next to our bus.” Everyone listens carefully. They hear the rustling sound of the tall grass. Dried leaves crush under their feet, as the jackals run lightly into the dense forest. Ranveer Uncle whispers again. “A big deer called sambar is standing on the left side of the road. The deer is brown and has big stem-like horns called antlers on its head.” Everyone focuses to their left. HAUNNNNK! HAUNNNK! The sambar runs off. "Sounds like a very big horn!" says Tulsa. All the girls laugh. Soon, the air becomes even cooler. “We are near a river now,” Ranveer Uncle says. Tulsa can hear the gurgling of the water. So many birds are calling from the trees. FHWEEE! FHWEEE! “That one is whistling!” says Rashmi. “Yes Rashmi, that is the call of a thrush,” says Ranveer Uncle. KEEECH! KEECH! “And that screeching you hear is the call of the jungle babbler.” Soft leaves fall from above. Baby monkeys are showering them with leaves! Tulsa picks up a leaf that falls on her. It smells fresh and pure, just like the forest. The bus starts moving uphill. “Hold this creeper. See how it feels like a strong rope? The leaves are like cotton!” Everyone takes turns to hold the creeper. “This is the mahul,” says Ranveer Uncle. “The leaves are used to make small bowls.” PIAONN! PIAONN! “Peacock to your right!” Ranveer Uncle is excited. “Is he dancing?” asks Tulsa. “Yes!” Uncle says. “His feathers are shining in the winter sun and are sparkling like gemstones.” “Beautiful,” says Tulsa. By now everyone is very hungry. They stop at the forest camp for breakfast. There, KhareChacha announces a surprise. “Some of our camp elephants are here. They won’t mind if you touch them gently.” Everyone starts squealing in delight. Soon Tulsa is led to the elephant, Tara. The guide places her hand on Tara’s prickly stomach. *Whoomp!* Tulsa hears the sound of Tara’s feet moving. Tulsa can feel the powerful muscles under her hand. Trumpeting softly, Tara places her trunk in Tulsa’s hand, looking for food. Tulsa can’t stop smiling, as she feels the wet trunk. It’s time to go back. On the way, they pass a gaur. “The gaur is chewing grass. The body is black but the bottoms of the legs are white. It looks like the gaur is wearing socks,” says Ranveer Uncle. Everyone laughs. Suddenly, the air is split by a call, deep and loud. AUHN! The call comes again. “The tiger is very far,” explains Ranveer Uncle. “But he has probably seen you and wants you to know that.” Sighing with happiness, Tulsa and her friends head out of the park. There are so many ways to experience the forest! They can't wait to come back to Kanha Tiger Reserve. This is a real story In January 2017, the Last Wilderness Foundation in association with the Kanha Forest Department conducted a camp for 23 visually impaired students from the Ananya Manav Sai Samiti, Jabalpur. The students were taken on a safari and nature trail using their fabulous sensory skills to enjoy the forest. About Last Wilderness Foundation The Last Wilderness Foundation is an NGO that works in urban and rural areas with children to spread awareness about wildlife and biodiversity, and sensitise them towards conservation and the environment. For details, visit www.thelastwilderness.org. This book was made possible by Pratham Books' StoryWeaver platform. Content under Creative Commons licenses can be downloaded, translated and can even be used to create new stories - provided you give appropriate credit, and indicate if changes were made. To know more about this, and the full terms of use and attribution, please visit the following link. Story Attribution: This story: Welcome to the Forest is written by Bhavna Menon © Pratham Books, 2018. Some rights reserved. Released under CC BY 4.0 license. Other Credits: 'Welcome to the Forest' has been published on StoryWeaver by Pratham Books. www.prathambooks.org; Guest Editor: Sudeshna Shome Ghosh, Art Director: Maithili Doshi Images Attributions: Cover page: A girl listening to the sounds of jungle by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 2: A girl's face in front of trees and birds by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 3: Birds flying around plants by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 4: School girls holding hands in the forest, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 5: A bulbul with leaves, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 6: School teacher recording animals sounds, girls giggling, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 7: A peacock with leaves, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 8: School girl listening to the sounds of jungle animals, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 9: A Deer and a fox, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 10: Teacher pointing at a bird, school girls giggling by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 11: Birds on branches, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Disclaimer: https://www.storyweaver.org.in/terms_and_conditions Some rights reserved. This book is CC-BY-4.0 licensed. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. For full terms of use and attribution, http://creativecommons.org/licenses/by/4.0/. This book was made possible by Pratham Books' StoryWeaver platform. Content under Creative Commons licenses can be downloaded, translated and can even be used to create new stories - provided you give appropriate credit, and indicate if changes were made. To know more about this, and the full terms of use and attribution, please visit the following [link](https://creativecommons.org/licenses/by/4.0/). **Images Attributions:** Page 12: *School girl's hand touching leaves* by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 13: *A monkey sitting on a branch* by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 14: *A peacock dancing in the forest*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 15: *Black bird on a branch*, by Kavita Singh Kale © Pratham Books, 2018. Some rights reserved. Released under CC BY 4.0 license. Page 16: *School girls hugging an elephant*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 17: *Elephant with grass*, by Kavita Singh Kale © Pratham Books, 2018. Some rights reserved. Released under CC BY 4.0 license. Page 18: *A man talking about a tiger, tiger standing*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 19: *Bull and butterflies*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 20: *A fox in the forest*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. Page 21: *Peacock in the forest*, by Kavita Singh Kale © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license. --- **Disclaimer:** [https://www.storyweaver.org.in/terms_and_conditions](https://www.storyweaver.org.in/terms_and_conditions) Some rights reserved. This book is CC-BY-4.0 licensed. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. For full terms of use and attribution, [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) Welcome to the Forest (English) Tulsa is off to Kanha Tiger Reserve with her school friends. Along with the forest officials, the students experience the jungle in a unique and exciting way. This is a Level 3 book for children who are ready to read on their own. Pratham Books goes digital to weave a whole new chapter in the realm of multilingual children's stories. Knitting together children, authors, illustrators and publishers. Folding in teachers, and translators. To create a rich fabric of openly licensed multilingual stories for the children of India and the world. Our unique online platform, StoryWeaver, is a playground where children, parents, teachers and librarians can get creative. Come, start weaving today, and help us get a book in every child's hand!
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Class 2 Autumn 2 The Royal Family. Over this half term we shall be learning about 'The Royal Family'. Our main subject focus for this half term is: History. Our key learning skill is: Reflection. History We shall be learning about the Royal Family. Who are our Royal Family and what is the monarchy? We shall be looking at the lives of Queen Elizabeth II and Queen Victoria, identifying similarities and differences between their role as a monarch. How has this role changed? We shall also be finding out how daily life in Britain changed during Queen Victoria’s reign. The children will also learn about Remembrance Day, and why it is important to commemorate this day each year. Queen Victoria The poppy is a symbol of remembrance for those who have died in war. It was first used by soldiers on the Western Front during World War I, and has since become an international symbol of peace and remembrance. We shall be continuing our learning about animals, including humans. This will focus mainly on animals during this half term; finding out that they have offspring that grow into adults, looking at some of their life cycles and their basic needs for survival. We shall be working scientifically, collecting and recording data to help in answering questions. A beagle puppy sitting in grass, a black and white rabbit sitting on grass, two kittens peeking out from under a car. The children learn to use logical reasoning to predict the behaviour of simple programs. They will need to follow instructions precisely and also be able to give clear instructions to form a sequence. The children will learn to follow a program step by step and predict what the outcome of that sequence will be. Music We shall be learning to sing songs for our Christmas performance. We shall also listen and respond to music used in Royal celebrations. The first step in the process is to identify the problem or issue that needs to be addressed. This can be done through research, surveys, or interviews with stakeholders. Once the problem has been identified, the next step is to develop a plan of action to address it. This plan should include specific goals and objectives, as well as a timeline for completion. It is important to involve all relevant parties in the planning process to ensure that everyone's input is considered. Once the plan has been developed, the next step is to implement it. This may involve changes to policies, procedures, or practices within an organization. It is important to communicate these changes clearly to all affected parties so that they understand what is expected of them. Regular monitoring and evaluation of the plan's effectiveness will help ensure that it is achieving its intended outcomes. Finally, it is important to celebrate successes along the way and learn from any setbacks. This can help build momentum and maintain motivation throughout the process. By taking these steps, organizations can effectively address problems and improve their performance over time. The children will be learning to mix primary colours to make secondary colours and to apply different colours to paper, maintaining their separateness. They will be gaining greater control and effective manipulation skills as they apply paint to paper. They will also be using a range of materials, including clay, to make 3D products. P.E. The children will continue to learn a variety of team games to develop spatial awareness, moving in different ways and along different pathways, dodging and changing direction. In R.E. the children shall be learning about how important religion and their faith is for some people. they shall also be developing an understanding of the Nativity Story as we celebrate Christmas, an important festival for Christians around the world. PSHE - Relationships We shall be learning that respect is two-way and that you should treat others as you expect to be treated. We shall discuss what it means to be a good friend. We shall focus on developing critical thinking about our ideas, reflecting on those things that went well as well as where we can improve our learning. Children will be encouraged to talk about their learning as they develop more self-awareness and are able to identify their strengths and where they may need more help. Homework Children always have reading as part of their homework and are expected to read at home regularly. In mathematics the children need to practise the number bonds to and within 10, initially and then use these to calculate number bonds to and within 20; as well as practising their 2’s, 5’s and 10 times tables. Spellings are uploaded on to Teams each week for the children to learn.
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Safer Streets Start with Stronger Children Investing in Children Fights Crime & Saves State Dollars Safer Streets Investing in young children nets an 18% return in public dollars. Setting our children right from the start creates the thriving adults that drive our industries and move Louisiana forward. Failure to invest leads to more costly health and justice interventions. Early Development Investing in Children Fights Crime & Saves State Dollars The phrase “executive function” refers to a set of skills. These skills underlie the capacity to plan ahead and meet goals, display self-control, follow multiple-step directions even when interrupted, and stay focused despite distractions, among others. Much like an air traffic control system at an airport helps planes on different runways land and take off safely, executive function skills help our brains prioritize tasks, filter distractions, and control impulses. No one is born with executive function skills, but nearly everyone can learn them. Our genes provide the blueprint for learning these skills, but they develop through experiences and practice. The foundation is laid in infancy, when babies first learn to pay attention. Relationships with responsive caregivers are particularly important at this stage. Something as simple as playing a game of peekaboo can help build the early foundations of working memory and self-control as a baby anticipates the surprise. Adults set up the framework for children to learn and practice these skills over time by establishing routines, breaking big tasks into smaller chunks, and encouraging games that promote imagination, role-playing, following rules, and controlling impulses. These techniques are known as “scaffolding.” Just as a scaffold supports workers while a building is being constructed, adults can use these activities to support the emergence of children’s executive function skills until they can perform them on their own. These skills typically develop most rapidly between ages 3-5, followed by another spike in development during the adolescent and early adult years. It takes a long time and a lot of practice to develop them, but, as children’s executive function skills grow, adults can gradually allow children to manage more and more aspects of their environment. Building children’s executive function skills benefits everyone. The increasingly competent executive functioning of children and adolescents enables them to plan and act in a way that makes them good students, classroom citizens, and friends. In turn, this helps them grow into adults capable of juggling a multitude of commitments, such as parenting, employment, continuing education, and civic involvement. Even health is affected, as strong executive function helps people stick to healthy habits and reduce stress. The more a society invests in building the executive functioning of its children, the greater dividends it will see in the future. Center on the Developing Child HARVARD UNIVERSITY For more information: https://developingchild.harvard.edu/ef “ACEs” stands for “Adverse Childhood Experiences.” These experiences can include things like physical and emotional abuse, neglect, caregiver mental illness, and household violence. The more ACEs a child experiences, the more likely he or she is to suffer from things like heart disease and diabetes, poor academic achievement, and substance abuse later in life. **TOXIC STRESS EXPLAINS HOW ACES “GET UNDER THE SKIN.”** Experiencing many ACEs, as well as things like racism and community violence, without supportive adults, can cause what’s known as toxic stress. This excessive activation of the stress-response system can lead to long-lasting wear-and-tear on the body and brain. The effect would be similar to revving a car engine for days or weeks at a time. **WE CAN REDUCE THE EFFECTS OF ACES AND TOXIC STRESS.** For those who have experienced ACEs, there are a range of possible responses that can help, including therapeutic sessions with mental health professionals, meditation, physical exercise, spending time in nature, and many others. The ideal approach, however, is to prevent the need for these responses by reducing the sources of stress in people’s lives. This can happen by helping to meet their basic needs or providing other services. Likewise, fostering strong, responsive relationships between children and their caregivers, and helping children and adults build core life skills, can help to buffer a child from the effects of toxic stress. ACEs affect people at all income and social levels, and can have serious, costly impact across the lifespan. No one who’s experienced significant adversity (or many ACEs) is irreparably damaged, though we need to acknowledge trauma’s effects on their lives. By reducing families’ sources of stress, providing children and adults with responsive relationships, and strengthening the core life skills we all need to adapt and thrive, we can prevent and counteract lasting harm. Center on the Developing Child HARVARD UNIVERSITY Learn more about ACEs from the Centers for Disease Control and Prevention. For more information: https://developingchild.harvard.edu/ACEs LOUISIANA SPENDING ON EARLY CHILDHOOD - Access to Medical Care: 65.3% - Early Care and Education: 23.6% - Family Support/Parenting Education: 10.5% - Early Childhood Mental Health: 0.6% March of Dimes leads the fight for the health of all moms and babies. We advocate for women, infants, children and families across a wide range of issues at the federal, state and local level. The diagram below outlines the highest priority issues March of Dimes will champion to improve health equity, reduce prematurity, prevent maternal mortality and make measurable strides for the health of every family. **INCREASE ACCESS TO QUALITY HEALTH CARE** March of Dimes advocates for access to quality, high-value, private health insurance and public health coverage, as well as programs that provide integrated health care services. - Medicaid postpartum extension - Access to midwives and doulas - Access to quality telehealth services **SUPPORT HEALTHY WOMEN AND BABIES** March of Dimes supports a broad range of policies and programs to promote health, improve health equity, prevent disease, further patient safety and prevent infant mortality. Advocating for a comprehensive national response to high maternal mortality and morbidity rates, especially among women of color who face health disparities. - Access to mental health services - Workplace policies for families **IMPROVE RESEARCH AND SURVEILLANCE** March of Dimes advocates for innovative medical research and robust health surveillance programs, which are essential to discovering ways to prevent, diagnose and treat maternal and child health conditions, track occurrence and promote health equity. - Maternal Mortality Review - Newborn screening modernization - Vaccination compliance MARCHOFDIMES.ORG/POLICYPRIORITIES INCREASE ACCESS TO QUALITY HEALTH CARE - Expanding access to Medicaid, including extending coverage for mothers after childbirth to 12 months. - Support expanded access to midwifery care for women who desire services, by further integrating midwives into maternity care, and promote full practice authority by removing restrictive laws and regulations. - Advocate for Medicaid and private insurance coverage for doula care services. - Increase access to quality telehealth services and technology to providers and pregnant women, especially for women living in maternity care deserts or with other obstacles to receiving care. - Oppose harmful Medicaid block grant proposals, work requirements and other barriers to coverage. SUPPORT HEALTHY WOMEN AND BABIES - Support authentic and standardized implicit bias training for health care providers and staff, caring for women before, during and after pregnancy, as well as training accountability and governance policies to enhance broader goal of achieving equity for moms and babies. - Support efforts that are critical to addressing and improving maternal mental health through; access to and insurance coverage, universal screening, referral and treatment coordination, consumer and provider education and surveillance and data collection. - Advocating for policies and programs to prevent and treat substance use, including opioids and Neonatal Abstinence Syndrome (NAS) surveillance programs, with a focus on the safety and care of pregnant women and infants. - Advancing policies to support mothers and reduce health disparities in the workplace such as parental leave, paid family leave, pregnancy accommodations, nondiscrimination and breastfeeding promotion. - Promoting policies and practices that address social determinants (drivers) of health to help reduce health inequities related to housing, transportation, environmental health, food insecurity and access to nutritional foods. - Ensuring coverage of immunizations and supporting efforts by federal agencies and Congress to address vaccine hesitancy and dispel misinformation about immunizations that endanger the public health. IMPROVE RESEARCH AND SURVEILLANCE - Advancing legislation to enhance, standardize best practices and sustain Maternal Mortality Review Committees (MMRCs) and perinatal quality collaborative (PQCs) to further patient safety. - Supporting federal and state legislation to protect and enhance newborn screening, ensure every state tests each newborn for all conditions on the Recommended Uniform Screening Panel (RUSP). - Promoting surveillance, research and data collection on key maternal and child health priorities, including birth defects, preterm birth, health disparities, maternal depression and infant and maternal mortality. - Supporting funding for the National Institutes of Health (NIH) and National Institute of Child Health and Human Development (NICHD) to continue maternal, child and infant health research and data collection. - Encouraging Congress to invest more in the nation’s public health infrastructure including the CDC, state, local, tribal and territorial core public health infrastructure to ensure we are prepared for the next public health emergency. - Champion funding for pre-term birth research at Centers for Disease Control and Prevention (CDC). - Promoting research to help pregnant and breastfeeding women and their health care providers know what medications are safe for them and their infants by advancing the recommendations of the Task Force on Research Specific to Pregnant Women and Lactating Women. FACT SHEET: Paid Parental Leave for Louisiana K-12 Employees Educators are the backbone of our society. However, teachers in many states, including Louisiana, have no guaranteed right to paid parental leave. This lack of access leaves public school employees with no choice but to accumulate any available paid time off or paid sick days in anticipation of welcoming a new child. Paid parental leave would allow Louisiana K-12 employees to take the time they need to care for a new child without losing their income, savings, or much deserved paid time off. A paid parental leave program would have positive health and economic benefits for a large number of Louisiana educators and their families. - In 2021-2022, there were 97,438 public school employees, consisting of 50,218 teachers and 47,220 non-teaching staff members in the State of Louisiana.\(^1\) - In 2017-2018, the National Center for Education Statistics reported that 70.2% of teachers in Louisiana were of childbearing age.\(^2\) - Given the data, many teachers and support staff urgently need paid parental leave to feel secure knowing they will have a paycheck while they take time to recover from childbirth and care for their new child. - Paid parental leave also supports adoptive parents by providing time to handle logistics and bond with a new child while easing the financial burden that often comes with adoption.\(^3\) - Studies have shown that fathers who take paternity leave experience greater engagement in their child’s life, which in turn has cognitive and developmental advantages for children.\(^4\) - When fathers take adequate paid parental leave, it greatly benefits new moms as well, leading to fewer postpartum health complications and improved mental health.\(^5\) Paid parental leave will help make Louisiana a competitive state to be an educator, improving recruitment and retention. - Louisiana is currently ranked 46th in education on the national scale.\(^6\) - Between 2021-2022, research shows that the turnover rate was 14% for teachers and 17% for school leaders.\(^7\) Of those who departed, 37% left within 5 years of starting their teaching career.\(^8\) --- \(^1\) 2021-2022 Educator Workforce Snapshot, Louisiana Believes, 2023, https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-state-educator-workforce-snapshot.pdf?stvrsn=40396318_6. \(^2\) National Teacher and Principal Survey, National Center for Education Statistics, 2019, https://nces.ed.gov/surveys/ntps/tables/ntps1718_fltable02_t1s.asp. \(^3\) Adoption Friendly Benefits in the Workplace: It is the Right Thing to Do, National Council For Adoption, July 1, 2018, https://adoptioncouncil.org/publications/adoption-advocate-no-12/. \(^4\) The Health Case for Paid Family and Medical Leave, A Better Balance, November 30, 2021, https://www.abetterbalance.org/resources/the-health-case-for-paid-family-and-medical-leave/. \(^5\) When Dad Can Stay Home: Fathers’ Workplace Flexibility And Maternal Health, National Bureau of Economic Research, October 2019, https://www.nber.org/system/files/working_papers/w25902/w25902.pdf. \(^6\) Kenny Francis and Teresa Fulgoust, Paid Leave is the Foundation of a Stronger Louisiana, Agenda for Children, August 2020, p. 2, https://agendaforchildren.org/cms/wp-content/uploads/2021/08/Paid-Leave-Brief-September-2020.pdf. \(^7\) Louisiana Rankings, U.S. News, 2023, https://www.usnews.com/news/best-states/louisiana. \(^8\) 2021-2022 Educator Workforce Snapshot, Louisiana Believes, 2023, https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-state-educator-workforce-snapshot.pdf?stvrsn=40396318_6. \(^8\) Id. The most recent federal data shows that a quarter of teachers who recently left teaching reported “personal life reasons (e.g., health, pregnancy/childcare, caring for family)” as the most important reason that factored into their decision to quit.\(^9\) Research shows that paid family leave helps increase employee retention and decrease turnover,\(^{10}\) which would save the state money on hiring and training costs. Several of Louisiana’s peer states, including Tennessee,\(^{11}\) Georgia,\(^{12}\) South Carolina,\(^{13}\) and North Carolina\(^{14}\) have already enacted paid parental leave policies for their educators. Children’s life chances are linked to their quality of education.\(^{15}\) By providing more supports for educators and enhancing overall productivity and retention, students will reap the long-term benefits. **Paid parental leave helps K-12 employees stay healthy and better able to do their job.** - Without dedicated paid parental leave, educators often have no choice but to use up any sick or vacation days when a new child arrives, leaving them with no paid leave for when they or their child become sick. - Providing paid parental leave separately ensures that employees can reserve their paid sick days for when they truly need them, resulting in healthier children and less spread of illness amongst the school. - Paid family leave also helps boost productivity and improve employee morale. - 91% of employers surveyed in one state reported that paid family leave had either a positive or neutral effect on profitability.\(^{16}\) Large majorities of employers also reported positive or neutral effects on productivity (88.5%) and employee morale (98.6%).\(^{17}\) **Paid parental leave is good for the economy.** - By keeping workers with caregiving needs attached to the workforce, paid parental leave decreases reliance on public assistance programs, creating taxpayer savings. - Women and men who return to work after a paid leave are significantly less likely to receive public assistance in the year after the birth of their child than parents who take no leave at all.\(^{18}\) **Louisiana has already enacted paid parental leave for state employees.\(^{19}\)** Educators deserve the same benefit. --- \(^9\) U.S. Department of Education, National Center for Education Statistics, *Teacher Follow-up Survey (TFS), "Former Teacher Data File,"* 2012-13. https://www.nctq.org/blog/How--many--school--districts--offer--paid--parental--leave/?--text=The%20most%20recent%20federal%20data,personal%20life%20reasons%20between%20very. \(^10\) Eileen Appelbaum and Ruth Milkman, *Leaves that Pay: Employer and Worker Experiences with Paid Family Leave in California,* p. 8, http://cepr.net/documents/publications/paid-family-leave-1-2011.pdf. \(^11\) Tenn. Code. Ann. §§ 8-50-813 – 814, https://publications.tnsosfiles.com/acts/113/pub/pc0399.pdf. \(^12\) Ga. Code § 45-20-17, https://www.legis.ga.gov/api/legislation/document/202_12022/20199. \(^13\) S.C. Code Ann. § 8-11-151, https://www.scstatehouse.gov/sess/125_2023_-2024/bills/3908.htm. \(^14\) N.C. Gen. Stat. § 126-8.6, https://www.ncleg.gov/Sessions/2023/Bills/Senate/PDF/S20v5.pdf. \(^15\) OECD (2012), *Equity and Quality in Education: Supporting Disadvantaged Students and Schools,* OECD Publishing, p. 14. http://dx.doi.org/10.1787/9789264130852-en. \(^16\) Eileen Appelbaum and Ruth Milkman, *Leaves that Pay: Employer and Worker Experiences with Paid Family Leave in California,* p. 8, https://cepr.net/documents/publications/paid-family-leave-1-2011.pdf. \(^17\) Id. \(^18\) Linda Houser & Thomas Vartanian, *Pay Matters: The Positive Economic Impacts of Paid Family Leave for Families, Businesses and the Public,* Ctr. for Women and Work (2012), p. 6-7, http://www.nationalpartnership.org/research-library/work-family/other/pay-matters.pdf. \(^19\) State Civil Serv. *Parental Leave*, https://www.civilservice.louisiana.gov/Parental-Leave/Default.aspx. Home Visiting Investing in Children Fights Crime & Saves State Dollars Some of our state’s costliest social problems—like child abuse and neglect, school failure, poverty, unemployment, and crime—are rooted in early childhood wellbeing. Voluntary home visiting matches parents with trained professionals to provide information and support during pregnancy and throughout their child’s first 1000 days. Quality, voluntary home visiting programs lead to fewer children in social welfare, mental health, and juvenile corrections systems, with considerable savings to the state. Better parenting practices and increased reading and other language-related activities at home help positively affect school readiness by creating bonds, promoting self-regulation and engaging in the interactions that stimulate communication and learning. In a statewide universally available home visiting structure, every family that wants home visiting can access these services with the costs being underwritten by Medicaid, private insurance, and state/federal funds. Research has shown that these programs can return anywhere from $1.80 to $5.70 for every dollar invested. (L.A. Karoly, M.R. Kilburn, & J.S. Cannon. *Early childhood interventions: proven results, future promise.*) How can home visiting help children with disabilities? If a family elects to have home visiting, the professional that visits with that family is trained to recognize developmental delays and other disabilities and connect that family to interventions that can reduce the cost and burden of disabilities for that family. How can home visiting help with literacy and achievement? Home visitors can help parents engage with their children in ways that build sound recognition and language development. These skills help children learn how to read, speak, and communicate. Studies of various home visiting programs have shown positive impacts on indicators related to cognitive development and behavior, including higher IQs, higher language scores, and higher grade-point averages and achievement scores, including higher graduation rates. (Zero to Three: https://zero-to-three.herokuapp.com/document/88) How can home visiting help with maternal mortality? Voluntary home visiting programs can help identify physical and mental health issues that mothers may have and connect them to appropriate resources. These services have demonstrated outcomes that save the lives of both moms and babies. Maternal-Child Health Initiatives Identifying and addressing risk factors among pregnant and postpartum families in New Orleans is a top priority for the New Orleans Health Department (NOHD). Through direct family services, policy change, and coordination among local health care systems, NOHD plays a critical role in the effort to protect our youngest and most vulnerable residents. Local, state, and federal resources are all critical to the success of our family health initiatives. Newborn Nurse Home Visiting Program – Family Connects New Orleans NOHD launched the Family Connects New Orleans (FCNO) program in August 2023, in collaboration with Ochsner Baptist and Touro Hospitals. FCNO is a postpartum nurse home visiting program that offers at least one in-home visit to all families who deliver a baby in New Orleans. During the home visits, the nurses assess the mother, baby, and family for physical health, mental health, and array of other needs and risk factors. When needs are identified, NOHD ensures the family is directly connected to all available social services and community-based resources to address their needs. FCNO is funded entirely with City funds and private philanthropic dollars. Healthy Start New Orleans & WIC NOHD’s Healthy Start New Orleans (HSNO) program provides case management services to families with infants, from conception through age two. With grant funding from HRSA, HSNO serves nearly 900 infants, mothers, and fathers in New Orleans and has a physical presence in Central City and New Orleans East. NOHD recently submitted a HRSA grant application to continue the program for another five years. NOHD also administers the federal WIC supplemental nutrition program, which serves 2,500 low-income families per month. Newborn Supply Kits In 2023, NOHD partnered with HHS and Baby2Baby to bring Newborn Supply Kits to families who delivered a baby at Touro Hospital. Over a 3 month period this initiative has provided more than 500 Newborn Supply Kits to New Orleans families containing essential supplies for mothers and babies, as well as information and resources about breastfeeding, safe sleep, and available support programs. Early evaluation results from the pilot show that families who received the kits had improved mental health, decreased financial stress, and increased enrollment in federal programs. Following the successful pilot, NOHD is exploring opportunities to continue and expand the Newborn Supply Kit initiative. Firearm Safe Storage Campaign NOHD, Children’s Hospital New Orleans, the Louisiana Department of Health’s BE SMART campaign and the Louisiana Chapter of the American Academy of Pediatrics are partnering to provide widespread education and high-quality biometric firearm safes to New Orleans residents in both healthcare and community settings across the parish, free of charge. To date, **840 safes** have been distributed to individuals in conjunction with a brief firearm safety training and BE SMART materials. Community partners and other City agencies support training sites and events. Early Education Investing in Children Fights Crime & Saves State Dollars A successful Louisiana starts with successful children. WHO WE ARE The Louisiana Policy Institute for Children is a nonpartisan, nonprofit organization that is a source of data, research, and information for policymakers and stakeholders on issues concerning young children in Louisiana. WHAT WE DO The Louisiana Policy Institute for Children seeks to: 1. Inform decision makers through research; 2. Impact the lives of children and families; and 3. Raise awareness about early care and education in Louisiana. OUR MISSION Advancing policies to ensure that Louisiana’s young children are ready for success in school and in life. CONTACT US Libbie Sonnier, Ph.D. Executive Director firstname.lastname@example.org Candace Weber, Ph.D. Partnerships Director email@example.com Mattilyn Karat Batson Research & Policy Director firstname.lastname@example.org Jasmine Haralson Communications & Operations Director email@example.com Sadie Bezel Government Affairs Director and General Counsel firstname.lastname@example.org Zoe Johnson Policy Analyst email@example.com Victoria Guidano Communications Specialist firstname.lastname@example.org Kristy Chauvin Operations Manager email@example.com LEARN MORE For more information visit our website at www.policyinstitutela.org. Investments in high-quality early care and education programs benefit children and their communities in multiple ways. Participating children experience not only greater academic and economic outcomes, but also lesser involvement in violent crime and the justice system. These benefits translate to millions of dollars in community savings over the course of a single child’s life. With 90% of brain development occurring by age 4, the early years are a critical time in a child's life for building foundational skills and prosocial behaviors - Early cognitive and emotional development difficulties may contribute to later aggressive and/or disruptive behavior - Problem behaviors developed early and not addressed by kindergarten can be predictive of future misbehavior and criminal activity High-quality early care and education programs combine developmentally appropriate components to support whole child development, including educational, social-emotional, and physical progress - Children who attend high-quality early care and education programs are less likely to be referred for special education services, experience fewer grade retentions, and are more likely to graduate from high school Children enrolled in high-quality early care and education programs are less likely to be arrested or engaged in violent crime - Participants in a Chicago preschool program for 3- and 4-year-olds were over 40% less likely to be arrested for a violent crime by age 18 - A longitudinal study of the High/Scope Perry preschool program found that non-participating children were five times more likely to have been arrested five or more times by age 27 Investment in high-quality early care and education can save millions of dollars in crime prevention - Preventing a child from dropping out of school, using drugs, and engaging in criminal activity can save an estimated $2.6 million to $4.4 million over that child’s lifetime References Cohen, M. A., & Piquero, A. R. (2009). New evidence on the monetary value of saving a high risk youth. Journal of Quantitative Criminology, 25(1), 25-49. Economic Opportunity Institute. (2002). The Link between Early Childhood Education and Crime and Violence Reduction. Retrieved online at: https://www.opportunityinstitute.org/wp-content/uploads/early-learning/ELCLinkCrimeReduction-Jul02.pdf Fight Crime: Invest in Kids. (2020). Investing in Kids Now Can Prevent Crime in the Future. Retrieved online at: https://strategynations.s3.amazonaws.com/documents/1219/4029098f-bcc0-454b-b99e-e1d12661ef9b.pdf?1623765752&inline=%3Dfilename%3Dinvesting%20in%20kids%20now%20can%20prevent%20crime%20in%20the%20future.pdf%22 Goebert, R., Farrington, D.P., & Petechuk, D. (2003). Child Delinquency: Early Intervention and Prevention. Child Delinquency Bulletin Series, U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Retrieved online at: https://www.ojp.gov/pdffiles1/ojjdp/106162.pdf Mann, E.A., & Reynolds, A.J. (2006). Early Intervention and Juvenile Delinquency Prevention: Evidence from the Chicago Longitudinal Study. Social Work Research, 30(3), 153-167. DOI:10.1093/swr/30.3.153 McCoy, D.C. et al. (2017). Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes. Educational Researcher, 46(8), 474-487. DOI: 10.3102/0013189X17737739 Ramey, C. T. (2018). The Abecedarian approach to social, educational, and health disparities. Clinical Child and Family Psychology Review, 21(4), 527-544. Reynolds, A.J. et al. (2001). Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest: a 15-Year Follow-Up of Low-income Children in Public Schools. JAMA, 285(18), 2339-2346. DOI:10.1001/jama.285.18.2339 Wasserman, G.A. et al. (2003). Risk and Protective Factors of Child Delinquency. Child Delinquency Bulletin Series, U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Retrieved online at: https://www.ojp.gov/pdffiles1/ojjdp/192409.pdf Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. Future Child, 5(3), 51-75. To learn more, visit www.policyinstitutela.org Afterschool & Career Pathways Investing in Children Fights Crime & Saves State Dollars From a Time of Risk to a Time of Opportunity 90% of Louisiana parents are satisfied with their child’s afterschool program. - 71% say afterschool programs keep kids safe and out of trouble. - 81% say afterschool programs give working parents peace of mind. - 85% say afterschool programs help kids build life skills. - 76% say afterschool programs excite kids about learning. The hours after the last school bell rings and before parents typically return home from work is a time of endless opportunities and potential for young people. It can be a time of learning and growth, when kids explore new topics in fields like science, technology, engineering, and math; discover new interests; and develop their communication, teamwork, and leadership skills alongside supportive mentors. It can also be a time of risk, as the hours between 2 p.m. and 6 p.m. are the peak time for juvenile crime. High-quality afterschool programs are critical to decreasing juvenile crime and victimization and to putting kids on the right track for success later in life. In Louisiana, investing in afterschool initiatives emerges as one of the most impactful strategies to enhance public safety. These programs are supported by parents throughout the state, because they give working families a peace of mind knowing that their kids are safe and out of trouble beyond the bell. Unfortunately, these proven programs are not available to all young people who need and want the opportunity. How 21st Century Community Learning Center programs support Louisiana students: - 82% of regular program attendees improved their math grade. - 79% of regular program attendees improved their behavior. For every child in afterschool in Louisiana, 4 are waiting for an available program. According to The Council For a Strong America, the hours immediately following the end of the school day are the “prime time for juvenile crime,” when young people are likeliest to be involved in criminal activity and risky behavior — which is why investing in high-quality afterschool programs is crucially important for putting kids on the right track for success in life. Louisiana currently has 352 boys and 15 girls in secure care facilities. All of the state’s juvenile justice centers for boys are at capacity – so much so that the state has been forced to keep 62% of incarcerated youth in local facilities while waiting for more state spaces to open up. We can do better for young people in Louisiana. Investing in prevention by giving young people access to afterschool and summer programs that offer a safe space, caring adults, and opportunities to build skills that will last them a lifetime will pay dividends for youth, families, and communities. The long-term outcomes are clear, afterschool programs are a smart investment by reducing crime and welfare costs, increasing kids’ earning potential, and improving kids’ performance at school. AFTERSCHOOL PROGRAMS - A STRONG RETURN ON INVESTMENT AVERAGE COST $11 per student per day EVERY $1 invested saves $3 Resources: Afterschool Alliance, Fight Crime: Invest in Kids Council for a Strong America, Louisiana Illuminator: Juvenile Justice Facility, Justice Policy Institute, Louisiana Illuminator: Policy Changes INVEST IN OPPORTUNITY YOUTH: AN AGENDA FOR LOUISIANA’S FUTURE WHO ARE LOUISIANA’S OPPORTUNITY YOUTH? Nearly 1 in 6 young people between the ages of 16 to 24 in Louisiana are disconnected from both school and work, a population known as Opportunity Youth. Louisiana ranks fourth in the nation for its rate of disconnection among youth. This has enormous consequences both for the young people experiencing disconnection and for society as a whole. Louisiana’s Opportunity Youth live in every region of the state, though youth in certain areas experience higher rates of disconnection than others. They come from all backgrounds and races, though due to historic and systemic discrimination, Black males are more likely to be disconnected than their peers followed by Latina and Black females. In Louisiana, 16% of disconnected youth live with a disability of some kind, compared to 6.5% of those who are connected. Disconnected young women are three times more likely to be mothers as connected women, 24.1% and 8.3%, respectively. And, over 10% of disconnected youth - and 25% of disconnected young Black men - are involved in the justice system and living in an institution. When youth are disconnected from work and school during these formative years, it often reverberates throughout their lives. Without the advantages of early work experience, personal and professional network development and the interpersonal skills that connected youth gain during these years, Opportunity Youth are at a disadvantage. Over their lifetime, they are more likely to experience unemployment, lower wages, lower educational attainment, and worse health outcomes. We can do better. Louisiana’s opportunity youth population is 86,600 That’s more than the entire population of Lake Charles THE OPPORTUNITY Louisiana’s youth are the future of our state and should drive our economy for years to come. Louisiana policymakers can help Opportunity Youth reconnect by investing in economic security measures, wrap-around social services, and workforce development and educational pathways. Louisiana’s Opportunity Youth deserve more from our state. Our current systems do not meet the needs of our youth. Fragmented approaches to youth policymaking have often failed to address all of Louisiana’s youth needs. Despite numerous federal, state, and local programs existing to serve low-income people, too many young Louisianans still fall through gaps in the social safety net. Even when Opportunity Youth successfully receive benefits, they still often face significant needs outside of existing programs, presenting obstacles to their sustained economic stability and independence. For all of Louisiana’s young people to thrive, policymakers should promote policies and programs that proactively provide increased economic opportunities and wrap-around services that remove barriers and provide pathways to success for our Opportunity Youth. AN AGENDA FOR LOUISIANA’S YOUTH INVEST IN ECONOMIC SECURITY Policymakers must invest in young people’s economic security for Louisiana’s youth to succeed. Youth need higher wages, a more expansive Earned Income Tax Credit and Child Tax Credit, and paid sick days and family and medical leave. Louisiana has the second highest poverty rate in the nation, with some 829,565 Louisianans, or 18.6% of residents, living at or below the federal poverty rate in 2022. The state also has the third-highest child poverty rate in the nation, with 24.4%, or 255,159, children facing poverty and economic insecurity. For Louisiana’s Opportunity Youth to thrive, they must be able to access economic opportunities and be on the path to financial security. INVEST IN WRAP-AROUND SERVICES Providing wrap-around services that extend beyond workforce and educational programs to address key policy shortfalls that Opportunity Youth face will set Louisiana’s young people up for success. Louisiana’s youth need investment in digital equity, transit, mental health, and housing to consistently re-engage with work and/or educational opportunities. Policymakers should promote equitable broadband investments and device availability, free transit with regional connectivity and rural transit investment, increased mental health supports in education and workforce programming, and more affordable housing units and increased rental protections for Opportunity Youth. INVEST IN CAREER PATHWAYS Extending investment in workforce programs and educational certificates and credentialing can help Opportunity Youth develop skills and connect with jobs across the state. However, after exiting high school, many young adults face a confusing and disjointed adult credentialing and workforce development programmatic landscape. It is often difficult for adults not enrolled in associates, technical, or bachelor’s programs to string together requirements for certifications or degrees. By improving information sharing between K-12 institutions, community colleges, and potential employers, and advocating for increased funding for adult education, we can avoid youth disconnection and provide opportunities for Louisiana’s young people to reconnect and engage in the workforce through sequenced adult career pathways. WHO ARE WE? The Louisiana Opportunity Youth Skills Coalition is a network of direct service providers and advocacy organizations working to ensure that the state’s policies and institutions support the needs of Louisiana’s disconnected youth. We focus on creating a stronger connective fabric to support all young people as they transition from school to the workforce. We connect grassroots community organizations and policymakers in designing responsive policies that meet the needs of Louisiana’s youth. To learn more about the Opportunity Youth Skills Coalition’s work and policy priorities, reach out to Danielle Barringer-Payton at firstname.lastname@example.org. Supporting Child Welfare Investing in Children Fights Crime & Saves State Dollars Louisiana United Methodist Children and Family Services (LUMCFS) LUMCFS is Louisiana’s largest provider of intensive residential treatment facility services for children and therapeutic foster care. With three regional campuses in Ruston, Sulphur, and Loranger, a robust network of therapeutic foster homes throughout the state, and an array of community-based services, LUMCFS has cared for thousands of Louisiana children. From its founding in 1902, LUMCFS has existed for only one reason – to care for Louisiana’s most desperate children and families. Even with its 125th anniversary approaching, LUMCFS looks more to the future than the past. The new Methodist Children’s Home of Southeast Louisiana opened near Hammond in 2022 on 126 acres in the center of Louisiana’s densest population growth during our next 100 years. OUR GROWING SERVICES. Our services are available to all Louisiana children and families. They are funded through contracts with Healthy Louisiana managed care organizations, agreements with the Department of Children and Family Services, and the charitable donations of thousands of Louisiana’s citizens. The many services provided by LUMCFS are fully and dually accredited by the Council on Accreditation and the EAGLE Commission. Commendations from both accreditors speak to the organization’s emphasis on quality, effectiveness, and ethics. OUR COMMITMENT. More than 500 strong, LUMCFS staff members are unabashedly committed to children’s well-being and serving families with the greatest needs. Two divisions, Methodist Behavioral Healthcare, and Methodist Social Services, share their mutual strengths to provide specialized services that Louisiana’s children and families require but can obtain from few other providers. OUR EXPERTISE. LUMCFS designs and delivers services for children and families. Methodist Behavioral Health comprises the organization’s programs aligned with the Louisiana Department of Health. These services include the three campuses licensed as psychiatric residential treatment facilities - Louisiana Methodist Children’s Home in Ruston, Methodist Children’s Home of Southwest Louisiana in Sulphur, and the Methodist Children’s Home of Southeast Louisiana in Loranger – and Methodist Aftercare Services. The Lorraine Howard Educational Center on the grounds of Louisiana Methodist Children’s Home is an alternative school designated by the Louisiana Department of Education as an Exemplar among Louisiana’s schools, serving as a model for alternative education in our state. What is the difference between Howard School and the typical educational environment for children in out-of-home care? LUMCFS invests millions of charitable dollars in providing exceptional educational services for children with the greatest needs. Visit Howard School at Louisiana Methodist Children’s Home to see what is possible for alternative schools in residential settings. Methodist Social Services’ most extensive program is Methodist Foster Care, which provides Therapeutic Foster Care throughout Louisiana, Kinship Support, and the Foster Care Support Organization. In addition, Methodist Social Services includes the Family Counseling Center, the Community Supports program, the Outdoor Wilderness Learning Center, the OWL Equine Center, and four regional Life Skills Training Centers. Advocacy and Awareness Services are essential to effecting the changes Louisiana’s children and families require. With insufficient Child Well-being Infrastructure, Louisiana has many opportunities to advance children’s causes and counter the barriers children and their families face. Following a protocol of research, public education, and our collaboration with other advocacy organizations, Senator Regina Barrow filed SB137 and initiated the Legislature’s creation of the State of Louisiana Child Ombudsman in June 2023. See www.LouisianaChildAdvocacy.com LUMCFS advocacy work focuses on improving Louisiana’s frail Child Well-being Infrastructure, creating a Louisiana-specific Child Well-being Index, supporting innovative tools like LUMCFS’s new Community Model of Residential Care, and strengthening Louisiana’s array of prevention and early intervention services for children. OUR USE OF CHARITABLE FUNDS. LUMCFS expends charitable funds to supplement payments from state agencies to ensure children in our care receive high-quality, effective treatment. Missing community-based services led to unnecessary requests for readmissions, so LUMCFS created Methodist Aftercare Services. Charitable funds enable LUMCFS advocacy work. In 2022, LUMCFS supplemented DCFS contracts with $860,930 in charitable funds. To facilitate speed and focus, in 2023, LUMCFS stepped out of a contract with DCFS for Foster Care support services and now provides and supports those services independently with charitable dollars. Howard School finds success because LUMCFS invests about $800,000 in philanthropic funds per year in educational services for our residents. COLLABORATION AND COMMUNITY ENGAGEMENT. Our collaborative approach produces good outcomes, strengthens other providers, and informs the public dialog about mental healthcare and child welfare. Our Community Supports program assists first responders in the aftermath of crises and supports schools and communities responding to trauma. LUMCFS staff collaborated with the Arc of Louisiana, other peer agencies, and representatives from the Office of Citizens with Developmental Disabilities to prepare the Louisiana Guide to Providing Behavioral Health Services for Individuals with IDD: A Guide for the General Clinician. LUMCFS partners with other nonprofits and state agencies to make Louisiana better for children and families. WE INVITE YOU! Our facilities are always open to legislative tours so that you may see our work firsthand. Our staff are eager to be helpful with information about Louisiana’s children and families and will explain our philosophy of care. Our advocacy work is nonpartisan and based on a Mission that drives our care for all Louisiana children and families. CONTACT INFORMATION President and CEO: Rick Wheat (318) 245-6187 email@example.com Chief Operating Officer: Luke Allen (318) 278-1238 firstname.lastname@example.org Chief Financial Officer: Jason Brown (318) 242-4623 email@example.com Vice President of Behavioral Health: Dr. Steven Franks (337) 936-3380 firstname.lastname@example.org Vice President of Social Services: Dana Castine (318) 582-2458 email@example.com Louisiana United Methodist Children and Family Services, 904 Deville Lane, Ruston, LA 71270 LouisianaChildAdvocacy.com LUMCFS.org RecruitFosterCare.com WorkForMethodist.com Facebook.com/LUMCFS Invest in Children’s Futures A Statewide Network of Volunteers Court Appointed Special Advocates (CASA) was established by Louisiana state statute (Louisiana Children’s Code Art. 424) in 1991 with the mission of advocating for the timely placement of children in safe and stable homes. CASA volunteers, who receive special training and supervision, are appointed by judges to speak on behalf of children in state custody. Their primary role is to ensure the well-being of abused and neglected children in foster care by investigating and monitoring their cases. Children in all 42 judicial districts and 64 parishes in Louisiana have access to a dedicated CASA volunteer. Statewide funding for CASA began in 2001 when the Louisiana legislature allocated federal Temporary Assistance to Needy Families (TANF) funds to expand CASA. This funding was placed under the budget of the Louisiana Supreme Court. The Supreme Court, in collaboration with the Louisiana Department of Children and Family Services and the Division of Administration, manages both the fiscal and programmatic aspects of the TANF-funded CASA programs. Since 2006, funding for CASA programs through the CASA Assistance Program has been consistently included in the Supreme Court’s annual budget and is also part of the annual Judicial Appropriations bill. 2022 IMPACT - 1,522 CASA volunteers statewide - 3,405 Louisiana children served - 1,786 children age 0 - 10 served - 95% of closed cases achieved permanency TANF & STATE FUNDS The legislature allocates TANF & state general funds, designated for CASA, through the Judicial Appropriations Bill. SUPREME COURT The Supreme Court then designates the funds for CASA in their budget via the CASA Assistance Program. CASA PROGRAMS The CASA Assistance Program distributes funding to the local CASA programs serving all 64 parishes. Louisiana CASA is the statewide association for the 18 local CASA programs. CASA programs recruit, train, and support court-appointed volunteers who speak up for the best interests of children who have been abused or neglected. LOUISIANA CASA ASSOCIATION LOUISIANACASA.ORG Sources: U.S. HHS, DCFS, National CASA Association, The Arcs Report #25. Invest in Children’s Futures The Problem: Overwhelmed Systems - Louisiana’s child welfare system is in a state of crisis. - More than 4,000 Louisiana children are in foster care on any given day. - 22% of foster youth experience homelessness within the first year after they leave the system. - By age 17, over 50% of foster youth will have an encounter with the juvenile legal system. - If a child has moved to five or more placements, they are at a 90% risk of being involved with the criminal legal system. The Solution: Volunteers from the Community - CASA volunteers are screened, trained, and supported by program staff. - Volunteers form a one-on-one relationship with a child and get a full picture of the case. - Volunteers provide consistent support and advocacy for a child throughout the often long and complex court process. - Judges depend on volunteers for critical information to help them make decisions in the child’s best interests. - CASA is described as “the eyes and ears of the court,” and frequently acts as “the arms and legs” of an overworked child protective system. CASA has been endorsed by the American Bar Association, the National Council of Juvenile and Family Court Judges, and the Office of Juvenile Justice and Delinquency Prevention of the U.S. Department of Justice. The Results: CASA’s Advocacy Works - A child with a CASA volunteer is more likely to find a safe, permanent home. - A child with a CASA volunteer is half as likely to re-enter the foster care system. - Children with a CASA volunteer report significantly higher levels of hope. - A child with a CASA volunteer performs better in school, academically and behaviorally. - A child with a CASA volunteer is more likely to spend less time in foster care and have fewer placements. Louisiana CASA is the statewide association for the 18 local CASA programs. CASA programs recruit, train, and support court-appointed volunteers who speak up for the best interests of children who have been abused or neglected. Sources: U.S. HHS, DCFS, National CASA Association, The Arcs Report #25. The Child Ombudsman works to improve outcomes for Louisiana’s children. The Louisiana Legislature created the ombudsman’s office within the Louisiana Legislative Auditor’s office to ensure the role was impartial and independent in the monitoring and evaluating of public and private agencies that protect and deliver services to children. **What can the Ombudsman do?** - Reviews complaints concerning the actions of any state agency or entity providing services to children with state resources. - Acts as a liaison for a child or family, including but not limited to advocating with an agency, provider, or others on behalf of the best interest of the child. - Makes appropriate referrals and coordinates as needed when it is determined that a child or family may need assistance. - Makes recommendations regarding systemic issues that are raised by a complaint. **Who can contact the Child Ombudsman?** Anyone who has concerns regarding Louisiana’s child services programs in state agencies such as the Department of Children & Family Services (DCFS), Office of Juvenile Justice (OJJ), Department of Education (DOE), and Louisiana Department of Health (LDH) can contact the Ombudsman. **What can I contact the Ombudsman about?** Issues and concerns with the services a child is or is not receiving from the departments and agencies created to meet the needs of children, as well as concerns that a child’s safety is not being addressed. We serve by helping you find answers to your questions and solutions to your issue(s) with the state agency. We can help you navigate the complex child-serving systems and connect you with resources. **How do I contact the Ombudsman?** - Phone: (833) KIDS4LA (543-7452) - Fax: (225) 388-4008 - Mail: P.O. Box 94397, Baton Rouge, LA 70804 - Online: https://lla.la.gov/ombudsman-reporting Original Version 11/2023 Children's Health Investing in Children Fights Crime & Saves State Dollars Established in 1982, the Louisiana Primary Care Association (LPCA) is a membership organization that provides technical assistance and advocacy to 41 federally qualified health centers (FQHCs) statewide. These FQHCs, also known as Community Health Centers, provide high-quality, culturally sensitive primary and preventative health care services as well as dental, behavioral, and specialty care services to medically underserved communities in all 64 parishes. LPCA promotes accessible, equitable health care for every Louisianan. Patients Served in 2021 - 24.8% Children & Adolescents - 92.6% Low Income - 65.1% Identify as an Ethnic or Racial Minority - 33,016 Children Attended Well-Child Visits School-Based Health Centers Louisiana is currently home to 504 Community Health Center sites, 191 of which are School-Based Health Centers. Working in partnership with elementary, middle, and high schools, Louisiana’s FQHCs help students who may not otherwise have access to healthcare or transportation that includes but is not limited to: - primary care, - preventative care, - behavioral & mental health, - oral health, - & vision services. Contact Us 503 Colonial Dr. Baton Rouge, LA 70806 (225) 927-7662 The Louisiana Primary Care Association 2024 Policy Priorities - Access to Care - Medicaid - 340B Drug Pricing Program - Tele-Health - Tele-Dentistry - Behavioral Health - Maternal Health & Infant Mortality - Children’s/Adolescent Health Care - School-Based Health - Behavioral & Mental Health - Opioid Use & Substance Use - Health Center Workforce - Health Equity - Social Determinants/Drivers of Health Louisiana’s Community Health Centers Acadiana Cares Access Health Louisiana Baptist Community Health Services Baton Rouge Primary Care Collaborative CareSouth Catahoula Parish Hospital District Common Ground Health Clinic C.A.S.S.E. Medical & Dental David Raines Community Health Centers Family Medical Clinic EXCELth, Inc. GO-Care Open Health Care Clinic Delhi Community Health Center Iberia Comprehensive Community Health Center Arbor Family Health JeffCare IncusivCare Life Coast Community Health Centers DePaul Community Health Centers Mercy Medical CommuniHealth Services, Inc. NOELA Community Health Centers Healthcare for the Homeless CrescentCare Odyssey House Louisiana, Inc. Outpatient Medical Center, Inc. Plaquemines Parish Hospital District RKM Care Primary Health Services Center Priority Health Care Rapides Primary Health Care Southeast Community Health Systems Southwest Louisiana Center for Health Services St Gabriel Health Clinic Inc St. Thomas Community Health Centers START Corporation SWLA Center for Health Services Teche Action Clinic Tensas Community Health Center Winn Community Health Centers The Importance of Vaccines for Louisiana Families & Our Community Why Immunize? - Routine childhood immunizations protect against 17 types of diseases, which can lead to long-term complications, including some types of cancer. - Our immune systems use vaccines to learn how to defend against disease without the risks that come from being ill. - The immune system uses antigens to learn about and respond to potential threats in the environment. Modern vaccines contain a very small number of antigens compared to what babies and children are exposed to in their environment on a daily basis. Safety - Vaccines undergo rigorous testing to meet the highest standards for safety and efficacy. - Careful monitoring continues after vaccines are approved to ensure continued safety. - The vaccine schedule recommended by the CDC also undergoes rigorous testing for safety and efficacy and ensures that children are protected as soon as possible to reduce the risk of contracting vaccine-preventable diseases. - The risk of having a severe reaction to a vaccine is extremely rare, while the likelihood of experiencing complications from vaccine-preventable diseases is much higher. Immunity: It's about your family & community - Community immunity (also called “herd immunity”) describes the way in which high levels of immunity to infectious diseases prevents them from spreading through a community. - Community immunity protects the following people who live, work and play in our community: - Babies and children too young to be fully vaccinated - The elderly like our grandparents and great grandparents whose immune systems don’t respond as well to infectious disease due to aging - People with compromised immune systems, including people on certain medications, those with immune system disorders, and those undergoing treatment for cancer - Anyone who is unvaccinated (some people cannot be vaccinated for medical reasons) References cdc.gov/vaccines/parents/diseases/healthychildren.org/English/safety-prevention/immunizations/Pages/How-do-Vaccines-Work.aspx cdc.gov/vaccines/parents/why-vaccinate/strengthen-baby-immune.html healthychildren.org/English/safety-prevention/immunizations/Pages/Vaccine-Safety-The-Facts.aspx houstonvaccines.org/vaccines-101/how-are-vaccines-made/vaccine-development-testing-and-regulation cdc.gov/vaccinesafety/ensuringssafety/index.html chop.edu/centers-programs/vaccine-education-center/vaccine-schedule/altering-the-schedule cdc.gov/vaccines/parents/schedules/reasons-follow-schedule.html vaccinateyourfamily.org/why-vaccinate/vaccine-benefits/community-immunity/ cdc.gov/globalhealth/immunization/why/index.html This information has been reviewed by: Mark Kline, MD, Children’s Hospital New Orleans; Hannah Duggan, MD, Priority Health Care; Mikki Bouquet, MD, Our Lady of the Lake Children’s Hospital Early Development Deep Dive Investing in Children Fights Crime & Saves State Dollars Executive Summary Children’s earliest experiences—both positive and negative—impact their brain formation and in turn, their social and emotional, physical, cognitive, communication, and sensory and motor skills development. Promoting an optimal environment for brain growth is paramount to influencing healthy development. Conversely, certain negative early experiences (often referred to as adverse childhood experiences (ACEs)) have long-lasting and consequential impacts on health outcomes (chronic illness, substance abuse), educational performance (absenteeism, dropout rates), and even criminal justice involvement (juvenile arrests, felony charges) throughout children’s lives. Recognizing the tremendous opportunities – and risks – associated with this critical time, policymakers are increasingly investing in what experts call “infant and early childhood mental health” (I-ECMH), defined as the capacity of a child from birth to age five to 1) experience, express and regulate emotions; 2) form close, secure interpersonal relationships; and 3) explore his/her environment and learn, within the context of family and cultural expectations. To strengthen I-ECMH policies and support the healthy development of young children statewide, policymakers should take the following actions: 1. **Establish cross-agency I-ECMH leadership** to drive the strategic direction of statewide I-ECMH efforts. 2. **Ensure Medicaid payment for I-ECMH services** to support prevention and treatment for children and their families. 3. **Invest in prevention through mental health consultation** embedded in early childhood settings to promote positive social and emotional development and identify and address mental health issues among at-risk children. 4. **Train workforce on I-ECMH** to ensure all professionals working with infants, young children and their families are equipped to identify early warning signs and connect families to support. 5. **Raise public awareness of I-ECMH**, including why it is important for all infants, young children and their families and what can be done to support children’s healthy development. Introduction Children’s earliest experiences matter. In the first three years of life, a child’s brain grows faster than any other time, charting the course for all major areas of human development—physical, cognitive, social and emotional, communication, and sensory and motor skills. Providing optimal relationships and environments for brain formation are paramount during this time, as is preventing and intervening when children are at-risk of or are facing challenges that threaten healthy development. Negative early experiences have long-lasting and consequential impacts, leaving children more susceptible to poor health, poor educational performance and even criminal justice involvement over the course of their lives. Recognizing the tremendous opportunities – and risks – associated with this critical period of brain development, policymakers are increasingly investing in what experts call “infant and early childhood mental health” (I-ECMH). The purpose of this brief is to 1) explain what I-ECMH is; 2) document why investments in I-ECMH matter; and 3) identify specific actions that state policymakers should deploy to support the healthy development of young children. What is I-ECMH? Across the fields of neurobiology, child development, psychology, and early childhood education, researchers have documented how infants’ and toddlers’ early experiences—both positive and negative—influence brain development and, in turn, impact children’s social, emotional, and physical health, as well as broader societal outcomes. Experts regard I-ECMH as a cornerstone to healthy, lifelong development. Because infants and young children learn and develop within a family context, parents and other caregivers are vital influencers of a child’s healthy development. Just as positive childhood experiences promote favorable I-ECMH development, negative experiences – often referred to as adverse childhood experiences (ACEs)\(^1\) – can adversely impact brain development, with serious, lasting ramifications. ACEs include, for example, physical abuse, mental illness, substance use, or unrelenting stress in the household, or the loss of a parent or family member. A child’s exposure to one or more ACEs has been strongly linked to evidence that a child will experience poor physical growth; aggressive, impulsive behavior; and over time, even serious mental health diagnoses.\(^i\) Fortunately, I-ECMH may be positively impacted through a continuum of targeted strategies focused on promotion, prevention, and treatment:\(^ii\) --- \(^1\) In this paper, we use ACEs to refer to certain negative childhood experiences generally, rather than the specific set of ACEs identified in the original ACEs study (Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998)). 1. **Promotion**: Strategies that aim to encourage positive I-ECMH development may include public awareness campaigns that encourage parents to speak to their preverbal children and “help lines” for parents to seek advice on child development. 2. **Prevention**: Prevention services, delivered in diverse settings, seek to identify risk factors, mitigate the impacts of ACEs, and intervene in child/caregiver dynamics that threaten healthy development; they may include parenting education, home visiting services, and referrals to community and social services. 3. **Treatment**: Effective, evidence-informed treatment provides services and supports intended to directly address mental health disorders. Children’s parents or primary caregivers are typically involved in treatment, which may include *Child Parent Psychotherapy*, *Parent-Child Interaction Therapy*, and *Attachment and Biobehavioral Catch-Up*. **Why is I-ECMH Important?** I-ECMH is directly linked to the formation of a child’s brain architecture, shaping neural connections and pathways through repeated experiences and early relationships. Left untreated, I-ECMH disorders can impact every facet of a child’s development—physical, cognitive, communication, sensory and motor skills, emotional resiliency, and social—and in turn, a child’s ability to succeed. If not addressed in early childhood, I-ECMH disorders have implications for all facets of adulthood. **Prevalence and Early Manifestation of I-ECMH Disorders** Approximately 9.5%-14.2% of children birth to five years old experience emotional, relational or behavioral disturbance. Children living in families coping with parental loss, substance abuse, mental illness (such as maternal depression and bipolar disorder), or exposure to trauma are at heightened risk of developing I-ECMH disorders, often linked to early ACEs and the quality of attachment between infants and caregivers. The stressors of poverty can compound these risks. Young children, even infants, can show early warning signs of mental health disorders, presenting as developmental delays, inconsolable crying, failure to seek comfort from caregivers, and a lack of curiosity, among others. Without intervention, serious mental health problems can manifest, including depression, anxiety, post-traumatic stress disorder, attention deficit hyperactivity disorder, and obsessive compulsive disorder. **Impacts over Time** Research has documented the impacts of ACEs and mental health problems in childhood across multiple dimensions. **Physical and Behavioral Health** Children’s exposure to ACEs has been shown to impact long term physical and mental health outcomes and substance use. For example, children with two or more ACEs are more likely to qualify as children with special health care needs, and researchers have documented a direct relationship between the number of ACEs and likelihood of having heart disease, cancer, chronic bronchitis or emphysema, hepatitis or jaundice, and skeletal fractures in adulthood, even in the absence of health compromising behaviors, like smoking.\textsuperscript{xii} Adults who experienced four or more ACEs are at significantly increased risk of depression, attempting suicide,\textsuperscript{xiii} alcoholism, and illegal drug use.\textsuperscript{xiv} Additionally, children with mental health disorders face increased risk of experiencing abuse and neglect.\textsuperscript{xv} **School Readiness and Educational Attainment** Success in school is strongly linked to healthy social and emotional development,\textsuperscript{xvi} and for children who experience ACEs, school readiness\textsuperscript{xvii} and educational attainment are often negatively impacted.\textsuperscript{xviii,xix} Children who experience ACEs and/or mental health problems are: 1) at heightened risk of pre-school expulsion due to “disciplinary” or “behavior” concerns;\textsuperscript{xx} 2) more likely to experience absenteeism (18 – 22 days on average per school year);\textsuperscript{xxi} 3) more than twice as likely to repeat a grade in school;\textsuperscript{xxii} and 4) significantly less likely to graduate from high school.\textsuperscript{xxiii} **Juvenile Justice Involvement** ACEs also contribute to juvenile delinquency, increasing children’s risk of juvenile arrests and felony charges.\textsuperscript{xxiv} Of the 2 million youth involved in the juvenile justice system each year, approximately 70% have at least one diagnosable mental health need\textsuperscript{xxv} (vs. 20% of youth in the general population\textsuperscript{xxvi}) and 20-25% have a serious emotional disturbance (SED).\textsuperscript{xxvii} Nearly all youth with SEDs have lifelong involvement with the criminal justice system.\textsuperscript{xxviii} **State Spending** I-ECMH disorders not only impact individual children and families but also state spending on health care, education, child welfare, and criminal justice, as well as economic productivity. The Centers for Disease Control and Prevention estimates that childhood abuse and neglect results in a lifetime cost of more than $200,000 per child, amounting to approximately $124 billion in total lifetime costs as a result of new child maltreatment cases in the U.S. each year.\textsuperscript{xxix} Failing to address I-ECMH disorders in early childhood increases the need for intervention across multiple state programs over the life of a child and into adulthood. **What Can Policymakers Do to Advance I-ECMH?** While there is no magic bullet to prevent or treat I-ECMH disorders, state policymakers can implement evidence-based strategies to improve outcomes for children and families. For instance, teachers’ access to mental health consultants is associated with reduced rates of expulsion for pre-kindergarteners,\textsuperscript{xxx} and some treatment approaches that include both children and primary caregivers have demonstrably improved attachment and children’s abilities to regulate their emotions, even within 6 months of treatment.\textsuperscript{xxxi,xxxii} The following actions are examples of how all policymakers can advance I-ECMH. 1. Establish cross-agency I-ECMH leadership. Improving I-ECMH outcomes requires leadership. To ensure coordination and accountability and to drive a statewide I-ECMH strategy, the State should designate an accountable person (or team) to develop I-ECMH policies, make programmatic and funding recommendations, manage implementation, and monitor the State’s progress. Cross-agency collaboration is critical to integrate and prioritize I-ECMH policies across otherwise siloed State entities and funding streams. Specifically, states should: a. Fund an I-ECMH Division or full-time Director responsible for developing and driving implementation of the State’s I-ECMH strategic plan. b. Form an inter-agency I-ECMH Task Force (or committee) to ensure I-ECMH priorities and metrics are integrated into all relevant agencies’ agendas. c. Map the continuum of early childhood care and services across State agencies to identify opportunities to leverage funding and build cross-agency initiatives targeted at I-ECMH. d. Perform an annual assessment of I-ECMH services, service utilization, and outcomes, including disparities across these measures, to inform policy and funding decisions, monitor progress against I-ECMH goals, and identify opportunities for continued improvement. 2. Ensure Medicaid payment for I-ECMH services. Nearly 50% of children under six years old receive health care coverage through Medicaid or CHIP.\textsuperscript{xxxiii} States should leverage Medicaid payment to support I-ECMH prevention and treatment services for children and their families. In many states, contracts with Medicaid Managed Care Organizations (MCO) or accountable provider-led organizations can serve as a lever. Specifically, states should: a. Mandate that Medicaid providers follow \textit{Bright Futures} pediatric guidelines to screen for, and if indicated, further evaluate, a child for I-ECMH disorders. b. Require use of an age-appropriate diagnostic classification system (e.g., Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood [DC:0-5]) for diagnosis of infants and young children for payment and utilization review purposes. c. Crosswalk DC:0-3R to adult diagnostic codes (i.e., DSM-5 and ICD-10) to facilitate billing through Medicaid, if billing system cannot accommodate DC:0-5. A child’s pediatrician typically is a new mother’s main contact with the health care system during the postpartum period, an isolating time for many women. Many women lose Medicaid coverage 60 days post-partum when pregnancy-related coverage expires. Use of a child’s Medicaid number to bill for mother’s services provides necessary access to and continuity of care and coverage. The State of Minnesota’s outpatient rule indicates that the DC:0-5 should be used when assessing children under the age of five. d. Update outpatient rules for diagnostic assessment and treatment to permit clinicians three or more visits, as necessary, with a child before making a diagnosis for all children under five years of age. e. Permit Medicaid payment for: i. I-ECMH prevention and treatment in diverse settings (e.g., pediatric primary care, home visiting, early education); ii. Mental health services to prevent or treat I-ECMH disorders provided to families and children both together and separately (two-generational treatment) under the child’s Medicaid number; and iii. Multiple screenings for parent and child (e.g., depression and developmental screens, respectively) in the same setting and/or on the same day. f. Incentivize I-ECMH quality initiatives through MCO contracts and Value-Based Payment arrangements. g. Educate local I-ECMH providers about becoming administratively equipped to bill Medicaid. 3. Invest in prevention through mental health consultation. An early childhood mental health consultation system—in which a consultant with mental health expertise works collaboratively with programs, their staff, and families to improve their ability to prevent and identify mental health issues among children in their care—helps reduce problem behaviors in young children and, more broadly, promotes positive social and emotional development.\textsuperscript{xxxiv} Specifically, states should: a. Fund a statewide system of mental health consultants who are integrated, on-site or by on-call consult, into all Early Intervention (EI) programs, home visiting, primary care and early care and education settings, as well as non-traditional settings, such as WIC offices and domestic violence shelters. b. Embed mental health consultation as a prevention strategy in existing state plans related to early childhood (e.g., Child Care Development Block Grant, EI, Home Visiting). In Cuyahoga County, Ohio, 89% of children at high risk of preschool expulsion remained in their child care setting for at least six months following mental health consultation as part of the \textit{Invest in Children} partnership. 4. Train workforce on I-ECMH. Embedding I-ECMH education and competency standards in mental health, social work, health care, and early childhood education professionals’ training, coursework, and on-going professional development provide opportunities to build a workforce that understands I-ECMH and is prepared to identify situations that threaten children’s healthy development. Specifically, states should: a. Implement competency standards and endorsement for mental health professionals serving infants, young children, and their families at-risk of or with I-ECMH disorders. b. Embed I-ECMH education into state child care licensing training requirements and within state core knowledge and competency statements for the early childhood workforce. c. Embed I-ECMH education in Managed Care credentialing requirements for pediatricians. The Michigan Association for Infant Mental Health (MI-AIMH) created a 4-level workforce development process, the MI-AIMH Endorsement®, to recognize all infant and family professionals within the diverse and rapidly expanding infant mental health field. Endorsement® verifies an individual's attainment of a specific level of education, service provision to infants and families, participation in specialized in-service trainings, receipt of guidance and reflective supervision or consultation, and the ability to deliver high quality, culturally-sensitive I-ECMH services. To date, more than 20 states have adopted the MI-AIMH Endorsement® through their infant mental health associations. 5. Raise public awareness of I-ECMH. Developing public health campaigns, educational materials, and other efforts can help build public awareness of the importance of I-ECMH. Specifically, states should: a. Conduct public awareness campaigns to promote infants’ and young children’s positive social and emotional development and educate families at-risk about available supports. b. Develop parent educational materials for distribution by health care providers (e.g., obstetricians, pediatricians, nurse practitioners, psychiatrists) highlighting ways parents can promote child well-being through everyday moments, care for their own mental health, recognize signs of maternal depression, and identify community resources for help. In April 2015, New York City launched the “Talk to Your Baby” initiative to teach parents and caregivers about the impact of communicating with preverbal infants on their brain development. “LAUNCH Together” is a privately-funded initiative that supports Colorado’s communities to expand evidence-based prevention and promotion strategies and build public/private capacity around infant and young children’s’ social and emotional development. c. Distribute parent education materials through public benefit programs (e.g., WIC). d. Encourage public-private partnerships with local foundations to support I-ECMH efforts. e. Host learning collaboratives for stakeholders (including providers and payors) to share best practices and address barriers in advancing the State’s I-ECMH goals. Conclusion Implementing the actions outlined above will position states to have a meaningful impact on the lives of young children, their families and communities. For more information about how to put these strategies into action, visit ZERO TO THREE. Acknowledgements ZERO TO THREE and Manatt Health wish to thank the following individuals who gave their time and expertise to support the development of this policy brief: Jordana Ash, Early Childhood Mental Health Director, Colorado Suzanne Brundage, Senior Health Policy Analyst, United Hospital Fund of New York Andy Cohen, Senior Vice President for Program, United Hospital Fund of New York Gretchen Hammer, Medicaid Director, Colorado Sheri Hill, Early Childhood Policy Specialist, Washington Ginger Ward, CEO of Southwest Human Development, Arizona Debbie Weatherston, Executive Director, Michigan Association for Infant Mental Health Catherine Wright, Early Childhood Mental Health System Coordinator, Minnesota About Us The ZERO TO THREE Policy Center is a nonpartisan, research-based resource for federal and state policymakers and advocates on the unique developmental needs of infants and toddlers. To learn more about this topic or about the ZERO TO THREE Policy Center, please visit our website at www.zerotothree.org/policy-and-advocacy Manatt Health is an interdisciplinary policy and business advisory division of Manatt, Phelps & Phillips, LLP, one of the nation’s premier law and consulting firms. Manatt Health helps clients develop and implement strategies to address their greatest challenges, improve performance, and position themselves for long-term sustainability and growth. For more information, visit www.manatt.com/ManattHealth.aspx --- i Cohen, J., Oser, C., & Quigley, K. (2012). Making It Happen: Overcoming Barriers to Providing Infant-Early Childhood Mental Health. ZERO TO THREE. Available from http://www.zerotothree.org/public-policy/federal-policy/early-child-mental-health-final-singles.pdf ii Duran, F. B., Hepburn, K. S., Kaufmann, R. K., et al. (No date). Early Childhood Mental Health Consultation. The Center on the Social and Emotional Foundations for Early Learning, Vanderbilt University. Available from http://csefel.vanderbilt.edu/documents/rs_ecmhc.pdf iii The National Child Traumatic Stress Network. (2012) CPP: General Information. Available from http://nctsn.org/sites/default/files/assets/pdfs/cpp_general.pdf iv Parent-Child Interaction Therapy. Available from http://www.pcit.org/what-is-pcit.html v Infant Caregiver Project. University of Delaware. Available from http://www.infantcaregiverproject.com/ Brauner, C. B. & Stephens, C. B. (2006). Estimating the Prevalence of Early Childhood Serious Emotional/Behavioral Disorders: Challenges and Recommendations. *Public Health Reports, 121*(3), 303-310. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525276/ Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study. *American Journal of Preventive Medicine, 14*(4), 245-355. Available from http://www.traumacenter.org/initiatives/Polyvictimization_Articles/Felitti,%201998,%20Relationship%20of%20Childhood%20Abuse%20and%20Household.pdf Phillips, S. & Best, M. (2007). Early Recognition of Infant Mental Health Concerns. *BC Medical Journal, 40*(3), 121-125. Available from http://www.bcmj.org/article/early-recognition-infant-mental-health-concerns Preininger, D. R. (No date). Long-Term Effects of the Failure of Childhood Attachment. *Adapted from Attachment and Separation: Putting the Pieces Together by V. Fahlbert*. Available from http://nurturingparenting.com/images/cmsfiles/long-term_effects_of_the_failure_of_childhood_attachment.pdf Cohen, J., Oser, C., & Quigley, K. Bethell, C.D., Newacheck, P., Hawes, E., et al. (2014). Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience. *Health Affairs, 33*(12), 2106–2115. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. Ibid. Children’s Bureau/ACYF. (2012). The Risk and Prevention of Maltreatment of Children With Disabilities. *Child Welfare Information Gateway, Bulletin for Professionals*. Available from https://www.childwelfare.gov/pubPDFs/focus.pdf Pitel, J. & Provance, E. (2006). Social and Emotional Well-Being: The Foundation for School Readiness. *WestEd Center for Prevention and Early Intervention*. Available from https://www.wested.org/online_pubs/cpei/social-emotional.pdf Defined by Head Start as: “Children possessing the skills, knowledge, and attitudes necessary for success in school and later learning in life.” Available from http://www.naeyc.org/yc/files/yc/file/201209/SPetersen_YC0912.pdf Zeanah, C. H., & Melmed, M. E. (2015). Suspensions and Expulsions in Preschool. *The Hill*. Available from http://thehill.com/opinion/op-ed/228845-suspensions-and-expulsions-in-preschool Pitel, J. & Provance, E. Zeanah, C. H., & Melmed, M. E. Blackorby, J. & Cameto, R. (2004). Changes in School Engagement and Academic Performance of Students with Disabilities. *SEELS: Wave 1 Wave 2 Overview*. Available from http://www.seels.net/designdocs/w1w2/SEELS_W1W2_complete_report.pdf Bethell, C.D., Newacheck, P., Hawes, E., et al. Giovanelli, A., Reynolds, A. J., Mondi, C. F., et al. (2016). Adverse Childhood Experiences and Adult Well-Being in a Low-income, Urban Cohort. *Pediatrics, 137*(4). Ibid. Models for Change. Available from http://www.modelsforchange.net/reform-areas/mental-health/index.html; http://www.unicef.org/tdad/usmentalhealthprevalence06(3).pdf Mental Health of Juvenile Offenders. *The Future of Children*. http://www.futureofchildren.org/futureofchildren/publications/highlights/18_02_Highlights_02.pdf Models for Change. Mental Health of Juvenile Offenders. Fang, X., Brown, D., Florence, C. S., et al. (2012). The Economic Burden of Child Maltreatment in the United States and Implications for Prevention. *Child Abuse & Neglect, 36*(2), 156-165. Available from http://ac.els-cdn.com/S0145213411003140/1-s2.0-S0145213411003140-main.pdf?_tid=9fe0084e-f754-11e5-aac9-00000aacb35e&acdnat=1459438033_432cd6b9769be2f48c035dc80a334e58 Gilliam, W. S. (2005). Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Programs. *Foundation for Child Development, 3*. Available from http://challengingbehavior.fmhi.usf.edu/explore/policy_docs/prek_expulsion.pdf Research Supporting ABC. *Infant Caregiver Project at the University of Delaware*. Available from http://www.infantcaregiverproject.com/#iresearch-supporting-abc/c684 Ippen, C. G., Harris, W. W., Van Horn, P., et al. (2011). Traumatic and Stressful Events in Early Childhood: Can Treatment Help Those at Highest Risk? *Child Abuse & Neglect, 35*(7), 504-513. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3159839/ Smith, J. C. & Medalia, C. (2015). Health Insurance Coverage in the United States: 2014. *United States Census Bureau*. Available from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p60-253.pdf Early Childhood Mental Health Consultation. *Georgetown University Center for Child and Human Development*. Available from http://gucchd.georgetown.edu/67637.html What happens in early childhood can matter for a lifetime. To successfully manage our society’s future, we must recognize problems and address them before they get worse. In early childhood, research on the biology of stress shows how major adversity, such as extreme poverty, abuse, or neglect can weaken developing brain architecture and permanently set the body’s stress response system on high alert. Science also shows that providing stable, responsive, nurturing relationships in the earliest years of life can prevent or even reverse the damaging effects of early life stress, with lifelong benefits for learning, behavior, and health. 1. Early experiences influence the developing brain. From the prenatal period through the first years of life, the brain undergoes its most rapid development, and early experiences determine whether its architecture is sturdy or fragile. During early sensitive periods of development, the brain’s circuitry is most open to the influence of external experiences, for better or for worse. During these sensitive periods, healthy emotional and cognitive development is shaped by responsive, dependable interaction with adults, while chronic or extreme adversity can interrupt normal brain development. For example, children who were placed shortly after birth into orphanages with conditions of severe neglect show dramatically decreased brain activity compared to children who were never institutionalized. 2. Chronic stress can be toxic to developing brains. Learning how to cope with adversity is an important part of healthy child development. When we are threatened, our bodies activate a variety of physiological responses, including increases in heart rate, blood pressure, and stress hormones such as cortisol. When a young child is protected by supportive relationships with adults, he learns to cope with everyday challenges and his stress response system returns to baseline. Scientists call this positive stress. Tolerable stress occurs when more serious difficulties, such as the loss of a loved one, a natural disaster, or a frightening injury, are buffered by caring adults who help the child adapt, which mitigates the potentially damaging effects of The brain’s activity can be measured in electrical impulses—here, “hot” colors like red or orange indicate more activity, and each column shows a different kind of brain activity. Young children institutionalized in poor conditions show much less than the expected activity. **POLICY IMPLICATIONS** - The basic principles of neuroscience indicate that providing supportive and positive conditions for early childhood development is more effective and less costly than attempting to address the consequences of early adversity later. Policies and programs that identify and support children and families who are most at risk for experiencing toxic stress as early as possible will reduce or avoid the need for more costly and less effective remediation and support programs down the road. - From pregnancy through early childhood, all of the environments in which children live and learn, and the quality of their relationships with adults and caregivers, have a significant impact on their cognitive, emotional, and social development. A wide range of policies, including those directed toward early care and education, child protective services, adult mental health, family economic supports, and many other areas, can promote the safe, supportive environments and stable, caring relationships that children need. abnormal levels of stress hormones. When strong, frequent, or prolonged adverse experiences such as extreme poverty or repeated abuse are experienced without adult support, stress becomes toxic, as excessive cortisol disrupts developing brain circuits. 3 **Significant early adversity can lead to lifelong problems.** Toxic stress experienced early in life and common precipitants of toxic stress—such as poverty, abuse or neglect, parental substance abuse or mental illness, and exposure to violence—can have a cumulative toll on an individual’s physical and mental health. The more adverse experiences in childhood, the greater the likelihood of developmental delays and other problems. Adults with more adverse experiences in early childhood are also more likely to have health problems, including alcoholism, depression, heart disease, and diabetes. 4 **Early intervention can prevent the consequences of early adversity.** Research shows that later interventions are likely to be less successful—and in some cases are ineffective. For example, when the same children who experienced extreme neglect were placed in responsive foster care families before age two, their IQs increased more substantially and their brain activity and attachment relationships were more likely to become normal than if they were placed after the age of two. While there is no “magic age” for intervention, it is clear that, in most cases, intervening as early as possible is significantly more effective than waiting. 5 **Stable, caring relationships are essential for healthy development.** Children develop in an environment of relationships that begin in the home and include extended family members, early care and education providers, and members of the community. Studies show that toddlers who have secure, trusting relationships with parents or non-parent caregivers experience minimal stress hormone activation when frightened by a strange event, and those who have insecure relationships experience a significant activation of the stress response system. Numerous scientific studies support these conclusions: providing supportive, responsive relationships as early in life as possible can prevent or reverse the damaging effects of toxic stress. As the number of adverse early childhood experiences mounts, so does the risk of developmental delays (top). Similarly, adult reports of cumulative, adverse experiences in early childhood correlate to a range of lifelong problems in physical and mental health—in this case, heart disease (bottom). For more information, see “The Science of Early Childhood Development” and the Working Paper series from the National Scientific Council on the Developing Child. www.developingchild.harvard.edu/library/ The science of child development shows that the foundation for sound mental health is built early in life, as early experiences—which include children’s relationships with parents, caregivers, relatives, teachers, and peers—shape the architecture of the developing brain. Disruptions in this developmental process can impair a child’s capacities for learning and relating to others, with lifelong implications. For society, many costly problems, ranging from the failure to complete high school to incarceration to homelessness, could be dramatically reduced if attention were paid to improving children’s environments of relationships and experiences early in life. Sound mental health provides an essential foundation of stability that supports all other aspects of human development—from the formation of friendships and the ability to cope with adversity to the achievement of success in school, work, and community life. Similar to the way a wobbly table may not function well if the floor is uneven, the legs are not aligned, or the tabletop is not level, the destabilizing consequences of problems in mental health can be caused by many interdependent factors. Just as small “wobbles” in a table can become bigger and more difficult to fix over time, the effective management of mental health concerns in young children requires early identification of the causes and appropriate attention to their source, whether they reside in the environment, the child, or (most frequently) in both. Understanding how emotional well-being can be strengthened or disrupted in early childhood can help policymakers promote the kinds of environments and experiences that prevent problems and remediate early difficulties so they do not destabilize the developmental process. 1. **Significant mental health problems can and do occur in young children.** In some cases, these problems can have serious consequences for early learning, social competence, and lifelong physical health. Children can show clear characteristics of anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder, depression, post-traumatic stress disorder, and neurodevelopmental disabilities, such as autism, at a very early age. That said, young children respond to and process emotional experiences and traumatic events in ways that are very different from older children and adults. Consequently, diagnosis in early childhood can be even more difficult than it is in adults. --- **Mental Health Problems Can Occur Across Childhood** - **Any Diagnosis** - Age 2-5: 16% - Age 8-17: 26% - **Serious Emotional Disorder** - Age 2-5: 13% - Age 8-17: 14% - **Anxiety Disorder** - Age 2-5: 9% - Age 8-17: 17% - **Disruptive Behavior Disorder** - Age 2-5: 8% - Age 8-17: 10% - **ADHD** - Age 2-5: 3% - Age 8-17: 4% - **Depression** - Age 2-5: 2% - Age 8-17: 4% *Source: Egger & Angold (2006)* Impairment in mental health occurs as a result of the interaction between a child’s genetic predispositions and his or her exposure to significant adversity in the environment. Genes are not destiny. Our genes contain instructions that tell our bodies how to work, but the environment leaves a “signature” on the genes that authorizes or prevents those instructions from being carried out—or even speeds up or slows down genetic activity. Thus, the interaction between genetic predispositions and sustained, stress-inducing experiences early in life can lay an unstable foundation for mental health that endures well into the adult years. Toxic stress, which is the result of strong, frequent and/or prolonged biological responses to adversity, can damage the architecture of the developing brain and increase the likelihood of significant mental health problems that may emerge either quickly or years later. Because of its enduring effects on brain development and other organ systems, toxic stress can impair school readiness, academic achievement, and both physical and mental health in children and, later, during adulthood. Life circumstances associated with family stress, such as persistent poverty, threatening neighborhoods, and very poor child care conditions, elevate the risk of serious mental health problems. Young children who experience recurrent abuse or chronic neglect, domestic violence, or parental mental health or substance abuse problems are particularly vulnerable. Some individuals demonstrate remarkable capacities to overcome the severe challenges of early, persistent maltreatment, trauma, and emotional harm, yet there are limits to the ability of young children to recover psychologically from such adversity. Even when children have been removed from traumatizing circumstances and placed in exceptionally nurturing homes, developmental improvements are often accompanied by continuing problems in self-regulation, emotional adaptability, relating to others, and self-understanding. When children overcome these burdens, they have typically been the beneficiaries of exceptional efforts on the part of supportive adults. These findings underscore the importance of prevention and timely intervention in circumstances that put young children at serious psychological risk. It is essential to treat young children’s mental health problems within the context of their families, homes, and communities. The emotional well-being of young children is directly tied to the functioning of their caregivers and the families in which they live. When these relationships are abusive, threatening, chronically neglectful, or otherwise psychologically harmful, they are a potent risk factor for the development of early mental health problems. In contrast, when relationships are reliably responsive and supportive, they can actually buffer young children from the adverse effects of other stressors. Therefore, reducing the stressors affecting children requires addressing the stresses on their families. **POLICY IMPLICATIONS** - The emotional and behavioral needs of vulnerable infants, toddlers, and preschoolers are best met through coordinated services that focus on their full environment of relationships, including parents, extended family members, home visitors, providers of early care and education, and/or mental health professionals. Mental health services for adults who are parents of young children would have broader impact if they routinely included attention to the needs of the children as well. - Physicians and providers of early care and education would be better equipped to understand and manage the emotional and behavioral problems of young children if they had more appropriate professional training and easier access to child mental health professionals when they are needed. - Better coordination of resources invested in mental health services for young children and their parents would provide a more stable and efficient vehicle for assuring access to effective prevention and treatment programs. For more information, see “Establishing a Level Foundation for Life: Mental Health Begins in Early Childhood” and the Working Paper series from the Center on the Developing Child at Harvard University. [www.developingchild.harvard.edu/resources/](http://www.developingchild.harvard.edu/resources/) **ALSO IN THIS SERIES:** - **INBRIEF:** The Science of Early Childhood Development - **INBRIEF:** The Impact of Early Adversity on Brain Development - **INBRIEF:** Early Childhood Program Effectiveness - **INBRIEF:** The Foundations of Lifelong Health - **INBRIEF:** Executive Function: Essential Skills for Life and Learning A vital and productive society with a prosperous and sustainable future is built on a foundation of healthy child development. Positive early experiences provide a foundation for sturdy brain architecture and a broad range of skills and learning capacities. Health in the earliest years—beginning with the future mother’s well-being before she becomes pregnant—strengthens developing biological systems that enable children to thrive and grow up to be healthy adults. The science of child development now helps us to see healthy development as a causal chain—policies and programs across the public and private sectors affect the capacities of caregivers and communities to strengthen three foundations of healthy development: stable, responsive relationships; safe, supportive environments; and appropriate nutrition. These foundations, in turn, trigger physiological adaptations or disruptions that influence lifelong outcomes in health, learning, and behavior. Understanding how each link in this chain affects the others can provide a science-based framework for decisions about policies, systems, and practices that support the healthy development of all young children and their families. 1. **The biology of health** explains how experiences and environmental influences “get under the skin” and interact with genetic predispositions, which then result in physiological adaptations or disruptions that affect lifelong outcomes in learning, behavior, and both physical and mental well-being. Advances in neuroscience, molecular biology, and genomics have converged on three compelling conclusions: - Early experiences are built into our bodies, creating biological “memories” that shape development, for better or for worse. - Toxic stress caused by significant adversity can produce physiological disruptions that undermine the development of the body’s stress response systems and affect the architecture of the developing brain, the cardiovascular system, the immune system, and metabolic regulatory controls. - These physiological disruptions can persist far into adulthood and lead to lifelong impairments in both physical and mental health. --- **A Framework for Reconceptualizing Early Childhood Policies and Programs to Strengthen Lifelong Health** - **Policy and Program Levers for Innovation** - Public Health - Child Care and Early Education - Child Welfare - Early Intervention - Family Economic Stability - Community Development - Primary Health Care - Private Sector Actions - **Caregiver and Community Capacities** - Time and Commitment - Financial, Psychological, and Institutional Resources - Skills and Knowledge - **Foundations of Health** - Stable, Responsive Relationships - Safe, Supportive Environments - Appropriate Nutrition - **Biology of Health** - Physiological Adaptations or Disruptions - Cumulative Over Time - Embedded During Sensitive Periods - **Health and Development Across the Lifespan** - Preconception - Prenatal - Early Childhood - Middle Childhood - Adolescence - Adulthood The foundations of health establish a context within which the early roots of physical and mental well-being are nourished. These include: - **A stable and responsive environment of relationships**, which provides young children with consistent, nurturing, and protective interactions with adults that enhance their learning and help them develop adaptive capacities that promote well-regulated stress response systems; - **Safe and supportive physical, chemical, and built environments**, which provide places for children that are free from toxins and fear, allow active, safe exploration, and offer families raising young children opportunities to exercise and make social connections; and - **Sound and appropriate nutrition**, which includes health-promoting food intake and eating habits, beginning with the future mother’s pre-conception nutritional status. Caregiver and community capacities to promote health and prevent disease and disability refers to the ability of family members, early childhood program staff, neighborhoods, voluntary associations, and the parents’ workplaces to support and strengthen the foundations of child health. These capacities can be grouped into three categories: - **Time and commitment**, which includes the nature and quality of time caregivers spend with children and on their behalf, as well as how communities assign and accept responsibility for monitoring child health and developmental outcomes and pass and enforce legislation and regulations that affect child well-being; - **Financial, psychological, and institutional resources**, which includes caregivers’ ability to purchase goods and services, their physical and mental health, and their child-rearing skills, as well as the availability of community services and organizations that promote children’s healthy development and supportive structures, such as parks, child care facilities, schools, and after-school programs; and - **Skills and knowledge**, which includes caregivers’ education, training, interactions with child-related professionals, and personal experiences, plus the political and organizational capabilities of communities to build systems that work for children and families. Public and private sector policies and programs can strengthen the foundations of health by enhancing the capacities of caregivers and communities in the multiple settings in which children develop. Relevant policies include legislative and administrative actions that affect public health, child care and early education, child welfare, early intervention, family economic stability, community development, housing, environmental protection, and primary health care. In short, nearly any policy that touches the lives of children and families can be seen as an opportunity to improve lifelong health outcomes in our communities and states. The private sector can also play an important role in strengthening the capacities of families to raise healthy and competent children, particularly through supportive workplace policies. For more information, see “The Foundations of Lifelong Health Are Built in Early Childhood” and the Working Paper series from the Center on the Developing Child at Harvard University. www.developingchild.harvard.edu/library/ **POLICY IMPLICATIONS** - Current health promotion and disease prevention policies focused on adults would be more effective if evidence-based investments were also made to strengthen the foundations of health in the prenatal and early childhood periods. For example, obesity-reduction measures focused on changing adult and adolescent behaviors would be more successful if they were coordinated with programs supporting appropriate nutrition and better access to nutritious foods for pregnant mothers, infants, and toddlers. - Significant reductions in chronic disease could be achieved across the life course by decreasing the number and severity of adverse experiences that threaten the well-being of young children and by strengthening the protective relationships that help mitigate the harmful effects of toxic stress. - Effective health promotion and disease prevention depend on more than access to high-quality medical care. A wide range of service systems could improve outcomes significantly by applying a unified scientific understanding of the early childhood origins of health, learning, and behavior across multiple sectors. In other words, child welfare agencies could help prevent adult physical and mental health impairments, not just provide immediate child protection. Zoning and land-development policies could facilitate improved population health (and reduced health care costs), not just generate commercial profit. High-quality early care and education programs that buffer young children from excessive stress could promote health and prevent disease, not just prepare the children to succeed in school. The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society. 1. Brains are built over time, from the bottom up. The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, more than 1 million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits. 2. The interactive influences of genes and experience shape the developing brain. Scientists now know a major ingredient in this developmental process is the “serve and return” relationship between children and their parents. **POLICY IMPLICATIONS** - The basic principles of neuroscience indicate that early preventive intervention will be more efficient and produce more favorable outcomes than remediation later in life. - A balanced approach to emotional, social, cognitive, and language development will best prepare all children for success in school and later in the workplace and community. - Supportive relationships and positive learning experiences begin at home but can also be provided through a range of services with proven effectiveness factors. Babies’ brains require stable, caring, interactive relationships with adults — any way or any place they can be provided will benefit healthy brain development. - Science clearly demonstrates that, in situations where toxic stress is likely, intervening as early as possible is critical to achieving the best outcomes. For children experiencing toxic stress, specialized early interventions are needed to target the cause of the stress and protect the child from its consequences. and other caregivers in the family or community. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. In the absence of such responses—or if the responses are unreliable or inappropriate—the brain’s architecture does not form as expected, which can lead to disparities in learning and behavior. 3 The brain’s capacity for change decreases with age. The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges. For example, by the first year, the parts of the brain that differentiate sound are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years. 4 Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course. The brain is a highly interrelated organ, and its multiple functions operate in a richly coordinated fashion. Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. The emotional and physical health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community. 5 Toxic stress damages developing brain architecture, which can lead to life-long problems in learning, behavior, and physical and mental health. Scientists now know that chronic, unrelenting stress in early childhood, caused by extreme poverty, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system. In the absence of the buffering protection of adult support, toxic stress becomes built into the body by processes that shape the architecture of the developing brain. For more information, see “The Science of Early Childhood Development” and the Working Paper series from the National Scientific Council on the Developing Child. www.developingchild.harvard.edu/library/ Reducing the effects of significant adversity on young children’s healthy development is critical to the progress and prosperity of any society. Yet not all children experience lasting harm as a result of adverse early experiences. Some may demonstrate “resilience,” or an adaptive response to serious hardship. A better understanding of why some children do well despite early adversity is important because it can help us design policies and programs that help more children reach their full potential. One way to understand the development of resilience is to visualize a balance scale or seesaw (see image below). Protective experiences and adaptive skills on one side counterbalance significant adversity on the other. Resilience is evident when a child’s health and development are tipped in the positive direction, even when a heavy load of factors is stacked on the negative side. Understanding all of the influences that might tip the scale in the positive direction is critical to devising more effective strategies for promoting healthy development in the face of significant disadvantage. 1. **Resilience requires supportive relationships and opportunities for skill-building.** No matter the source of hardship, the single most common factor for children who end up doing well is having the support of at least one stable and committed relationship with a parent, caregiver, or other adult. These relationships are the active ingredient in building resilience: they provide the personalized responsiveness, scaffolding, and protection that can buffer children from developmental disruption. Relationships also help children develop key capacities—such as the ability to plan, monitor, and regulate behavior, and adapt to changing circumstances—that better enable them to respond to adversity when they face it. This combination of supportive relationships, adaptive skill-building, and positive experiences constitutes the foundation of resilience. 2. **Resilience results from a dynamic interaction between internal predispositions and external experiences.** Children who do well in the face of significant hardship typically show some degree of natural resistance to adversity and strong relationships with the important adults in their family and community. Indeed, it is this interaction between biology and environment that builds the capacities to cope with adversity and overcome threats to healthy development. Resilience, therefore, is the result of a combination of protective factors. Neither individual characteristics nor social environments alone are likely to produce positive outcomes for children who experience prolonged periods of toxic stress. 3. **Learning to cope with manageable threats to our physical and social well-being is critical for the development of resilience.** Not all stress is harmful. There are numerous opportunities in every child’s life to experience manageable stress—and with the help of supportive adults, this “positive stress” can be beneficial. Over time, both our bodies and our brains begin to perceive these stressors as increasingly manageable and we become better able to cope with life’s obstacles and hardships, both physically and mentally. However, when adversity feels overwhelming and supportive relationships are not available, stress can turn toxic and “tip the scale” toward negative outcomes. 4 Some children respond in more extreme ways to both negative and positive experiences. These highly sensitive individuals show increased vulnerability in stressful circumstances but respond in exceptionally positive ways within environments that provide warmth and support. Therefore, programs that effectively provide responsive relationships to children facing serious hardship may see dramatic turnarounds in the very children who seem to be doing the worst. 5 Individuals never completely lose their ability to improve their coping skills, and they often learn how to adapt to new challenges. The brain and other biological systems are most adaptable early in life, and the development that occurs in the earliest years lays the foundation for a wide range of resilient behaviors. However, resilience is shaped throughout life by the accumulation of experiences—both good and bad—and the continuing development of adaptive coping skills connected to those experiences. What happens early may matter most, but it is never too late to build resilience. For more information, see “Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13.” www.developingchild.harvard.edu/resources/ IMPLICATIONS FOR POLICY AND PRACTICE ● The capabilities that underlie resilience can be strengthened at any age. Age-appropriate activities that have widespread health benefits can also improve resilience. For example, regular physical exercise and stress-reduction practices, as well as programs that actively build executive function and self-regulation skills, can improve the abilities of children and adults to cope with, adapt to, and even prevent adversity in their lives. Adults who strengthen these skills in themselves can model positive behaviors for their children, thereby improving the resilience of the next generation. ● We can prevent most forms of severe hardship that young children and their parents face. Extreme adversity, such as war or environmental devastation, nearly always generates serious problems that require treatment. More common—and preventable—triggers of toxic stress in families and communities include the often interrelated threats of poverty, crime, mental illness, substance abuse, discrimination, and community violence. Strategies that build child and adult capacities work best when they are integrated within complementary policies that collectively lower the burden of stress on families. For example, home-visiting programs that coach new parents on how to interact positively with children could be coordinated with therapeutic interventions for substance abuse or mental illness and high-quality early care and education. ● Research has identified a set of factors that help children achieve positive outcomes in the face of significant adversity. Individuals who demonstrate resilience in response to one form of adversity may not necessarily do so in response to another. Yet when communities and families strengthen these factors, they optimize resilience across multiple contexts. Factors include: (1) providing supportive adult-child relationships; (2) scaffolding learning so the child builds a sense of self-efficacy and control; (3) helping strengthen adaptive skills and self-regulatory capacities; and (4) using faith and cultural traditions as a foundation for hope and stability. THE INBRIEF SERIES: INBRIEF: The Science of Early Childhood Development INBRIEF: The Impact of Early Adversity on Brain Development INBRIEF: Early Childhood Program Effectiveness INBRIEF: The Foundations of Lifelong Health INBRIEF: Executive Function: Essential Skills for Life & Learning INBRIEF: Early Childhood Mental Health INBRIEF: The Science of Neglect Funding Early Childhood Mental Health Services in Louisiana Geoffrey Nagle, PhD, MSW, MPH Alliance Strategic Advising and Research December 2023 Funding Early Childhood Mental Health Services in Louisiana Introduction Over the past 25 years, compelling findings in early brain development have led to strategic investments in initiatives aimed at fostering healthy early relationships, timely intervention upon detection of signs of issues, and the provision of intensive treatment for troubled young children and families, to enhance outcomes linked to school readiness. Social, emotional, and behavioral issues in young children manifest in diverse forms, ranging from defiance towards teachers to disruptive classroom behavior, persistent sadness, and diagnosable mental health disorders. Moreover, the repercussions of refraining from timely intervention are well-established, as children struggling in the initial years of school will often need more prolonged or costly interventions later in childhood. Critical advancements in understanding effective, evidence-based interventions have emerged to assist these young children and their families, preventing, and treating indicators of early childhood mental health challenges that may impede academic learning and optimal development. Despite this progress, the overarching obstacle continues to be securing funding for these essential services. Positive early childhood mental health entails that children possess age-appropriate capabilities to: - Form close and secure relationships - Experience, manage, and express a full range of emotions, and - Explore the environment and learn (all in the context of family, community, and culture.)\(^1\) Research emphasizes that these abilities serve as the foundation for effective learning and life skills. When early nurturing and stimulation, provided by parents, foster parents, grandparents, child care providers, and teachers, fall short of instilling these expected competencies, a trajectory of challenges in mental health and various facets of development and achievement may ensue. Much like deliberate approaches to promoting early literacy, specific strategies and interventions exist to foster positive early mental health. Early childhood mental health interventions, particularly those grounded in strengthening positive relationships, frequently prove instrumental in fostering resilience and ensuring early success in school. \(^1\) See Zero to Three, June 28, 2023. The Early Childhood Supports and Services Program (ECSS)\(^2\) Early Childhood Supports and Services (ECSS) is a community based, family focused program that services families who have children under six years of age. ECSS uses two “arms” of intervention: 1) a “supports” arm, that includes a community health and case management program that broadly evaluates family needs and engages a multi-agency network to provide family support; and 2) a “services” arm that provides specialized clinical assessment of children and child-caregiver relationships and intervention to address behavioral, developmental and/or mental health concerns. ECSS was created to address the urgent needs for early intervention and comprehensive integration of supports and services for families of Louisiana’s youngest and most vulnerable citizens. Originally implemented in 2002, ECSS continued through 2012 as a community based, family-focused program of assessment and intervention for children less than 6 years of age in Louisiana. The program included mental health services using state of the art methods of assessment and evidence-based treatments, case management in partnership with community agencies, and emergency assistance funds to enhance the development and well-being of several thousand young children. Dozens of professionals received special training in infant and early childhood mental health and worked in ECSS sites around the state, but few of them continued providing these services after the program was discontinued early in 2013 because of the loss of funding for ECSS infrastructure and inadequate reimbursement by Medicaid. ECSS is focused on alleviating suffering and enhancing the mental health competence of young children. The essence of infant and early childhood mental health is that the quality of primary caregiving relationships is the most important predictor of psychological and social outcomes for infants and young children. Evidence indicates that all caregiving relationships matter for young children, so efforts to address the needs of young children must be comprehensive rather than merely efficient. Caregivers support the mental health of young children when they provide sensitive and responsive care, when they know and value the child as a unique individual, and when they are able to place the needs of the young child ahead of their own needs most of the time. Virtually all parents want to provide their young children with a strong start, especially when they realize how consequential they are for their children’s development. The program goals of ECSS are: 1. To make high-quality, state-of-the-art mental health supports and services available to infants and young children, and their families who are in need. 2. To understand symptomatic behavior in young children as existing within multiple interacting contexts: neurobiological, relational, neighborhood, cultural, social, and historical and to use understanding of these contexts to link children and families to needed resources and to provide clinical care when needed. 3. To focus on caregiving relationships as a primary focus of assessment and intervention because of their importance as vehicles of change for infants and young children. \(^2\) As detailed in the Early Childhood Supports and Services Policy and Procedure Manual, Revised June 2023. 4. To provide services that address inequities and disparities and with awareness of/sensitivity to historical traumas of minoritized groups, ensuring that all families feel welcome to be able to access services. 5. To support and enhance reflective capacity of caregivers and providers and the ability of child-facing professionals to identify young children with mental health needs. 6. To increase the size, quality, and diversity of the workforce of specially qualified mental health professionals with expertise to make state of the art assessment and treatment available to young children and their families. 7. To develop local integrated, comprehensive systems of care for children ages 0 through 5 and their families. 8. To increase public awareness and education about best practices in early childhood development. 9. To promote local level collaboration and partnership development among all entities that provide services or supports to young children and their families. 10. To support families in the management of their young children and to strengthen the family unit’s ability to maintain and nurture the child in the home. 11. To identify and manage the risk factors preventing young children from reaching their full potential through screening and assessment protocols. 12. To track progress of children and families, including identified needs and gaps in services. 13. To ensure that families are linked with a medical home to attend to their children’s physical needs. There are a number of evidence-based interventions available to treat mental health disorders in infants and young children. Unfortunately, these interventions exist largely within academic medical centers (Tulane and LSUHSC) and are not available in most parts of Louisiana. There are two major reasons for the lack of availability: 1) a paucity of trained providers with requisite skills, and 2) inadequate ongoing support for professionals, including low reimbursement rates for these services. ECSS will address both workforce development and ongoing support. **Funding** There is currently no single dedicated funding stream specifically directed towards addressing the mental health needs of young children. Consequently, navigating the complex landscape of multiple funding streams, each with its unique eligibility criteria and administrative prerequisites, to ensure access to developmentally appropriate, family-centric, comprehensive, preventive, early intervention and treatment services, proves to be a difficult task for states. Rather than relying on a singular solution, the establishment of a cohesive funding and service delivery framework demands innovative, strategic, and proactive leadership at the state level. A crucial element in this process is strategic fiscal planning, aiming to maximize the impact of available resources and directing funds towards intentional mental health interventions before issues intensify, particularly in the case of young children. Appendix A provides a list of state administered federal funds that could be utilized to support the ECSS program. All these funding sources have a primary purpose as directed by the federal government. However, states have flexibility in how they utilize these funds within certain parameters. For example, some funds may only be able to support training, while others may support the clinical service or the care coordination. As a result, it is unlikely that any one source will be able to fully support ECSS in Louisiana. Instead, a blending and braiding of funding across funding sources, and across state departments, is needed. Appendix B is a visual representation of these available funding sources and the responsible state department. Appendix C summarizes the investments the state makes in early childhood as detailed in the Early Childhood System Integration Budget.\(^3\) **Conclusion** Louisiana allocates over $2 billion annually in state budget support for young children, yet less than one percent of these funds are directed towards early childhood mental health infrastructure and programs.\(^3\) The state possesses renowned expertise in this field, notably at Tulane and LSUHSC, which has been effectively harnessed to implement programs and interventions supporting early childhood mental health. Collaboratively, Tulane, LSUHSC, and [Training Grounds](#), in conjunction with state authorities, have developed a comprehensive, community-based mental health program known as ECSS, now in the process of launch with funding from the American Rescue Plan Act. To ensure the sustainability and effectiveness of this initiative, it is imperative for the state, working with both governmental and non-governmental professionals, to identify sustainable funding. Such funding may be derived from the sources delineated in the appendices or other flexible federal funds. The success of this endeavor hinges on a concerted and intentional effort to prioritize the ECSS program, underscoring its potential to positively impact numerous young children and their families. --- \(^3\) See the Louisiana Early Childhood System Integration Budget available at [https://www.doa.la.gov/doa/opb/budget-documents/early-childhood-system-integrated-budgets/](https://www.doa.la.gov/doa/opb/budget-documents/early-childhood-system-integrated-budgets/) | **DEPARTMENT OF EDUCATION** | |-----------------------------| | **Child Care Development Fund (CCDF)** | The primary source of federal funding for child care subsidies for working families who are low income. It can also support mental health services in child care settings, enhancing the quality of programs and promoting early intervention for young children experiencing mental health challenges. | | **Individuals with Disabilities Education Act - Preschool Grants for Children with Disabilities (IDEA Part B)** | Supports special education and related services for children, ages 3-5, with disabilities, potentially incorporating mental health components for inclusive and supportive learning environments. Supports all 70 school districts and some private/parochial schools. | | **PreK Programs** | Children in families with incomes at or below 200% of the Federal Poverty Level are considered “economically disadvantaged” and are therefore eligible for one of Louisiana’s Pre-K programs. These programs for 4-year-olds include 1) the Cecil J. Picard LA 4 Early Childhood Program, 2) 8(g) Student Enhancement Block Grant Program, 3) Nonpublic School Early Childhood Development Program, 4) federally funded Head Start 4-year-old program, and 5) Title I funding used by districts for pre-K. | | **DEPARTMENT OF CHILDREN AND FAMILY SERVICES** | |-----------------------------------------------| | **Family Independence Temporary Assistance Program (FITAP)** | Provides financial aid for children in their own homes who are in need because they do not have sufficient financial support from parents. The overall goal is to decrease the long-term dependency on public assistance by promoting job preparation and work. In Louisiana, each FITAP recipient who is pregnant or has a child under the age of one must attend parenting skills training. | | **Social Services Block Grant (SSBG)** | A flexible funding source that allows states to tailor social service programming to their population’s needs. Through the SSBG, states provide essential social services that help achieve a myriad of goals to reduce dependency and promote self-sufficiency; protect children and adults from neglect, abuse, and exploitation. These funds can provide support for child welfare services, potentially including mental health components, by strengthening family support systems. | | **Temporary Assistance to Needy Families (TANF)** | A flexible funding source designed to help families with low incomes achieve economic self-sufficiency. States use these funds for monthly cash assistance payments, as well as a wide range of services, to families with children. | | **Family First Prevention Services Act (FFPSA)** | Funding to support children at risk of removal and entry into foster care. Assists in funding child welfare programs, including mental health services addressing the needs of children who have experienced trauma, contributing to overall well-being and stability. | | Victims of Crime Act – Crime Victims Fund | To assist a person who has suffered physical, sexual, financial, or emotional harm as a result of the commission of a crime. Services include a response to the emotional and physical needs of crime victims, and to assist primary and secondary victims of crime to stabilize their lives after victimization. Funds must be allocated to each of the following areas: sexual assault; domestic violence; child abuse; and previously underserved populations. | FUNDING OPPORTUNITIES Early Childhood Mental Health - LDH - Medicaid - LaCHIP - IDEA Part C - Title V - MCH - MHBG - LDOE - PreK Programs - IDEA Part B - CCDF - VOCA - LCLE - Gov't Office - DCFS - Title IV - B - Title IV - E - CAPTA - Family First - TANF - SSGB - FTAP - CTF References Johnson, K., & Knitzer, J. (2005). *Spending smarter: A funding guide for policymakers and advocates to promote social and emotional health and school readiness*. National Center for Children and Poverty. Available at https://academiccommons.columbia.edu/doi/10.7916/D8WD488N/download Johnson, K., & Knitzer, J. (2006). *Early childhood comprehensive systems that spend smarter: Maximizing resources to serve vulnerable young children*. National Center for Children and Poverty. Available at https://academiccommons.columbia.edu/doi/10.7916/D88K7JTD/download Johnson, K. (2023). *Financing to improve maternal-infant and early childhood mental health (M-IECMH)*. Presentation at Zero to Three: IEMCH Finance Project meeting, Minneapolis, MN. Louisiana Early Childhood System Integration Budget. Available at https://www.doa.la.gov/doa/opb/budget-documents/early-childhood-system-integrated-budgets/ Nitta, K. (2023). *Working together for children and families*. Presentation at Zero to Three: IEMCH Finance Project meeting, Minneapolis, MN. ZERO TO THREE’s Infant and Early Childhood Mental Health (IECMH) Guiding Principles (2023). Available at https://www.zerotothree.org/resource/resource/zero-to-threes-infant-and-early-childhood-mental-health-iecmh-guiding-principles/ 307,092 children under age 5 live in Louisiana.\(^1\) 178,015 are infants and toddlers.\(^2\) An estimated 30,709 – 49,135 children under age 5 in Louisiana experience impairing social-emotional or behavioral health problems, based on national figures of 10-16%. - Due to factors like natural disasters, poverty, and community violence, it is likely that more children in Louisiana experience impairing mental health conditions than the national average. - Social-emotional challenges in young children can be treated effectively, placing them on a more adaptive long-term developmental trajectory – including improved school readiness and less risk for current and ongoing health and developmental problems. **RISK BY THE NUMBERS** **ECONOMIC** - **30.8%** of children under 5 lived in poverty in 2014-2018 (national average = 21.5%)\(^1\) - Range = 13.4% (Livingston Parish) to 85% (East Carroll) - > 50% of children under 5 live in poverty in 7 parishes - St. Landry, Webster, Richland, Madison, Franklin, Tensas, East Carroll - Black children in Louisiana are 3X more likely to live in poverty than White children. - **47.1%** of infants and toddlers in households with incomes less than 2X federal poverty line - 2019 = $51,500 for a family of 4\(^2\) - **62.3%** of moms of infants and toddlers are in the labor force\(^2\) **EDUCATION** - **Access** to early care and education\(^1\) - **93.2%** of children ages 0-2 from economically disadvantaged households lack access to publicly funded childcare. - **65.5%** of 3-year-old children from economically disadvantaged households lack access to publicly funded early care and education. - **6 rural parishes have NO** publicly funded, licensed childcare - East Feliciana, Assumption, Caldwell, Cameron, Catahoula, and West Carroll - **School Readiness**\(^1\) - < 20% of students across the state were “ready to learn” (2019) - 5% in East Carroll, St. Martin, Richland, St. Tammany, Franklin (lowest) - 58.1% in Washington (highest) **LEGAL** - **Families In Need of Services (FINS):** A legal process in the Children’s Code specifically designed to address “self-destructive behaviors by the child and conduct by other family members” which warrant court intervention (ChC Article 726). The statutory grounds for the FINS process makes it clear that the intention of the law is to identify and address pre-delinquent behavior, such as truancy, ungovernable and runaway behavior, by connecting families to needed services (ChC Article 730). There are no specific legal provisions to address the needs of very young children and their families through FINS. However, lack of appropriate services has resulted in FINS referrals of pre-school children, placing them at higher risk for becoming delinquent offenders and underscoring the need to develop and implement age-appropriate supports and services for this underserved population. - **FINS Referrals** - **0-3 years old: 36 children** - Black – 19; White – 12; Asian – 1; Other – 4 - Offense: Truancy, violations of school rules, ungovernable - **4-6 years old: 564 children** - Black – 363; White – 177; Asian – 3; Other – 10; American Indian/Alaskan – 3 Unknown – 8 - Offense: Truancy, Violation of School Rules, Ungovernable, Caretaker causes/encouraged behaviors - **7-8 years old: 674 children** - Black – 364; White – 244; Other – 36 - Offense: Truancy, Violation of School Rules, Ungovernable, Caretaker causes/encouraged behaviors - Parishes with most referrals for young children: Orleans, Jefferson, Natchitoches and Iberia Parishes **HEALTH** - **Preterm Birth** - 13% (2nd highest in the country)¹,² - 21/64 parishes (33%) have a rate 150% of the national average.¹ - Over 1 in 5 babies are born preterm in Tensas and Franklin parishes.¹ - Preterm birth rates are significantly higher for Black persons than non-Hispanic White persons. - Black women = 17% - Hispanic women = 10.8% - Non-Hispanic White Women = 10.6% - **Infant Mortality** = 7.6/1,000 live births (5.7/1,000 live births national average)² - 10.8% of babies have low birth weight (compared to 8.3% national average)² - **Mental Health**: 28.3% of moms of infants and toddlers report less than optimal mental health² - 20.3% nationally - Louisiana higher than Alabama, Mississippi, Texas, Florida and Georgia - **Maltreatment**: 19.5/1,000 of infants and toddlers (16.4/1,000 national average)² - 49.9% of children in foster care are under age 5 years (3,506 in 2019; up 7.9% from 2017) - Parishes with highest numbers of children in foster care: Livingston, Caddo, Ouachita, Rapides, Terrebonne, & Jefferson - **Substance Exposed Newborns** - 2,031 in 2019 (3.5%) - 20% of DCFS investigations for children under 5 - Range = 13.2/1,000 (Natchitoches) to 156/1,000 (Concordia) - **ACEs**: 9% experienced 2+ ACEs - 7.7% national average - Louisiana higher than Mississippi, Florida, and Texas - **Developmental Screening for Infants & Toddlers**: 20.9% (32.5% national average) • **Health & Well-Being**: Louisiana is rated in the lowest tier of 4 levels in all areas of the Zero To Three State of Babies Yearbook 2021 • Good Health, Strong Families, Positive Early Learning Experiences **EXAMPLES FROM THE COMMUNITY:** • Jackson (age 4) lived with his mother for two years before she sent him to live with his father and grandmother, due to her frustration with his emotional outbursts, physical fights with preschool classmates that resulted in his expulsion from school, and severe temper tantrums at home. A friend referred the family to TrainingGrounds, a community-based play and learning center, to help Jackson develop more positive social interactions in a supportive environment – one piece of a plan to support his healthy development. The family has been unable to access a higher level of care to address the traumatic impact of caregiving disruptions on Jackson and help the family effectively support his emotional and behavioral regulation, resulting in ongoing aggressive behavior that is interfering with family and peer relationships and learning. **Jackson is at risk of externalizing mental health disorders and repeated suspension/expulsion, increasing the likelihood of school failure and early drop out.** • Sydne (age 3) lives with her grandmother and two siblings. Sydne’s mother suffers from substance use disorder and her grandmother has a chronic health condition that impairs her ability to be consistently attentive to the children’s needs. Sydne has witnessed significant domestic violence in her home and community. She and her grandmother regularly visit the We PLAY Center which is within walking distance of their home. However, Sydne cannot access mental health treatment for her trauma or attend childcare because her grandmother is able to take her anywhere outside of the neighborhood due to her health condition. **Sydne is at risk for mental health conditions such as posttraumatic stress, anxiety and an increased likelihood of physical health problems and developmental delay.** • Timmy (12 months) was cared for by his great grandmother, with whom he and his mother (age 15) lived, when she died unexpectedly. Timmy’s mother became pregnant as a result of chronic sexual abuse by a relative; she suffers from posttraumatic stress, anxiety, and depression. The two moved twice in the months following the death of their great/grandmother and now reside with an extended family member in a rural area with few services; neither is in school/childcare. Timmy’s pediatrician has been unsuccessful in linking Timmy and his mother with supports, including mental health treatment. **Timmy is at risk for posttraumatic stress, developmental delay, physical health problems, and depression due to the loss of his primary caregiver and the instability of his caregiving environment.** **WHY IT MATTERS** Ignoring children’s mental health needs is costly. • Lower academic achievement, higher school drop-out rates, higher rates of grade retention, greater risk of committing juvenile offenses in adolescence. • Annual cost related to early onset emotional and behavioral disorders = $247 billion \(^3\) o Healthcare, education, child welfare, criminal justice, economic productivity Intervening early is more beneficial and more cost effective than attempting to treat emotional difficulties and their effects on learning and health after they become more serious.\(^4\) • Example: Parent-Child Interaction Therapy (PCIT) returns $3.64 per dollar of cost.\(^5\) Lack of social competence in early elementary school has costly consequences for school systems and society as a whole. Children who enter school in kindergarten with lower social skills are more likely to require special education services and individualized education plans and tend to have higher rates of dropout, juvenile delinquency, and reduced participation in the workforce.\(^6\) **HOW DOES LOUISIANA SUPPORT YOUNG CHILDREN’S MENTAL HEALTH?** | Category | Percentage | |-----------------------------------------------|------------| | Access to Medical Care | 68.2% | | Early Care and Education | 19.2% | | Family Support/Parenting Education | 12.5% | | Mental Health/Social-Emotional Development | 0.2% | **FY 2021-2022 Appropriated - Early Childhood System Integration Budget** Children’s Budget 2021-2022: $11,535,606,843 ECSIB: $1,966,495,129 **CCAB PROPOSAL: $10 million for EARLY CHILDHOOD SUPPORTS & SERVICES (ECSS)** - Support screening and early identification of developmental delay, social-emotional and behavioral health problems - Identify family needs and linkage with community resources - Provide evidence-based intervention for those who need it (~10-20% of children 0-5) References 1. Louisiana Department of Health, Bureau of Family Health (2021). Early Childhood Risk & Reach Report: Winter 2021. Retrieved from https://www.partnersforfamilyhealth.org/wp-content/uploads/2021/12/2020_RiskReachReport_FINAL.pdf 2. Keating, K., Cole, P., & Schneider, A. (2021). State of babies yearbook: 2021. Washington, DC: ZERO TO THREE. 3. Planting seeds in fertile ground: Actions every policymaker should take to advance infant and early childhood mental health. Retrieved from www.zerotothree.org/resources/1221-planting-seeds-in-fertile-ground-steps-every-policymaker-should-take-to-advance-infant-and-early-childhood-mental-health 4. National Scientific Council on the Developing Child. (2010). Persistent fear and anxiety can affect young children’s learning and development, Working Paper No. 9. from http://developingchild.harvard.edu/resources/persistent-fear-and-anxiety-can-affect-young-childrens-learning-and-development 5. Aos, S., Lieb, R., Mayfield, J., Miller, M., & Pennucci, A. (2004). Benefits and costs of prevention and early intervention programs for youth: Technical appendix. Retrieved from www.wsipp.wa.gov/rptfiles/04-07-3901a.pdf 6. A. Bettencourt, D. Gross, G. Ho. (2016) The costly consequences of not being socially and behaviorally ready by kindergarten: Associations with grade retention, receipt of academic support services, and suspensions/expulsions. Baltimore Education Research Consortium, Baltimore, MD. https://files.eric.ed.gov/fulltext/ED567802.pdf
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Elementary Career Awareness Resource Kansas leads the world in the success of each student. January 29, 2024 | Page | Section | |------|------------------------------------------------------------------------| | 4 | Career and Technical Education | | 4 | Individual Plans of Study (IPS) | | 4 | Family Engagement | | 5 | Kansas Career Fields | | 6 | Kansas Work-Based Learning Continuum | | 7 | Career Readiness | | 8 | Kansans Can Competency Framework | | 9 | School Counseling Standards | | 9 | K-12 Financial Literacy | | 10 | Career and Technical Student Organizations | | 10 | Career/Occupation Lists | | 11 | Navigating Change: Kansas’ Guide to Learning and School Safety Options | | 12 | Example Career Awareness Activities | | 13 | KansasWorks Workforce Centers | | 14 | Educator Resources | | 32 | Career Awareness Inventory Tool | Career and Technical Education Career and Technical Education (CTE) provides students with organized educational activities with rigorous academic content and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions, which may include high skill, high-wage or in-demand industry sectors or occupations. Each standard content area is represented within career and technical education. In Kansas, students complete career awareness activities at the elementary level, career exploration at the middle school level and career preparation at the high school level. To begin career awareness activities at the elementary level, connect to your district CTE coordinator or high school CTE teachers. Career awareness activities can be closely tied to CTE pathways offered at the high school level. Individual Plans of Study (IPS) Individual Plans of Study (IPS) aligned to student career interests is a Kansas State Board outcome. An IPS is both the product a student develops and a process the school implements to guide students in developing future plans for school and work. Career awareness is an essential component of IPS. Students may begin their IPS in elementary grades. For more information, review Kansas Individual Plan of Study (IPS) Digital Reference Guide. Family Engagement Families play an active role in the Individual Plan of Study process. Parents and guardians also provide their student(s) with career development and guidance information. For more information on Individual Plans of Study, review Individual Plans of Study: An Overview for Families. For more information on career opportunities, go to https://hirepaths.com/. Kansas Career Fields The Kansas Career Sunflower Model includes seven career fields, 16 career clusters and 36 career pathways. The elementary model (pictured below) identifies the seven career fields. Elementary awareness activities within the seven career fields build career success skills that will prepare students for further career exploration and career preparation. Most career awareness activities will take place in a traditional classroom setting. Each standard content area is represented within each career field and cluster. To view 16 career clusters (middle school model) and 36 career pathways (high school model), go to [Kansas Career Fields, Clusters and Pathways Infographic all levels](#). Kansas Work-Based Learning Continuum Work-Based Learning (WBL) includes a continuum of awareness, exploration and preparation that combines an individual’s career goals, structured learning and authentic work experiences implemented through a sustained partnership with Kansas business/industry. WBL activities with industry or community professionals culminate in a validation and measurement of acquired knowledge, skills and possible employment. Elementary students should have exposure to career awareness activities and events (guest speakers, career fairs, field trips and tours) to build awareness of the seven career fields. For more information on WBL, review the Kansas Work-Based Digital Reference Guide. Career Readiness Career readiness aligns Work Based Learning, social and emotional learning (Kansas Can Competencies) and Individual Plans of Study with career pathways. Career development activities beginning in preschool and elementary school provide early career awareness in career fields. View the Coalition for Career Development Center (CCDC) Condition of Career Readiness in the United States report. Kansans Can Competency Framework The College and Career Competency Framework, developed by Drs. Amy Gaumer Erickson and Patricia Noonan at the University of Kansas, includes intrapersonal, interpersonal skills and cognitive competencies integrated into academic coursework. These competencies support skills students need for life after high school. *Kansans Can Competency Sequence Pre-K through 12* include targets students should demonstrate at each grade cluster. For more information, go to [https://www.cccframework.org/](https://www.cccframework.org/) School Counseling Standards The Kansas Curricular Standards for School Counseling - Career Development Standards guide school counseling programs to help students: 1. Understand the connection between school and the world of work. 2. Plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan. Student competencies tied to the Kansas Curricular Standards for School Counseling enable students to move through the curriculum in a personalized way, at their own pace, aligned to their IPS. For more information, review Kansas Comprehensive School Counseling Program. K-12 Financial Literacy Financial literacy is interconnected to career awareness, IPS and school counseling standards. K-12 National Standards for Personal Financial Education were adopted by the Kansas Board of Education in July 2022. These are model standards and may be adopted by local school districts. Each school district in Kansas is required to have a financial literacy policy in place. The adopted National Standards for Personal Financial Education are organized around six standards with learning outcomes expected by the end of the fourth, eighth and 12th grades. The topics are: I. Earning Income II. Spending III. Saving IV. Investing V. Managing Credit VI. Managing Risk The Kansas State Department of Education has created a Financial Literacy webpage to offer support to local school districts concerning personal financial literacy instruction for K-12 schools. Resources include crosswalk of standards, suggested key vocabulary, educator and parent resources and recordings of workshops. For more information, go to Financial Literacy (ksde.org). Career and Technical Student Organizations (CTSOs) integrate into career and technical education through innovative programs, business and community partnerships and leadership experiences. There are eight CTSOs in Kansas: Future Farmers of America (FFA), Business Professionals of America (BPA), DECA, Future Business Leaders of America (FBLA), Family Career and Community Leaders of America (FCCLA), HOSA - Future Health Professionals, SkillsUSA and Technology Student Association (TSA). Elementary educators are encouraged to partner with middle school and high school CTSOs to provide career awareness activities and lessons to students. Contact your district’s CTSO chapter adviser(s) to collaborate. For more information on CTSOs, go to [KSDE - Career & Technical Student Organizations (CTSO)](https://ksde.org). **Career/Occupation Lists** Conversations about careers can be enhanced by connecting career fields with occupations. Below are resources for career/occupation lists. **Advance CTE** [https://careertech.org/career-clusters](https://careertech.org/career-clusters) Click on each Career Cluster, then Career Cluster Frame (PDF) to view sample career specialties/occupations. Example: Agriculture, Food & Natural Resources **Kansas Department of Labor** [https://klic.dol.ks.gov/vosnet/gsipub/documentView.aspx?enc=XR1MJE2Q7Rmn9KjAm0oNxA==](https://klic.dol.ks.gov/vosnet/gsipub/documentView.aspx?enc=XR1MJE2Q7Rmn9KjAm0oNxA==) Click on Kansas High Demand Downloadable Excel Files, then select by Career Cluster statewide or by region. Occupations listed under each cluster meet the above average demand in at least one of three categories. High-demand and high-wage occupations are denoted with a checkbox in the eighth column. **O’Net** [All Career Clusters Career Cluster (onetonline.org)](http://www.onetonline.org) Scroll through all career clusters or use the dropdown menu to select a cluster. Occupations related to career clusters are listed on the right side of the screen. Click on an occupation to explore occupation specific information. Navigating Change: Kansas’ Guide to Learning and School Safety Options Navigating Change was created to support schools during re-entry into the 2020-2021 school year after the COVID-19 pandemic. This guide provides example student competencies that can be used to incorporate CTE at the elementary level. *Note: CTE is listed within specials classification. https://www.ksde.org/Portals/0/Communications/Navigating%20Change/Navigating_Change.pdf?ver=2020-07-15-183032-667 Example Career Awareness Activities Guest Speakers **Public Services** - First responders **Health** - Health care professionals **Family and Consumer Services** - School nutrition/dietitian **Agriculture** - Farmer or producer **Business** - Local business owner **Media and Technology** - Information technology support **Design, Production and Repair** - City planner Career Fairs Careers on Wheels (COW) Event **First responders** - Fire department, paramedics, police department, public health professionals, utility workers, etc. Field Trips **Agriculture** - Pumpkin patch **Health** - Nursing home **Design, Production and Repair** - Automotive repair shop **Family and Consumer Sciences** - Grocery store **Business** - Local business **Media and Technology** - Local radio, newspaper or tv station **Public Services** - County courthouse Tours **Public services** - Fire department **Agriculture** - State park **Design, Production and Repair** - Manufacturing plant **Family and Consumer Sciences** - School cafeteria **Media and Technology** - Innovation lab/maker space **Health** - Hospital or health clinic **Business** - Bank or credit union * Appendix - Career awareness tracking tool can be used to record student experiences at the elementary level. KansasWorks Workforce Centers KansasWorks connects job seekers, including youth, adults, veterans and dislocated workers, to a network of employment training and educational programs. Local workforce centers can assist with business contacts with each career field for potential guest speakers, career fairs, field trips and tours. A proud partner of the American JobCenter network KANSASWORKS.com (877) 509-6757 Area 1 http://ksworkforceone.org/ Area 2 https://workforcecenters.com/heartland-works-inc/ Area 3 https://www.workforcepartnership.com/ Area 4 https://workforce-ks.com/ Area 5 https://sekworks.org/ The Kansas State Department of Education (KSDE) suggests reviewing each of the following resources to determine value to the local educational system and vetting for quality. This list is not a complete listing, but offers examples for beginning or enhancing career awareness at the elementary level. Some items are for teachers, and some are for students. Some are free, and some have a fee. This list is fluid, so check back routinely to see what has been added. **Free Resources** **Career Fields** - Family and Consumer Sciences - Public Services - Media and Technology - Health - Design, Production and Repair - Agriculture - Business **Subject Area Connections** - Language Arts - Physical Education - Computer Science - History, Government and Social Studies - Math - Science | Career Field | Connections | Resource | |--------------|-------------|----------| | | | Ag Explorer - Career Finder https://agexplorer.com/sites/default/files/career-finder/#/home Students can explore Ag careers by answering a short questionnaire. | | | | Ag Explorer - Virtual Field Trips https://agexplorer.ffa.org/virtual-field-trips/ Go beyond the walls of your classroom and into leading agricultural organizations to gain a firsthand account of the diverse career opportunities within the agricultural industry. | | | | American Farm Bureau Foundation for Agriculture: Food and Agriculture Science Experiments https://www.agfoundation.org/news/food-and-agriculture-science-experiments Looking for some fun experiments related to food and agriculture? Need a science fair project? We've rounded up some of our favorites from across the internet. | | Career Field Connections | Resource | |--------------------------|----------| | Health, Computer Science, Math, Science | Code.org https://code.org/ Code.org is an education innovation nonprofit dedicated to the vision that every student in every school has the opportunity to learn computer science as part of their core K-12 education. | | Business, Agriculture, Public Services, History, Government and Social Studies | Consumer Financial Protection Bureau https://www.consumerfinance.gov/consumer-tools/educator-tools/youth-financial-education/teach/activities/ These classroom activities can be completed within a single class period. Each activity comes with a teacher guide and supporting student material, so it’s easy to implement whether you’re an experienced personal finance teacher, integrating financial literacy into another subject area or supplementing your existing financial education curriculum. | | Agriculture, Design, Production and Repair, Media and Technology, Science | Cyberchase Mobile Adventures in STEM https://www.wnet.org/education/cyberchase-mobile-adventures-in-stem-cyber/ Receive free videos and activities from the PBS Kids show “Cyberchase,” sent right to your phone. Explore math, science and the environment through indoor and outdoor experiments, games and crafts for kids ages 5-8. | | Agriculture, Business | EatPork.org http://www.eatpork.org/teach.aspx The Kansas Pork Association has made educational resources available for use, and some will be available for download. | | Career Field Connections | Resource | |--------------------------|----------| | Business, Agriculture, Design, Production and Repair, Health, Public Services, Media and Technology | Econedlink http://www.econedlink.org/lessons/1 Econedlink provides economic and personal finance resources for K-12. Teacher webinars are found under “Professional Development,” and there are a series of mobile apps that students can use. Most of the resources are free, but some of the mobile apps have small fees. This resource is brought to you by the Council for Economic Education. | | Business, Agriculture, Design, Production and Repair, Health, Public Services, Media and Technology | EVERFI http://everfi.com/k-12 EVERFI offers several options for instruction in the area of financial literacy for grades fourth through sixth and ninth through 12th taught through a game format. This resource is offered to schools at no charge due to local funding solicitation by EVERFI (Spanish options). | | Business, Agriculture, Design, Production and Repair, Health, Public Services, Media and Technology | Family Financial Fun Nights https://econedlink.org/family-financial-fun-nights/ Find all the resources you need to host an event. Available in Spanish. Elementary schools can host the event themselves, collaborate with PTO or community organizations. | | Business, Agriculture, Design, Production and Repair, Health, Public Services, Media and Technology | Federal Reserve Education https://www.federalreserveeducation.org/ Federal Reserve resources provide various broad educational opportunities for classrooms. These include featured events and resources like PACED Pretzels Let Them Play. Additionally, the national site connects to the other Federal Reserve sites. | | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences, Public Services, Media and Technology, Health, Design, Production and Repair, Agriculture, Business | Federal Reserve Bank of Kansas City https://www.kansascityfed.org/ The Federal Reserve offers free K-12 economic and personal finance resources and professional development opportunities for educators. Classroom materials assist with teaching basic economic and consumer education lessons. Workshops and special educator sessions are found throughout the year, all free. Click “Resources by Audience” to find resources, lessons, activities and games available for elementary, middle and high school. | | Agriculture, Business | From the Land of Kansas https://www.fromthelandofkansas.com/ From the Land of Kansas is a trademark program designed to promote and celebrate agricultural experiences and products grown, raised or produced in Kansas. | | Media and Technology, Computer Science, History, Government and Social Studies, Math, Science | Girls who Code https://girlswhocode.com/programs/clubs-program Girls who Code is a free club opportunity within school districts, libraries and after-school programs for students to explore coding. | | Family and Consumer Sciences, Public Services, Media and Technology, Health, Design, Production and Repair, Agriculture, Business | Hands on Banking http://www.handsonbanking.org/en/ Hands on Banking offers lesson plans, courses and online lessons for students grades fourth through college, as well as instructor guides (under “Resources”). This is free and supported as a public service by Wells Fargo Bank. | Have you ever wondered where money comes from? And how do you earn it and use it? We’ll show you where money comes from, how you can use it, and how banks help keep it safe. Get started learning about money by taking the courses below. When you finish all of the courses, check your knowledge to earn your very own Hands on Banking® certificate. HirePaths https://hirepaths.com HirePaths offers Kansas-based resources to explore careers with students of all ages, including kid-friendly videos about cool careers; real success stories about young Kansans in high-demand jobs; career-related field trips, books, games and activities; and industry information to assist with exploring careers and postsecondary opportunities. Educators are invited to sign up at https://hirepaths.com/for-educators to receive monthly emails with resources to use in the classroom or send home to parents. | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences | Home Baking Association http://www.homebaking.org/ Home Baking is a nonprofit alliance of farm, ingredient and baking tools and equipment companies existing to serve educators teaching food and baking literacy. | | Public Services | Baking Education https://www.homebaking.org/baking-education/ Educational resources with connections to literacy, sciences, math, art and social sciences. Toolkits for Pre-K to second grade and grades third through sixth. | | Media and Technology | Baking with Friends https://www.homebaking.org/baking-with-friends/ Free downloadable teaching resources from the book “Baking with Friends.” Includes Thrill of Skill guide to age-appropriate baking tasks, Ten Tips for Baking with Children and a baking certificate. Sample page downloads and sample recipes from the book are also available. | | Health | Baking Food Safety https://www.homebaking.org/baking-food-safety/ Food safety lessons include portable kitchen lessons that can be done in any classroom. | | Design, Production and Repair | Spanish Resources https://www.homebaking.org/spanish-language/ Spanish resources for Baking Food Safety and Baking with Friends teaching guides. | | Agriculture | | | Business | | | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences, Public Services, Agriculture | Home Baking Association Videos https://www.youtube.com/user/homebaking Baking videos to use as demonstrations, support lessons or for fun brain breaks. Book and Bake https://www.homebaking.org/book-and-bake/ Book and Bake lesson guides span a range of elementary to junior high. Lessons include connections to literacy; history, government and social studies; agriculture; food science; art; and math. Glossary https://www.homebaking.org/glossary/ A baking glossary of terms, techniques and links that is a helpful tool for students and teachers. Home Baking Association Newsletter https://www.homebaking.org/newsletter/ The Home Baking Association educator newsletter is packed with fresh, tried-and-true or new resources. | | Media and Technology, Computer Science, History, Government and Social Studies, Math, Science | Hour of Code https://hourofcode.com/us/learn Hour of Code offers one-hour tutorials on coding for all ages in multiple languages. | ### Career Fields - Family and Consumer Sciences - Public Services - Media and Technology - Health - Design, Production and Repair - Agriculture - Business ### Subject Area Connections - Language Arts - Physical Education - Computer Science - History, Government and Social Studies - Math - Science ### Career Field Connections | Resource | Description | |----------|-------------| | **Jump$tart** https://www.jumpstart.org/what-we-do/support-financial-education/clearinghouse/ Jump$tart is a coalition of diverse financial education stakeholders who work together to educate and prepare our nation’s youth for lifelong financial success. The Jump$tart Clearinghouse an online resource for educators, parents, students and others to find effective, financial education resources from various sources. K-12 resources include games, lesson plans and classroom activities, as well as professional development for teachers. Resources are juried to ensure they are quality and educationally sound. | | **Junior Achievement of Kansas** https://kansas.ja.org/ Junior Achievement provides programs for K-12 grades that help meet Kansas Curricular Standards for history, government and social studies and economics units. Junior Achievement's programs in the core content areas of financial literacy, work readiness and entrepreneurship ignite the spark in young people. Their purpose is to inspire and prepare young people to succeed in a global economy by giving them the knowledge and skills they need to own their economic success. Junior Achievement conducts studies of the effectiveness of its programs. Findings prove that JA has a positive impact in a number of critical areas. | | **Kansas Tourism - Kansas Agritourism Program** https://www.travelks.com/travel-industry/programs-and-resources/agritourism/ Agritourism is a unique experience that combines traditional agriculture with tourism. Tourists enjoy visiting Kansas farms, ranches and participating in the rural lifestyle. These activities provide lifelong memories for tourists and additional revenue for Kansas farmers who host them. | | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences, Public Services, Agriculture | Kansas Farm Bureau Education and Outreach https://www.kfb.org/Education Kansas Farm Bureau promotes awareness of agriculture by providing ag education resources for lesson ideas, hands-on activities, handouts and so much more. | | Agriculture, Science | Kansas Farm Food Connection https://kansasfarmfoodconnection.org/spotlights/virtual-farm-tours-activities-and-lesson-plans Meet the Farmers - virtual farm tours, activities and lesson plans. | | Agriculture, Math | Kansas Foundation for Agriculture in the Classroom (KFAC) https://www.ksagclassroom.org/ KFAC offers downloadable resources for educators, links to other agriculture-related websites, as well as applications, entry forms and additional information about all of KFAC’s activities and programs. | | Agriculture, Science | Kansas Corn STEM https://kscorn.com/kansas-corn-stem/ Kansas Corn invests in the future with its education programs. Kansas Corn STEM programs provide curriculum, lab materials and training for pre-K-12 teachers, homeschool educators, public librarians and more. Its Collegiate Academy and Next Generation Scholarships programs help college students learn the role corn and agriculture can play in their future careers. | | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences, Public Services, Media and Technology, Health, Design, Production and Repair, Agriculture, Business | Kansas State Department of Education - Financial Literacy Webpage https://www.ksde.org/Agency/Division-of-Learning-Services/Career-Standards-and-Assessment-Services/Content-Area-F-L/Financial-Literacy The Kansas State Department of Education developed this webpage to offer support to local school districts concerning personal financial literacy instruction for K-12 schools. The webpage includes standards, educator and parent resources. | | Agriculture, Business | Kansas State Research and Extension https://www.ksre.k-state.edu/about/statewide-locations.html Kansas State Research and Extension is active in each of the state’s 105 counties. Programs and resources vary by county. Contact your local Extension office for program information offered in your area. | | Health, Design, Production and Repair, Agriculture | Kansas State Science & Engineering Fair (KSSEF) https://sites.google.com/view/kssef/home The KSSEF competition will involve students in dynamic scientific investigations. Participating students will gain perspective of the world through science and engineering and will develop STEM skills necessary to persist in today’s society. Division III - fourth and fifth grades. | | Agriculture, Business | Kansas Wheat https://kswheat.com/consumers/educators Kansas Wheat offers educational activities connected to math and science standards. Fun wheat facts and recipes can easily be added to any classroom. Printed education materials are provided for teachers and students. | | Career Field Connections | Resource | |--------------------------|----------| | Family and Consumer Sciences, Agriculture | Mobile Dairy Classroom by SouthWest SouthLand https://www.southwestdairyfarmers.com/pages/mobile-dairy-classroom Mobile Dairy Classroom is a traveling milk parlor, featuring a live cow and presentation. | | Public Services, Agriculture | National Park Service - Spring Hill Farm and Stock Ranch Virtual Tour https://www.nps.gov/tapr/learn/photosmultimedia/virtualtour.htm This virtual tour of Spring Hill Farm and Stock Ranch includes written descriptions and video for each area of the property. | | Family and Consumer Sciences, Public Services, Media and Technology, Health, Design, Production and Repair, Agriculture, Business | Nebraska Career Development Lesson Plans https://www.education.ne.gov/nce/careerdevelopment/lesson-plans/ Pre-K-12 lesson plans incorporate self-awareness, career exploration, planning and management models with career readiness standards. | | Agriculture, Science | Nutrients for Life Foundation https://nutrientsforlife.org/for-teachers/ Nutrients for Life Foundation provides information and resources to educators about the vital role fertilizers play in feeding our world, including science-based educational materials about the role crop nutrients play in agriculture. | | Design, Production and Repair, Agriculture | Ruler game https://www.rulergame.net/ Online games to help students learn how to read a ruler (Imperial and metric). | | Career Field Connections | Resource | |--------------------------|----------| | **Scratch** | | | [https://scratch.mit.edu/](https://scratch.mit.edu/) | Free coding community for children to create digital stories, games and animations with a simple visual interface. | | **The Family Dinner Project** | | | [www.thefamilydinnerproject.org](http://www.thefamilydinnerproject.org) | The Family Dinner Project works with national and community organizations to support families in coming together for food, fun and conversation about things that matter. | | **The League of Kansas Municipalities** | | | [https://www.lkm.org/page/YouthCivicEducation](https://www.lkm.org/page/YouthCivicEducation) | The League of Kansas Municipalities believes that civics education is the foundation of an active and informed citizenry. The League invites you to explore these free downloads and interactive materials. The League has developed programs for elementary, middle and high school students. | | **The National Center for Women & Information Technology (NCWIT)** | | | Computer Science in a Box: Unplug your Curriculum | [https://ncwit.org/resource/unplugged/](https://ncwit.org/resource/unplugged/) | | Computer Science in a Box: Unplug Your Curriculum introduces fundamental building blocks of computer science — without using computers. Use it with students ages 9 to 14 to teach lessons about how computers work, while addressing critical mathematics and science concepts such as number systems, algorithms and manipulating variables and logic. | Tinkercad https://www.tinkercad.com/lessonplans Tinkercad is a free web app for 3D design, electronics and coding. Step-by-step lessons align to academic standards and build STEM confidence by bringing project-based learning to the classroom. KSDE Child Nutrition and Wellness The KSDE Child Nutrition and Wellness team offers various training materials on food and nutrition. The Culinary Quick Bite Video Series highlights Kansas grown products, providing information on food characteristics, nutrition, selection and storage tips, and offers recipes to incorporate into Child Nutrition Program meals. Other training videos offered include nutrition education, kitchen math, recipes and food safety, which can be found in the training portal. Culinary Quick Bite Video Series https://www.youtube.com/playlist?list=PLd_2hYclboc_QUbcdjw6GfQP7i2Zv2MHM Child Nutrition and Wellness Training Portal https://learning.ksde.org/course/index.php?categoryid=11 KSDE Child Nutrition and Wellness Website: https://cnw.ksde.org/ Kansas Farm to Plate, KSDE Child Nutrition and Wellness In Kansas, Farm to Plate encompasses all Child Nutrition Programs. Not only can local foods cover the plate, they can be offered throughout the year in any Child Nutrition Program. The Farm to Plate initiative is an effort to connect Child Nutrition Program Sponsors with regional or local farms in order to serve healthy meals using local foods. [https://cnw.ksde.org/f2p/program-overview](https://cnw.ksde.org/f2p/program-overview) School gardens can make lasting differences in students’ lives and help shape the next generation of environmental stewards. School gardens can provide healthy food options for students and teach them about the importance of nutrition. School gardens have been around for more than 100 years, and school districts continue to use them today to establish healthy eating habits, as educational tools in the classroom and to promote community inclusion. This fact sheet for farm-to-school stakeholders provides examples of school gardens that have taken root and resources to continue growth. [School Gardens: Using Gardens to Grow Healthy Habits in Cafeterias, Classrooms and Communities | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov/school-gardens-using-gardens-grow-healthy-habits-cafeterias-classrooms-and-communities) This resource provides information about food safety issues in school gardens. It addresses topics such as site selection, materials and water use; chemical and fertilizer use; compost and manure use; growing and harvesting produce; using school garden produce in your school meals program and addressing community donations. [School Gardens: Using Gardens to Grow Healthy Habits in Cafeterias, Classrooms and Communities | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov/school-gardens-using-gardens-grow-healthy-habits-cafeterias-classrooms-and-communities) Extension Services provide garden resources and master gardeners can be great assistants for school garden staff. The Extension Master Gardener program is currently supported in 72 of Kansas’ 105 counties. Find more information about Master Gardener training and volunteer opportunities in your community. [Kansas County Programs (k-state.edu)](https://www.k-state.edu) K-State Garden Hour is hosted by K-State Research and Extension horticulture staff across the state of Kansas. Join on the first Wednesday of each month at noon for some horticultural refreshment and training. Sessions are recorded and posted online after each event. [K-State Garden Hour](https://www.k-state.edu) To promote agricultural education, KSDE has enhanced the Body Venture (BV) exhibit to include a Farm to Plate focus. BV is a unique educational experience that consists of an inflatable 45-foot by 50-foot walk-through exhibit representing the human body. The traveling educational program is designed to engage kindergarten through fifth grade students by providing learning skills and encouraging choices that promote a healthy lifestyle. Children learn about the importance of nutritious food choices and being physically active through this unique interactive exhibit. The primary goal of this educational experience is that children will connect nutrition and physical activity to health, thus reinforcing positive behaviors and raising the value placed on them. Additionally, BV will provide a greater awareness among parents, school personnel and community members of the existing link of a healthy lifestyle being critical to a child’s growth, health and wellbeing. Applications will be available each Spring Semester for scheduling in the following program year. Watch for information online at SNP Monthly Updates (ksde.org). USDA Team Nutrition Team Nutrition provides resources for Child Nutrition Programs and educators. Nutrition Education and marketing materials are free at the website. [About Team Nutrition | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov) Team Nutrition Cooks! is a series of cooking-based nutrition activities for out-of-school and after-school programs, for children around ages 8 to 12 years old. The series includes an instructor guide, activities, videos and handouts. Recipes include ingredients that can be sourced locally. [Team Nutrition Cooks | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov) Team Nutrition grant projects in Kansas include recipe challenges, encouraging family and consumer science or culinary educators, students and school nutrition program professionals to team up with local farmers and producers to develop school meal recipes using local foods. Students experience sourcing local ingredients, purchasing and preparing while collaborating with nutrition program staff and producers. The local ingredients used for the most recent Kansas projects were aronia berries, sorghum flour and wheat berries. Great recipes were created and will be published in a Team Nutrition cookbook. [Team Nutrition Recipes | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov) Fee-Based Resources KSDE suggests reviewing each of the following to determine value to the local educational system. **Career Fields** - Family and Consumer Sciences - Public Services - Media and Technology - Health - Design, Production and Repair - Agriculture - Business **Subject Area Connections** - Language Arts - Physical Education - Computer Science - History, Government and Social Studies - Math - Science | Career Field | Connections | Resource | |--------------|-------------|----------| | | | Bee-Bot | | | | [https://www.tts-international.com/bee-bot-programmable-floor-robot/1015268.html](https://www.tts-international.com/bee-bot-programmable-floor-robot/1015268.html) | | | | Bee-Bot is an engaging classroom robot for early-age kids to learn STEM with a variety of cross-curricular activities. | | | | Bee-Bot Lesson Ideas for the Classroom | | | | [https://blog.teaching.com.au/5-mathematics-bee-bot-lesson-ideas-for-the-classroom/](https://blog.teaching.com.au/5-mathematics-bee-bot-lesson-ideas-for-the-classroom/) | | | | Dash and Dot | | | | [https://www.makewonder.com/](https://www.makewonder.com/) | | | | Dash and Dot robots are a fantastic resource to introduce students to the fundamentals of coding. | | | | Dash/Dot Lesson Ideas for the Classroom | | | | [https://blog.teaching.com.au/dash-and-dot-in-the-classroom/](https://blog.teaching.com.au/dash-and-dot-in-the-classroom/) | ## Career Fields - Family and Consumer Sciences - Public Services - Media and Technology - Health - Design, Production and Repair - Agriculture - Business ## Subject Area Connections - Language Arts - Physical Education - Computer Science - History, Government and Social Studies - Math - Science ## Resource ### LEGO Education [https://education.lego.com/en-us/shop/elementary](https://education.lego.com/en-us/shop/elementary) LEGO Education links STEAM instruction to real-world experiences in an intuitive and fun way. Students engage in engineering, data analysis and communication, developing skills like critical thinking and collaboration. **LEGO Education Lesson Ideas for the Classroom** [https://education.lego.com/en-us/lessons](https://education.lego.com/en-us/lessons) ### Ozobot [https://ozobot.com/](https://ozobot.com/) Ozobot makes desk-friendly coding robots that come with infinite ways to create, learn and share. **Ozobot Lesson Ideas for the Classroom** [https://ozobot.com/educate/lessons/](https://ozobot.com/educate/lessons/) ### Sphero [https://sphero.com/collections/coding-robots](https://sphero.com/collections/coding-robots) Sphero programmable robots help kids learn fundamental STEM concepts through play-based learning and educational STEAM activities. **Sphero Lesson Ideas for the Classroom** [https://stemeducationguide.com/classroom-activities-spher](https://stemeducationguide.com/classroom-activities-spher) Based on the Kansas Work-Based Learning Continuum, mark which of the Career Awareness experiences are being offered at your elementary schools within each of the seven Career Fields. | Career Field | Guest Speaker | Career Fair | Field Trips/Tours | Virtual Field Trips/Tours | Number of Experiences per Career Field | |-------------------------------|---------------|-------------|-------------------|----------------------------|----------------------------------------| | Media & Technology | | | | | | | Health | | | | | | | Design, Production & Repair | | | | | | | Agriculture | | | | | | | Business | | | | | | | Family & Consumer Sciences | | | | | | | Public Services | | | | | | MISSION To prepare Kansas students for lifelong success through rigorous, quality academic instruction, career training and character development according to each student’s gifts and talents. VISION Kansas leads the world in the success of each student. MOTTO Kansans Can SUCCESS DEFINED A successful Kansas high school graduate has the - Academic preparation, - Cognitive preparation, - Technical skills, - Employability skills and - Civic engagement to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation. OUTCOMES - Social-emotional growth - Kindergarten readiness - Individual Plan of Study - Civic engagement - Academically prepared for postsecondary - High school graduation - Postsecondary success The Kansas State Department of Education does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201 Kansas leads the world in the success of each student. For more information, contact: Natalie Clark Assistant Director Career, Standards and Assessment Services (785) 296-4351 firstname.lastname@example.org Kansas State Department of Education 900 S.W. Jackson Street, Suite 102 Topeka, Kansas 66612-1212 www.ksde.org
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CHS TRACK TEAM VICTORIOUS OVER LYNN CLASSICAL The Red Devils ran to victory over Lynn Classical in both boys and girls track Thursday, April 13 at Chelsea Stadium. The boys, who improved their record to 2-0, were led by Ali Warsame, who took first place in the 200m run, the triple jump, and the long jump, which he won with a school-record 20’7” leap. Warsame also took second in the 100m dash. For the girls, Giselle Oliver took first place honors in the 400m hurdles and the 110m hurdles. Dhalia Christmas winds up for her winning 80’8” toss in the discus. Nathaniel Nadow (673) flashes a smile as he clears a hurdle on his way to first place in the boys 400-meter hurdles. All Warsame is airborne on his way to a Chelsea High School record 20’7” leap in the long jump. State officials address lead issues at Tobin Bridge By Adam Swift A packed house heard the latest on plans for the Tobin Bridge and efforts to contain falling lead paint chips from the structure from some high ranking state officials at GreenRoots members meeting late last week. Newt state transportation secretary Gina Fiandaca and state highway administrator Jonathan Gulliver outlined both the short- and long-term responses to the discovery of numerous lead paint chips from the bridge found in Chelsea last month. In addition, the state officials announced plans for a pilot program encompassing the overall environmental health of Chelsea. GreenRoots Executive Director Roseann Bongiovanni thanked the state officials for quickly responding to the environmental crisis in Chelsea, but also noted that the city has undergone a heavy burden in the past several years. “I want to start off by saying this is incredibly concerning,” said Bongiovanni. “In 2020, the DOT had a lapse in construction that resulted in dust throughout a very impacted neighborhood at the peak of Covid. It was residents who responded and were outraged and ultimately outraged and requested a subcommittee meeting to review the document and make revisions.” Tuesday night, Mary Aiardi from the Collins Center reviewed some of the revisions made to the document prior to final council approval. Chief among the revisions was the inclusion of a salary range of plus or minus $200,000 per year, depending on qualifications. “That is the industry standard these days and it gives you flexibility and it also gives out the idea that, with all due respect, you are not going to pay $300,000,” said Aiardi. “So it gives people a framework of what we are looking at, and obviously, the language of depending on qualifications gives you flexibility when you are Council approves City Manager profile By Adam Swift The timeline to select a new city manager is a little clearer, following the City Council’s vote to adopt a six-page profile for the position at a special meeting held Tuesday night. The document sets the expectations, qualifications, and guidance for potential applicants, and will be used as a guide by a five-member screening committee to select finalists to replace former City Manager Thomas Ambrosino. Applications for the position will be accepted through UMass-Boston’s Collins Center until May 25. City Council President Leo Robinson presented the profile to the council for approval earlier this month. Councilor-at-Large Damali Vidot Chelsea students shine on AP exams By Adam Swift Chelsea High School’s Advanced Placement (AP) scores are an indication that the district is rebounding strongly from the Covid-19 pandemic. The latest results released by the Department of Elementary and Secondary Education show Chelsea High School students outperforming their counterparts across the nation and in the state on the AP exams. In Chelsea, 41 percent of high school students passed their AP exams in 2022, exceeding both the Massachusetts passing rate (30.5 percent) and the national passing rate (21.6 percent). To pass an AP exam, a student must score a 3 (out of 5) or higher. “The passing rate is Chelsea High School’s third-highest AP pass rate since 2015, and students posted notable scores on AP Calculus AB and the AP Spanish language exams,” said Superintendent of Schools Dr. Almi Abeyta. “The passing rate in AP Calculus AB was Chelsea High School’s highest ever in that exam ZONTA CLUB OF CHELSEA AND NORTH SHORE DONATION Members of the Zonta Club of Chelsea & North Shore recently visited local School departments in Chelsea, Everett, Winthrop, Revere and Saugus to donate Spring Holiday Market Basket gift cards for the schools to give to local families. Shown (left to right) Janice Sikorski, Zonta Service Committee Chair, Malik Howshan, Chelsea Schools Director of Extended Day Learning. Garcia and Massachusetts House pass comprehensive tax relief package In an effort to provide financial relief to families across the Commonwealth, and make Massachusetts more competitive with other states, the Massachusetts House of Representatives passed a tax relief proposal targeting at residents across all income levels on April 13. “This tax relief package strikes the critically important balance of providing permanent financial relief to residents and businesses across Massachusetts, without compromising the long-term financial security of the Commonwealth,” said Speaker of the House, Mr. J. Mariano (D-Quincy). “I’m confident that this tax reform legislation will help to make Massachusetts more affordable for all residents, while also helping to make the Commonwealth more competitive with other states. I want to thank Chairman Mlechewicz and Chairman Cusack for their work crafting this package, as well as all the Members of the House for their input.” “The tax relief package will help thousands of residents keep more money in their pockets by providing much needed financial support. This package will also help keep the Commonwealth an economically competitive work environment for both businesses and workers,” said Representative Austin Mlechewicz, Chair of the House Committee on Ways & Means (D-Boston). “I want to thank Speaker Mariano for his leadership, as well as Chair Cusack and the entire leadership of the House for their collaboration on this issue.” “People and families were our number one priority when passing this legislation,” said State Representative Joshua Garcia (D-Chelsea & Everett). “We want to make Massachusetts a better, easier place to live, work, and raise families. Thanks to the leadership of Speaker Mariano and Representatives Mlechewicz and Cusack, people in Chelsea, Everett, and across the state will have more economic breathing room.” The bill includes the following tax changes, some with a phased-in implementation method: **Child and Dependent Tax Credit** This bill combines the Child Care Expenses Credit with the Dependent Member of Household Credit to create one refundable $600 credit per dependent, while maintaining the current cap. This will be phased in over three years, and will be fully implemented in FY27: taxpayers could claim $345 per dependent in FY24, $455 per dependent in FY25, $600 per dependent in FY26, and $614 per dependent in FY27. This change will cost $165 million in the first year of implementation and $490 million when fully implemented in year three. It is expected to impact over 700,000 Massachusetts families. **Estate Tax** Massachusetts is currently a national outlier on the estate tax, as the Commonwealth is one of only 12 states that impose this tax and has the lowest estate tax exemption threshold in the country, along with Oregon. The bill increases the estate tax threshold from $1 million to $2 million, and eliminates the “cliff” effect, taxing the value of the estate that exceeds $2 million but not the entire estate as the law currently requires. This is expected to cost $231 million per year. **Senior Circuit Breaker Tax Credit** This bill doubles the Senior Circuit Breaker Tax Credit from $1,200 to $2,400. This change is expected to impact over 100,000 taxpayers who own or rent residential properties in Massachusetts as their principal residence. This will cost $60 million per year. **Rental Deduction Cap Tax Credit** This bill increases the rental deduction cap from $3,000 to $4,000. This is expected to impact about 881,000 Massachusetts taxpayers, and cost $40 million per year. **Short-term Capital Gains Tax** Massachusetts is among the states with the highest short-term capital gains tax rate, which is currently 12 percent, and taxes short-term capital gains at a higher than long-term capital gains, which are currently taxed at 5 percent. The bill lowers the short-term capital gains tax rate to 5 percent and phases in that change over two years. During year one, short-term capital gains will be taxed at 8 percent, before ultimately reaching 5 percent during year two. This will cost $67 million in year one, and ultimately cost $130 million annually, starting in year three of its implementation. **Single Sales Factor Apportionment** Currently, most businesses in Massachusetts are subject to a three-factor apportionment based on location, payroll, and receipts. To make Massachusetts more attractive to businesses, this bill establishes a single sales factor apportionment in Massachusetts based solely on receipts, matching what 39 other states currently do. This change is projected to cost $115 million in year one, and ultimately cost $79 million annually, starting in year two of its implementation. **Earned Income Tax Credit (EITC)** This bill increases the Earned Income Tax Credit (EITC) from 30 percent to 40 percent of the federal credit. This is expected to impact about 396,000 taxpayers with incomes under $57,000, and will cost $91 million. **Additional Reforms** In addition to tax relief, the bill changes Chapter 62 of the Massachusetts General Laws, which triggered nearly $3 billion in taxpayer refunds in 2022. This law requires that excess revenue be returned to taxpayers when tax revenues collected in a given fiscal year exceed an annual tax revenue cap. Currently, the credit is applied to the personal income tax liability of all taxpayers on a proportional basis, resulting in higher credits for those who paid more in taxes. The bill passed today adjusts the credit to an equal amount per taxpayer, rather than a rebate based on the percentage of what taxpayers paid the Commonwealth. The bill also adjusts the Stabilization Fund cap, which currently requires that if the amount remaining in the fund at the end of a fiscal year exceeds 15 percent of the budgeted revenues and other financial resources pertaining to budgeted funds, any excess funds must be transferred to the Tax Reduction Fund, which would then be transferred to taxpayers through one time increases in the personal exemption allowable amount and income tax liability. The bill adjusts the cap to 25.5 percent, which allows the Commonwealth’s savings account to retain more funding. The Massachusetts House of Representatives approved the bill in H.3 and now goes to the Senate. --- Exams / CONTINUED FROM PAGE 1 scores exceeded the rates from school districts such as Lynn, Saugus, Lawrence and Worcester. The superintendent stated that the significance of passing the AP exam is that, at least cases, colleges will equate a passing score to earning a college credit or satisfying a particular course requirement. CHS students took AP exams in subject areas of Arts, English Language Arts, Foreign Languages, History and Social Science, Math and Computer Science and Science and Technology. In addition, at last week’s School Committee meeting, Abeyta announced that Chelsea High School Calculus AB teacher Monika Sulima was named a 2023 Partners in Excellence Teachers Award recipient from Mass Insight Education and Research. Abeyta said Sulima was one of 16 AP teachers from across the state honored for their exemplary work. Abeyta also announced that Adam Deleidi had been promoted from assistant superintendent to deputy superintendent of the district. --- City Manager / CONTINUED FROM PAGE 1 During the next month, she said the Collins Center will also be meeting with the five-member steering committee to update it on issues such as developing questions for the interview process, the role of confidentiality in the search process, and further discussions about the position. “The first couple of weeks in June (the steering committee is) going to go over the resumes and do the interviews and (check) references while the Collins Center is facilitating this process with the expectation that in the first week of July we should be getting some candidates back,” said Vidot. “That is when we should have the community input. Of course, things happen all the time and that might fluctuate a little bit, but as it stands, that is what we are anticipating and what we are hoping for.” Once the finalists are in place, Vidot said it is expected that the public will have the opportunity to come in and ask them questions. Roberto Jiménez-Rivera, a member of the Chelsea School Committee announced this week that he is running for City Council in this year’s municipal election. “Today, I am announcing my candidacy for City Council At-Large,” said Jiménez-Rivera. “I have the experience and commitment we need to create a better Chelsea. More and more of our families can’t afford to live here anymore even though they’re working harder than ever. Our children need access to more opportunities in school. Our small businesses are being gutted by inflation. I’m running because I believe in the power of community. Together we can make sure Chelsea remains a city where we can afford to live, have access to good opportunities, and be treated with dignity and respect.” Most recently, Roberto was the Representative and later organizer in favor of the Fair Share Amendment and driver’s licenses for all in last year’s election. “After we came up short in the September primary, I told my supporters that the work couldn’t stop. I helped us win the Fair Share Amendment, which represents two billion dollars a year to fix the T and improve infrastructure. I also made sure people voted to support immigrants getting the driver’s licenses they need and deserve. We won, but we still have more work to do. I’m ready to keep fighting for Chelsea!” As a member of the School Committee since 2020, Roberto has advocated for and won millions in state funding for our schools, which have resulted in over 100 new jobs to support our students. He is also an organizer for the Boston Teachers Union, where he has fought for a secure and dignified life for workers and retirees. Roberto lives on Eleanna Street with his wife Sarah and their son Robi, who is soon turning three years old and will be starting at the Early Learning Center this September. --- Tobin / CONTINUED FROM PAGE 1 called the state.” About a year ago, Bongiovanni said there was uncovered asbestos that was dumped near a Chelsea public housing development at the hands of the DOT. “Now we find out that there is lead paint literally raining down on the residents of Chelsea,” she said. “As a lifelong resident of Chelsea, I have seen the bridge be painted literally a million times, and I thought we were resolving concerns with lead paint.” Bongiovanni noted that GreenRoots and residents have also spent the past several years battling a proposed electric substation in East Boston. “It just seems like there continues to be the same assault on environmental justice and communities day after day after day, and the state has the power to stop these assaults,” she said. “This is a new administration, and we need to see some action under the next administration, we don’t need to seek unmet promises.” Bongiovanni noted that long-time Chelsea resident Tony Hernandez both informed GreenRoots and the city about the dust in 2020 and raised concerns about the lead paint chips falling off the Tobin Bridge. She added that his leadership got GreenRoots and the city involved very quickly. The city acted quickly to test the paint chips, Bongiovanni said, and Fiandaca. Gulliver said the state also stepped in quickly to tour the site and come up with an action plan. “I walked the site with Tony, and I just couldn’t believe the paint chips were falling all over the place, all in our neighborhoods, to the playgrounds, to the daycare centers,” said Bongiovanni. Fiandaca reiterated that Hernandez deserved the credit for bringing the lead paint issue to the attention of the city and the state. “We want to make sure we could live with what you are dealing with here,” she said. “Excuses are not what we are here to offer, we are here to minimize your concerns. Your concerns matter, this community matters, and we’re here to take responsibility for it.” Gulliver laid out some of the details of the clean up, as well as the issues with lead paint in Chelsea and beyond. “The question has been asked, is lead paint even there in the first place, why are we even talking about lead paint on the bridge,” Gulliver said. “Lead is one of those substances that was very commonly used in paint for decades.” While lead paint was banned for residential use in 1977, it was not banned for commercial use until 1992. The standard practice for dealing with existing lead paint has also changed over the past two decades, Gulliver said. “When it was first banned, the approach was you paint over it and you don’t do anything else, you leave it in place,” said Gulliver. “What we are doing is that this is a new practice that has passed the test of time. What you are seeing on the Tobin Bridge is exactly what happens when you paint over lead paint, it starts to crack and starts to chip off.” The past winter, which saw a series of temperature going from freezing to above and back again created conditions that saw an excess of paint chipping off bridges across the state, he added. Now, when the highway department deals with lead paint on bridges, Gulliver said the bridges are tented with a containment unit and everything is vacuum sealed as the lead paint is removed. “This is a problem that is not unique to the Tobin Bridge. I know about one in three bridges have some lead paint on them,” said Gulliver. Gulliver said that testing showed that there was no lead discovered in the first six inches of soil around the bridge, and also that there was no impact on the drinking water supply. “We’ve been out there working with our crews to vacuum up the lead chips to ensure that it doesn’t spread further,” said Gulliver, adding that all the lead paint chips were being removed from Chelsea and that crews were close to completing the initial clean up. He added that crews will remain in place for any spot clean up of additional lead paint chips that fall from the Tobin Bridge. Longer term, Gulliver said the state highway department is putting a $100 million project out to bid to completely clean and repaint the portion of the Tobin Bridge in the Chelsea neighborhoods. “We’ve done the Chelsea Curves and the first leg of the Tobin Bridge approaching this section over the last couple of years,” said Gulliver. “This is the last project in a series of projects, and it is the biggest one at $100 million.” The project will include painting up including using a containment system, making structural repairs, and cleaning up and removing all lead paint, and then repainting the bridge with acrylic paint. The state is also working on the next mile of repainting efforts for residents near the bridge work site that will include a grant program for items such as air conditioners, air purifiers, and white noise machines. “Finally, something we are very excited about, the (United States) EPA is putting together a pilot program, the first in the nation,” said Gulliver. “They are going to be working with state agencies, the city, and advocates to develop a program to look at the cumulative impacts of environmental issues on Chelsea.” Gulliver noted that Chelsea is one of the most densely populated cities in New England and has a history of heavy industry producing contaminants. “Our hope is that this is going to lead to a series of federal grants that we can now do some targeted clean up projects in Chelsea,” said Gulliver. Bongiovanni had questions Gulliver as to why the state didn’t commence clean up of the Tobin Bridge area sooner if it was aware of increased paint chip problems. Gulliver replied that MassHighway was out in the area the week before it was notified of the issues and had noticed some issues and was beginning to file work orders to address it. Fiandaca added that the $100 million Tobin Bridge project has been on the state’s schedule. “As soon as we learned how bad the situation out here was, we worked to get a team out to see it so we could get a handle on the scope of the work,” she said. “We wanted to make sure we were able to accelerate the project and get to the real repairs up there.” --- National Prescription Drug Take Back Day coming to East Boston On Saturday, April 22, East Boston Neighborhood Health Center (EBNHC) as part of The East Boston Alliance for Support, Treatment, Intervention and Education (EASTIE) Coalition will be supporting National Prescription Drug Take Back Day to help provide easy access to addictive drugs. National Prescription Drug Take Back Day aims to provide a safe, convenient, and responsible means for disposing prescription drugs, while also educating the public about the potential for addiction and misuse of medications. As part of the initiative, EBNHC will be collaborating with recovery on the Harbor/Roof Project and two neighborhood collection sites to increase community participation in East Boston. “As we saw in the most recent Boston Indicators report, the COVID-19 pandemic created a community-wide mental health crisis, with corresponding increases in substance misuse, particularly among the youth population and other lower communities that were hit hard by the pandemic,” said Nancy Slamer, Director of the EASTIE Coalition. “Our hope is that this is going to lead to a series of federal grants that we can now do some targeted clean up projects in Chelsea,” said Gulliver. Bongiovanni had questions Gulliver as to why the state didn’t commence clean up of the Tobin Bridge area sooner if it was aware of increased paint chip problems. Gulliver replied that MassHighway was out in the area the week before it was notified of the issues and had noticed some issues and was beginning to file work orders to address it. Fiandaca added that the $100 million Tobin Bridge project has been on the state’s schedule. “As soon as we learned how bad the situation out here was, we worked to get a team out to see it so we could get a handle on the scope of the work,” she said. “We wanted to make sure we were able to accelerate the project and get to the real repairs up there.” --- Chelsea School Committee member Roberto Jimenez-Rivera, with his wife, Sarah, and their son, Robi. 53 EARTH DAYS LATER, OUR PLANET IS FAR WORSE This Saturday, April 22, will mark the 53rd anniversary of Earth Day, the movement that is credited with bringing the issue of environmentalism into the forefront of public thought and opinion. To be sure many of the objectives of the environmental movement that began on Earth Day have been achieved. Compared to 1970, our air and water are cleaner. The haze of smog that hung over our major cities each and every day is not as bad as it was 50 years ago and here in the Boston area, Boston Harbor is an example of the progress that has been attained in cleaning up our waterways. But despite the visible progress we have made, the overall health of our planet unquestionably is far worse than it was five decades ago. “Climate change” and “global warming” were terms that were unheard of then, but now we know that just about everything we do – driving our cars, heating our homes, producing the food we eat, and making just about everything with plastics – releases greenhouse gases and other chemicals that are altering our environment with grave consequences for life on the planet. The wild weather recently in Ft. Lauderdale, in which that city was inundated by 20 inches of rain that brought the city to a standstill, was deemed a “1000-year event” by the National Weather Service. But the reality is that in 2023, 1000-year events are occurring somewhere every year, to say nothing of 1000-year events that are happening almost every month. The future reality is that carbon emissions will not be coming down anytime soon and even if they do, there is so much heat trapped in our oceans and in the atmosphere that it may be too late to stop the dreaded feedback loop that will accelerate climate change. Yes, we’re old enough to remember the hoopla that accompanied the first Earth Day, a movement that was catalyzed when a river in Cleveland that essentially was a toxic cesspool caught fire when a spark from the shore ignited the volatile chemicals in the river. Back in those days, we had hope that things would be better. We never imagined that five decades later, the degradation of our environment would pose an existential threat to life and civilization as we know it – but that’s the reality we are confronting in 2023. LOGAN AIRPORT WAS A BREEZE We hadn’t flown for a while because of the pandemic and other reasons, so we approached our recent vacation with some trepidation, particularly as we contemplated our air travel. However, we are happy to report that traversing to, through, and from Logan Airport actually was a pleasant experience. We took the boat to Logan, caught the shuttle bus to our terminal, and made it through security within 10 minutes. Our terminal (Terminal B) was crowded, but not overly so, and there were plenty of seats with outlets for our electronic devices. Returning home, we found the signage to ground transportation was clear and straightforward as we made our way to the Silver Line – which, by the way, was free of charge -- in order to get to South Station. We recently wrote about our travails on the Red Line, in which we highlighted all of the problems facing the MBTA, almost all of which are directly related to a decades-long lack of funding for public transportation at the federal and state levels. However, in comparison to the other airports we visited during our vacation (JFK and Miami), Logan overall offered a superb experience (including better restaurants!). So we wish to tip our hat to Massport and the T (which operates the ferry boat and the Silver Line) for their smooth operations at Logan Airport. Even Massport’s critics (as we have been for decades) have to concede that its various operations are a huge driver of our economy that contribute to our region’s prosperity in countless ways. A smooth-functioning Logan Airport is a key piece of that ecosystem and we are happy to report that our recent experience was a highly-positive one. HIS RECOGNITION IS WELL DESERVED To the Editor, I was pleased to read the June 14, 2022, Chelsea Record that longtime businessman Peter Zakshieski was the “recipient of a state Certificate of Appreciation honoring the excellence of his business (the Chelsea Memorial Frank A. Welsh & Sons Funeral Home) and his outstanding contributions to the community.” I am proud to know Peter for many years. Peter Zakshieski is a true gentleman and an extremely caring person. His recognition is well deserved. Peter Zakshieski has been an asset to Chelsea for many years, in particular the Chelsea Fire Department. Every evening the Chelsea Fire Department, on the first Sunday of June, celebrates its Memorial Sunday which is a remembrance of all the deceased Chelsea Firefighters especially for the current year. Peter Zakshieski, every year, donates plastic laminated remembrances with names all the deceased firefighters for the present year, citing their appointment date, promotion date(s) if any), retirement date and date of passing. The back of the card includes kind words describing “What is a firefighter?” I, and I am sure, all Chelsea firefighters, appreciate Peter’s generosity and empathy. I congratulate Peter Zakshieski, and his family, on his Certificate of Appreciation. Louis T. Addionzio Retired Fire Chief SUBSCRIPTION INFORMATION Chelsea Record is published every Thursday by the Reverie Group, Independent Newspaper Group. Periodical postage rate paid at Boston, MA. Subscription rates are $30 per year in Chelsea, and $60 per year outside the city. The Chelsea Record assumes no financial responsibility for typographical errors in advertisements, but will reprint that part of the advertisement in which the error occurs. Advertisers will please notify the management immediately of any errors that may occur. Chelsea Record, 101-680, 385 Broadway, the Citizens Bank Building, Suite 105, Revere, MA 02151, is a weekly publication. Periodicals postage paid at Boston, MA 02110. POSTMASTER: Send address changes to Independent Newspaper Group, 385 Broadway, Suite 105, Revere, MA 02151. Subscription price in-town is $26 and out of town is $50. USPS ISSN 0101-680 GUEST OP-ED Healey-Driscoll administration highlights 100 days of making Massachusetts more affordable, competitive and equitable Special to the Times-Free Press Governor Maura T. Healey and Lieutenant Governor Kimball J. Driscoll’s 100th day in office was on April 15, and they are highlighting their key accomplishments to make Massachusetts more affordable, competitive and equitable. In addition to building a strong team of cabinet members, the administration filed its first budget and tax package to make historic investments in education, transportation and climate and deliver relief for seniors, renters and families. Governor Healey also swiftly followed through on key pledges, such as establishing a housing section in the budget, an expanded Child and Family Tax Credit, free community college for students over 25, full funding of the Student Opportunity Act, one percent of the budget for the Executive Office of Energy and Environmental Affairs and tripling the budget of the Clean Energy Center. And when faced with a ruling failing from a federal court panel that threatened reproductive freedom in Massachusetts, Governor Healey took immediate action to protect access to medication abortion in the state. “As we enter the 100-day mark of our administration, our entire team is just as energized and committed to delivering results as we were on Day One. I’m proud that we’ve got the gears running, building out a strong Cabinet of experienced, dedicated leaders who share our drive to meet this moment for Massachusetts,” said Governor Healey. “We’ve made immediate progress on housing, food security, transportation, climate and education, and we’ve brought new voices to the table and gone out into communities to meet people where they are. There’s much more work to be done to make Massachusetts more affordable, competitive and equitable, but we’ve set a solid foundation. These first 100 days that we will continue to build on in the years to come.” “100 days goes by in the blink of an eye when you’re busy working for the people of Massachusetts all day, every day. We knew when we took office that the challenges before us were daunting, but that there was enormous opportunity as well,” said Lieutenant Governor Driscoll. “We’re proud to have made important strides in making Massachusetts a better place to live, work, go to school, raise a family and build a career. In the days, months and years ahead, we’re not going to let up steam. We’re going to continue to hustle every day to deliver results for Massachusetts.” Healey-Driscoll Administration 100 Days Highlights The Healey-Driscoll administration filed a $55.5 billion budget proposal and $750 million tax relief package that builds a strong, economy, livable community and a sustainable future by: • Creating a Child and Family Tax Credit, increasing the rental deduction and senior circuit breaker, and lowering the estate and short-term capital gains tax to keep up with other states. • Creating MassReconnect, which offers community colleges and state universities over 18 years old and expanding Early College and Innovation Pathways programs. • Dedicating 1% of the state’s overall budget to the Executive Office of Energy and Environment. • Tripling investment in the Clean Energy Center, which is leading the way in clean energy entrepreneurship, job creation, and workforce development. • Creating the Environmental Justice Office, led by the Undersecretary of Environmental Justice and Equity, and hiring 14 Environmental Justice Liaisons. • Establishing a new Education and Transportation Fund to protect Fair Share revenue and maximize new funding sources. • Fully funding the Student Opportunity Act for K-12 schools, the largest dollar-amount increase in Massachusetts’ K-12 schools in state history. • Notifying municipalities of local aid funding levels early to give them a head start on planning to deliver these funds for residents. • Freezing the tuition at the University of Massachusetts for four years and freezing fees at other state universities for four years. • Fully funding the Commonwealth Cares for Children (C3) to help child care providers keep the doors open and invest in programming and staff. • Investing in transportation across the state, including MBTA fares program, the Red-Blue connector, West-East Rail, and Regional Transit Authorities. Governor Healey signed a $1.8 billion supplemental budget for fiscal year 2023 that combines many of the priorities the administration outlined in three separate bills filed by the Governor, including: • Investing in C3 grants, MassWorks, the Clean Water Trust, RAFT, broadband infrastructure, a reproductive health services awareness campaign, the NAACP Conference, and support for the state’s healthcare system, ahead of the end of the COVID-19 public health emergency. • Matching grants to compete for federal dollars through the CHIPS and Science Act. • Funding for the state’s housing shelter system to support families and children. • Universal school meals through the end of the 2023 school year to make sure kids can focus on learning in the classroom instead of worrying about hunger. • A three month off ramp for the end of enhanced federal federal SNAP benefits, providing families with some of the previous federal benefit to help keep food on the table. Governor Healey announced the appointment of a new, experienced tri-state leader as MBTA General Manager and took steps to improve transparency and address staffing shortages at the MBTA, including: • Launched an online safety dashboard to provide transparency around the status of FTA special directives, as well as an online-based restrictions dashboard. • Implemented $7,500 sign-on bonuses for all eligible positions across the MBTA (Bus Operators, Rail Repair, Track Laborers, Streetcar Operators, Subway Train Operators, Service Technicians and Fuellers) and proposed $20 million for recruitment and retention efforts in a supplemental budget. • Established a technical group to identify process improvements at CRRC to expedite car delivery and improve safety. By Executive Order, Governor Healey: • Appointed the nation’s first cabinet-level Climate Chief to lead the new Office of Climate Innovation and Resilience and established a Climate Cabinet. • Established a Housing Working Group to examine the structure of the administration’s new Housing Secretariat. • Established Governor’s Councils on Black Empowerment and Latino Empowerment. • Reconstituted a historically diverse and talented Judicial Nominating Commission. • Led the Executive Branch to conduct equity assessments. The Healey-Driscoll administration also: • Joined the multistate Responsible Firearm Alliance, stockpiled mipipristone and issued an Executive Order protecting access to medication abortion and protection for patients and providers. • Filed a supplemental budget for fiscal year 2024 that extends universal school meals through the end of 2024 school year and explores how to keep the program running long-term, invests in MBTA hiring, and makes preparations for the end of the COVID-19 health emergency. See OP-ED Page 9 Northeast Metro Tech student athletes help out at Revere Food Pantry Superintendent David DiBarri is pleased to announce that Northeast Metro Tech’s Student Athlete Leadership and Mentoring Program (SALM) recently helped prepare and distribute food at the Revere food pantry. On Wednesday, April 12, a dozen student athletes from Northeast Metro Tech, along with Teacher Sarah Pierce, visited the food pantry to help prepare and distribute food for those in need. The Student Athlete Leadership and Mentoring Program includes team captains and leaders who learn about leadership, accountability, commitment, discipline, and empathy, while also participating in a leadership council and community service opportunities. The goal of the program is to teach student athletes to make an impact over the course of decades, and not just during their four years at Northeast. The students who contributed at the Food Pantry were Gianna Scoppettuolo, Sofia Giraldo, Mike Souza, Alex Moneretto, Aidan Jones, Mike Folliis, Cam Correia, Sarah Pierce, Aiden Sam Cubas, Briana Boccelli, Marisa Boccelli, and Ethan Crespo. SALM will be sending another team of students to help next Wednesday as well, and other shops may soon join the efforts. “Our student athletes were so excited and proud to participate in this program, and we’ve now had more student athletes, as well as several shops, ask about the possibility of helping out more in the future as well,” said Athletic Director Donald Meler. “I am proud of these students for being so eager to help their fellow community members.” “Teaching our students to be upstanding citizens who give back to the communities around them is a major part of our efforts here at Northeast Metro Tech, and I applaud these student athletes for their hard and meaningful work,” said Superintendent DiBarri. Seaworthy Seductions, art exhibit by Kyle Browne at The Gallery at Spencer Lofts Enter into the intimate, playful and surreal work of Gloucester native Kyle Browne. Her solo exhibition, Seaworthy Seductions: A Taste of Intimacy is inspired by seafood platters, sailors’ valentines and the enduring imagination of the sea. The basis of Browne’s mixed media work is a remembrance to an innate wildness that she believes exists within us all. Her pieces, ranging from intimate sculptures to large-scale paintings, are her love letters to the ocean. Kyle explores themes of consumption and the feminine through her rich colored pencil drawings, Rewilding which are reminiscent of children’s illustrations yet surprising and subversive upon closer observation. She interweaves human forms into natural objects to ask the viewer to contend with their own vulnerabilities through the use of sensual and raw seafood platters. Think finger shrimp, licking limpets and bivalves with femme anatomy. For her participatory installation Shucked Raw, Serve Yourself, she invites visitors to taste and complement her delectables, into their own personal raw bar plate - since eating a raw oyster is perhaps the closest thing humans can do to consummate their relationship with the sea. Kyle’s love of the ocean began as a small child growing up in Gloucester, MA, where the ebb and flow of the tide, and the sound of breaking waves, have been an arts educator in the Greater Boston area for over 10 years, and lives and works in Chelsea, MA. Find out more about her at kylebrowne.com and follow her on IG @kybrocreative. Seaworthy Seductions: A Taste of Intimacy at The Gallery at Spencer Lofts, 60 Dudley St. Chelsea, MA, runs through June 11, and is open by appointment with the artist. Closing reception is June 4, from 3-7pm, with an artist panel at 4 p.m. This project is funded in part by the Chelsea Cultural Council. Rescue dogs come from many different situations. No matter how much information you may have about the dog you choose, you’ll only learn the whole story after that animal settles into your home and their personality and behavior emerge. Typically, this doesn’t happen overnight. Often there is a “honeymoon” period with a new rescue. Initially, dogs spend time adapting to a new space’s sights, sounds, smells, and routines. It takes time for a rescue to begin to trust the people around them. Slowly they begin to figure out the cast of characters in this new place. They learn who they can rely on to feed them or respond when they need to relieve themselves. A dog will quickly determine who’s a pushover, who means what they say, who will share food, and who they shouldn’t bother. This goes for other animals in the home as well as people. As Patricia B. McConnell, Ph.D., animal behaviorist, writes, “Fido in one home is not necessarily predictive of Fido in another. Context and the environment plays as big a role in dog behavior as it does in yours. Probably bigger. But let’s start with: Are you the right person during an intense meeting at work as you are when having drinks with friends, just a few hours later?” **Different Starting Points** How much information you receive about a dog depends on how the animal came into a rescue organization. Little or nothing is known about strays who are picked up on the street and placed in a shelter. Shelter workers, foster homes, and rescue groups do their best to evaluate the dog in their care. However, it is ultimately your job to help your new family member to adapt and learn what is expected. We recommend two favorite rescue resource centers to anyone adopting a dog. The Best Friends Animal Society has a resource center. They call it “…a comprehensive online library where you’ll find information about pet health and training, as well as educational materials and interactive resources for people with pets and rescue workers.” We list the specific guides they supply on topics like “Understanding and Caring for Rescued Hoarded Dogs,” “Training Shelter Dogs,” and “Puppy Mill Rescue Dogs.” You can also rely on the popular adoption website Petfinder.com. They offer great “Dog Adoption Checklist” and guidance for bringing a new dog home, introducing animals, puppy proofing, and specific behavioral problems. **Happy Surprises** Many purebred breeds have rescue groups that place dogs in foster homes and evaluate their behavior before placing them for adoption. In some cases, these dogs were surrendered to the group by a family who provided background. While that information is helpful, it does not predict how the animal will respond in your home. One of our happiest rescue surprises was a dog surrendered to a rescue group because it was accused of nipping a child. A family experienced with dogs and without children was selected for us to interview. We recommended the adoption and enjoyed becoming part of this family. We spent a lot of time with this dog, who was always well-behaved and gentle. The home and the people made this possible. Yes, rescue dogs come with baggage that you may have to help them unpack. But, for every dog with separation anxiety, leash aggression, or barking, there’s another dog who became the well-behaved best friend a person sought when they adopted a rescue. *Do you have a question or topic for City Paws? Send an email to email@example.com with your request.* The Red Devils ran to victory over Lynn Classical in both boys and girls track Thursday, April 13 at Chelsea Stadium. The boys, who improved their record to 2-0, were led by Ali Warsame, who took first place in the 200m run, the triple jump, and the long jump, which he won with a school-record 20’7” leap. Warsame also took second in the 100m dash. For the girls, Giselle Olivar took first place honors in the 400m hurdles and the 110 hurdles. Ali Warsame is nipped at the 100m dash finish line by Lynn Classical’s John Nasky. Ajay Singh takes the handoff from relay partner Kyle Leong in the boys 4x400 relay. Jose Hernandez (1038) has a good lead on the competition as he runs to victory in the 2-mile run in 13:44.2 A pair of fans in the bleachers are the only persons near Austin Freeman as he strides to victory in the 400m run. Lauren Nadow races to a second-place finish in the 110m hurdles. Lauren also won the girls javelin event. Giselle Olivar clears the last hurdle and takes the lead from Lynn Classical’s Bianca Christalin on the way to first place in the girls 400m hurdles. WARSAME SETS CHS RECORD IN TJ (AGAIN) AS DEVILS TOP CLASSICAL Chelsea High school track and field standout Ali Warsame broke his own CHS record (which he established last week) in the triple jump with a hop, skip, and jump of 43’-3.5” to highlight the Red Devils 69-45 victory over Greater Boston League rival Lynn Classical last Thursday at Chelsea Stadium. “Ali now is just 2.5 inches away from qualifying for Nationals,” said CHS track coach Cesar Hernandez. Warsame turned in a banner day for Chelsea, finished as the Red Devils’ high scorer with 18 points, also taking first place in the long jump with a leap of 20’-7” and the 200 dash in a sprint of 23.5 and grabbing second in the 100 meter with a dash of 11.4. Teammate Alexander Camo also turned in a powerful performance vs. the Rams, scoring 14 points with victories in the javelin with a throw of 101’-3” and the 110 high hurdles in a time of 10.2; second-place in the 200 hurdles (1:37); and third in the long jump (17’-3.5”). Nate Nadow was a double-winner for Chelsea, earning 10 points. Nate took first in the 400m hurdles with a clocking of 1:04.4 and topped the field in the 800 meter run in a time of 2:10.9. Red Devils Theodore Joseph-Scale and Emerson Melgar scored eight points apiece. Theodore won the shot-put with a throw of 35’-0.25” and took second in the discus with a spin of 59’.0; Kevin Flores, who outran the field in the mile in 5:28.7; and Jose Hernandez who outlasted the competition in the two mile run in a clocking of 13:44.2. Contributing three points to the Chelsea vic- See ROUNDUP Page 8 CHESLA RED DEVILS TRACK TEAM VICTORIOUS OVER LYNN CLASSICAL Emily Singh took third place in the girls 400m run. Kevin Romero flings the discus. He took fourth place in the event. Theodore Joseph-Seale cranks up his winning shot put toss of 35’25” Keiri Hernandez (15) takes the baton in the final leg of the girls 4x100 meter relay, won by Classical. Lamari Davis lets go a 28’3.25” heave in the shot put that put her in third place in the competition. Javien Diaz sprints after taking the handoff in the boys 4x100 m relay. Alexander Cano puts his all into a 101’3” javelin throw for first place in the event. Roundup // CONTINUED FROM PAGE 7 CHS GIRLS TRACK TOPS CLASSICAL Giselle Olivar took first place in the 400 meter hurdles in a time of 1:21.7 and the 110 high hurdles with a clocking of 18.0 to score 10 points to pace the Chelsea High girls outdoor track and field team to a 67-60 victory over Greater Boston League opponent Lynn Classical last Thursday at Chelsea Stadium. Lauren Nadow scored nine points with a first-place in the javelin with a throw of 65’-2”, a second in the 110 hurdles (20.7), and a third in the 400 hurdles (5:41.6). Hernandez and his crew, who now are 2-0 on the season, are scheduled to entertain GBL foes Somerville today (Thursday) and Everett next Thursday at Chelsea Stadium. CHS SOFTBALL DOES WELL VS. ENGLISH Despite a 16-10 loss to Lynn English last week, CHS head softball coach Gena Restiano saw a number of positive signs from her team. “We had a really good game against English,” said Restiano, noting the defensive play of Monica Cespedes, who made six outs at second base, and Nidya Castillo, who made six outs at third. At the plate, Ariel Rodriguez led the way, going 2-for-3 with two singles and five stolen bases. In the pitcher’s circle, Ada Figuero struck out four Lady Bulldog batters. “It was a well-rounded team effort through all seven innings,” said Restiano, whose squad will travel to Lynn Classical on Monday and then will host Somerville next Wednesday afternoon at Carter Park. With the Bruins having played playoff Game 2 yesterday (Wednesday) with the Florida Panthers, our Record readers will be receiving this information following that game. The result will either be sporting a 2-0 lead in games, or the best-of-seven series will be tied at one game apiece. The excitement of the 3-1 victory on Monday will likely carry over to what the Bruins expected to carry over into Game 2 on Wednesday. Reflecting back on the win, the stellar play of goaltender Linus Ullmark was a big factor, add to that the fact that the team play was not really up to par but they were still able to come out of it with two points and the win. The lack of captain Patrice Bergeron’s presence in the lineup could have been a depressing issue, but instead it appeared to be a bit of a motivating issue. Several players stepped up, most notably, Pavel Zacha who filled in admirably at the center position on the Bruins’ first line. The play of the Panthers proved to be intense at several points in the game, but it was the dominance of the Bruins’ play in the third period that proved to be the winning formula. While Bruins’ coach Jim Montgomery was very vague regarding Bergeron’s possible return to the lineup on Wednesday, it appears that there is some sort of injury, not the bug illness rumored to be in the Bruins dressing room, that is limiting Bergeron’s ability to play. In any case, it is situations as this that prompted general manager to make several of the moves he initiated over the regular season, to add depth to this already solid lineup. Noticeable was the heavy play of Garnet Hathaway and the powerful hits he delivered in the net. A factor added to that the smooth way Tyler Bertuzzi has put his stamp on this lineup with ‘heads up’ passing and smooth transitions. It is expected that Wednesday’s results would maintain the same for Boston, from goal to the defense, with maybe the only possibility being the addition of Matt Grzelcyk to the blue line defense. For the Panthers, only a speculation, a switch in goal from Alex Lyon, to veteran Sergei Bobrovsky in order to maybe shake things up, but there is always the thought coaches have, that it might hurt the journeyman goalie Lyon’s confidence as a result. It will all come down to which team is able to maintain consistency and play for the full 60 minutes, and holding in check the Panthers offense which has a plethora of scorers, along with the scoring threats of Matthew Tkachuk, Aleksander Barkov, and 42-goal scorer Carter Verhaeghe. Following Game 2 on Wednesday, the Bruins’ playoff schedule continues with a pair away… Game 3 tomorrow (4/21, Friday 7:30pm) in Florida, and Game 4 on Sunday (4/23) at 3:30pm. If necessary, Game 5 will have the locals returning to TD Garden ice on Wednesday (4/26), (time to be determined), and also if necessary, Game 6 will be back on Panther’s home ice on Friday (4/28), (time to be determined). Should a series-deciding Game 7 be in the works, that game would take place on Sunday (4/30) on TD Garden ice at a time yet to be determined. Chelsea Housing and Community Development officials attended the annual Housing Families Legislative Breakfast April 13 at Anthony’s, Malden. Housing Families is a statewide network of organizations that provide services including temporary and permanent housing, food assistance, counseling and therapy, legal services, and youth programs. Pictured at the breakfast (from left) are Director of Housing and Community Development Alex Train, Senior Project Manager Ana Sofia Amieva-Wang, and Community Development Manager Erica McCarthy. Raiza Yuberkys Martinez November 25, 1987 – April 10, 2023 Raiza Yuberkys Martinez passed away unexpectedly on Monday, April 10 in her home in Piqua, Ohio. She was 35 years old. Born in Carolina, Puerto Rico, she was raised in Revere, the loving daughter of Yazmin Rivera of Chelsea and the late Orlando Martinez. Raiza attended North East Vocational School in Wakefield studying Graphic Arts and Design, she graduated in 2005. She enlisted in the US Air Force in 2005 serving in Security Force NCO at Andrews Air Force Base and was Honorably Discharged in 2008. In her lifetime, Raiza was a dedicated stay at home Mom. She enjoyed hiking, cooking, reading and spending time with family and friends. She is remembered for her beautiful smile, positive attitude towards any situation and her thoughtfulness and generosity. Her kind and uplifting words will always be cherished. She is lovingly survived by her beloved companion, Jonathan Kirkpatrick. She was the loving mother of Sayuri, Cheyenne, Geryko and Atreyu; dear sister, Maritza, Maria, Jr., Joel Martinez, Tanya Martinez, and Norland Martinez. She is also survived by several nieces, nephews, extended family members and friends. Relatives and friends attended visiting hours Wednesday, April 19th at the Welsh Funeral Home, 718 Broadway, Chelsea. Services will be held on Thursday, April 20th at 10:45 a.m. at the Massachusetts National Cemetery, Bourne, MA. For online guest book or to send expressions of sympathy, please visit: www.WelshFH.com. Lifelong Chelsea resident, David Rodriguez passed away on Tuesday, April 11. He was 58 years of age. Born and raised in Chelsea, he was the father of 13 children of Marta Caseno of Chelsea and the late Ramon M. Rodriguez, Sr. David attended local schools and worked as a general construction laborer, painter and all-around handyman. He grew up as a member of St. Rose Parish, served as an altar boy in his younger days and forever remained a peaceful and kind individual. In his lifetime, he was a motorcycle enthusiast and also enjoyed martial arts, music and dancing, entertaining family and friends, watching action movies and sports. He was very proud of his Puerto Rican upbringing and heritage. He is fondly remembered for his favorite saying; “It’s never goodbye, it’s see you later.” In addition to his father, David was also predeceased by brothers: Ramon, “Ray Jr.”, Billy and Felipe. He is lovingly survived by his mother, Marta Cedeno of children: Michelle, Darlene, Charlene, Sabrina; and Julianna; stepchildren: Kellie, Charlene, Sean and Brandon; his siblings: Silvia, Israel, Martita and her husband, Jose, Tony and his wife Mary, Wilfredo, Candida, Nancy, Alexandra, and Fernando; his longtime companion, Anna, mother of his children, Kathy and Edward; 10 grandchildren and 19 greatgrandchildren, numerous nieces, nephews, cousins and his many friends. A memorial gathering and visiting hours will be held on Tuesday, April 18 at the Welsh Funeral Home in Chelsea with a prayer service and element of remembrance. A private interment will take place at Woodlawn Cemetery in Everett. For online guest book or to send expressions of sympathy, please visit: www.WelshFH.com. Do You Want To Sell Your Home? Our Advertisers have clients waiting to buy! List your property with one of the fine realtors who advertise regularly in the... Crabgrass / CONTINUED FROM PAGE 10 pre-emergents before the first frost in your area in the fall and before soil temperatures reach 70 degrees Fahrenheit. One option is Dimension 2EW (active ingredient diuron), which has a long-lasting window and can kill seeds that germinate at warmer times. This product has also been effective as an early post-emergent herbicide against crabgrass. The timing of the application is everything. The success of the application will depend on getting it out before the seeds germinate, so pay close attention to the changing temperature! Pre-emergents are often the most effective method for controlling crabgrass when it appears in your lawn, it becomes harder to control. Use a post-emergent herbicide when weeds are currently present. If crabgrass has already established itself, the question then becomes “what kills crabgrass?”. A crabgrass post-emergent herbicide will be necessary at this point in the growing season if you apply a pre-emergent on time, it’s good to apply a post-emergent to kill any current crabgrass weeds before they begin spreading. For post-emergent control, Meso 4SC Select (active ingredient mesotrione) is a newer product that looks promising at minimizing crabgrass growth so that your lawn can flourish. However, this product should not be applied on zoysia grass as it will kill the lawn. Drive XLRS8 is a tried and true method of control that when applied correctly, is extremely effective. Lastly, Spectracide Weed Stop For Lawns + Crabgrass Killer is a great weed control product that controls over 250 various types of weeds, and easily holds up to the end of your garden hose. If nothing else works, spot-treat the weed with a non-selective herbicide. This is often a last-resort treatment and may not be optional. If you’ve applied both a pre- and post-emergent herbicide and still see crabgrass, consider spot-treating it with a non-selective herbicide. Non-selective herbicides will kill any and all vegetation it comes in contact with, which is why you should spot-treat it to kill crabgrass. You’ll need a liquid non-selective herbicide, tank-mix it in a spray-tank and apply directly to the weed with a nozzle. Selective herbicides, on the other hand, only kill the weeds listed on their product labels. When crabgrass cannot be controlled by maintenance practices alone and a chemical must be applied, make sure to read the label carefully to ensure that it will not cause any damage to your lawn and is compatible with your type of grass. Non-chemical control of crabgrass There are many control options available to help ensure that this season is the last time crabgrass invades your lawn. Some natural prevention methods to strengthen your lawn include: 1. Raising the mowing height: This will help keep the soil cool by keeping the sunlight out, making it more difficult for the crabgrass to germinate and take over. 2. Watering deeply once a week: Avoid light irrigation that would allow weed seed to germinate, and make sure your lawn is well watered and healthy before germination. 3. Avoid fertilizing in the summer: Make sure fertilizer is applied before the crabgrass begins, this will keep your lawn thick and dense and hard to kill. Can you pull crabgrass? Yes, you can pull crabgrass by hand and with a small garden shovel. Crabgrass can be hard to remove, so watering the soil after it might make it easier to pull the weed. The only risk with this is that they must be pulled early in the season before crabgrass has enough time to produce a bunch of seeds. With that being said, it’s also better to pull crabgrass if it’s younger. Larger, established crabgrass has seed heads that will drop into the soil and grow more in place. When does crabgrass grow? Crabgrass is a strong weed. It can be found in any type of grass including zoysia, Bermuda grass, St. Augustine, centipede, fescue and others. Additionally, you can spot this weed in lawns, athletic settings, commercial landscapes, gardens and more. It likes to grow in hot, dry conditions with poor soil quality and typically takes over lawns that are heat stressed. What causes crabgrass? As previously mentioned, it prefers warm, dry environments with poor soil quality. Mowing the grass too low can encourage its growth in addition to light watering. How does crabgrass grow? Crabgrass spreads and reproduces by seed. It can produce up to 150,000 seed per plant. Mowing over crabgrass can also spread the seed it produces throughout other areas of your lawn. When does crabgrass germinate? This ultimately depends on your geographic location. It usually begins germinating in the late spring and early summer after the soil temperature has reached a temperature of 55 to 60 degrees for over five days. When does crabgrass die? Crabgrass is an annual, meaning the same plant won’t keep showing up year after year. It typically dies when colder weather ensues or once it’s been hit by a frost. How to get rid of crabgrass in the summer The best way to get rid of crabgrass in the summer is to remove it by hand. This can be risky if the crabgrass plant is mature with a lot of weeds. Once it is pulled, follow up by planting seed or grass plugs in the open area so that more weeds don’t invade. Water the lawn deeply 1–2 times a week, as crabgrass doesn’t prefer moist environments. Mowing at a taller height also encourages remaining crabgrass seed growth. It’s highly recommended to not apply any sort of chemical on the crabgrass during the summer months, as it can burn and damage your lawn. However, carefully spot-treating it with an effective post-emergent without letting the chemicals touch the grass will also kill crabgrass in the summer. To be super safe, consider surrounding the crabgrass plant with some sort of barrier to prevent it from making contact with your lawn. With either method, be sure to apply a pre-emergent come next spring to prevent future crabgrass growth. How to kill crabgrass in the spring Apply a pre-emergent in early spring to prevent crabgrass from growing. Read more about pre-emergents here. Use a post-emergent labeled for crabgrass control on any currently existing weeds. Can crabgrass be prevented? Start by using a pre-emergent herbicide to prevent crabgrass…it’s more effective. Pre-emergent herbicides are used to prevent weeds from appearing. Use pre-emergents before the first frost in your area in the fall and before soil temperatures reach 70 degrees Fahrenheit. Additionally, maintaining a healthy lawn with good-quality soil and proper mowing heights will discourage crabgrass growth. Watering the lawn regularly so that the soil doesn’t get too dry will also discourage crabgrass growth. Want to learn more about achieving a great lawn? Check out more Sod Solutions tips here and subscribe to our weekly newsletter. This article was written by Sod Solutions Content Strategist, Valerie Smith. For all media inquiries or for high-resolution photos, contact Cecelia Brown or firstname.lastname@example.org. Why early detection of Lung Cancer is so important Lung cancer is the leading cause of cancer death in the United States. While early detection can vastly improve a patient’s chances to lead a full and healthy life, the majority of those who are high risk are not getting screened for lung cancer. The American Lung Association, which is committed to defeating lung cancer and supporting those with the disease, is sharing vital information to help more people learn their risk and connect them to screenings and other life-saving resources: Preventable Deaths According to the 2022 “State of Lung Cancer” report, a mere 5.8% of Americans eligible for a low-dose computed tomography (CT) scan were screened. A low-dose CT scan is a special kind of X-ray that takes multiple pictures as the patient lies on a table that slides in and out of the machine. A computer then combines these images into a detailed picture of the lungs. Studies estimate that if even just half of the approximately 8 million Americans identified as high risk for lung cancer were screened with a low-dose CT scan, up to 1,000 lives could be prevented. In fact, since low-dose CT scans started to be used for screening, it has reduced cancer deaths by 20% and it has reduced deaths from other causes by almost 7%. Risk Eligibility Many people who are at risk for lung cancer and are eligible for screening are not identified and are not referred for screening. Under the most recent lung cancer screening guidelines, those ages 50-80 who have a 20 pack-year smoking history or who have quit smoking in the past 15 years should get screened for lung cancer. The American Lung Association offers a helpful tool for determining your eligibility for screening, found at www.SavedByTheScan.org. Eliminating Racial Disparities It is especially important for Black men and women to speak to their health care provider about their risk and get screened if necessary, as they are more likely to develop lung cancer and are likely to survive five years with the disease than people of any other racial or ethnic group. Research suggests that Black Americans have a higher baseline risk for developing lung cancer -- Black American smokers get lung cancer at least 20% more often than other people who smoke. Furthermore, systemic racism and injustices and issues continue to persist in the healthcare system, and Black people and other communities of color are less likely to be diagnosed early, less likely to receive surgical treatment, and more likely to not receive any treatment at all. Fighting Barriers Despite the fact that lung cancer screening is extremely effective at improving life expectancy and has the potential to dramatically improve lung cancer survival rates, many people are not getting screened, even when they have a referral from their doctor to do so. The reasons for low screening adherence range from practical concerns, such as financial and transportation barriers, to more elusive issues like distrust of the medical system and lack of awareness regarding the seriousness of the disease. Emerging resources are helping eliminate these barriers and are making it easier for people to assess their screening eligibility, locate screening centers, schedule appointments, and receive financial assistance if they don’t have insurance or transportation. Free tobacco cessation resources and other lung health resources also exist to help people to reduce their risk. To learn more, visit www.lung.org/lung-health-diseases.org or speak directly to a nurse or respiratory therapist by calling the Lung HelpLine at 1-800-LUNG-USA. When lung cancer is detected and treated in its earliest stages, more positive outcomes can be expected. That’s why it’s so important that everyone learns their risk and connects to resources to help them get screened. (StatePoint) During the months of March + April the Chelsea Record will be running a series of informative articles and service spotlights of importance to our seniors, as well memories of days gone by. Let’s help your local business make the most of your ad dollars in both print AND online! Showcase your business card or offerings! Call the office 781-485-0588 to get started or email email@example.com - firstname.lastname@example.org email@example.com Full Page Impact - Full Page Impact AD SIZES 3.17”w x 8.2”h COLOR DIRECTORY BLOCKS 4-WEEK COMMITMENT ONLY $200 ONLY $50.00 PER WEEK Aging is an extraordinary process where you become the person you always should have been – David Bowie
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Sustainability Plan for Environmental STEM Education Trumbull Nature & Arts Center Last rev. 8-25-20 Our Mission The mission of the Trumbull Nature & Arts Center is to provide nature-rich experiences to the members of our community. Historically, our greatest successes in this area have been achieved through environmental STEM education. Advancing Our Mission This Sustainability Plan advances our mission by identifying additional opportunities for TNAC to provide environmental education in the rapidly growing field of sustainability. What is Sustainability? - A comprehensive and unifying concept that ambitiously seeks to: - Improve living standards for all Earth’s inhabitants – now and in the long-term. - A rapidly growing field of study for students and of opportunity for workers in tomorrow’s economy. What Challenges Do We Face? - Provide food, water and education to the billions of people who lack it. - Stop wasting the resources that we depend upon for our continued survival. - Prevent climate-related disasters. - Save endangered species throughout the world. Refer to the U.N. Sustainable Development Goals to learn more. https://www.un.org/sustainabledevelopment/sustainable-development-goals/ How Do We Achieve Sustainability? • Value Our Resources: ✓ Natural Resources ✓ Human Resources • Incorporate Sustainability Efforts into: ✓ Our Homes ✓ Businesses ✓ Schools ✓ Our Lives How Do We Value Natural Resources? • Learn about the quality and quantity of Earth’s natural resources by studying: o geology, hydrology, ecology • Understand how we use those resources and our impact upon the Earth. • Reduce, reuse and recycle resources, to ensure their continued availability. • Use renewable resources, taking advantage of natural technologies. How do We Value Human Resources? 1. Understand the inherent worth and potential of every person. 2. Maximize opportunity for all people. Provide: - economic opportunity - healthy food - clean air and water - education Eliminate: - poverty - hunger - disease - inequality 3. Work together to achieve our goals. How Does TNAC Support Sustainability? Environmental STEM Education in Elementary Schools TNAC provides hands-on learning opportunities in science, technology, engineering, and math (STEM). These opportunities are provided at our center, in the school classroom and via remote learning. STEM education is a critical tool that students use to understand and achieve sustainability. The immersive learning experience at TNAC fosters a child’s interest in the wonders of STEM in the natural world. Students learn about the technology that underlies the functioning of living organisms. The natural world provides the best examples of self-sustaining, zero-waste, 100% recycle systems. How Does TNAC Support Sustainability? Sustainable STEM Education TNAC is preparing virtual lessons centered specifically on the topic of sustainability. Some of these lessons include: - Introduction to Sustainability - Sustainable You - Nature – the great recycler - Natural technology & natural resources - Water conservation - Renewable energy & conservation - Climate Change These lessons are for use throughout the primary and secondary educational system. Teachers may use these lessons in their classrooms or present them virtually to students who are not able to attend a physical classroom. How Does TNAC Support Sustainability? Sustainable Partnerships TNAC works closely with other stakeholders in the Town of Trumbull to advance our common goal of sustainability. These partnerships include: - TNAC members actively participate with the *Trumbull Advisory Sustainability Team* to help the Town attain certification under the Sustainable CT program. - TNAC partners with local businesses to achieve mutual sustainability objectives. - TNAC works with the Town of Trumbull Parks Dept. to manage invasive plants on the grounds of the Center. TNAC Sustainability Goals for 2020 and Beyond • Environmental STEM Education – Maximize educational opportunities that have been affected by COVID-19 ➢ Provide additional resources to educators for remote learning of nature-based STEM. ➢ Provide in-school classroom lessons for Kindergarten and 1st grade, where possible. ➢ Provide nature-based, hands-on science lessons at the center, as much as possible. • Sustainability Education – Expand offerings to all grade levels ➢ Sustainable Students Initiative – Work with members to draft a lesson plan for a local high school recycling program. ➢ Develop remote learning lessons centered on sustainability issues. ➢ Create a renewable energy demonstration activity for programs and field trips. • Sustainability Partnerships ➢ Assist the Town of Trumbull in attaining certification under the Sustainable CT program. For more information, click here https://sustainablect.org/ ➢ Help local businesses share the lessons of their sustainability successes with the community via a new group called “BEST – Businesses Educating for Sustainability in Trumbull”. ➢ Develop a “Discovering Hidden Nature” program to expand TNAC’s educational offerings, with the support of Henkel Corp.
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The Washington State Plan for Healthy Communities Washington State Department of Health Healthy Communities Washington Partners promoting healthy people in healthy places www.doh.wa.gov/healthycommunities A Special Thank You to... ...All those who gave so graciously of their time, expertise and energy to develop *The Washington State Plan for Healthy Communities*. ...All of the stakeholders working in communities across the state to create a healthier Washington. This publication was supported by a cooperative agreement from the Centers for Disease Control and Prevention, Coordinated Chronic Disease Program grant # DP09–9010301. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention. For persons with disabilities, this document is available on request in other formats. To submit a request, please call 1-800-525-0127 (TDD/TTY 711). DOH 140–073 March 2014 Dear Washingtonians, I am pleased to share *The Washington State Plan for Healthy Communities*, a statewide plan for better health. We have made great strides in addressing the burden of infectious diseases. But in recent years, chronic diseases – such as cancer, heart disease, diabetes, arthritis and high blood pressure – have emerged as some of the greatest threats to our health and well-being. Chronic disease is often preventable and this plan calls for a focus of efforts and resources on prevention. The causes and risk factors for chronic diseases are so intertwined with who we are and how we live that a full engagement of partners is required to make community-level changes that support everyone’s ability to make healthy choices where they work, learn, live, play and worship. Additionally, a strong connection between community support and clinical health care is the best foundation for a healthy, productive population. This plan supports a comprehensive approach to life long health. As we work together to address the physical, environmental, social, and emotional factors that contribute to chronic disease, our impact will be felt throughout the everyday lives of people. We will use this plan to guide our State investments to make communities healthier. Please join me as we continue to work together to improve the health and well-being of the people of Washington State. Sincerely, John Wiesman, DrPH, MPH Secretary of Health A healthier Washington delivers healthier students to our schools, healthier workers to our employers, and healthier patients to our health care systems. The overarching goals of *The Washington State Plan for Healthy Communities* are: - Increase the number of Washingtonians who are healthy at every stage of life. - Achieve health equity by eliminating health disparities. We developed this plan with generous contributions of time and thought by staff in the Office of Healthy Communities and our community partner organizations across the state. Through a better understanding of the common underlying conditions of disease we are now able to collapse what had been 14 state plans into this one plan. It is clear that the circumstances in which we are born, grow, work and age are at the root cause of health. Addressing these circumstances to affect health requires close work with partners at local, state and national levels. We hope that the strategies and objectives detailed here will provide a guide for cross-programmatic planning and policy development as well as laying groundwork for more coordination of efforts to prevent and manage chronic disease and risk factors. Chronic disease exacts a toll in medical costs and lost productivity in our state, including $10 billion annually from cancer, more than $4 billion from heart disease, and more than $8 billion from stroke. This cost burden is expected to rise as the prevalence of chronic disease and related risk factors increase, along with our aging population. Our work to achieve the goals of this plan is organized across four domains established by the Centers for Disease Control and Prevention: Epidemiology and Surveillance; Environmental Approaches; Health Systems; and Clinical and Community Preventive Services. Additionally, during two years of meetings to develop this plan eight priority topic areas were identified along with health equity – an overarching ninth area of focus. We developed activities in these nine priority areas: 1. Healthy starts 2. Sexual and reproductive health 3. Tobacco and substance abuse prevention 4. Active and safe environments 5. Healthy eating 6. Screening, referral and follow-up 7. Social and emotional wellness 8. Quality clinical and preventive treatment services 9. Health equity The circle diagram on page iv shows our goals for the plan along with the four domains and nine priority areas. Aligned with the domains and priority topics, we have identified 23 strategies and 42 objectives to achieve healthy communities. The matrix in Appendix Three (pages 52–58) provides a cross-walk of these strategies to important national and state plans including Healthy People 2020, The Surgeon General’s National Prevention Strategy, The Washington State Agenda for Change Action Plan and Results Washington. The Washington State Plan for Healthy Communities strategies include fighting chronic disease, helping babies make a healthy start in life, reducing the impact of adverse childhood experiences such as abuse and neglect, encouraging physical activity and otherwise helping people to make healthy choices. These are challenge strategies and objectives, no single organization can accomplish them alone. However, every entity aiming to improve health should be able to see themselves in this plan: - **Local public health agencies** can work with local planners to increase safe routes to school and increase overall walkability of your community. - **Health systems** can incorporate disease management tools and prompts into your electronic medical record system. - **Health care providers** can refer your patients with chronic diseases to self-care management education programs in the community. - **Health plans** can work with businesses to provide wellness/health promotion programs for their employees. - **School systems** can purchase and serve locally grown and healthy foods for your school lunch program. - **Employers** can connect your employees and covered lives that smoke to cessation services and encourage everyone to use their preventive health benefits. - **Community-based organizations** can help connect those you serve with community-based prevention and self-management resources. - **Faith-based organizations** can participate in special events and monthly observances that encourage wellness. - **Policy makers** can support initiatives that reinforce healthy lifestyles for your constituents. - **Government agencies** can collaborate with community-based coalitions. - **Anyone** can educate policymakers and planners about the importance of chronic disease prevention and management. You can encourage your children to be active and be active with them. The plan builds on the fact that lifelong health starts at birth and continues throughout all stages of life. To ensure that all Washingtonians share in the benefits of prevention, The Washington State Plan for Healthy Communities includes an important focus on those who are disproportionately burdened by poor health. Regardless of who you are, or where you work, learn, live, play or worship, you have a role in making Washington the healthiest state in the nation. When all sectors are working toward common prevention priorities, improvement in health can be amplified. All of us working together to implement the objectives included in the plan will create healthier Washingtonians at every stage of life. GOALS Increase the number of Washingtonians who are healthy at every stage of life. Achieve health equity by eliminating health disparities. ## Contents 2 **Section One: Framework** 4 **Section Two: Partners in Prevention** 6 **Section Three: Strategic Domains** 7 Domain 1: Epidemiology and Surveillance 8 Domain 2: Environmental Approaches 11 Domain 3: Health Systems 13 Domain 4: Clinical and Community Preventive Services 14 **Section Four: Priority Areas** 14 Healthy Starts 17 Sexual and Reproductive Health 19 Tobacco and Substance Abuse Prevention 22 Active and Safe Environments 25 Healthy Eating 27 Screening, Referral and Follow-up 29 Social and Emotional Wellness 31 Quality Clinical and Preventive Treatment Services 33 Health Equity 35 **Appendix One: Burden of Chronic Disease** 47 **Appendix Two: Stakeholder Outreach and Input** 51 **Appendix Three: Justification for Evidence-based Recommendations** 59 **Appendix Four: Evaluation Plan** 62 **Appendix Five: State and National Links** 63 **Appendix Six: Acronym Glossary** 65 **Appendix Seven: Agenda for Change Action Plan** To meet the challenge of preventing and managing chronic disease, Washington’s state, local and tribal public health network must engage public and private partners. By working effectively with health care providers, community-based organizations, businesses and other public agencies, we can achieve necessary environmental, program and system changes. At the same time, public health must operate in a rapidly evolving policy environment characterized by increasingly competitive resources, new health threats, disparities in health status and access to care and implementation of health system reform. The Agenda for Change for Washington’s Public Health Network provides a strategic framework to align these elements in ways that support long, healthy and productive lives for all who live in Washington State. This framework identifies three strategic priorities for a transformed public health system: 1. Preventing communicable disease and other health threats 2. Fostering healthy communities and environments 3. Partnering with the health care system *The Washington State Plan for Healthy Communities* includes strategies that directly support the second and third priorities of the Agenda for Change. These strategies include fighting chronic disease, helping babies make a healthy start in life, reducing the impact of adverse childhood experiences such as abuse and neglect, encouraging physical activity and otherwise helping people to make healthy choices. Public health and health care systems can respond to our current health care challenges by working together and jointly placing emphasis on preventing health problems before they become expensive and hard to treat. They can also team up with a broad range of community partners to set local priorities for improving health. Public health agencies can contribute valuable information about health problems, they can help communities address the disparities in health among different groups of people and they can help promote the use of prevention practices that have been shown to get results. Fostering healthy communities to promote and protect health across the lifespan is also a top priority of the federal government’s public health agency, the U.S. Centers for Disease Control and Prevention (CDC). The CDC has identified four domains for providing Americans with equitable opportunities to take charge of their health. 1. **Epidemiology and surveillance** – Collect data to monitor risk factors and chronic conditions. 2. **Environmental approaches that promote health** – Encourage access to healthy foods in communities and schools, promote physical activity and reduce tobacco use. 3. **Health system interventions** to improve the delivery of clinical and other preventive services – Screen for early stages of disease and encourage organized delivery of health services. 4. **Strategies to improve clinical and community services** – Support linkages to manage chronic diseases. The key elements of the Agenda for Change Action Plan and the four CDC domains inform *The Washington State Plan for Healthy Communities*. Within this context we developed activities in nine priority areas: 1. Healthy starts 2. Sexual and reproductive health 3. Tobacco and substance abuse prevention 4. Active and safe environments 5. Healthy eating 6. Screening, referral and follow-up 7. Social and emotional wellness 8. Quality clinical and preventive treatment services 9. Health equity In the following sections, we include the important role of partners, the specific strategies that Washington’s public health network will pursue to prevent chronic disease and promote Healthy Communities, and our linkages to state and national evidence-based interventions. For *The Washington State Plan for Healthy Communities* to be a success, it is essential for a wide range of partners to align and coordinate their efforts. Our partners come from a broad array of disciplines, institutions and sectors. They come together to help change the way communities conceptualize and solve problems to improve individual and community health and well-being. No single entity can create healthy communities. State, tribal and local governments, businesses, health care providers, educators and community and faith-based organizations must join forces to initiate and sustain our work. **Roles that partners play** Many separate entities and actions support prevention in our communities. Opportunities for prevention increase when those working in transportation, education, housing, manufacturing and other sectors incorporate health and wellness into their decision-making. Following are some of the ways we can work as partners to keep our communities healthy: - **As purchasers**: We all purchase goods and services such as food, household supplies, vehicles and health insurance. Some of us finance the construction of infrastructure projects such as building, housing and roads. We can also use our purchasing power to promote health and wellness. For example, businesses can adopt policies to procure healthy foods and build healthier environments for their workers and customers. - **As employers**: Employers can implement policies and programs that foster health, wellness and safety among their employees and their families. For example, employers can provide tailored counseling to promote tobacco cessation, combat depression, increase physical activity and enhance overall emotional well-being for all of their covered lives. - **As policy makers**: Individuals, organizations and communities play key roles in developing, implementing and enforcing policies and regulations within their jurisdictions. For example, a county planning agency can use health criteria when making decisions on land use to provide opportunities for accessible and safe physical activity. - **As health care providers**: Individuals and organizations that provide health care services can implement policies to support the delivery of high-impact clinical preventive services and enhance linkages to community prevention services and programs. For example, a health care system can adopt a decision support system that prompts clinicians to deliver age-appropriate screening to patients. - **As communicators and educators**: We all receive information through many sources and provide information in a variety of ways. Every educational campaign, informational website, training and advertising campaign could be an opportunity to raise awareness, provide people with knowledge and create supportive environments to help people make healthy choices. Many partnerships and coalitions provided input to help create this plan. They are examples of the shared and creative leadership necessary for success. This plan depends on these partnerships and our ability to expand upon and build new partnerships. The overarching goals of *The Washington State Plan for Healthy Communities* are: - Increase the number of Washingtonians who are healthy at every stage of life. - Achieve health equity by eliminating health disparities. These goals emphasize the lifelong impact of preventing disease while recognizing the importance of ongoing prevention and access to quality treatment for those who are already diagnosed with chronic diseases or disabilities. Achieving health equity and eliminating health disparities are complex issues and critical to achieving a healthier Washington. When we discuss disparities in this context, we refer not just to inequalities in accessing health care but also to disparities in the fundamental conditions that support health – including education, environmental conditions, economic resources and geographic location. Our work to achieve these goals is organized across four domains established by the U.S. Centers for Disease Control and Prevention. Within these domains, we have identified 23 strategies and 42 related objectives to achieve healthy communities. We discuss each of these within this document, along with priority areas from which they are drawn (see Section Four). Domain 1: Epidemiology and Surveillance Gather, analyze and share data and information. Evaluate programs and population health. Strategy 1: Develop new assessments and systems. Short-term objectives: - Determine the need for additional assessments and systems to track progress of healthy communities’ activities with a special focus on data needed to identify health disparities as well as successful efforts to achieve health equity. - Create a cost effective statewide mechanism to measure progress on strategies and objectives that will allow internal and external stakeholders to provide implementation updates. Strategy 2: Use data to monitor population health, including information about disparately affected populations. Short-term objective: - Use common, high-value, consensus measures and existing data systems to monitor progress of healthy communities’ activities, from nationally endorsed sources where possible. Strategy 3: Evaluate interventions, programs and activities. Short-term objective: - Identify successful interventions as well as opportunities for improvement and share the results publicly. Long-term objective: - Create dedicated capacity in the Washington State Department of Health to perform health impact evaluations of interventions, proposed system and policy changes and disseminate the findings. Strategy 4: Obtain and prioritize sustainable funding sources for surveillance and evaluation activities. Long-term objective: - Obtain sustainable funding sources to support statewide surveillance and evaluation activities. For the greatest progress toward a healthier Washington, we must constantly improve our capacity to gather, analyze and use state and local data. Research — and the identification of evidence-based practices — should guide the work of health systems and delivery of health services. Improvements to program evaluation and wide dissemination of evaluation findings will raise the overall effectiveness of our public health system. A healthier Washington delivers healthier students to our schools, healthier workers to our employers, and a healthier population to our health care systems. These types of interventions support and reinforce healthy choices and healthy behaviors and make it easier for Washingtonians to take charge of their health. They have broad reach, sustained health impact, and are good investments in public health. Domain 2: Environmental Approaches Commit to environmental activities that promote health and reinforce healthful behaviors in schools, work sites and communities across Washington. Focus on improvements in social and physical environments that make healthy behaviors easier and more convenient for Washingtonians. Strategy 1: Increase access to safe and affordable physical activity where people work, learn, live, play and worship. Short-term objective: - Promote the establishment, improvement and use of outdoor spaces, including streets, parks, recreation areas, trails, beaches and other public spaces that are safe, tobacco free, accessible and appropriate for physical activity and play. Long-term objectives: - Improve physically active transportation options through community design and transportation planning. - Increase active time and physical education in schools and early learning sites. Strategy 2: Reduce tobacco and alcohol advertising, promotions and product placement, and enforce youth access laws for these products. Long-term objectives: - Reduce the proportion of adolescents and young adults in grades six through 12 who are exposed to tobacco advertising and promotion on the internet, in the movies, magazines and newspapers, as well as at point of purchase. - Reduce the illegal sale rate to minors through enforcement of laws prohibiting the sale of tobacco products to minors. Strategy 3: Increase the number of places that protect employees, customers, patrons and others from second-hand smoke. Long-term objective: - Increase the adoption of no-smoking policies in public housing, private multi-unit housing, higher education and technical college campuses, parks, work sites and other public places. Strategy 4: Increase access to healthy foods and beverages (including breastfeeding) where people work, learn, live, play and worship. Short-term objectives: - Establish stronger nutritional standards/guidelines for institutional procurement of food to guide Washington state agencies and institutions. Guidelines should address sodium. - Increase the proportion of infants who are still being exclusively breastfed at six months. Long-term objectives: - Increase the number of adults, youth or families that access small retail venues offering healthy foods and beverages. - Ensure that all people in Washington will have ready access to nutritious, high-quality and affordable foods and beverages. Strategy 5: Establish sustainable funding for prevention. Short-term objective: - Seek additional funding for prevention efforts, such as through the Prevention and Public Health Fund. Long-term objective: - Work toward payment reform to support health providers to encourage evidence-based preventive services and screening. Strategy 6: Develop and enhance systems and policies to support sexual and reproductive health to increase access and timeliness of preventive care, screening and treatment. Long-term objectives: - Establish a norm of sexual health and reproductive justice across the lifespan as crucial to the health of the public. - Establish social, economic and health policies that improve equity in sexual health and reproductive justice. Strategy 7: Increase social connectedness, healthy relationships, violence-free environments and community engagement across the life span. Long-term objective: - Decrease the presence of risk factors that contribute to violence and increase the presence of resilience factors that are protective against violence at the individual, family and community levels. The national Healthy People 2020 goals also commit to improving our ability to make healthy choices in our communities. Some examples that align with our Washington State objectives are: - All multi-housing units be smoke-free by 2020 - Less than 20% of youth are exposed to tobacco advertising and promotion in newspapers and magazines by 2020 - 38% of employers are supportive of breastfeeding women by 2020 - 71% of 50–74 year old adults receive a colorectal cancer screening by 2020 Strategy 8: Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. Long-term objective: - Increase the number of community-based organizations – including local health jurisdictions, tribal health services, non-governmental organizations and state agencies – providing population-based primary prevention services. For nearly all infants, breastfeeding is the best source of nutrition and immunologic protection, and also provides health benefits to mothers (e.g., reduced risk of breast and ovarian cancers). — National Prevention Strategy 2011 Reproductive justice work seeks to expand and protect the rights of all women and girls to make informed decisions about and exercise control over their sexual and reproductive lives. — The Women’s Foundation of California (womensfoundca.org) Domain 3: Health Systems Implement strategies that improve the effective delivery and use of clinical and other preventive services to prevent disease, detect disease early, reduce or eliminate risk factors and mitigate or manage complications. Strategy 1: Enhance and maintain health systems to increase timely access to preventive care, screening and treatment. Long-term objectives: - Collaborate among public health, health systems and primary care clinics to advance system changes that improve the delivery of cancer screening and other clinical preventive services. - Increase the proportion of persons of all ages who have a specific source of ongoing health care. Strategy 2: Promote and provide support to build capacity and availability of health care, education, resources and services. Long-term objectives: - Adopt proven Chronic Disease Self Management programs. - Design primary prevention services and screenings – including those from non-medical providers – to be as convenient and affordable as possible. Strategy 3: Establish a mechanism for reimbursement of comprehensive tobacco cessation services and substance abuse and mental and behavioral health treatment. Long-term objectives: - Increase comprehensive coverage of evidence-based treatment for nicotine dependency for all Washingtonians through their health plan. - Increase mental health benefits included in Washington health plans to improve financial protection and to increase access to, and use of, mental health services. Strategy 4: Improve the knowledge and ability of health care professionals to deliver comprehensive evidence-based services including integrated mental health and chemical dependency screening and interventions from preconception to end of life. Long-term objectives: - Ensure that health care practices and behavioral health providers coordinate their services for patients with chronic disease and behavioral health issues. Health system interventions can help clinical environments deliver quality preventive services more effectively and make it easier for Washingtonians to use and benefit from those services. Quality improvement measures such as electronic medical records, clinician reminder systems and requirements for reporting on outcomes such as control of high blood pressure and screening rates encourage providers to focus on preventive services. Effective communication and outreach to consumers are also vital, as coverage alone will not ensure use of preventive care. The national *Healthy People 2020* goals also commit to improving healthcare systems in our communities. Some examples that align with our Washington State objectives are: - 87% of primary care facilities provide mental health treatment on site - 95% of all people have a specific source of care by 2020 - All states have comprehensive Medicaid insurance coverage for nicotine dependency treatment by 2020 - Expand self-care and management education programs statewide including the Diabetes Prevention Program, the Chronic Disease Self-Management Program and arthritis exercise programs. **Strategy 5:** Promote early identification of behavioral health issues and access to quality behavioral health services across the life span. **Long-term objectives:** - Increase the percent of primary care facilities that provide mental health treatment onsite or by paid referral. - Increase depression screening by primary care providers. - Increase the proportion of all Washingtonians with mental health disorders who receive treatment. - Increase awareness among health providers about the impact of adverse childhood experiences and toxic stress on lifelong mental and physical health. **Strategy 6:** Promote delivery of health care services that are culturally and linguistically appropriate and acceptable for the population being served. **Long-term objective:** - Ensure that health care providers design treatments and support programs to meet the health needs of all patients and customize care based on social and cultural needs. **Strategy 7:** Increase public and health professional awareness of the importance of screening and follow-up. **Short-term objectives:** - Ensure that health providers monitor patients to receive evidence-based preventive services and screening and identify any barriers the patients are facing in obtaining these services. - Ensure that patients receive information on opportunities for evidence-based screening and preventive services. **Long-term objective:** - Increase the proportion of Washingtonians at every life stage who receive age-appropriate, evidence-based clinical preventive services including: - Breast, cervical and colorectal cancer screening; BMI screening, weight status assessment and appropriate intervention; - Screening for tobacco use and cessation assistance; Diabetes risk assessment for referral to diabetes self-management education or community diabetes prevention programs; and - Chronic disease management and self-management education. Domain 4: Clinical and Community Preventive Services Implement strategies to improve partnerships between clinical service providers and community-based organizations so that communities support and clinics refer patients to programs that improve management of chronic conditions. Strategy 1: Enhance capacity, infrastructure and leadership of community-based organizations that serve socially disadvantaged populations to provide the support necessary to maintain positive mental and physical well-being. Long-term objective: - Develop multi-disciplinary care teams with the health care home model to coordinate across clinics, hospitals, social services and community-based preventive resources. Strategy 2: Support linkage of clinical and community prevention efforts to mobilize services, resources and self-management programs from prevention to intervention. Short-term objective: - Develop and disseminate at least three best practice models for better clinic-to-community linkages. Strategy 3: Support payment reform to reduce patient out-of-pocket costs and provider reimbursement for prevention. Short-term objective: - Pursue policies and system changes that reduce out-of-pocket costs to the consumer of clinical preventive services, including cancer screening and treatment for tobacco use and dependence. Long-term objective: - Pursue policies and system changes that provide clinician reimbursement for provision of clinical preventive services, including patient education and counseling. Strategy 4: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. Long-term objective: - Increase effective communication so that individuals, organizations, community partners and decision makers can access, understand, share and act on health information and services. Evidence-based preventive services reduce premature death and disability and are cost-effective. Increasing the use of preventive services depends on the health care system’s ability to deliver appropriate preventive services, the public’s understanding of the benefits of preventive care, and individuals’ willingness and ability to access services. The federal Patient Protection and Affordable Care Act expands access to clinical preventive services by helping more people obtain health care coverage and removing cost-sharing for specific preventive services. Community programs can promote the use of services as well as assist patients in overcoming barriers such as transportation or child care issues — making it easier for people to “follow the doctor’s orders” and take charge of their health. The Office of Healthy Communities identified eight priority topic areas to organize our state plan based on national and statewide priorities. We discuss them here, along with health equity – an overarching ninth area of focus. **Priority Area 1: Healthy Starts** A healthy start means babies are born as healthy as possible and are cared for in safe, healthy and nurturing environments. Strategies and activities in all nine priority areas support Healthy Starts. The ones listed here fall outside of the other eight areas. **Strategies and Activities that Support Healthy Starts** A: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. **Sample activities:** - Maintain the scientific accuracy and dissemination of Department of Health women’s health messages, including posting appropriate health education materials on the department website, Health Education Resource Exchange (H.E.R.E.) and partner sites. - Coordinate with existing agencies, organizations and workgroups with subject-matter expertise as a clearinghouse for interagency and partner-developed material and content expertise. - Conduct targeted public campaigns and disseminate educational materials on focused topics including use of folic acid to prevent birth defects, avoidance of alcohol and drugs among women of reproductive age, family planning methods, and parenting classes for prospective mothers and fathers. - Provide training and technical assistance for providers on the importance of educating patients on infant and child health and development. - Participate in workforce development activities, including health education, with partners and stakeholders, including staff, students, contractors and providers on topics including reproductive health issues and child development. - Use parent and consumer organizations to review all health education materials to ensure they are culturally and linguistically appropriate. Use professional standards of practice and evidence-based resources to evaluate and develop educational materials. Translate health education materials as appropriate and needed (i.e., adhering to National Standards for Culturally and Linguistically Appropriate Services in Health Care). **B: Enhance and maintain health systems to increase timely access to preventive care, screening and treatment.** **Sample activities:** - Develop and disseminate practice guidelines, standards of care, prevention and health promotion messages on women’s health care, and provide training, coaching and technical assistance to provider organizations on implementation. - Work with communities and local health jurisdictions to expand the health care work force through training, networking and outreach activities. - Build, maintain and promote data systems to support surveillance, tracking and referrals of children undergoing periodic universal developmental screening. - Provide technical assistance and support to health care providers, treatment centers, local health jurisdictions, home visiting programs, and other community providers to enhance their knowledge and skills to provide quality pediatric health care. - Partner with the Washington State Health Care Authority, the Office of the Insurance Commissioner, payers and providers to support system changes to improve access, ensure adequate health benefits, and require the reimbursement of needed services such as developmental screening, nutrition, habilitative services, medical/health homes and tobacco cessation services. **C: Establish sustainable funding for prevention.** **Sample activities:** - Provide data and other information regarding the benefits of paying for family-centered health education services to decision makers including employers, the Office of the Insurance Commissioner, and public and private third-party payers. D: Promote and provide support to build capacity and availability of health care, education, resources and services. Sample activities: - Work with communities and local health jurisdictions to expand the health care work force within communities through training, networking and outreach activities. - Collaborate with community organizations and providers to identify and address inadequate network capacity and other barriers that prevent people from accessing primary, specialty and preventive care. - Promote community referral and linkages to quality pediatric services through partnerships with local health jurisdictions, parent support organizations, community health centers, etc. - Convene and collaborate with stakeholders, including the Health Care Authority, the Office of the Insurance Commissioner, hospitals and payers to ensure consistent and appropriate policies and coverage for needed women’s preconception, prenatal and reproductive health care services. - Collaborate with the Washington State Department of Early Learning and the Washington State Health Care Authority to provide home visiting services to vulnerable families with young children. Too often individuals receive services from different state agencies and local providers with less than optimal coordination of care, supporting services, or recognition of the role of the community. —Washington State Health Care Authority *Washington State Health Care Innovation Plan* Priority Area 2: Sexual and Reproductive Health Sexual and reproductive health means making responsible and respectful decisions about sex, relationships and childbearing. Strategies and Activities that Support Sexual and Reproductive Health A: Develop and enhance systems and policies to support sexual and reproductive health to increase access and timeliness of preventive care, screening and treatment. Sample activities: - Increase the number of health centers that offer sexual health care in schools, community colleges and universities. - Cultivate relationships between family planning providers and community health clinics and other primary care clinics, especially in rural communities. - Increase awareness of preventive health services, including contraception. - Train primary care providers on providing sexual health and family planning services in the wake of health care reform. - Help family planning and primary care clinics adopt evidence-based sexual health education programs. - Integrate the use of electronic health records in family planning clinics while implementing the Affordable Care Act. - Expand telemedicine capabilities for family planning providers. - Increase awareness of long-acting reversible contraception methods in the general population and among specialty and primary care providers. - Create a forum for youth input regarding outreach for adolescent sexual health. - Sustain programs that support the educational and career success of pregnant and parenting teens and young women and their children. B: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. Sample activities: - Coordinate training for primary and specialty care providers on how to discuss reproductive life plans with patients of all ages. It is crucial to the well-being of Washington communities to provide effective sexual health education and equitable access to safe and affordable family planning services and sexual health services. Empowering individuals, families and communities to have informed and positive discussions about sexual and reproductive health issues will improve overall health in Washington State. Using hormonal birth control offers a number of health benefits beyond preventing pregnancy, including moderating or reducing chronic disease. It can protect against certain cancers (endometrial, ovarian and colorectal) and decrease benign breast lumps. It can also treat polycystic ovary syndrome, which in turn reduces long-term complications of obesity, diabetes and heart disease. — Washington State Department of Health “Contraceptives Provide Lifelong Benefits and Reduce Chronic Disease” C: Develop new assessments and systems. Sample activities: - Restore the Behavioral Risk Factor Surveillance System family planning module to measure contraceptive use and sexual risk behaviors and to add questions as needed to measure access to family planning and sexual health services. - Require the Healthy Youth Survey demographics section to include questions on sexual orientation. - Require the Healthy Youth Survey sexual behavior section to be included on the regular survey forms and to include questions that will more effectively measure contraceptive use, STIs and unhealthy sexual activity among young people. - Analyze and present findings using media and methods that reach adolescents and adults in need of family planning services and providers. Priority Area 3: Tobacco and Substance Abuse Prevention Unhealthy use of tobacco, alcohol and other drugs across the life span can lead to addiction, disease, injury and premature death. Strategies and Activities that Support Tobacco and Substance Abuse Prevention A: Enhance capacity, infrastructure and leadership of community-based organizations that serve socially disadvantaged populations to provide the support necessary to maintain positive mental and physical well-being. Sample activities: - Reconstitute cross-cultural and community networks representing specific subgroups experiencing tobacco-related disparities. Networks will assist the state tobacco program by collaborating and providing expert consultation and technical assistance on promising and proven practices. - Provide community-specific training, technical assistance and leadership development activities to enhance the capacity of community-based organizations to develop and implement a comprehensive tobacco prevention approach. - Increase participation and inclusion of diverse community organizations in capacity building and implementation funding opportunities to address the use of tobacco and exposure to secondhand smoke. - Provide data and information to community-based organizations serving populations or communities experiencing tobacco-related disparities to share with policy makers. - Develop an implementation plan that reflects evidence-based or promising strategies to define and eliminate tobacco-related disparities. The plan will address strategies and tactics articulated in *The Washington State Plan for Healthy Communities*. Tobacco-free living means avoiding use of all types of commercial tobacco products and exposure to secondhand smoke. Communities can improve the health of their populations by reducing access to tobacco products, changing norms, identifying substance abuse early, and providing necessary services to help people conquer addictions. There is sufficient evidence to conclude that there is a causal relationship between tobacco company advertising and promotion and the initiation and progression of tobacco use among youth. — U.S. Dept. of Health and Human Services *Preventing Tobacco Use Among Youth and Young Adults: A Report of the Surgeon General* The money cigarette companies spent in 2011 on U.S. marketing amounted to approximately $23 million per day. — Federal Trade Commission *Cigarette Report for 2011* B: Increase public and health professional awareness of the importance of screening and follow-up. **Sample activities:** - Develop a pregnancy-focused tobacco cessation and treatment module. - Coordinate with the Washington State Department of Social and Health Services – Division of Behavioral Health and Recovery to promote alcohol and other drug screenings among health care providers. - Update as needed pregnancy-specific tobacco cessation materials and substance abuse screening materials for providers. - Continue to make Quitline cards and counseling services available to providers. - Provide technical assistance to providers concerning tobacco and other substance abuse cessation during pregnancy. - Coordinate with the Community Health Worker Training program to facilitate linkages to cessation treatment services and resources. C: Establish a mechanism for reimbursement of comprehensive tobacco cessation services and substance abuse and mental and behavioral health treatment. **Sample activities:** - Research requirements for reimbursement of tobacco cessation, substance abuse and behavioral health treatment. - Facilitate discussions between the Washington State Health Care Authority and the Washington Health Benefit Exchange to explore universal policies. - Provide information to the Washington State Office of the Insurance Commissioner on the benefits to be gained by requiring adequate cessation services and nicotine replacement therapies in all health plans. - Develop relationships with stakeholders who can monitor compliance with the Essential Health Benefits package. - Inform employers and unions on the public health impact of providing adequate coverage. - Inform stakeholders on tobacco-related and substance abuse disparities and the efficacy of cessation treatment and prevention programs. D: Increase the number of places that protect employees, customers, patrons and others from secondhand smoke. Sample activities: - Promote the adoption and implementation of evidence-based secondhand smoke policies and provide consultation on enforcement. - Provide consultation to employers, health care systems, multi-unit housing managers and owners, and treatment facilities to promote site-specific secondhand smoke policies. - Promote and provide direct cessation services through the Quitline in places where secondhand smoke policies are adopted. - Issue a call to action for all institutions of higher education to adopt and implement secondhand smoke policies. E: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. Sample activities: - Promote the use of evidence-based prevention curriculum in K–12 grades, including youth leadership development models. - Promote and support prevention and intervention specialists in schools to provide education and counseling. - Develop messaging for paid and public messaging campaigns about tobacco and substance use harms and to promote Quitline. F: Reduce tobacco and alcohol advertising, promotions and product placement and enforce youth access laws for these products. Sample activities: - Promote the “reduce smoking in movies” campaign to restrict tobacco use in any non-R-rated movies. - Raise awareness of the impact of product placement, in-store advertising, and tobacco and alcohol retailer location on youth and mobilize communities to reduce or eliminate youth access to harmful substances. - Encourage schools to enforce laws and policies on tobacco and alcohol use on K–12 campuses. - Maintain implementation and increase compliance checks and retailer education on tobacco and alcohol laws. - Raise awareness of the impact of fines, penalties and fees for illegal sales to minors. Engaging in regular physical activity is an important way to improve health and lower preventable chronic diseases and obesity. Safe community environments help people of all ages and abilities engage in physical activity on a routine, daily basis. By working on policy, environmental and system changes, communities promote and ensure active and safe living to improve physical and social-emotional health and well-being. Priority Area 4: Active and Safe Environments Active living is getting the recommended level of physical activity daily. Strategies and Activities that Support Active and Safe Environments A: Increase access to safe and affordable physical activity where people work, learn, live, play and worship. Sample activities: - Partner with the Department of Early Learning to develop early childhood education programs that require the delivery of safe and appropriate physical activity programming. - Work with community college systems to include physical activity training as a core part of child care certification and early childhood training programs. - Support Safe Routes to School efforts to increase active transportation to and from school and support accommodations for children with disabilities. - Encourage physical activity in after-school settings by: adopting state standards for the inclusion of physical activity; requiring a physical activity component in all state and federally funded programs; subsidizing transportation and program costs; and providing resources for innovative pilot projects. - Promote work environments where active living is the norm and employees are supported in taking physical activity breaks during the work day. - Advocate for physical activity policies at child care facilities that address the developmental needs of all children, including children with disabilities, those classified as obese, or children at high risk of inactivity. - Provide information and technical assistance to the Washington State Department of Early Learning on Washington Administrative Codes (WACs) or Revised Codes of Washington (RCWs) regarding physical activity policies. - Adopt community strategies that improve access to – and ensure the safety and security of – parks, recreation, fitness and sports facilities, especially in low-resource and high-crime neighborhoods. • Improve access to public-private recreational facilities in communities with limited recreational opportunities by reducing costs of participating, increasing operating hours, co-locating schools, parks and recreational facilities, and increasing child care availability. B: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. Sample activities: • Provide child care training and resources for early childhood professionals on physical activity and screen time reduction policies that encourage limiting children’s television time to no more than one to two hours of quality programming per day. • Provide trainings or information to worksites, early childhood education settings or after-school programs to limit screen time. C: Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. Sample activities: • Create standards to guide communities to develop integrated plans that incorporate land-use, transportation, community design, parks, trails and greenways, and encourage economic development planning for communities to prioritize and implement such projects. • Develop standards for small and rural local governments that guide integrated land-use, transportation, community design and economic development decisions to support increased physical activity and improved health outcomes. • Develop standards for health impact assessments (HIAs) for use in planning processes to increase positive health outcomes. • Support the development of standards and identification of “best practices” for the dissemination and adoption of “safe routes” initiatives such as Safe Routes to School, Bike-to-Work, and other active transportation programs. D: Increase public and health professional awareness of the importance of screening and follow-up. Sample activities: - Educate clinical providers on the best way to ensure that their patients who are at high risk for chronic disease and inactivity have easy access to physical activity services. - Work with insurance providers to ensure reimbursement for patient education and referral. - Train providers in educating patients about the importance of physical activity and tracking the prevalence of physical inactivity. Priority Area 5: Healthy Eating Healthy eating is consuming a balanced diet that meets individual nutritional needs. Strategies and Activities that Support Healthy Eating A: Increase access to healthy foods and beverages (including breastfeeding) where people work, learn, live, play and worship. Sample activities: - Include healthy eating concepts and language in municipal policies and tools such as comprehensive plans, zoning, ordinances, permits and licensing rules. - Assure that all Washingtonians with special health care needs have access to nutritionally sound modified diets and dietary products. - Promote affordable healthy food and beverage options in corner stores, including ensuring the ability to accept WIC/SNAP. - Improve mechanisms for purchasing foods from farmers’ markets and farms, including ensuring the ability to accept WIC/SNAP and farm-to-institution programs. - Increase sustainable community gardens in underserved areas. - Increase sustained management support for healthy eating practices and policies in the worksite, with leadership serving as models and implementing policies that support employees in taking breaks and accessing on-site and community-based resources for healthy eating. - Ensure access to free, safe drinking water. - Promote practices and policies that support breastfeeding in worksites, schools, institutions and health care settings. - Improve healthy food options for food-insecure individuals through food programs such as summer meal programs, emergency food programs, senior meal programs and food banks. - Increase and promote healthy food and beverage options in restaurants and increase menu labeling in restaurants, vending, snack bars and cafeterias. - Limit unhealthy food and beverage outlets near schools and in residential areas. A healthy diet includes a variety of vegetables, fruits, lean protein, low-fat and non-fat milk and milk products, and whole grains while limiting excess fat, sugar and salt. Healthy eating promotes growth and development, including brain development, oral health and healthy body weight, and it reduces chronic disease over the life course. Breastfeeding is the normal and preferred practice for feeding infants a healthy diet. We encourage healthy eating by making these choices easy to understand, affordable and accessible. B: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers. Sample activities: - Provide opportunities to build skills and knowledge regarding healthy food and beverages. - Provide opportunities to build skills and knowledge regarding breastfeeding and breastfeeding support. Priority Area 6: Screening, Referral and Follow-up Delivering early screening, referral and follow-up services improves population health across the life course. Strategies and Activities that Support Screening, Referral, and Follow-up A: Increase public and health professional awareness of the importance of screening and follow-up. Sample activities: - Develop and disseminate appropriate (cultural, linguistic, education level, etc.) information to all stakeholders, including community partners and targeted populations. - Provide training and technical assistance to community partners on evidence-based and nationally recommended interventions and standards. - Increase community demand and awareness of screenings by engaging employers and health insurance companies. - Develop campaigns and materials that promote the value of early identification and detection of health issues for better treatment outcomes, including addressing emotional barriers. - Promote knowledge and use of medical/health homes with a focus on preventive care and intervention services, including children with special health care needs. B: Promote and provide support to build capacity and availability of healthcare, education, resources and services. Sample activities: - Build capacity for community health workers by offering educational opportunities. - Engage employers to adopt policies to improve health, including workplace wellness programs that include screenings, health insurance benefits to support screenings, and workplace policies to support access to services. - Increase community access to primary care and medical/health homes by increasing provider capacity, especially for underserved regions and populations. - Increase school-based developmental and health screening, referral and follow up. Community-based screening, referral and follow-up services address social, environmental and economic inequities by providing linkages to health and supportive services and removing barriers to access. Community-based interventions address negative health influences by targeting social, environmental and economic inequities and improving access to quality services. • Develop best practices, guidelines and/or tool kits for community-based programs to perform screenings and help clients access services. C: Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. Sample activities: • Partner with and support organizations that address cultural and linguistic barriers, such as providing access to interpretation and translation and increasing cultural acceptability. • Connect partners and consumers with culturally appropriate resources such as National Diabetes Education Program materials in multiple languages. • Provide technical assistance to consumers on how to access and advocate for culturally and linguistically appropriate services, including medical/health homes. D: Support payment reform to reduce patient out-of-pocket costs and provider reimbursement for prevention. Sample activities: • Work with state and local partners to create common goals for screening, referral and follow-up and address barriers, such as providing access to transportation, child care and other services. • Recommend payment policies to foster collaboration and coordination among primary care, specialty care and community providers, as well as other partners involved in care. • Improve coordinated care for families by increasing collaboration with support networks. • Identify funding for state, local and private system coordination. • Recommend financing mechanisms to integrate developmental, mental health, tobacco and substance use screenings into primary care across all age groups. Priority Area 7: Social and Emotional Wellness Social and emotional wellness is critical to health and well-being, including chronic disease prevention. Strategies and Activities that Support Social and Emotional Wellness A: Increase social connectedness, healthy relationships, violence-free environments and community engagement across the life span. Sample activities: - Engage public health leaders in promoting social and emotional wellness as a crucial part of public health work. - Increase awareness of the connections between social and emotional wellness and physical health. - Implement a coordinated, comprehensive early childhood system, including social, emotional and mental health. - Provide information about nurturing parenting to service providers and community members. - Promote a coordinated system of home visiting. - Increase awareness of connections between social and emotional wellness and educational success, parenting, economic stability, productivity and non-criminal behavior. - Achieve universal developmental screening, including social-emotional and mental health, for young children and behavioral health screening for parents. - Build capacity in communities to implement healthy behavior and relationship skill-building in schools, communities and clinical settings. - Build capacity to implement problem-solving, coping and resiliency skill-building in schools, communities and clinical settings. - Increase community and clinic capacity to prevent violence, identify domestic violence and sexual assault, and refer to resources, including emotional support, and mental health and primary care services. - Increase community capacity to prevent adverse childhood experiences (ACEs) and promote resiliency. - Support safe, stable and nurturing families to prevent child abuse and neglect. Social and emotional wellness across the life span includes being able to develop and sustain nurturing relationships, community connections and healthy expression of thoughts and feelings. From the earliest stages of life, social and emotional wellness helps build a foundation for people to realize their full potential, cope with the stresses of life, work productively, engage in activities that support health, and make meaningful contributions to society. State agencies, public health leaders, organizations and communities promote policies, systems and environments that increase social and emotional wellness for all. B: Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. Sample activities: - Develop and provide tools and training to primary care teams and community health workers to provide screening and follow-up services. - Increase and support the implementation of compassionate/complex trauma systems and services. - Increase community capacity to connect people with services to manage chronic conditions, including mental health conditions and substance abuse, and increasing coordination among services. - Implement support programs for teen parents and teen pregnancy prevention programs. C: Improve the knowledge and ability of health care professionals to deliver comprehensive evidence-based services including integrated mental health and chemical dependency screening and interventions from preconception to end of life. Sample activities: - Develop and provide tools and training to primary care staff and community health workers to integrate behavioral health screening and follow-up intervention strategies and improve access to effective behavioral health treatment for infants, children, youth, families and individuals. - Increase and support the implementation of school-based health centers with licensed mental health and sexual health services. - Connect primary care providers to resources for treating patients with adverse experiences. - Promote the benefits of pursuing treatment for behavior and mental health disease. Priority Area 8: Quality Clinical and Preventive Treatment Services Foster measurable quality improvements across the health system for patients and families throughout the life course. Strategies and Activities that Support Quality Clinical and Preventive Treatment Services A: Improve the knowledge and ability of health care professionals to deliver comprehensive evidence-based services including integrated mental health and chemical dependency screening and interventions from preconception to end of life. Sample activities: - Facilitate quality improvement by providing training, technical assistance and resources to health care providers so they can implement evidence-based policies that meet the needs of the population across the lifespan using such approaches as family-centered and team-based care and adherence to national guidelines. B: Support linkage of clinical and community prevention efforts to mobilize services, resources and self-management programs from prevention to intervention. Sample activities: - Integrate evidence-based strategies to improve training and technical assistance for health care providers across the care continuum so they can implement effective care by identifying and referring patients to appropriate services, taking responsibility for care coordination, and using appropriate transition systems and partners. C: Support payment reform to reduce patient out-of-pocket costs and provider reimbursement for prevention. Sample activities: - Convene and educate key stakeholders, third-party payers and health plan purchasers to cultivate changes to benefits and payment systems. Provider teams and health systems will have the knowledge and skills to improve clinical preventive care, screening, diagnosis and management to work to the top of their scope. Teams and systems will use this knowledge to identify guidelines, policies and evidence-based practices; to support patient and family self-management; to engage community-based resources; and to fully integrate quality improvement. D: Promote early identification of behavioral health issues and access to quality behavioral health services across the life span. Sample activities: - Facilitate quality improvement by providing training, technical assistance and resources to health care providers so they can include principles for infant mental care into practice. - Promote screening for depression, mental health and trauma concerns in children and adolescents using evidence-based guidelines. - Promote screening and provide appropriate follow-up for depression and anxiety in adults. - Promote the identification of patients at risk for Post-Traumatic Stress Disorder. - Promote the incorporation of ACEs concepts into provider practice. E: Promote delivery of health care services that are culturally and linguistically appropriate and acceptable for the population being served. Sample activities: - Integrate evidence-based strategies to improve technical assistance to health care providers so they can design treatment and support programs that are culturally and linguistically appropriate for their patients. Priority Area 9: Health Equity Health equity exists when everyone has an equal opportunity to achieve the highest level of health. Strategies and Activities that Support Health Equity A: Use data to monitor population health, including information about disparately affected populations. Sample activities: - Ensure the availability of health data on all racial, ethnic and other populations experiencing poor health outcomes. - Use tools, such as the Connecticut Health Equity Index, to identify inequities in communities and then focus efforts. - Complement quantitative data collection with a variety of community-appropriate qualitative methods (surveys, interviews, focus groups) to verify community-identified health priorities. - Highlight the most striking inequities through clear, consistent and widespread messages to decision makers, affected communities, partners and the public. B: Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. Sample activities: - Invest resources to build strong and trusting relationships with communities. - Hire, train and support staff to incorporate health equity into public health practice and increase the diversity of the public health workforce. - Incorporate health equity goals in Requests for Proposals, contract language and processes. - Develop health equity communication plans. - Collaborate with governmental and non-governmental organizations to support and implement policies that create the social, environmental and economic conditions to realize healthy outcomes. - Work with identified communities to choose and pilot interventions that are likely to be effective for populations with low socioeconomic status, racial and ethnic populations, and other culturally diverse populations. We strive for fairness in the distribution of benefits and burdens, and we believe in the right of everyone to a good standard of living. But health disparities persist and are often linked to social, economic, or environmental disadvantages. Disparities can be reduced and health equity achieved by: - Focusing on communities at greatest risk. - Building multi-sector partnerships that create opportunities for health equity and healthy communities. - Increasing access to preventive services in both clinical and community settings. - Implementing strategies that are culturally and linguistically appropriate as well as literacy- and age-appropriate. - Evaluating strategies and interventions to ensure they are effective and progress is achieved. Social determinants of health are life-enhancing resources such as food supply, housing, economic and social relationships, transportation, education and health care whose distribution across populations effectively determine length and quality of life. — Centers for Disease Control and Prevention *Promoting Health Equity* - Develop and support partnerships among public, nonprofit and private entities to provide a comprehensive infrastructure to increase awareness, drive action, and ensure accountability in efforts to achieve health equity across the lifespan. - Increase the capacity of community-based organizations to do health equity work. - Ensure that ending health disparities is a priority on local and state public health and health care agendas. - Balance the need to give high priority to targeted interventions for smaller at-risk populations with interventions for overall population impact. - Work with communities to identify health indicators they want to focus on and their measures of progress in achieving health equity. C: Evaluate interventions, programs and activities. **Sample activities:** - Invest in community-based participatory research and evaluation of community-originated intervention strategies to broaden the evidence base. - Increase the use of current tools to measure whether strategies are having differential impacts across population groups and areas experiencing greatest health disparities. D: Promote delivery of health care services that are culturally and linguistically appropriate and acceptable for the population being served. **Sample activities:** - Increase the capacity of community based groups to do health equity work. - Highlight the most striking inequities, through clear, consistent and widespread messages to decision makers, affected communities, partners and the general public. The chronic diseases that we address in this plan – including arthritis, cancer, diabetes, heart disease and hypertension – represent significant public health problems in Washington State. They cause premature death and disability, undermine quality of life and economic productivity and drive up health care spending. Chronic disease is often preventable, and its impact is closely associated with factors such as where people live, their level of income and education and their race and ethnicity. The burden of chronic disease falls disproportionately on our most vulnerable and underserved populations. In this section of our plan, we examine the nature of the burden of chronic disease across different racial/ethnic, income and age groups. We also explore the relationship between chronic disease trends and unhealthy behaviors. **The data show the broad impact of the burden.** We know first that chronic disease affects substantial numbers of people statewide: - More than 1.3 million adults, or 23 percent of our adult population, has arthritis. - About 270,000 people, or 6.8% of Washingtonians, have heart disease. - More than 126,000 people, or 2.5% of our population, are living with the effects of stroke. - Every year, more than 35,000 people living in Washington are diagnosed with cancer. We also know that millions of Washingtonians have health conditions that put them at greatest risk of developing chronic disease: - About 1.8 million have pre-diabetes. - About 1.5 million have hypertension. - About 2 million have high cholesterol. Chronic disease exacts a crushing toll in medical costs and lost productivity in our state, including $10 billion annually from cancer, more than $4 billion from heart disease, and more than $8 billion from stroke. This cost burden is expected to rise as the prevalence of chronic disease and related risk factors increase, along with our aging population. Much of the suffering from cancer could be prevented by more systemic efforts to reduce tobacco use, improve diet and physical activity, reduce obesity and expand the use of established screening tests. The American Cancer Society estimates that in 2013 about 174,100 cancer deaths will be caused by tobacco use alone. In addition, approximately one-quarter to one-third of the 1,660,290 cancer cases expected to occur in 2013 can be attributed to poor nutrition, physical inactivity, overweight and obesity. — American Cancer Society *Cancer Facts & Figures 2013* Chronic diseases and their risk factors unevenly affect communities of color, individuals with lower incomes and education and other underserved sectors of the population. For example, disparities in diabetes prevalence among communities of color are extreme and growing. Since 1993, all racial and ethnic minority groups have experienced average diabetes prevalence greater than for the population as a whole. The overall racial/ethnic disparity in diabetes is driven mainly by a rapid increase in diabetes among Hispanics, who represent a growing proportion of the Washington State’s population. And while diabetes has increased for all income and education groups in Washington since 1993, it has increased more rapidly among people with lower incomes and education. The following tables show population trends that are driving such health disparity. **Table 1** shows the distribution of Washington’s population by number and percent across different racial and ethnic groups. | Table 1: Washington State Population Growth 2000–2010 By Race and Ethnicity | |---------------------------------------------------------------| | 2000 | 2010 | Percentage population growth | | TOTAL | 5,894,121 | 6,724,540 | 14.1 | | TOTAL Non-Hispanic | 5,452,612 | 5,968,750 | 9.5 | | NHW | 4,679,830 | 4,888,788 | 4.5 | | NHB | 189,277 | 231,472 | 22.3 | | NH–AI/AN | 86,359 | 89,149 | 3.2 | | NH–API | 348,821 | 519,073 | 48.8 | | ≥2 Races | 148,325 | 240,268 | 62.0 | | Hispanic | 441,509 | 755,790 | 71.2 | DATA SOURCE: Washington State Office of Financial Management, Forecasting Division **TABLE 1 NOTES** Abbreviations for racial and ethnic groups referenced in this plan NHW: Non–Hispanic White NHB: Non–Hispanic Black NH–Asian: Non Hispanic Asian NHOPi: Native Hawaiian and Other Pacific Island Populations NH–AI/AN: Non–Hispanic American Indian and Alaska Native Table 2 shows how Washington’s population is distributed across racial/ethnic and age groups. Table 3 shows population trends across different racial and ethnic groups by factors related to household income. ### Table 2: Washington State 2012 Population Estimates By Race/Ethnicity and Age | Race/Ethnicity | Total | 0–4 | 5–9 | 10–19 | 20–44 | 45–64 | 65+ | All Ages | |----------------|-------|-------|-------|-------|-------|-------|-------|----------| | | | % | % | % | % | % | % | N | | NHW | 439,657 | 57.2 | 60.0 | 64.2 | 68.6 | 81.7 | 88.2 | 4,888,788 | | NHB | 429,877 | 3.9 | 3.9 | 4.0 | 3.9 | 3.1 | 1.8 | 231,472 | | NH–Asian | 900,361 | 6.5 | 6.8 | 6.7 | 8.6 | 6.5 | 5.4 | 479,752 | | NHOPI | 2,303,598 | 0.8 | 0.8 | 0.8 | 0.7 | 0.4 | 0.2 | 39,321 | | NH–AI/AN | 1,823,370 | 1.5 | 1.5 | 1.6 | 1.4 | 1.3 | 0.8 | 89,149 | | ≥ 2 More Races | 827,677 | 8.4 | 7.5 | 6.3 | 3.3 | 1.7 | 1.0 | 240,268 | | Hispanic | 6,724,540 | 21.7 | 19.6 | 16.4 | 13.4 | 5.4 | 2.6 | 755,790 | **% of Total Population** | | 6.5 | 6.4 | 13.4 | 34.3 | 27.1 | 12.3 | 100.0 | |------------------|-----|-----|------|------|------|------|-------| DATA SOURCE: Washington State Office of Financial Management, Forecasting Division The Hispanic population has increased over the last 10 years more than any other minority group. It represents 11.2 percent of the state total population – an increase of 71.2 percent from the census in 2000. Washington’s minority residents primarily live in metropolitan counties. King County is home to the largest percentage of Hispanic and Non–White minority populations by a wide margin. Pierce County has the second largest percentage of Black and the Two or More Races populations. Snohomish County is ranked second for the Asian/Pacific Islander population with Yakima County ranked second for the Hispanic and American Indian/Alaska Native populations. --- **TABLE 2 NOTES** Abbreviations for racial and ethnic groups referenced in this plan NHW: Non–Hispanic White NHB: Non–Hispanic Black NH–Asian: Non Hispanic Asian NHOPI: Native Hawaiian and Other Pacific Island Populations NH–AI/AN: Non–Hispanic American Indian and Alaska Native ### Table 3: Washington State Population 2000 and 2010 #### By Poverty Level, Educational Attainment and Language Spoken at Home | | 2000 % | 2010 % | Percentage relative change | Percentage absolute change | |--------------------------------|--------|--------|----------------------------|-----------------------------| | **Below Poverty Level**<sup>1</sup> | | | | | | Children | | | | | | <18 years of age | 13.7 | 18.3 | 33.6 | 4.6 | | **Race/Ethnicity — All Ages** | | | | | | NHW | 8.8 | 11.7 | 32.8 | 2.9 | | NHB | 19.2 | 26.2 | 36.4 | 7.0 | | NH–Asian | 12.8 | 12.2 | -4.9 | -0.6 | | NHOPI | 15.5 | 16.0 | 3.3 | 0.5 | | NH–AI/AN | 23.8 | 26.2 | 9.9 | 2.4 | | Hispanic | 24.9 | 29.1 | 16.7 | 4.2 | | **Uninsured Population**<sup>2</sup> | | | | | | Washington State | 13.7 | 14.2 | 3.6 | 0.5 | | Age | | | | | | <18 years of age | 6.2 | | | | | 18–64 years | 19.8 | | | | | ≥65 years of age | 0.7 | | | | | **Race/Ethnicity — All Ages** | | | | | | NHW | 12.6 | | | | | NHB | 20.0 | | | | | NH–Asian | 14.0 | | | | | NHOPI | 15.3 | | | | | NH–AI/AN | 23.0 | | | | | Hispanic | 31.4 | | | | | **Educational Attainment**<sup>3</sup> | | | | | | <High school graduate | 12.9 | 9.8 | -24.2 | -3.1 | | High school graduate | 24.9 | 23.6 | -5.1 | -1.3 | | Some college<sup>4</sup> | 34.4 | 34.4 | 0.1 | 0.0 | | ≥Bachelor degree | 27.7 | 32.1 | 15.9 | 4.4 | | **Language Spoken at Home**<sup>5</sup> | | | | | | English | 86.0 | 81.4 | -5.3 | -4.6 | | Spanish | 5.8 | 8.1 | 38.6 | 2.3 | | Indo–European | 3.2 | 3.8 | 18.3 | 0.6 | | Asian/Pacific Island | 4.4 | 5.6 | 26.9 | 1.2 | | Other languages | 1.0 | XX | XX | XX | **TABLE 3 NOTES** 1. Population for whom poverty status was determined 2. Total civilian, non-institutionalized population 3. Population 25 years and older 4. Some college and/or associate’s degree 5. Population 5 years and older DATA SOURCE: U.S. Census Bureau, 2011 American Community Survey and Washington State Office of Financial Management, Forecasting Division Table 4 shows differences in the prevalence rates of four chronic diseases across different racial/ethnic and income groups. ### Table 4: Prevalence Rates of Self-reported Chronic Disease Outcomes **Washington 2009–2011** | Individual Factors | Arthritis % | Arthritis limitations¹ % | Diabetes % | Heart disease % | Stroke % | |--------------------|-------------|---------------------------|------------|-----------------|---------| | Washington State | 23.0 | 56.6 | 8.2 | 6.8 | 2.5 | | **Race/Ethnicity** | | | | | | | NHW† | 23.6 | 54.9 | 7.4 | 4.6 | 2.3 | | NHB | 23.1 | 46.3 | 14.9 | 7.1 | 3.8 | | NH–Asian | 16.7 | 56.4 | 9.5 | 2.3 * | -- | | NHOPI | -- | -- | 12.8 | -- | -- | | NH–AI/AN | 31.6 | 60.4 | 16.7 | 8.8 * | 7.4 * | | Hispanic | 19.2 | 60.4 | 12.0 | 5.4 * | 3.2 * | | **Income** | | | | | | | <$35,000 | 28.2 * | 66.5 * | 10.9 | 6.7 * | 3.9 * | | $35,000–$74,999 | 22.0 * | 54.2 | 7.8 | 4.5 * | 1.8 * | | ≥$75,000† | 18.7 | 51.6 | 5.4 | 3.4 | 1.2 | | **Educational Attainment** | | | | | | | ≤High school | 29.6 * | 64.5 * | 10.9 * | 6.4 * | 3.5 * | | Some college² | 28.0 * | 50.2 | 9.9 * | 5.5 * | 2.8 * | | ≥College graduate³ | 19.6 | 48.7 | 6.7 | 4.4 | 1.9 | **DATA SOURCE:** Washington State BRFSS 2009–2011, Landline and cellphone survey data combined **TABLE 4 NOTES** ¹ Among those diagnosed with arthritis ² Some college and/or associate’s degree ³ Reference category: NHW – Non-Hispanic White, ≥$75,000, ≥College graduate * p<0.05 – Statistically significant differences between subgroup and reference category † Insufficient cases These data reveal how profoundly three population characteristics affect health outcomes: 1. **Race/ethnicity**: With the exception of arthritis, Non–Hispanic Whites appear to have lower chronic disease prevalence rates than the Washington State average. American Indian/Alaska Native groups have substantially higher chronic disease prevalence rates than the Washington State average. With few exceptions, Non–Hispanic Asians report lower chronic disease health outcomes and associated risk factors than the average for the state and most racial/ethnic subgroups. Hispanics report substantially less access to health insurance and a personal physician than other racial/ethnic subgroups. 2. **Income**: Individuals reporting less than $35,000 annual income have significantly higher chronic disease prevalence rates and associated risk factors than those earning $75,000 or more. Both low-income (less than $35,000) and middle-income ($35,000–$74,999) individuals report less access to health insurance and fewer have a personal physician than those in the highest income bracket ($75,000 or more). 3. **Educational attainment**: College graduates have significantly better chronic disease health outcomes and fewer associated risk factors than individuals with a high school education or less. Cancer is the leading cause of death in Washington State, and coronary heart disease is the second leading cause of death. Death rates also differ by race and ethnicity, as Table 5 reveals. **Table 5: Mortality Rates by Race and Ethnicity and Underlying Cause** *Washington 2007–2009* | Race/Ethnicity | Coronary heart disease | Stroke | Diabetes | Cancer | |----------------|------------------------|--------|----------|--------| | Washington State | 145 | 36 | 22 | 167 | | White | 140 | 37 | 26 | 176 | | Black | 139 | 50* | 58* | 201* | | Asian | 82* | 37 | 19 | 119* | | NHOPI | 202 | 53 | | 240* | | AI/AN | 206* | 58* | 64* | 175 | | Hispanic | 102* | 30* | 35* | 109* | **DATA SOURCE:** Washington State Vital Statistics and Washington State Cancer Registry, 2007–2009 combined **TABLE 5 NOTES** 1. All-site cancer 2. Single-race only * p<0.05 – Statistically significant differences between subgroup and reference category (Whites) - Insufficient cases The data show that Washington’s Asian population has lower chronic disease mortality rates than all other races; in contrast Native Hawaiians and Pacific Islanders have some of the highest mortality rates due to chronic diseases. And with the exception of cancer-related mortality, the American Indian/Alaska Native population in Washington State has the highest mortality rates due to chronic diseases. **Unhealthy behaviors play a major role in promoting chronic disease.** Unhealthy behaviors – including poor diet, insufficient physical activity and tobacco consumption – contribute greatly to the burden of chronic disease. Nearly two of every three deaths annually in Washington are from smoking and obesity-related disease, including heart disease, stroke, cancer, diabetes and chronic lower respiratory disease. Age is also a factor. But while older adults share a higher burden of death from these diseases, nearly a fourth of these deaths are among people younger than 65. Additionally, arthritis continues to be the most common chronic disease and most common cause of disability. Much of our study of chronic disease in recent years has focused on obesity trends. For example, the rise in diabetes in Washington is largely driven by a parallel increase in obesity prevalence. The age-adjusted percent of obese adults more than doubled over the past two decades – from 10% to 27% from 1990 to 2011 – and it continues to rise at a rate of nearly a percentage point a year. Today about 10% of Washington students in grades 8, 10 and 12 are obese. More than one-third of all adults do not meet recommendations for aerobic physical activity based on the 2008 Physical Activity Guidelines for Americans, and 23% report no leisure-time physical activity at all in the preceding month. — Centers for Disease Control and Prevention (cdc.gov/chronicdisease/overview) The impact of risk factors associated with chronic disease is shown in Table 6. Table 6: Self-reported Risk Factors for Chronic Disease by Race, Income and Educational Attainment Washington 2009–2011 | Associated Risk Factors | Morbidity risk factors | Behavioral and social risk factors | Health care | |-------------------------|------------------------|-----------------------------------|-------------| | | Hypertension awareness % | High cholesterol awareness % | Obesity (BMI ≥ 30) % | Insufficient nutrition² | Insufficient physical activity³ | Smoking % | Adverse childhood experiences (ACE) % | Health insurance % | Personal physician % | | Washington State | 28.5 | 34.2 | 26.6 | 74.3 | 37.8 | 17.8 | 28.7 | 79.1 | 74.8 | | Race/Ethnicity | | | | | | | | | | | NHW† | 28.5 | 32.9 | 26.8 | 74.5 | 37.1 | 18.7 | 30.3 | 82.4 | 77.0 | | NHB | 43.2* | 35.1 | 39.4* | 72.2 | 43.8* | 25.4* | 29.2 | 76.9 | 75.6 | | NH-Asian | 23.8* | 31.6 | 7.6* | 68.1* | 47.8* | 8.3* | 9.3* | 84.1 | 76.8 | | NHOPi | 41.0* | 32.3 | 46.0* | 72.3 | 43.8 | 21.8 | 37.0 | 75.6 | 69.1 | | NH-AI/AN | 36.8* | 34.0 | 43.8* | 75.8 | 37.7 | 30.6* | 49.0* | 75.0* | 72.9 | | Hispanic | 24.0* | 34.1 | 31.8* | 78.7* | 37.6 | 14.3* | 24.7* | 53.6* | 58.1* | | Income | | | | | | | | | | | <$35,000 | 32.2* | 36.5* | 31.0* | 78.7* | 42.0* | 28.2* | 36.1 | 60.0* | 65.7* | | $35,000–$74,999 | 29.4* | 34.6* | 28.0* | 74.2* | 35.2 | 15.5* | 29.3* | 86.3* | 78.0* | | ≥$75,000† | 23.8 | 30.4 | 21.1 | 70.3 | 35.0 | 9.2 | 23.7 | 95.1 | 83.9 | | Educational Attainment | | | | | | | | | | | ≤High school | 35.3* | 39.5* | 32.7* | 81.0* | 39.8 | 27.1* | 32.4* | 68.6* | 70.9* | | Some college¹ | 33.0* | 37.7* | 32.2* | 75.6 | 39.4 | 18.7* | 32.4* | 82.3* | 79.7* | | ≥College graduate† | 26.6 | 34.8 | 20.2 | 68.1 | 38.4 | 6.2 | 20.2 | 92.1 | 83.7 | DATA SOURCE: Washington State BRFSS 2009–2011, Landline and cellphone survey data combined TABLE 6 NOTES ¹ Some college and/or associate’s degree ² Eats fruits and vegetables >5 times a day ³ Does not meet CDC physical activity recommendation † Reference category: NHW – Non-Hispanic White, ≥$75,000, ≥ College graduate * p<0.05 – Statistically significant differences between subgroup and reference category Obesity is driven by patterns in physical activity and eating habits. Currently in Washington, 37.8 percent of adults report getting insufficient physical activity, and 74.3 percent report not eating at least five fruits and vegetables a day. Rates of physical activity and nutrition have not changed substantially over the past decade. The share of students who were physically active for 60 minutes at least five days a week increased during 2008–12 from 43 percent to 51 percent in Grade 10 and from 40 percent to 46 percent in Grade 12. But while more students are getting enough physical activity, at least half of these students still watch TV or use the computer for three or more hours every day. And although we have seen a downward trend in the share of students who drink two or more sodas a day, about 15 percent of students drink at least one sugar–sweetened beverage at school every day, and more students buy these drinks at school. Tobacco consumption is also closely associated with chronic disease prevalence and with poor birth outcomes. Washington has a lower share of adults who smoke than the nation as whole; during 2009–11, about 17.8 percent of Washington adults smoked – about 880,000 people. The adult smoking rate varied by age, race, educational level and income. Among all youth in Washington about 65,000 smoke cigarettes, and about 40 kids still start smoking every day. Table 7 shows the prevalence of three chronic conditions among 10th graders and associated behavioral risk factors. | Race/Ethnicity | Health outcome morbidity | Behavioral risk factors | |---------------|--------------------------|------------------------| | | Diabetes¹ % | Obesity² % | Asthma² % | Nutrition² % | Physical Activity² % | Smoker² % | | Washington State | 4.5 | 9.5 | 12.6 | 24.3 | 21.1 | 12.1 | | NHW⁺ | 3.4 | 8.4 | 13.0 | 22.9 | 21.9 | 12.3 | | NHB | 9.0* | 15.0* | 18.3 | 31.4* | 20.3 | 17.6 | | NH-Asian | 3.1 | 8.6 | 8.0* | 24.4 | 13.8* | 4.6* | | NHOPI | 6.2 | 7.2 | 23.9* | 24.8 | 29.2 | 20.7* | | NH-AI/AN | 7.4 | 15.7* | 11.0 | 25.4 | 19.2 | 11.6 | | Hispanic | 8.1 | 12.8* | 10.9 | 28.4* | 22.0 | 12.5 | DATA SOURCE: Washington State Healthy Youth Surveys 2010 and 2012 TABLE 7 NOTES ¹ 2010 data ² 2012 data * p<0.05 – Statistically significant differences between subgroup and NHWs NOTE: Sample sizes are small Youth smoking rates, which are now about 12 percent for 10th graders and 16 percent for 12th graders, have dropped by half since implementation of the state’s comprehensive Tobacco Prevention and Control Program in 2000. But illegal sales of tobacco to minors are on the rise, and teens are reporting that they use other types of tobacco, such as cigars or chew, along with cigarettes. Nearly as many 10th graders smoke tobacco from a hookah pipe as from a cigarette, and about 7 percent report that they smoked a cigar in the past month. Two other types of tobacco consumption are associated with chronic disease: smoking before or during pregnancy, and exposure to second hand smoke in the workplace or at home. Data for both types show stubborn rates but improving trends in Washington State. The share of Washington women who report smoking during the three months before pregnancy dropped from 24.6 percent in 1996 to 20.2 percent in 2011. Data on exposure to secondhand smoke also indicate improvement. In 2010, 2 percent of currently employed Washingtonians said that in a typical week, they had been exposed to secondhand smoke for more than an hour at their workplace. Of those who had been exposed to smoke in their workplace for more than an hour, 58 percent were non-smokers. Four percent of adults with children in the household reported that smoking occurred in the home in the past 30 days. But this rate is down from 19 percent in 2000, a reduction of 79 percent. In 2010, 71 percent of youths reported that they do not live with anyone who smokes. **Upstream factors** Washington State’s public health system is increasingly pursuing a “life course approach” to addressing chronic disease. This approach is based on research documenting the important role of early life events in determining health status as well as the ways factors such as socio-economic status, toxic environmental exposures, health behaviors, stress, physical activity and nutrition influence health throughout the lifespan. Birthweight, for example, has been known since the late 1980s to have a direct relationship with the risk of coronary heart disease; the lower the birthweight, the greater the risk. Since then, links have also been established between low birthweight and increased risk of diabetes, hypertension and stroke in adulthood. In Washington State, the rate of low birthweight births increased steadily from 5.3 percent in 1990 to 6.5 percent in 2006 and has been steady at 6.3 percent since then. The rate is higher for children born to African American and low-income households. Table 8 shows that health disparities start at the beginning of the life course: ### Table 8: Maternal and Child Health Outcomes and Risk Factors by Racial/Ethnic and Income Group **Washington 2009–2011** | Individual Factors | Diabetes awareness % | Obesity (BMI ≥ 30) % | Hypertension awareness % | Adolescent pregnancy¹ % | Singleton low birth weight (<2500g) % | Singleton pre-term births (<37 weeks gestational age) % | 8-weeks breastfeeding % | Maternal pre-natal smoking % | |--------------------|----------------------|---------------------|--------------------------|-------------------------|----------------------------------------|-------------------------------------------------|------------------------|-------------------------------| | Washington State | 6.6 | 27.9 | 6.7 | 1.9 | 4.6 | 8.5 | 74.1 | 21.0 | | **Race/Ethnicity** | | | | | | | | | | NHW† | 6.6* | 35.4* | 7.9* | 1.7* | 8.0* | 11.2* | 71.4 | 20.3 | | NHB | 43.2* | 35.1 | 39.4* | 72.2 | 43.8* | 25.4* | 29.2 | 76.9 | | NH–Asian | 11.4* | 9.9* | 4.4* | 0.4* | 5.9* | 8.5* | 81.8* | 7.0* | | NHOPI | 9.6* | 52.2* | 7.0 | 2.3* | 5.2* | 13.8* | 57.5* | 23.4 | | NH–AI/AN | 6.6* | 44.3* | 8.3* | 4.6* | 6.5* | 14.9* | 62.1* | 49.7* | | Hispanic | 7.9* | 32.9* | 5.2* | 4.6* | 5.1* | 10.2* | 71.7 | 10.7* | | **Income Proxy** | | | | | | | | | | TANF (low income) | 6.5* | 10.6* | 56.0* | 49.0* | | | | | | Pregnancy Medical | 5.0* | 8.9* | 69.1* | 30.2* | | | | | | Undocumented | 4.6* | 10.1* | 77.8 | 3.4* | | | | | | Non–Medicaid† | 3.9 | 7.4 | 82.3 | 11.8 | | | | | **TABLE 8 NOTES** ¹ 15–17 years of age † Reference category: NHW – Non–Hispanic White, Non–Medicaid * p<.05 – Statistically significant differences between subgroup and reference category **DATA SOURCE:** Washington State Vital Statistics and Pregnancy Risk Assessment Monitoring System Data 2009–11 combined An emerging area of study within the life course approach to disease prevention is the impact of stress on the fetus and during early childhood on adult health status. The Washington State Behavioral Risk Factor Survey now tracks adverse childhood experiences (ACEs), named for a study that examined the ways that stressful or traumatic childhood experiences lead to social, emotional and cognitive impairments. These impairments, in turn, increase the risk of unhealthy behaviors, the risk of violence or re-victimization, disease, disability and premature mortality. In Washington during 2009–11, 62 percent of adults reported at least one ACE, and 19 percent reported three or more. Exposure to ACEs have been shown to be connected to greater smoking risk (2.8 times greater for those with 4 or 5 ACEs). Researchers have found modest association between ACEs and higher self-reported levels of cholesterol, hypertension, diabetes, obesity, cancer and self-reports of health status and quality of life. **Data Sources** Milken Institute, “An Unhealthy America: Economic Burden of Chronic Disease” (milkeninstitute.org) Washington State Office of Financial Management, Forecasting Division (ofm.wa.gov/forecasting/ ) U.S. Census, American Community Survey (census.gov/acs/) Washington State Department of Health (doh.wa.gov) - Behavioral Risk Factor Surveillance System (BRFSS) - Vital Statistics - Cancer Registry - Healthy Youth Survey (HYS) - Pregnancy Risk Assessment Monitoring System (PRAMS) - Adverse Childhood Experiences (ACEs) In order to provide a single statewide vision for chronic disease prevention, the Washington State Department of Health Office of Healthy Communities developed *The Washington State Plan for Healthy Communities*. Stakeholder input was solicited throughout the development process in two phases as outlined below. **Phase One** - **Review of 14 different program/strategic state plans** that currently exist within the Washington State Department of Health, Office of Healthy Communities: - Children with Special Health Care Needs Program Strategic Plan (2011) - Tribal Maternal and Infant Health Strategic Plan (2010) - Washington State Asthma Plan (2011) - Washington State Birth to 3 Plan (2010) - Washington State Collaborative Oral Health Improvement Plan (2009–2014) - Washington State Comprehensive Cancer Control Plan (2009–2013) - Washington State Department of Health Plan for Adolescent Health - Washington State Diabetes Plan (2005) - Washington State Early Learning Plan (2010) - Washington State Family Planning Strategic Plan (2010–2014) - Washington State Nutrition and Physical Activity Plan (2008) - Washington State Public Health Action Plan for Heart Disease and Stroke Prevention and Management (2005) - Washington Youth Sexual Health Plan (2010) - Washington State Tobacco Prevention and Control Program Five-Year Strategic Plan (2009) These 14 Plans were developed through collaboration with internal and external partners of their respective programs. These partners are included in our constituent relationship database and continue to receive regular targeted communications from the Department of Health. We have over 2,300 stakeholders in the database. - Numerous internal focus groups were held with the Washington State Department of Health Office of Healthy Communities Management Team and Program Managers to discuss the creation of one State Plan that integrates the 14 Plans within the Office. - Preliminary draft plan developed and disseminated to 2,300 stakeholders for feedback using a survey tool with the assistance of the Health Promotion Research Center at the University of Washington. - Internal and external content experts were identified and asked to provide feedback on the preliminary draft in written format. - Leadership, Management and Program Teams continue to provide feedback to strengthen and align the Plan with programmatic, state and national priorities. - Formation of internal Priority Teams. Phase Two - **Engaged the five Healthy Communities Regional Hubs** The hubs are comprised of local health jurisdictions, county agencies and regional partners. The hubs collectively comprise 36 counties in Washington State, and represent a convergence of multiple chronic diseases, health risk factors and socio-economic disadvantage. Hubs provide an integral role in creation of the State Plan. The Statement of Work (SOW) for each hub requires input and review of the Plan. - **Engaged the Prevention Alliance** The Prevention Alliance will provide policy guidance, technical assistance and grassroots support to the Healthy Communities Regional Hubs to implement the State Plan at the local level. The Prevention Alliance is to serve as a statewide network of community-based partners and leaders dedicated to reducing the burden of chronic disease. The Prevention Alliance draws upon existing coalitions throughout the State. Membership includes commitment and representatives from the following: **The five Healthy Communities Regional Hub Coalitions** **Childhood Obesity Prevention Coalition** Includes 43 organizations throughout Washington State. **Healthy Communities Partnership** Consists of 100+ organizations statewide, led by a 15-member steering committee comprised of leaders from public and private sectors. **Diabetes Network Leadership Team** A 20-member team comprised of public, private, tribal, academia, healthcare, public health, non-profit and governmental organizations. Serves as the voice for the 500-member Washington State Diabetes Network. **Washington CARES About Cancer Partnership** Includes individuals, health professionals, associations and public and private organizations throughout Washington State. **Washington Collaborative Advisory Committee** Comprised of numerous health care organizations. **Tobacco Prevention and Control Coalition** Includes regional chapters of the American Heart Association, American Lung Association, American Cancer Society Cancer Action Network, national Campaign for Tobacco-Free Kids and local advocates of tobacco prevention and control. **Public Health Seattle–King County** Represents Washington’s largest city and county (by population). **Public Housing Tobacco Prevention Network** Includes Association of Washington Housing Authorities, Pacific Northwest Regional Conference of the National Association for Housing and Re-development Officials, local housing authorities, local health jurisdictions and social service providers. **Comprehensive Health Education Foundation (CHEF)** CHEF’s mission is to help people and communities improve the quality of their lives through education and through elimination of health disparities. The Prevention Alliance will be housed and staffed by CHEF. • **Engaged Community Transformation Grant (CTG) Leadership Team** The CTG Leadership Team has been established to provide high level oversight and topical expertise for components of the Plan that address tobacco, healthy eating and active living, clinical preventive services and healthy physical environments. The CTG Leadership Team also serves to identify shared strategies and resources, create data sharing agreements and establish shared performance objectives. Leadership Team external partners include: American Indian Health Commission Association of Counties Association of Housing Authorities Childhood Obesity Prevention Coalition Clark County Public Health Department of Agriculture Department of Commerce Department of Early Learning Department of Health Department of Social and Health Services Department of Transportation Empire Health Foundation Grant County Health District Grays Harbor County Public Health and Social Services Group Health Cooperative Health Care Authority National Association of Housing and Redevelopment Officials Office of the Governor Office of the Superintendent of Public Instruction Prevention Alliance Snohomish Health District, representing King, Pierce and Snohomish Spokane Regional Health District Washington State Hospital Association Washington Association of Community & Migrant Health Centers Whatcom County Health Department YMCA Second round survey In partnership with the Health Promotion Resource Center at the University of Washington, stakeholder feedback was solicited in a web-based survey in order to refine *The Washington State Plan for Healthy Communities* prior to sharing a final version more broadly. Survey invitations were sent to over 2,300 stakeholders in the constituent relationship database. The survey included questions about stakeholders’ overall attitude towards the current draft of the plan, their organization’s intentions, if any, to address each of the proposed priority areas, strategies they plan to use, anticipated barriers to *The Washington State Plan for Healthy Communities* implementation and potential technical assistance needs to facilitate implementation. - 145 surveys were completed by individuals or groups of stakeholders at one organization. - 26% represented organizations with a statewide service area. - Respondents represented all regions of the State. - 96% agree or strongly agree that their organization’s alignment with *The Washington State Plan for Healthy Communities* is important. - 94% see their organization’s work fitting with *The Washington State Plan for Healthy Communities*. - Over the next three years, stakeholders are most likely to address Healthy Eating (72%) and Access to Clinical Preventive and Treatment Services (70%); they are least likely to address Sexual and Reproductive Health (35%). Respondents primarily anticipate resource barriers to *The Washington State Plan for Healthy Communities* implementation: - Inadequate financial resources and staff capacity/time are the two most anticipated barriers to implementing the activities described in the proposed plan. - Barriers are most anticipated for implementing strategies to improve Access to Clinical Preventive and Treatment Services. Ways DOH can support *The Washington State Plan for Healthy Communities* implementation: - 71% of respondents indicated a desire for technical assistance to identify additional funding opportunities to help implement priority area interventions. - Respondents also desire assistance identifying collaborating partners (55%) and identifying area-specific materials and resources (51%). The recommendations we present in *The Washington State Plan for Healthy Communities* are consistent with available evidence-based practices. We used four major national scientific resources and three state resources to validate the evidence base for each recommendation. Below are descriptions of each of these resources and their alignment to each strategy recommendation in this report. **Healthy People 2020 (HP)** provides science-based, 10-year national objectives to promote health and prevent disease. Healthy People has set and monitored national health objectives since 1979. The development process includes public input and stakeholder dialogue to ensure that Healthy People 2020 is relevant to diverse public health needs. Healthy People offers a framework to address risk factors and determinants of health for the diseases and disorders that affect our communities. **U.S. Preventive Services Task Force (USPSTF)** is an independent panel of non-federal experts in prevention and evidence-based medicine and is composed of primary care providers. The task force conducts scientific evidence reviews of a broad range of clinical preventive health care services (such as screening, counseling and preventive medications) and develops recommendations for primary care clinicians and health systems. **Institute of Medicine of the National Academies (IOM)** is an independent nonprofit organization that works outside the government to provide unbiased and authoritative advice to the nation’s pressing questions about health and health care. Their aim is to assist those in government as well as in the private sector to make informed health decisions based on research and reliable input. **National Prevention Strategy (NPS)** is a critical component of the Affordable Care Act and will move the nation from a system of sick care to one based on wellness and prevention. It is a cross-sector integrated national strategy that identifies priorities for improving the health of Americans. Goals of the strategy promote a Health in All Policies (HiAP) approach to policymaking and program development. By collaborating across multiple sectors to address health disparities and empower individuals, we can increase the number of Americans who are healthy at every stage of life. **Results WA** is Governor Inslee’s data-driven performance management and continuous improvement system for Washington State. Results WA aims to make state government more effective, efficient, accountable and transparent. This initiative will provide both policy leaders and the public detailed data and measurements about how well we’re improving. **Agenda for Change Action Plan** builds on the Reshaping Governmental Public Health work (2010) which included a review of Washington state health data, public health system assessment, forces of change and identification of health themes. The Agenda for Change was developed by a workgroup appointed by the Washington State Secretary of Health. **Title V Maternal and Child Health Services Block Grant (MCHBG)** is a federal-state partnership that supports the health of women, infants, children, adolescents and their families. State programs submit a yearly application and annual report, and conduct a statewide, comprehensive needs assessment every five years. The needs assessment identifies urgent issues within a state which help focus funds on priority populations. ## Supporting Evidence-based Interventions | Domain 1: Epidemiology and Surveillance | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|-------------------|-------|----|-------------------------------|---------------------|------------------|-------| | **Strategy 1: Develop new assessments and systems.** | | | | | | | | | **Short-term objective:** Determine the need for additional assessments and systems to track progress of healthy communities’ activities with a special focus on data needed to identify health disparities as well as successful efforts to achieve health equity. | SED3 | | | x | x | | none | SPM01, SPM06, NPM18 | | **Short-term objective:** Create a cost effective statewide mechanism to measure progress on strategies and objectives that will allow internal and external stakeholder to provide implementation updates. | SED3 | | | | x | | none | | | **Strategy 2: Use data to monitor population health, including information about disparately affected populations.** | | | | | | | | | **Short-term objective:** Use common, high value, consensus measures and existing data systems to monitor progress of healthy communities’ activities, from nationally endorsed sources where possible. | SED2 | | | x | x | | none | NPM17, SPM06 | | **Strategy 3: Evaluate interventions, programs and activities.** | | | | | | | | | **Short-term objective:** Identify successful interventions as well as opportunities for improvement and share the results publicly. | SED2 | | | x | x | | none | | | **Long-term objective:** Create dedicated capacity in the Washington State Department of Health to perform health impact evaluations of interventions and proposed system and policy changes and disseminate the findings. | SED2 | | | x | | | | | | **Strategy 4: Obtain and prioritize sustainable funding sources for surveillance and evaluation activities.** | | | | | | | | | **Long-term objective:** Obtain sustainable funding sources to support statewide surveillance and evaluation activities. | SED1 | | | x | | | none | | ## Domain 2: Environmental Approaches ### Strategy 1: Increase access to safe and affordable physical activity where people work, learn, live, play and worship. **Short-term objective:** Promote the establishment, improvement and use of outdoor spaces, including streets, parks, recreation areas, trails, beaches and other public spaces that are safe, tobacco free, accessible and appropriate for physical activity and play. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | PA–10 | | | | x | x | | NPM10 | | PA–12 | | | | | | | | | PA–15 | | | | | | | | **Long-term objective:** Improve physically active transportation options through community design and transportation planning. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | HDS–1 | | | | x | x | | NPM10 | | | | | | | | | | **Long-term objective:** Increase active time and physical education in schools and early learning sites. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | HDS–1 | | | | x | x | | NPM10 | | ECBP–1 | | | | | | | | | ECBP–2 | | | | | | | | ### Strategy 2: Reduce tobacco and alcohol advertising, promotions and product placement, and enforce youth access laws for these products. **Long-term objective:** Reduce the proportion of adolescents and young adults in grades six through 12 who are exposed to tobacco advertising and promotion on the Internet, in the movies, magazines and newspapers, as well as at point of purchase. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | TU–18 | | | | x | | | Obj. 2| **Long-term objective:** Reduce the illegal sale rate to minors through enforcement of laws prohibiting the sale of tobacco products to minors. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | TU–19 | | | | | x | | Obj. 2| ### Strategy 3: Increase the number of places that protect employees, customers, patrons and others from second-hand smoke. **Long-term objective:** Increase the adoption of no-smoking policies in public housing, private multi-unit housing, higher education and technical college campuses, parks, work sites and other public places. | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|------------------------------|---------------------|------------------|-------| | TU–11 | | | | x | x | | Obj. 3| | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|-------------------|-------|-----|-------------------------------|---------------------|------------------|-------| | **Strategy 4: Increase access to healthy foods and beverages (including breastfeeding) where people work, learn, live, play and worship.** | | | | | | | | | **Short-term objective:** Establish stronger nutritional standards/guidelines for institutional procurement of food to guide Washington state agencies and institutions. Guidelines should address sodium. | NWS–3 NWS–1 | | | x | x | Obj. 1, 2 & 3 | SPM04 NPM11 NPM14 | | **Short-term objective:** Increase the proportion of infants who are still being exclusively breastfed at six months. | MICH–21 | | x | x | x | Obj. 1, 2 & 3 | SPM07 SPM05 NPM11 NPM14 | | **Long-term objective:** Increase the number of adults, youth or families that access small retail venues offering healthy foods and beverages. | NA | | x | x | x | Obj. 1, 2 & 3 | | | **Long-term objective:** Ensure that all people in Washington will have ready access to nutritious, high-quality and affordable foods and beverages. | NWS–2 AH–6 | | x | x | x | Obj. 1, 2 & 3 | SPM04 NPM11 NPM14 | | **Strategy 5: Establish sustainable funding for prevention.** | | | | | | | | | **Short-term objective:** Seek additional funding for prevention efforts, such as through the Prevention and Public Health Fund. | NA | | | x | | none | | | **Long-term objective:** Work toward payment reform to support health providers to encourage evidence-based preventive services and screening. | NA | | x | x | x | none | NPM12 NPM05 SPM03 | | **Strategy 6: Develop and enhance systems and policies to support sexual and reproductive health to increase access and timeliness of preventive care, screening and treatment.** | | | | | | | | | **Long-term objective:** Establish a norm of sexual health and reproductive justice across the lifespan as crucial to the health of the public. | FP–7 FP–12 FPR–13 | | | | x | Obj. 2 | NPM08 SPM01 | | **Long-term objective:** Establish social, economic and health policies that improve equity in sexual health and reproductive justice. | FP–3 FO–14 FP–15 | | | | x | Obj. 2 | NPM08 SPM01 SPM06 | | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|-------------------|-------|-----|-------------------------------|---------------------|-----------------|-------| | **Strategy 7:** Increase social connectedness, healthy relationships, violence-free environments and community engagement across the life span. | | | | | | Obj. 2 | NPM10 SPM04 NPM16 | | **Long-term objective:** Decrease the presence of risk factors that contribute to violence and increase the presence of resilience factors that are protective against violence at the individual, family and community levels. | IVP–42 | | | x | x | | | | **Strategy 8:** Cultivate state and local leadership coalitions and community engagements to develop community-informed interventions, organizational structures and supports to address health inequities. | ECBP–10 | | | x | x | none | SPM04 SPM05 NPM13 SPM06 SPM07 | | **Long-term objective:** Increase the number of community based organizations — including local health jurisdictions, tribal health services, non-governmental organizations and state agencies — providing population-based primary prevention services. | | | | | | | | **Domain 3: Health Systems** | Strategy 1: Enhance and maintain health systems to increase timely access to preventive care, screening and treatment. | | | | | | Obj. 1 | NPM01 SPM04 SPM03 | | **Long-term objective:** Collaborate among public health, health systems and primary care clinics to advance system changes that improve the delivery of cancer screening and other clinical preventive services. | HSC–1 | x | x | x | x | | | | **Long-term objective:** Increase the proportion of persons of all ages who have a specific source of ongoing health care. | AHS–3 AHS–5 MICH–30 MICH–31 | | x | x | x | Obj. 1 | SPM04 NPM13 | | Strategy 2: Promote and provide support to build capacity and availability of health care, education, resources and services. | | | | | | none | SPM05 | | **Long-term objective:** Adopt proven Chronic Disease Self Management programs. | HSC–2 | | | x | | | | | **Long-term objective:** Design primary prevention services and screenings — including those from non-medical providers — to be as convenient and affordable as possible. | ECBP–8 ECBP–10 ECBP–11 | | | x | x | none | SPM04 NPM12 NPM06 SPM03 | | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|-------------------------------|---------------------|------------------|-------| | **Strategy 3:** Establish a mechanism for reimbursement of comprehensive tobacco cessation services and substance abuse and mental and behavioral health treatment. | | | | | | | | | **Long-term objective:** Increase comprehensive coverage of evidence-based treatment for nicotine dependency for all Washingtonians through their health plan. | TU–8 | | | x | x | x | none | NPM15 | | **Long-term objective:** Increase mental health benefits included in Washington health plans to improve financial protection and to increase access to, and use of, mental health services. | AHS–1 MHMD–5 MHMD–9 | | | x | x | x | none | NPM05 NPM04 | | **Strategy 4:** Improve the knowledge and ability of health care professionals to deliver comprehensive evidence-based services including integrated mental health and chemical dependency screening and interventions from preconception to end of life. | | | | | | | | | **Long-term objective:** Ensure that health care practices and behavioral health providers coordinate their services for patients with chronic disease and behavioral health issues. | MICH–31 | | | | x | x | none | SPM04 NPM 06 NPM16 | | **Long-term objective:** Expand self-care and management education programs statewide including the Diabetes Prevention Program, the Chronic Disease Self-Management Program and arthritis exercise programs. | CCL–2 D–14 | | | | x | x | none | | | **Strategy 5:** Promote early identification of behavioral health issues and access to quality behavioral health services across the life span. | | | | | | | | | **Long-term objective:** Increase the percent of primary care facilities that provide mental health treatment onsite or by paid referral. | MHMD–5 | | | | | x | none | NPM04 NPM16 | | **Long-term objective:** Increase depression screening by primary care providers. | MHMD–11 | | | | x | x | none | NPM04 NPM16 | | **Long-term objective:** Increase the proportion of all Washingtonians with mental health disorders who receive treatment. | MHMD–6 MHMD–9 | | | | x | x | none | SPM04 NPM06 NPM04 NPM16 | | **Strategy 6:** Promote delivery of health care services that are culturally and linguistically appropriate and acceptable for the population being served. | | | | | | | | | **Long-term objective:** Ensure that health care providers design treatments and support programs to meet the health needs of all patients and customize care based on social and cultural needs. | DDI–2 | | | x | x | x | Obj. 1 | SPM07 SPM01 NPM08 SPM06 | | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|-------------------------------|---------------------|------------------|-------| | **Strategy 7: Increase public and health professional awareness of the importance of screening and follow-up.** | | | | | | | | | **Short-term objective:** Ensure that health providers monitor patients to receive evidence-based preventive services and screening and identify any barriers the patients are facing in obtaining these services. | IID–17 CKD–4 D–8 D–9 D–10 D–11 D–12 | x | x | | x | Obj. 2 | SPM04 NPM12 NPM05 SPM03 | | **Short-term objective:** Ensure that patients receive information on opportunities for evidence-based screening and preventive services. | C–18 C–19 | x | x | x | x | Obj. 2 | SPM04 NPM12 NPM05 SPM03 | | **Long-term objective:** Increase the proportion of Washingtonians at every life stage who receive age-appropriate, evidence-based clinical preventive services including: • Breast, cervical and colorectal cancer screening; • BMI screening, weight status assessment and appropriate intervention; • Screening for tobacco use and cessation assistance; • Diabetes risk assessment for referral to diabetes self-management education or community diabetes prevention programs; and • Chronic disease management and self-management education. | TU–9 C–15 C–16 C–17 AHS–7 D–14 | x | x | | x | Obj. 2 | NPM14 NPM15 | **Domain 4: Clinical and Community Preventive Services** | Strategy 1: Enhance capacity, infrastructure and leadership of community-based organizations that serve socially disadvantaged populations to provide the support necessary to maintain positive mental and physical well-being. | | | | | | | | | **Long-term objective:** Develop multi-disciplinary care teams with the health care home model to coordinate across clinics, hospitals, social services and community-based preventive resources. | CCL–1 | x | x | x | x | Obj. 1 | SPM07 SPM04 NPM05 NPM03 NPM02 NPM15 | | **Strategy 2: Support linkage of clinical and community prevention efforts to mobilize services, resources and self-management programs from prevention to intervention.** | | | | | | | | | **Short-term objective:** Develop and disseminate at least three best practice models for better clinic to community linkages. | NA | x | x | x | | none | NPM15 | | Supporting Evidence-based Interventions | Healthy People 2020 | USPSTF | IOM | National Prevention Strategy | Supports Results WA | Agenda for Change | MCHBG | |----------------------------------------|---------------------|--------|-----|-------------------------------|---------------------|------------------|-------| | **Strategy 3: Support payment reform to reduce patient out-of-pocket costs and provider reimbursement for prevention.** | | | | | | | | | **Short-term objective:** Pursue policies and system changes that reduce out-of-pocket costs to the consumer of clinical preventive services, including cancer screening and treatment for tobacco use and dependence. | TU-1 TU-10 AHS-6 | | | x | x | x | none | SPM04 NPM13 | | **Long-term objective:** Pursue policies and system changes that provide clinician reimbursement for provision of clinical preventive services, including patient education and counseling. | NA | | | x | x | x | none | SPM06 SPM02 NPM09 SPM04 | | **Strategy 4: Develop and disseminate health education that is scientifically accurate, age-appropriate, culturally and linguistically suitable for the public, health professionals, and local and state decision makers.** | | | | | | | | | **Long-term objective:** Increase effective communication so that individuals, organizations, community partners and decision makers can access, understand, share and act on health information and services. | DDI 1 ECBP-7 ECBP-10 HC/HIT-13 | | | | x | x | none | SPM01 SPM04 NPM05 NPM07 NPM08 | The Washington State Plan for Healthy Communities Evaluation goal The Department of Health will work individually and collectively with key program partners to monitor increases in the promotion and adoption of healthful behaviors and practices to improve prevention and management of chronic disease and related risk factors among Washington residents at every stage of life. Evaluation type An implementation (process) evaluation will document whether strategies and interventions have been implemented as intended in the nine priority areas of *The Washington State Plan for Healthy Communities*: Healthy Starts; Sexual and Reproductive Health; Tobacco and Substance Abuse Prevention; Active Living and Safe Environments; Healthy Eating; Screening, Referral and Follow-up; Social and Emotional Wellness; Quality Clinical Preventive and Treatment Services; and Health Equity. This evaluation will determine whether activities are taking place, who is conducting the activities, who is reached through the activities, and whether sufficient inputs have been allocated or mobilized. As we implement *The Washington State Plan for Healthy Communities*, we will systematically gather feedback from program staff and partners. This work is part of a process evaluation to understand the advantages and challenges of working collaboratively across categorical programs and partners to achieve outcomes. An effectiveness (outcome) evaluation will also be conducted to monitor the short-, intermediate- and long-term outcomes of strategies and interventions. We have identified both outcomes and performance measures through consultation with state categorical programs and partners. We expect to make revisions over time, especially as data sources become available. Evaluation questions **Short-term** (focus: policy, environmental, programmatic and systems changes) 1. To what extent has the state improved the gathering, analysis and dissemination of data and other information to inform, prioritize, deliver and monitor programs and population health? 2. To what extent has the state improved social and physical environments in communities, work sites, schools and early care education that promote and reinforce healthful behaviors and practices? 3. To what extent has the state increased community–clinical linkages that support access and referral to quality community programs and resources to improve preconception, prenatal, reproductive, developmental, behavioral and health outcomes? 4. To what extent has the state increased effective delivery and use of quality clinical and other preventive services to improve preconception, prenatal, reproductive, developmental, behavioral and health outcomes and risk? 5. To what extent has the state improved policies, programmatic and system changes that promote health equity and incorporate culturally and linguistically appropriate and acceptable practices for populations being served? Intermediate-term (focus: changes in health behaviors, access to health care and prevention programs, use of quality services and self-management) 1. To what extent have health behaviors and practices improved (including increased consumption of nutritious foods and beverages; breastfeeding initiation, duration and exclusivity; participation in physical activity; effective oral health activities; and decreased tobacco use and substance abuse) in key settings and populations across the life span? 2. To what extent has the use of primary prevention, self-management and family planning programs increased to improve preconception, prenatal, reproductive, developmental, behavioral and health outcomes? 3. To what extent have developmental, behavioral and health screening, referral and follow-up increased in key settings and populations across the life span? 4. To what extent has clinical support increased access to and use of effective preventive and treatment services, medication adherence and self-monitoring of chronic conditions and related risk factors? 5. To what extent has the state reduced disparity in health behaviors, access to health care, and quality of health care for individuals and communities by race, gender, nationality, age, ethnicity, religion, socioeconomic position, sexual orientation and disability status? Long-term (focus: changes in health conditions and associated risk factors) 1. To what extent has progress been made toward achieving long-term outcomes at every stage of life to prevent and control chronic conditions and disease risk? 2. To what extent has the state diminished disparity in long-term outcomes for individuals and communities by race, gender, nationality, age, ethnicity, religion, socioeconomic position, sexual orientation and disability status? The Washington State Plan for Healthy Communities implementation (process evaluation) 1. To what extent did program staff and key partners work collaboratively across programs to achieve health outcomes? 2. What collaborative work effectively contributed to achieving health outcomes? 3. How did programs and key partners address any challenges encountered in working collaboratively across programs? 4. What lessons were learned regarding the advantages and challenges in working collaboratively across programs to achieve health outcomes? Evaluation Logic Model Washington State Plan for Healthy Communities **Inputs** - Multi-prong approach at statewide and local levels - Statewide and targeted focus on vulnerable populations - Adoption of Life Course Approach - Federal and State Funds - Staff: DOH and Lead partner organizations - Active and Engaged Leadership Team, Prevention Alliance, and Hub Coalitions - Office of Healthy Communities integrated program infrastructure - Evidence-based and nationally recommended interventions and guidelines - Well-developed agency capacity to support Policy, Environmental, and Systems interventions - Well-developed Assessment and Evaluation capacity **Core Public Health Functions** - Partnership engagement - Workforce development - Guidance and support for programmatic efforts - Strategic communication - Evaluation, Surveillance, and Epidemiology **Implementation of identified strategies* in 5 key domains:** - **Epidemiology and Surveillance** - New data sets identified and developed. - Existing data collection systems enhanced and maintained. - Communication plans developed for periodic sharing of data, scientific information, and progress. - **Environmental Approaches** - Work plans and approaches identified and developed. - Training and technical assistance provided. - Workgroups staffed and facilitated. - Worksites, schools, ECE, communities, and clinical implement policy, environmental, systems changes. - Local and state-level decision-makers educated and informed. - **Community-Clinical Linkages** - Increased community-clinical linkages that support access and referral to quality community programs and resources to improve preconception, prenatal, reproductive, developmental, behavioral, and health outcomes. - **Health Systems Interventions** - Organizational structures and supports to promote health equity are built and incorporated statewide and locally. - Specific strategies that promote health equity are selected, designed, and implemented. - Data and measures to assess health disparities are identified and made available. - **Healthy Equity** - Increased adoption of policies, programmatic, and system changes that promote healthy equity and incorporate culturally and linguistically appropriate and acceptable practices for populations being served. **Outputs (Frequency counts)** - New data sets identified and developed. - Existing data collection systems enhanced and maintained. - Communication plans developed for periodic sharing of data, scientific information, and progress. **Short-term Outcomes** - Increased gathering, analysis, and dissemination of data and information to inform, prioritize, deliver, and monitor programs and population health. - Increased social and physical environments in communities, worksites, schools, and early care education that promote and reinforce healthful behaviors and practices. - Increased effective delivery and use of quality clinical and other preventive services to improve preconception, prenatal, reproductive, developmental, behavioral, and health outcomes and risk. - Increased adoption of policies, programmatic, and system changes that promote healthy equity and incorporate culturally and linguistically appropriate and acceptable practices for populations being served. **Intermediate Outcomes** - Improved health behaviors and practices in key settings and populations across the life span (including increased consumption of nutritious foods and beverages; breast feeding initiation, duration, and exclusivity; participation in physical activity; effective oral health activities; and decreased tobacco use and substance abuse). - Increased use of primary prevention, case management, and family planning programs to improve preconception, prenatal, reproductive, developmental, behavioral, and health outcomes. - Increased developmental, behavioral, and health screenings, referral, and follow-up increased in key settings and populations across the life span. - Increased access to and use of effective preventive and treatment services, medication adherence, and self-monitoring of chronic conditions and related risk factors through clinical supports. - Diminished disparity in health behaviors, access to and use of quality of health care for individuals and communities by race, gender, nationality, age, ethnicity, religion, socioeconomic position, sexual orientation, and disability status. **Long-Term Outcomes** - Improved maternal and child health. - Improved sexual and reproductive health. - Improved oral health. - Improved social and emotional wellness. - Improved prevention and control of overweight and obesity, hypertension, high cholesterol. - Improved prevention and control of diabetes, heart disease, stroke, asthma, and arthritis. - Diminished disparity in long-term health outcomes. *Strategies to include work in 8 priority areas: Healthy Starts, Sexual and Reproductive Health, Tobacco and Substance Free Living, Active Living, Healthy Eating, Healthy Eating, Screening, Referral, and Follow-up, Social and Emotional Wellness, and Clinical Preventive and Treatment Services.* **External factors, environmental influences, moderators:** National and state priorities and initiatives—Agenda for Change, The National Prevention Strategy, Rethinking Maternal and Child Health, National Strategy for Quality Improvement in Health Care, Health care reform related to Affordable Care Act and Triple Aim, Healthy People 2020, Million Hearts, Let’s Move! to address childhood obesity. Healthy People 2020 http://healthypeople.gov/2020/ U.S. Preventive Services Task Force www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/uspstf/index.html Institute of Medicine of the National Academies www.iom.edu/ National Prevention Strategy www.surgeongeneral.gov/initiatives/prevention/strategy/report.pdf Title V Maternal and Child Health Services Block Grant / U.S. Department of Health and Human Services http://mchb.hrsa.gov/programs/titlevgrants/ Results Washington www.results.wa.gov Washington State Department of Health www.doh.wa.gov/ - Agenda for Change – Action Plan Summary (2012) www.doh.wa.gov/Portals/1/Documents/1200/A4C-APsummary.pdf - Health of Washington State www.doh.wa.gov/DataandStatisticalReports/HealthofWashingtonStateReport.aspx - Cancer Registry https://fortress.wa.gov/doh/wscr/WSCR/StaticPage.mvc - Vital Statistics www.doh.wa.gov/DataandStatisticalReports/VitalStatisticsData.aspx - Behavioral Risk Factor Surveillance System www.doh.wa.gov/DataandStatisticalReports/HealthBehaviors/BehavioralRiskFactorSurveillanceSystemBRFSS.aspx - Healthy Youth Survey www.doh.wa.gov/DataandStatisticalReports/HealthBehaviors/HealthyYouthSurvey.aspx - Pregnancy Risk Assessment Monitoring System www.doh.wa.gov/DataandStatisticalReports/HealthBehaviors/PregnancyRiskAssessmentMonitoringSystem.aspx | Acronym | Description | |---------|-------------| | ACE | Adverse Childhood Experience | | ACA | Affordable Care Act | | AHRQ | Agency for Healthcare Research and Quality | | BMI | Body Mass Index | | BRFSS | Behavioral Risk Factor Surveillance System | | CDC | Centers for Disease Control and Prevention | | DEL | Department of Early Learning | | DOH | Department of Health | | HCA | Health Care Authority | | H.E.R.E.| Health Education Resource Exchange | | HP2020 | Healthy People 2020 | | HRSA | Health Resources and Services Administration | | HYS | Healthy Youth Survey | | IOM | Institute of Medicine | | OHC | Office of Healthy Communities | | MCHBG | Maternal and Child Health Services Block Grant | | SNAP | Supplemental Nutrition Assistance Program | | STI | Sexually Transmitted Infections | | USPSTF | U.S. Preventive Services Task Force | 64 | Washington State Plan for Healthy Communities Agenda for Change Action Plan FOR WASHINGTON'S PUBLIC HEALTH NETWORK SUMMARY TABLE OF CONTENTS A Message from the Public Health Improvement Partnership The Agenda for Change Action Plan Foundational Public Health Services Strategic Priorities Partners are Essential Next Steps: Implementing the Agenda for Change A growing and changing population, new and resurgent diseases, and a severe funding crisis all make for a challenging future for Washington’s public health network. While public health agencies on the state and local levels have seen major cutbacks, our communities are faced with significant health problems that impact people today and will likely affect the health of our state for generations. Obesity, diabetes, and tobacco use are just a few examples of the health issues that are taking a huge toll on the people of Washington. About 95 percent of health spending goes toward treatment and health care, yet we know that how and where we live have the biggest influence on our health. That’s why the work of public health agencies is so important. Preventing unhealthy behaviors and replacing them with healthy habits can drive down chronic disease rates and improve quality of life. Making it easier in local communities to access medical care, get fresh fruits and vegetables, and live an active lifestyle can help people live longer and save on health care costs. The combined efforts of local, state, and federal health agencies have made major strides, but there’s much more to do. The partners in Washington’s governmental public health network realize we can’t do it all. To protect and improve the public’s health into the future, we must build a plan that sustains our past successes, confronts our emerging challenges, and uses the resources we have as efficiently and effectively as possible. Washington’s Public Health Improvement Partnership is working to plan for, guide, and strengthen our future public health network. The partnership includes local and state public health leaders, local boards of health and tribal nations, the state Board of Health, the American Indian Health Commission, and the federal Department of Health and Human Services. Together, this comprehensive group has produced an “Agenda for Change Action Plan.” The plan provides the guidance needed to ensure that we continue to protect and improve the health of people in Washington state in spite of the many challenges. The following is a summary of the vision, strategies, and steps to move toward a valued and effective 21st Century public health network that will help everyone in our state have a better chance for a long and healthy life. Thank you for taking an interest in the Agenda for Change and the important work of making Washington a safer and healthier place to live, work, and play. Mary C. Selecky Washington State Secretary of Health (1998–2013) Regina Delahunt Director of Whatcom County Health Department Co-Chairs, Public Health Improvement Partnership Washington state’s public health network has long been recognized as a national leader. The state Department of Health collaborates with a network of local public health agencies and tribes to protect every resident. Today, Washington continues that tradition of leadership by providing this Agenda for Change. This is a strategic framework that responds to a rapidly changing environment, such as new preventable disease challenges, health care reform, and diminishing resources, and helps everyone in our state have a better chance for a long, healthy and economically productive life. A successful public health network keeps Washingtonians safer and healthier, reduces health care costs, and improves the productivity of our workforce so we can continue to be competitive now and into the future. **Planning for the Future** The landscape for health is changing across the nation. Thanks to successes in public health and federal, state, local, and tribal funding commitments, communicable diseases such as tuberculosis and influenza are no longer the leading causes of death. People now become ill and die early from preventable chronic diseases like diabetes and heart disease that result from tobacco use, poor nutrition and lack of physical activity. Public health approaches will help solve this new challenge if we align our resources and competencies to match. Implementation of the Affordable Care Act brings new opportunities for expanding insurance coverage and access to care for some of our most vulnerable populations. It provides states the ability to define essential health benefits. Ultimately, it allows the health care system to reform its business practices while ensuring better collaboration with partners — as a means to slowing the increase in health care costs, improving the experience of care and improving the health of populations. We are also living in a time when resources are scarce and competitive. Public health agencies at the state and local levels have seen major cutbacks over the past several years, compromising our ability to protect and improve the health of our communities. *continued on next page* With the Agenda for Change, our state can be at the forefront of responding to this changing landscape by transforming our public health network through three approaches: 1 **Foundational Public Health Services** Ensure every resident in Washington can access a foundational set of public health services, no matter where he or she lives. The Agenda for Change introduces a new concept: residents can access a foundational set of capabilities and programs supported by adequate and predictable funding. These foundational services are necessary but not sufficient. Just like the foundations of buildings support the larger structure, the public health foundational programs support other standalone federal or fee supported programs, like WIC, emergency preparedness and response, food safety inspections, and diabetes prevention. 2 **Strategic Priorities** Prioritize our work so the public health network is working together to confront emerging challenges. The Agenda for Change helps us focus on the most important elements of preventing communicable disease and other health threats, fostering healthy communities and environments, and partnering with the health care system. 3 **Transform Business Processes** Reform how we do business. Just as the health care system is changing through health care reform to better meet current challenges, the public health network must also undergo reform. This includes taking steps to ensure our workforce has the necessary skills and competencies to address new challenges, adopting the best of both private and public sector management into our operations, and developing a long-term strategy for predictable and appropriate levels of financing. **Committing to Health Equity and Eliminating Health Disparities** All Washingtonians should have the opportunity to live long, healthy lives regardless of geography; education; income level; race; ethnicity; sexual orientation; or physical, mental, or emotional abilities. While data shows improvements overall, there are groups of people suffering from health problems above and beyond the population as a whole; as well as getting care and services that are lower quality, if they are receiving them at all. It is difficult to comprehend and painful to acknowledge that not everyone has an equal opportunity for a long, healthy, enjoyable life. Achieving health equity is a public health priority as local public health agencies, tribes, and the state work to identify health disparities and implement strategies to eliminate them. Public Health Services for Every Community Similar to other public safety (fire and law enforcement), public utilities (power, water) and infrastructure services (roads, sewer), a minimum level of public health capabilities and programs must be in place everywhere to protect and improve the overall health of the state. No matter where they live, residents of our state should be able to rely on the governmental public health network to deliver foundational services that protect all Washingtonians. Health insurance plans describe their minimum benefits package – defining the services available to everyone who has that plan. Similarly, the Foundational Public Health Services defines the public health services that no community should be without, regardless of how the services are provided. It includes: » **Foundational Capabilities** like community health assessments, communications, policy development, community partnerships, emergency preparedness, and modern business practices. » **Foundational Programs** like communicable disease control; chronic disease and injury prevention; environmental public health; maternal, child and family health; linking with clinical health care; vital records; and laboratory services. | Foundational Program | Examples of Additional Important Services | |----------------------|------------------------------------------| | Foundational Capabilities | Assessment (surveillance and epidemiology) | | | Emergency preparedness and response (all hazards) | | | Communications | | | Policy development and support | | | Community partnership development | | | Business competencies | Foundational Public Health Services continued on next page The Foundational Public Health Services define what must be present everywhere for the public health system to function anywhere. **GOAL** Develop sustainable public health financing statewide so that all residents have access to a foundational set of services that protect and improve their health. **Objective** Develop a scalable cost model for Foundational Public Health Services that can be adjusted for different population sizes and geographic locations. **Rationale** A foundational level of capabilities and programs are needed everywhere to protect and improve the overall health of the state. No matter where they live, all residents of our state should be able to rely on the governmental public health network to detect and remedy hazards to the health of the public, deliver a foundational set of services that protect their health, and meet specific standards. **Strategies** » **Develop** a list of foundational capabilities and programs that should be available in every community. The list will not indicate who or how the services should be delivered. » **Using** a representative sample of counties, identify the cost of delivering the foundational services statewide. » **Develop** a funding model that accounts for these costs. While the Foundational Public Health Services defines the basic services to protect and improve health that people rely on government to provide, it does not define a vision for the future of public health in Washington. That vision is articulated in the strategic priorities to follow. ### Strategic Priorities **Priorities for the Future** The following strategic priorities build on the strengths of the decentralized public health network in Washington by supporting local solutions to local issues. Having statewide priorities enhances our ability to work together with essential partners, resulting in the most impact for the investment and effort. This plan will move the public health network toward increased consistency in business practices and will fulfill public expectations for consistent services from government across the state. It will improve efficiency and make the best use of our available resources. The three priorities are: 1. **Preventing Communicable Disease and Other Health Threats** 2. **Fostering Healthy Communities and Environments** 3. **Public Health Partnering with the Health Care System** Preventing people from getting sick from communicable disease is foundational to the work of public health agencies. We do this by assuring safe drinking water and food, providing immunizations, monitoring disease, and investigating outbreaks. Preventing communicable disease is as important at home as it is in the developing world. The recent whooping cough epidemic in Washington shows that we must be vigilant in our efforts, embrace improvements in how we do our work and modernize our systems to ensure effectiveness. We must be able to respond effectively to new disease threats like we did successfully with H1N1 flu, SARS, and Mad Cow disease. Our efforts are vitally important to the health of the whole population of Washington state. **GOAL** Implement the most effective and important elements of prevention, early detection, and swift responses to protect people from communicable diseases and other health threats. **Objective 1** Increase immunization rates for all age groups. **Strategies** - Improve our understanding of immunization coverage in Washington state by enhancing the completeness and quality of data entered in the Washington Immunization Information System (adults and children). - Identify and implement evidence-based practices to improve immunization coverage rates. Emphasize immunizations that provide the greatest impact to the health of people in Washington. **Objective 2** Standardize and prioritize communicable disease tracking, monitoring and response. **Strategies** - Prioritize the activities that are most critical to protect the public's health. - Establish evidence-based statewide recommendations for identifying and controlling communicable diseases. **Objective 3** Develop, maintain and integrate a data collection system for communicable disease tracking, monitoring, and response. **Strategies** - Modernize our data systems for disease tracking, monitoring, and response. - Increase capacity to receive electronic laboratory reporting of communicable diseases through a health information exchange. - Implement an updated secure communication alerting system to send urgent messages from public health agencies to community partners. Governmental public health agencies work to protect and improve people’s health throughout the course of their life, from healthy childhoods to living well as older adults. As we learn more about how childhood illness and trauma can affect someone for a lifetime, new evidence shows a strong connection between a woman’s health before becoming pregnant and the health of her child. While some factors that impact health are out of a person’s control, behaviors are not. People make choices every day that impact their health, like what to eat, how active to be, and whether or not to use tobacco. These choices are largely influenced by where you live, work, play, and go to school. Not everyone has an equal opportunity to make healthy choices. Success means making changes to our communities and environments so that everyone can choose to live a healthy life. **GOAL** Prevent illness and injury, and promote health equity through sustainable, population-based changes in communities. **Objective 1** Implement policy, environmental, and system changes that give all babies a planned, healthy start in life. **Strategies** - Connect uninsured and underinsured women to preconception, prenatal, and postnatal care services. - Collaborate with health care providers to support women carrying babies to full-term. - Improve access to safe and healthy food for low-income women and families. - Help women quit using tobacco before and during pregnancy. - Support breastfeeding mothers in child care settings, hospitals, and worksites. **Objective 2** Implement policy, environmental, and system changes that prevent or reduce the impact of Adverse Childhood Experiences, such as abuse and neglect on children and families. **Strategies** - Link low-income families to programs that provide social and parenting support (examples include: home visiting and nurse-family partnerships). - Screen young children for developmental and social-emotional issues, and connect them with appropriate community services. - Give children safe and healthy meals (including snacks and beverages) in schools, child care settings, and after-school programs. - Provide opportunities for physical activity before, during, and after school and in child care settings. - Prevent youth from using tobacco products. **Objective 3** Implement policy, environmental and system changes that help adults make healthy choices for themselves and their families. **Strategies** - Promote affordable, healthy food and beverage options at worksites, colleges, hospitals, and other venues. - Offer free or low-cost physical activity opportunities in communities and worksites. - Include healthy design concepts when planning communities. - Provide smoke-free multi-unit housing. - Link people to quality tobacco cessation services (like the Tobacco Quitline). - Protect employees, customers, patrons, and others from secondhand smoke. A recent report from The Institute of Medicine argues that much can be gained by bringing primary care and public health together to improve individual, community, and population health. Washington must act on new opportunities presented through health care reform to bridge the divide between the two disciplines with a shared goal of improved health. Health care today in Washington faces many challenges: the disease burden has shifted to chronic diseases, health care costs are rising and are unsustainable, and health care reform will increase the number of people with insurance, further challenging the health care delivery system. Public health and health care providers can respond to these challenges by finding innovative ways to work together, jointly placing emphasis on preventing health problems before they become hard to treat and expensive. They can also team up with a broad range of community partners to set local priorities for improving health. Public health agencies can contribute valuable information about health problems, they can help communities address the disparities in health among different groups of people, and they can help promote the use of prevention practices that have been shown to get results. **GOAL** Improve access to quality, affordable, and integrated health care that incorporates routine clinical preventive services and is available in rural and urban communities alike, by effectively and strategically partnering with the health care system. **Objective 1** Provide more information about the community’s health care system and the health of local communities. **Strategies** - Improve knowledge about the health status of the community. - Improve information about the capacity of the health care delivery system within the community. - Increase information about how people use the health care system in the community. **Objective 2** Engage community leaders with a shared interest in improving health to identify and address community health problems. Mobilize resources and strategies to improve the health of the community, especially among populations affected by health disparity. **Strategies** - Convene interested parties to develop community health needs assessments. This includes connecting hospitals, consumers, behavioral health, primary care, specialty care, and dental care services. - Convene interested parties to share information about the health of the community so that problems can be identified and potential solutions achieved. **Objective 3** Promote and adopt the use of evidence-based clinical preventive services and patient-centered health homes as a way to assure that needed care is well-coordinated. **Strategies** - Improve provider use of evidence-based clinical preventive services like screening tests, counseling, immunizations, and medications used to prevent disease. - Increase the availability and use of patient-centered health homes so that patients receive the benefits of access to care, preventive services, and continuity of care. Partners are Essential Keeping our communities healthy is not the job of one agency alone; many organizations influence the health and wellness of the people they serve. Public health agencies throughout the state are continually working with partners. An important role of the public health network is to convene community groups to help define and address local health problems. This is especially vital with populations experiencing disparities. We can also help our partners understand the relationship of health to their agency’s mission. Examples of partners and possible actions they might take include: - **Child care and early learning centers** » Example: Adopt healthy food and beverage procurement guidelines - **Community employers and businesses** » Example: Provide physical activity opportunities for employees - **Community organizations** » Example: Participate in forums to learn about the health status of the community and identify policies to improve health - **Health care system (payers, providers, hospitals)** » Example: Work with local health agencies and the Washington State Department of Health to improve completeness of Washington Immunization System data - **Housing authorities, non-profit housing organizations, property management organizations, and landlords** » Example: Educate residents on the health risks of secondhand smoke and the benefits of quitting tobacco - **Schools, colleges, and universities** » Example: Work with local health agencies to promote immunization and improve coverage - **State and local government agencies** » Example: Include healthy community design elements in comprehensive plans - **Tribes and The American Indian Health Commission** » Example: Increase capacity to use policies, systems, and environmental changes when addressing health issues With Foundational Public Health Services and strategic priorities now defined in the Agenda for Change, we’re ready to implement. To make these strategies a reality, we will focus on workforce development, modify business practices for maximum impact, and identify long-term, sustainable financing for programs and services. The future work of public health agencies must include retraining their workforce so they have the skills and competencies to meet today’s challenges. Recruitment, selection, and retention strategies must be implemented to address skills gaps in health equity, policy change, social media, and communications. The Agenda for Change also calls on Washington’s public health network to transform its business practices and reprioritize its work by: - **Working** with policymakers to set and prioritize specific health outcomes, and establish ways to measure them. - **Streamlining** performance and accountability measures on public health actions that lead to the achievement of the prioritized health outcomes. - **Committing** fully to quality improvement by striving to meet state and national public health standards. - **Organizing** a more cost-effective public health network to achieve prioritized health outcomes. - **Applying** the best of private and public sector management techniques to the operation of each of our programs. - **Critically** evaluating and reprioritizing our limited resources, and better defining roles and responsibilities among the overlapping government authorities and jurisdictions. - **Modernizing** and sustaining capabilities to collect, analyze, and share information, that policymakers, health agencies, and the public can use to make Washington a healthier place to live. Implementation of the Affordable Care Act brings new opportunities for expanding insurance coverage and access to care for some of our most vulnerable populations. It also provides states the ability to define essential health benefits, and ultimately, it allows the health care system to reform its business practices while ensuring better collaboration with partners. Our challenge and opportunity in public health is to do no less. Health is important to all of us, yet we have limited government resources so we must use them wisely. Like police and fire services, people expect government to consistently and reliably provide public health services for all. The Agenda for Change Action Plan describes our vision for the future of public health in Washington state and how we will achieve it. We look forward to working with policymakers and partners as we implement the vision and strategies in this document. Adverse Childhood Events. http://www.cdc.gov/ace/about.htm For the Public’s Health: Investing in a Healthier Future (April 2012). Institute of Medicine. www.iom.edu/phfunding National Prevention Strategy: America’s Plan for Better Health and Wellness. (June 2011). By the National Prevention Health Promotion and Public Health Council. http://www.healthcare.gov/prevention/nphpphc/index.html Primary Care & Public Health (March 2012). Institute of Medicine. http://www.iom.edu/Reports/2012/Primary-Care-and-Public-Health.aspx Photos provided by the Washington State Department of Health, the Rudd Center for Food Policy and Obesity, and Bigstock. For more information visit: www.doh.wa.gov/phip The Washington State Legislature is considering a number of bills that would impact the state’s economy and quality of life. The following is a summary of some of the key bills that will be considered by the Senate Finance Committee in the coming weeks. **SB 5082: Transportation Infrastructure Fund** This bill would create a new transportation infrastructure fund to provide dedicated funding for transportation projects. The fund would be funded through a combination of gas tax revenue, vehicle registration fees, and other sources. The bill also includes provisions to ensure that the fund is used for its intended purpose and to provide transparency in how the funds are spent. **SB 5134: Climate Change Mitigation** This bill would establish a climate change mitigation program to reduce greenhouse gas emissions and promote clean energy. The bill includes provisions to set targets for reducing emissions, provide incentives for clean energy technologies, and require reporting on progress towards meeting the targets. **SB 5167: Economic Development** This bill would provide funding for economic development initiatives in the state. The bill includes provisions to support small businesses, promote tourism, and encourage investment in high-tech industries. **SB 5190: Education Funding** This bill would provide additional funding for public schools in the state. The bill includes provisions to increase funding for low-income students, provide resources for special education, and improve teacher compensation. **SB 5200: Health Care Reform** This bill would provide funding for health care reform initiatives in the state. The bill includes provisions to expand access to health insurance, improve quality of care, and reduce costs. These are just a few of the key bills that will be considered by the Senate Finance Committee. The committee will hold hearings and consider amendments to these bills before they are sent to the full Senate for a vote.
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We have lots of reasons to worry. A certain amount of worrying can be useful. It directs our attention to issues that might need to be managed. However, when worry leads to constant anxiety, things have gone too far to be useful. We’ve all heard that we should breathe deeply when we’re feeling anxious, but there are other possible solutions you may have never considered. TRY THESE IDEAS TO DEAL WITH ANXIETY IN A WAY THAT WORKS FOR YOU: 1. **Cold showers.** When you’re anxious, your mind is racing and focused on negative thoughts. One quick way to bring your mind back to reality is to take a cold shower. It can take your breath away, but it certainly brings your mind back to the presently quickly! 2. **Hold ice in your mouth.** This has a similar effect to taking a cold shower. In addition, breathing in that cold air that has passed over the ice is soothing to many people. 3. **Pretend you’re someone that handles stress and anxiety with ease.** Pick someone you know that exudes calm. Imagine being in their body. - What would you feel? What thoughts would you notice? How do you think they would view and approach the situation that’s causing you to feel anxious? Maybe you’ll discover something you can use. 4. Imagine yourself in a peaceful setting. What would be the most relaxing scenario for you? Would it be the mountains? The beach? A field of flowers? Who else would be there? What would they say? What would you smell and hear? What would the weather be like? Experience it fully. 5. Do something that takes your full attention. Whether it’s doing a crossword puzzle, playing chess, or walking on a slackline in the backyard. Anything that fully occupies your attention for a while will give your mind a break from whatever is bothering you. 6. Schedule worry time. Instead of worrying throughout the day, why not schedule some worry time? You can worry all you want for 30 minutes, but you can’t worry the other 23.5 hours of the day. Just knowing that you can worry later will ease your mind and allow you to accomplish more. How much time do you need to worry? Do you think that worrying for an hour would accomplish more than 30 minutes? Maybe 15 minutes is enough. 7. **Go to bed earlier and get up earlier.** Going to bed earlier will allow you to get more sleep. Getting up earlier will allow you to start your day with less rushing around. Try going to bed an hour earlier and get up 15 minutes earlier. The extra 45 minutes of sleep will do your mind and body some good. The extra 15 minutes of the morning will make your morning more relaxing. 8. **Go camping.** Or just get out of town. Sleeping on the ground or in a different bed in new surroundings can do a lot to change your perspective and alter your mood. If you need a change of pace, give yourself one. A weekend can do wonders. - Where could you spend a weekend that would be a drastic change from your normal environment? Anxiety can take all the joy out of life. When you’re worrying all of the time, it’s challenging to find any enjoyment. Just as creating a feeling of anxiety is a skill, you can also develop the skill of calming yourself. Consider anxiety-reducing ideas that might seem a little unusual. There’s no telling what will work for you until you try.
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Connecting children with nature in urban schools A childhood rich in nature has huge benefits for physical, mental, social, and emotional health. Time spent playing and learning outdoors helps to enhance children’s wellbeing, creativity, attention capacity and the ability to connect with others. Despite overwhelming evidence of these benefits, children are spending less time playing or learning through nature either at home or at school; particularly in urban areas where school grounds are often small and heavily tarmacked. By developing a better understanding of the challenges that schools face, we hope to address these barriers and support schools to implement nature-based learning more widely. About the Project The Growing among Trees project was a 12-month pilot, which sought to create a model for efficient, effective, transformational change in urban schools, giving pupils the opportunity for everyday connection with trees and woods. The project engaged nine schools in Islington, Greenwich, and Reading: six primary, one secondary, and two special schools. The project was delivered by a consortium of five practitioners: Trees for Cities, Nature Nurture CIC, The Garden Classroom, Sensory Trust and Green Schools Project. Growing among Trees set out to achieve the following: 1. Deliver Community Forest and Woodland Outreach (CFWO) with nine urban schools, testing what works well and identifying common barriers. 2. Create an evidenced package of Community Forest and Woodland Outreach interventions that support transformational change within one academic year, which is sustainable and replicable at scale for urban schools across the UK. 3. Develop the knowledge, skills, and capacity of schools and project partners to continue delivering (CFWO). “I now feel confident to lead outdoor learning sessions with groups of young people. My new understanding of nature connection theories and ideas has equipped me to deliver a much broader range of outdoor learning opportunities.” Secondary school teacher “The teacher commented how much they talked about it following last week’s session and also that several parents had also commented about how much their children had loved it; with many asking if they could do more of this sort of thing” Growing among Trees practitioner Key findings Growing among Trees collected a wealth of data and generated valuable evidence to inform future delivery of (CFWO) in urban schools. The key findings were: **Improved confidence** – A phased approach of delivery, co-delivery and supported delivery, alongside bespoke teaching resources, helped to effectively overcome lack of teacher confidence during the academic year. **A hyper-local approach** – Interventions that are delivered as local as possible to the school can help reduce key barriers such as staff time and resources. Projects should start with basic mapping of the school grounds and hyper-local area (within 5 minutes walking distance). **Time and resources** – An investment of 11 days of school staff time produced a breadth of outcomes and influenced teaching practices. **Whole school engagement** – The following processes all help to maximise the benefits of nature-based outdoor learning interventions: - Engage whole classes in pupil interventions - Deliver in collaboration with practitioners where this brings added value and builds confidence - Undertake regular monitoring of delivery with in-situ observations and note-taking to enable an ongoing process of learning - Engage the senior leadership team early on through clear messaging about the benefits to physical and mental health and well-being, school learning objectives and visions, and pupil development - Enable pupils to share their experiences with children across the school, for example, a whole school assembly. **Practical** – For some schools, a starter pack of equipment (e.g. tools, gloves, waterproofs, and wellies) for staff and pupils can help minimise costs. For more information please read the full report at www.treesforcities.org/our-work/schools-programme Growing among Trees is part of the Children and Nature programme funded by the Department of Education and administered by Natural England. Children and Nature comprises the Nature Friendly Schools project, the Care Farming project and five Community Forest and Woodland Outreach projects, of which Growing among Trees is one.
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Know Your Rights A pack for Care Experienced young people. Know your rights when it comes to Continuing Care, Brothers and Sisters, Housing and other important topics. Brothers and Sisters and Care Care Experienced people have the right to a relationship with their brothers and sisters, who are also called ‘siblings’. But around 70% of children in adoptive or foster families in Scotland are separated from at least one of their brothers and sisters. With new laws from the Children (Scotland) Act 2020, greater rights to protect these relationships came into place. What is a ‘sibling’? These are people you view as your brothers and sisters, they could be: - Someone who you share at least one parent with. - Any other person you have lived with and have an ongoing ‘sibling-like’ relationship with. This can include step-brothers, step-sisters and cousins. What responsibilities do organisations have to siblings? A Local Authority has the responsibility... - to promote family time - to take into account siblings views in decision making - to keep siblings together where appropriate The Children’s Hearing has the responsibility to think about whether or not you and your siblings will be able to see each other. The Reporter must think about whether you should have the right to take part and share your views in your sibling's Hearing process. When deciding if someone is a sibling, the Reporter and Panel must consider: - Are they living or have they lived with their sibling? - Do they have an ongoing relationship which feels like a sibling relationship (whether or not they share a parent)? - Is the Children’s Hearing for their sibling likely to make a decision that will have a big impact on the family time between siblings? - Is the child or young person able to form an opinion on the family time between them and their sibling? If you are given sibling participation status, you have the right to: - be told of the time and place of your sibling’s Children’s Hearing - give a report or other document to your sibling’s Children’s Hearing - be given documents by the Reporter that are about your family time with your sibling - attend part of your sibling’s Children’s Hearing (for as long as is needed to consider the issues of family time between you and your sibling, as decided by the Chair of the Hearing) - have an advocate or legal aid share your views at the Children’s Hearing - call for a review of your sibling’s Compulsory Supervision Order (CSO) by asking for another Children’s Hearing after 3 months Everyone deserves a safety net, a family you can stay with and get support from, when you need it, as you grow up. In Scotland, most Care Experienced young people leave home between 16 and 18-years-old, whereas most other young people don’t leave home until they are in their mid-20s. Through Care, Continuing Care and After Care are designed to give Care Experienced people the time and support they need to develop the confidence and skills to live independently. What support is available to me? Through Care is support while you’re still in care to help get you ready for leaving care and living by yourself. This can be help with budgeting and cooking skills. Continuing Care is a type of placement where you have officially left care by coming off your Compulsory Supervision Order (CSO) but continue to live with your carers. After Care is the support you get once you’ve left care by being taken off your Compulsory Supervision Order (CSO) and are defined as a ‘care leaver’. This can be a basic living allowance or housing support up to 26. Through Care: is for anyone leaving care who is ‘looked after away from home’ (so living with foster carers, kinship carers or in residential care) on or after your 16th birthday. After Care: is available until you’re 26 if you came off your Compulsory Supervision Order (CSO) on or after your 16th birthday. Continuing Care: You can access this between the ages of 16 to 21. What are Your Rights? • You have a right to continue to be cared for, and to not be rushed into ‘leaving care’ or living independently until you feel ready to do so. For example, if you leave care before your 16th birthday, you might not be eligible for aftercare. • When you ready to leave care, you have a right to ongoing aftercare support up until your 26th birthday if you need it. • You have the right to have your views taken into account, and should be given plenty of time to understand your rights and choices before having to make any decisions. • You have the right to independent advocacy to help throughout your journey. You can find out more at whocaresscotland.org • For continuing care, you also have the right to a full welfare assessment and a written decision about where you will stay. • For aftercare, you also have the right to: have your needs assessed, to a plan to help you get the support and accommodation you need, a written decision about your needs and an appeal if you disagree with the assessment. Even though it can feel scary, it is really good to learn about your rights, so that you can make the best decisions for yourself. Find out more about Who Cares? Scotland and how we can support you by visiting www.whocaresscotland.org. If you need this resource pack in another format please email firstname.lastname@example.org Think your rights are not being upheld? You can get lifelong advocacy support through THE HELPLINE 0330 107 7540 email@example.com Open 12 noon to 4pm Monday to Friday For more information about your rights you can visit celcis.org, cypcs.org.uk and clanchildlaw.org. Your rights are protected in law under The Children Scotland Act 1995, which was amended by the Children and Young People (Scotland) Act 2014. Complicated words can make it harder to understand what is going on. We have highlighted some difficult words and terms used in this pack and explained what they mean below. **Advocates** - also known as Advocacy and Participation Workers (APWs), are people who can support you to make your views heard or may sometimes speak on your behalf. **Care Leaver** - someone who was taken off their Compulsory Supervision Order on or before their 16th birthday. We prefer to use the term Care Experienced person as we know care doesn't leave you. **Chair of the Hearing** - is the person who will lead the conversation of a Children's Hearing. **Children’s Hearing** - is a legal meeting set up because there are concerns about your wellbeing or the care you are receiving. **Contact** - is when you get to spend time with your birth family that you might not live with. We prefer to use the term 'family time' but in documents and processes it might be called 'contact'. **Compulsory Supervision Order** - this is a formal order made by a Children’s Hearing. It’s for children or young people who need additional protection or support. It means their local authority has to support them and give their family help. It can also mean the child or young person has to live away from their family. **Family Time** - is when you get to spend time with your birth family that you might not live with. This is sometimes called 'contact'. **Local Authority** - this is the local council that is responsible for all public services in an area. **Panel** - at every Children’s Hearing there are always three volunteers, called Panel Members. This is referred to as a 'panel' it is their job to understand your circumstances, listen to your views, and then make decisions about your care. **Pre-hearing panel** - this can be arranged before a Children's Hearing to make decisions on issues before a Children's Meeting. This could be deciding if someone should be included such as a brother or sister. **Reporter** - this person's main job is to make a decision about if a Children's Hearing meeting will take place for a child or young person. If you ever need help understanding different phrases or terms used by professionals in your life, you can get in touch with our Helpline - details are on the back page.
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WELCOME TO CORONATION MONTESSORI PRESCHOOL IN GLENMORE 422 Ballou Place Kelowna B.C. V1V 1V4 Judith Lanaway Director/Owner/Montessori PreSchool Teacher 778-484-3121 email@example.com An Authentic Montessori PreSchool for children 3-5 years old. The child can only develop fully by means of experience in their environment. We call such experience “work.” Maria Montessori (The Absorbent Mind) An Authentic Montessori PreSchool: Has respectful, sensitive, calm, trained teachers who fully understand Maria Montessori’s vision for children and are able to trust that the children will show them the way, specific learning materials and a carefully planned environment that is developmentally suited to the sensitive periods of children who are 3 to 5 years old. - Children learn cooperative social skills - Develop self-control - Learn to take initiative - Develop an analytical mindset - And, most importantly, develop a lifelong joy, love and excitement for learning A Montessori environment is carefully prepared to emphasize learning as a process that cannot be determined by a child’s age. An authentic Montessori school has: > Trained Montessori Teachers > A Multi-age classroom > Using Montessori materials > Child-Directed work > Uninterrupted work periods Our 3 hour class / 3 times per week is ideal for our preschool age children with its consistency of days, an ideal amount of class time for children and a predictable routine with a carefully prepared environment. With some of our covid restrictions still in place for all of our safety, events and gatherings that would normally include all family members may need to be altered as we go along to abide by the current health authority guidelines. The children will be celebrating these occasions during their class time throughout the year and I will be capturing this through photos and will share them with you. **Our class time routine** > ARRIVAL > WELCOME CIRCLE > MONTESSORI WORK (a prepared environment for developmental growth) > SNACK (children delight in enjoying a special snack from home) > OUTSIDE TIME 1. **Individualized Approach:** An authentic Montessori environment supports the individual development of your child. In an authentic Montessori classroom, the environment provides opportunities for your child. A Montessori teacher is an observer and gentle guide in the classroom and assists the child at exactly the right moment without interrupting the child’s pace, concentration or thoughts. Children engage in their work at their own pace while enjoying the beautifully prepared classroom through hands on materials specifically chosen to invite children to engage and explore. Children gain a respect for their environment and feel comfortable and confident in their choices as they mature in their abilities to concentrate and care for their environment. They expand their knowledge and discover a deeper sense of what they are capable of. 2. **Calm and Peaceful Classrooms:** As the children engage in their environment, the classroom becomes calm and peaceful. You will see many children deep in concentration as they choose an activity and work with it for a good long time. Other children are moving in the classroom as they choose an activity and sit down to work, but the movement in the classroom is respectful and purposeful. 3. **A Beautiful Classroom Environment:** Montessori classroom environments are exquisitely prepared with materials laid out by subject on long, low shelves. The materials will be clean and beautiful and alluring to your child. You will see a lot of materials made of wood and glass and natural fibres. Authentic Montessori classrooms have materials that facilitate independence: small brooms & dustpans to clean up, plants and watering cans, sponges and trays, pitchers and glasses, clothes pegs and clothes lines, glass vases and fresh flowers to practice flower arranging, or small applicators to shine metals and mirrors. You will see very carefully selected reading materials. You will also see the most amazing mathematics materials that concretize concepts to facilitate understanding in learning. Lastly, you will see the full complement of Montessori materials that allow your child to learn academic subjects in Language, Mathematics, Geography & Science. 4. Art and Music in an authentic Montessori classroom are very important not only for academic achievement but also for memory, enhancing creativity, improving social skills, improving language and reading skills, enhancing critical thinking, building confidence, creating personal and cultural connections, instilling discipline and for the soothing enjoyment that art and music provide to the soul. 5. **Multi-Age Classrooms:** Authentic Montessori classrooms group children together by three-year age spans. This means children in a class will be 3 - 5 years old. Older children model respectful behaviours and advanced work that the younger children will eventually one day experience. Younger children certainly benefit from this mentoring—but also the older children, irrespective of personality, are afforded an opportunity of leadership. 6. **Authentic Montessori Outdoors:** Authentic Montessori programs should also provide a beautiful inspiring outdoor area where children can receive all the same benefits as they have in their indoor classroom as well as additional benefits. These include, more physical space for large muscle development, fresh air for lung development, games and role playing activities for social development. An outdoor environment should have many different surfaces and textures for sensorial development. An abundance of plants and trees also enhances sensorial development and will encourage insects, animals and birds to visit. All of this gives children the opportunity for hands on learning in a healthy safe environment. such as growing a garden that they will harvest and enjoy eating. 7. Children are not compared with each other. They all have their own pace and interests and they are respected and nurtured as they move through these periods. Observing, adjusting the environment and individual lessons in the correct use of the Montessori materials as well as an abundance of sensorial and practical life activities will continue to help children develop at their own pace without any stress and will provide the children with a strong sense of independence and security combined with pride in their environment and control over their own learning. Parents will receive updates on their child’s progress throughout the year, both formally and informally. Maria Montessori Inspirational Quotes The child has a different relation to his environment from ours... the child absorbs it. The things he/she sees are not just remembered; they form part of their soul. They incarnate in themselves in the world about them that their eyes see and ears hear. Maria Montessori *The Absorbent Mind* The little child's need for order is one of the most powerful incentives to dominate his early life. Maria Montessori *The Absorbent Mind*, p. 173 These children reveal to us the most vital need of their development, saying: "Help me to do it alone!" Maria Montessori *From Childhood to Adolescence*, p. 65 Repetition is the secret to perfection, and this is why the exercises are connected with the common activities of daily life. If a child does not set a table for a group of people who are really going to eat, if he does not have real brushes for cleaning, and real carpets to sweep whenever they are used, if he does not himself have to wash and dry dishes and glasses he will never attain any real ability. And if he does not live a social life based on proper education. He will never attain that graceful naturalness which is so attractive in our children. Maria Montessori *The Discovery of the Child*, p. 94 “The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.” —Maria Montessori
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Autism: A Guide for Parents and Carers Following Diagnosis Autism: A Guide for Parents and Carers Following Diagnosis Artwork on front cover kindly supplied by Carrie Francis I am pleased to present to you *Autism: A Guide for Parents and Carers Following Diagnosis* and hope that it will provide important help and support to many families of those diagnosed with an Autistic Spectrum Disorder. The need for information at the point of and following diagnosis remains a constant message from families and something that we agreed locally should be one of our key priorities. Families told us that receiving a diagnosis often left them with questions and a need for knowledge which was not always readily available. They expressed a need for something to refer to which would be a single-resource and which would be easily accessible. It would answer their questions, provide them with information, help and support as well as signpost them to further resources should they need them. *Autism: A Guide for Parents and Carers Following Diagnosis* helps give a greater focus on supporting our families within their local communities at as early a stage as possible. We must remain ambitious in what we want to achieve together for our families. We want to equip them with the knowledge and skills that they will require in order to provide support for their children and young people. This will enable them to achieve the very best possible outcomes at every stage of their lives. This guide has been developed with input from staff in a variety of agencies and disciplines and, more importantly, with families of those with ASD. These families have keenly supported the development of the pack and have been wholeheartedly involved in every stage, using their experiences to inform the content of *Autism: A Guide for Parents and Carers Following Diagnosis* so that, with the value of hindsight, other families will receive the information they need at the point of and following diagnosis. We are extremely grateful for their valuable contribution which ensured that we remained focussed on developing a resource that truly meets the needs of the families it is intended for. Allison Williams Chief Executive Cwm Taf Health Board “It is empowering for parents and carers to have their voices heard and their experience valued where ASD’s are concerned and so we welcomed the opportunity to work with professionals in creating Autism: A Guide for Parents and Carers Following Diagnosis. We are proud to have been part of the process. It’s our hope that what we have shared about our personal journeys will help you in your own journey and that this will prove to be a good resource for you, whenever you need information. There were times when we wished we had had something like this.” Parent Representatives Rhondda Cynon Taf ASD Steering Group Acknowledgements We would like to thank everyone involved and who has contributed in developing and reviewing this document. In particular we would like to recognise the valuable contribution made by the families who attended workshops or submitted comments via email – thank you! We would especially like to thank: Caerphilly_________________________________________Anne Fowler (Parent) Cardiff and Vale____________________________________Mark Flagg (Parent) Anne Jackson (Parent) Lynda Morgan (Parent) Carole & Paul Murphy (Parents) Corrina Raessi (Parent) Karen Sullivan (Parent) Michelle Thomas (Parent) Merthyr Tydfil______________________________________Kerry Baker Thomas (Parent) Michelle Galleozzie (Parent) Monmouthshire_______________________________________Mandy & Clinton Davis (Parents) Newport____________________________Amanda & Alexandra Callaghan (Parent and Sibling) Hilary Leadbetter (Parent) Rhondda Cynon Taf____________________Carrie & Tricia Francis (Individual with ASD and Parent) Adam & Christine Jenkins (Individual with ASD and Parent) Joshua & Sarah Morgan (Individual with ASD and Parent) Elise Stewart (Parent) Christine Trevett (Parent) Torfaen____________________________________________Samantha Hughes (Parent) Pam Preece (Parent) Sarah Robinson (Parent) Julie Williams (Parent) Nicola Lear (Aunt) Including parent representatives and family members who have been involved through local support groups who have contributed through discussions held across the South East Wales Region We would also like to thank: - Rhondda Cynon Taf ASD Steering Group who took the lead in co-ordinating, informing and developing this guide - ASD steering groups and ASD Leads for each Local Authority area who were involved in this regional project - Anna Parton for facilitating the parent workshops - Welsh Government for providing the funding to give us the opportunity to take forward this initiative - National Autistic Society and Autism Cymru for their support in developing the pack - Early Support Service for allowing us to use portions of their booklet **Authors** The guide was written by: **Darrell Clarke** Head of Children and Young People’s Service Redesign, Cwm Taf Health Board, and ASD Lead and Chair RCT ASD Steering Group **Heather Smith** Emotional and Mental Health Project Officer, Cwm Taf Health Board **Caroline Poole** Parent and Carer Network Development Officer, Rhondda Cynon Taf County Borough Council **Johanna Manikiza** ASD National Strategic Co-ordinator, Social Services Improvement Agency **Anna Parton** Specialist Dietitian and Parent Autism: A Guide for Parents and Carers Following Diagnosis # Contents | Section | Page | |------------------------------------------------------------------------|------| | Foreword | 2 | | A message from some of our parents | 3 | | Acknowledgements | 4 | | Introduction | 8 | | What is an Autistic Spectrum Disorder (ASD)? | 9 | | Coming to terms with a diagnosis of ASD | 11 | | Characteristics of ASD | 19 | | Social Understanding and Social Behaviour | 20 | | Social Communication | 21 | | Rigidity of Thinking and Difficulties with Social Imagination | 22 | | Anxiety | 27 | | Repetitive Behaviours / Stimming | 30 | | Special Interests / Obsessive Compulsive Disorder | 33 | | Sensory Issues | 37 | | ASD and Other Disorders | 41 | | Communication | 43 | | Supporting your Child with Different Behaviour | 49 | | Top tips for Common Issues | 61 | | Diet | 65 | | Sleep | 66 | | Toileting | 68 | | Play | 70 | | Body Awareness (Behaviour and Boundaries) | 73 | | What about Family, Friends and the Child Themselves? | 77 | | Siblings | 78 | | Extended Family and Friends | 81 | | When do we tell our child they have ASD? | 83 | | Services and Support | 87 | | Therapies / Interventions | 88 | | Education | 99 | | Benefits | 105 | | Useful Contacts | 107 | | References | 118 | | Glossary | 120 | If you have recently learned that your child has an autistic spectrum disorder (ASD), this guide is for you. It has been developed with the help of parents of children with autism, to: - help you understand what autism is - give you a picture of what you and others can do to help your child - tell you about the support that is available - answer the questions that many parents have at this time. You may not want to read it all at once – you may find it more helpful to refer to different sections over time. Throughout this booklet the terms autism, autistic spectrum disorders and the abbreviation ASD are used to cover a range of developmental disorders and terms, which include Kanner’s autism, autistic spectrum conditions (ASC) and Asperger syndrome. In places, we refer specifically to Asperger syndrome. Being a parent/carer or family member can be both very rewarding and very stressful. Dealing with the everyday ups and downs of family life and the world around us is hard enough, but doing it as a parent of a child with Autism can at times seem near impossible. We hope that this document gives you some useful information and points you to how and where you can access further information and help. It has been written with and for parents / carers. We wanted this booklet to acknowledge that you are an important person in your child’s life and often spend more time with your child than any other person, and therefore we hope the information enclosed will go some way in helping you. Inside we have laid out sections with some hints and tips to help you to help your child fulfil their full potential. Your life may indeed feel or be very different after your child’s diagnosis, but different doesn’t necessarily mean ‘bad’ or ‘wrong’, it may just mean different. With all good wishes... An Autistic spectrum disorder (ASD) is a developmental disorder which affects the way a person communicates with and relates to other people and the world around them. The way in which people are affected varies from one individual to another and by age and intellectual functioning. Children with ASDs are affected in a variety of ways and to very different degrees. This is why it’s called ‘the autistic spectrum’. Autism can affect children with any level of intellectual ability, from those who are profoundly learning disabled, to those with average or high intelligence. So, having an ASD doesn’t necessarily mean that you have learning difficulties. The more seriously affected children at one end of the spectrum have learning difficulties as well and require high levels of support. At the other end of the spectrum, some people with Asperger syndrome or ‘high-functioning autism’ are very intelligent academically. They may go on to be successful in their chosen field. However, they still experience significant social and communication difficulties. ‘It’s as if your child’s brain has been wired up in a different way to usual. This doesn’t change, but the ways in which it shows itself, and the extent to which it shows itself, do change.’ — Early Support ‘It’s nothing that you’ve done. A child doesn’t become autistic. It’s in them already. They don’t learn to be autistic.’ — Early Support What are the signs and characteristics of autistic spectrum disorders? Children with ASDs have significant difficulties relating to other people in a meaningful way. It is very common for ASD children to have profound sensory issues. This, combined with the triad of impairments, means that children with autism experience the world very differently. The ‘triad of impairments’, or ‘the three impairments’ are issues with: - social interaction — difficulty understanding social ‘rules’, behaviour and relationships, for example, appearing indifferent to other people or not understanding how to take turns - social communication - difficulty with verbal and non-verbal communication, for example, not fully understanding the meaning of common gestures, facial expressions or tone of voice • rigidity of thinking and difficulties with social imagination — difficulty in the development of interpersonal play and imagination, for example, having a limited range of imaginative activities, possibly copied and pursued rigidly and repetitively. It is usual that all children with a diagnosis of autism have difficulties in all three of these areas. However, the ways in which they manifest themselves vary enormously. This can make autistic children very anxious. In this guide we will aim to help you understand the characteristics of autistic spectrum disorders in more detail. Coming to terms with a diagnosis of autism or a related condition First, there are two very important things to remember: 1. It’s not your fault The fact that your child has an ASD has nothing whatsoever to do with the way that you have been looking after them. The causes of autism are as yet unknown, but we do know for certain that autism is not caused by parenting. Parents of young children with ASDs are just like everyone else. Autism affects children from all walks of life and in all countries and cultures. 2. You aren’t alone According to the Welsh Government’s Strategic Action Plan for Autism (2008), there are 60 per 10,000 individuals with ASD in Wales. Many other parents are going through what you’re going through and there are many who are further on in their journey. Recent research suggests that one in every hundred children is affected by autism. The way in which a diagnosis has been made will vary from one person to another. For some it will have been a relatively straightforward process but for others it may have taken months or even years. For some parents, receiving a diagnosis is a shock as they may not have realised that their child had an ASD. For others, there may be feelings of relief following a long time of knowing that there was something different about their child. “[Getting a diagnosis] meant I could start to live and get the best out of life for my son.” — [Parent] “..we finally held the missing puzzle piece. This helped as we could now justify typical autistic behaviour and learn how to tackle and resolve arising situations.” — [Sibling] There is no right or wrong way to feel about your child being diagnosed with an ASD. Parents experience a variety of emotions around this, and these can often change on a daily basis. It is quite normal to experience feelings such as: | Sadness | Guilt | |---------|-------| | Anger | Frustration | | Relief | Fear | | Denial | Grief | Some families go through a process that starts with shock and an inability to do anything, and then moves through anger to some sort of acceptance. Different family members are likely to take a different amount of time to go through this process. But parents of children with autism emphasise that it really helps when you reach a point at which you can begin to accept the situation. Within the family, other people will also be coming to terms with the diagnosis and this may take some time with some taking longer than others to do so. Difficulties may arise when people are not experiencing the same feelings, or not experiencing the same feelings at the same time. It is important to realise that individuals will feel differently, and to try and have some understanding about this. Talking about problems will often help with family understanding, but is usually only a good idea when all those involved are ready to do so. “...my mum has become involved and founded a support group for parents of autistic children. As a result of this I am fortunate enough to have had multiple opportunities to attend group meetings and various seminars that have offered a lot of help, advice and information on how autistic people think, act and function.” — [Sibling] “If you can, find a parent support group so that you are supported and don’t feel so alone.” — [Parent] Having a child with an ASD can provide a lot of stress within the family due to the needs or behaviours of the child. This will more than likely have been the case for a long time before the diagnosis is received. This can cause tension for individuals and also tension within relationships in the family. Disagreements about the way to manage behaviours or the way to move forward can occur. However, it is important to remember that your child is still the same child they were before they received their diagnosis; they have not changed. The only change is that now you have a diagnosis you will be better able to understand your child and their needs. “I am a very lucky lady to have the honour of having my son. Autism in our house stands for Always Unique, Thoughtful, Intelligent, Smart Mam’s boy. I did not know so many qualities could be in one person. Autism found him; he has made me a better person.” — [Parent] A Always U Unique T Thoughtful I Intelligent S Smart M Mam’s Boy Some top tips following diagnosis: - When you feel ready, consider contacting / joining a support group - Talk to someone you trust and feel comfortable with about how you are feeling - Don’t forget that extended family can be affected too and may need help / support - Remember you are a very important person in your child’s life and you have needs too! - Write down any questions you may have so that you can take them with you to future appointments — there is a notes page for you to use at the end of this section - Learn about autism — there are some books, DVD’s and websites recommended in this booklet - Just remember, you are not alone Where else can you get information? - Local Authority — contact your Family Information Service and Parent Support Officers for details of support groups in your area and also ask for details of any parent support programmes they can offer - www.ASDinfoWales.co.uk the e-resource for ASD in Wales - Your Health Visitor may have some good advice and strategies that you can use - Awareness Raising Packages from Welsh Government Website http://wales.gov.uk/topics/health/nhswales/majorhealth/autism/?lang=en - The National Autistic Society (NAS) parent support helpline 0845 070 4004 - The NAS will also be able to tell you if there is an EarlyBird or EarlyBird Plus programme running in your area www.autism.org.uk - Contact a Family parent support helpline 0808 808 3555 or email firstname.lastname@example.org website www.cafamily.org.uk - Cerebra parent support helpline 0800 328 1159, or email email@example.com website www.cerebra.org.uk - Early Support Wales offer free training for parents and have a useful free booklet on autistic spectrum disorder. Telephone 029 2034 2434 and ask to speak to the Early Support administrator website www.earlysupportwales.org.uk Welcome to Holland By Emily Perl Kingsley I am often asked to describe the experience of raising a child with a disability — to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It’s like this... When you’re going to have a baby, it’s like planning a fabulous vacation trip — to Italy. You buy a bunch of guidebooks and make your wonderful plans. The Coliseum, the Michelangelo David, the gondolas in Venice. You may learn some handy phrases in Italian. It’s all very exciting. After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, “welcome to Holland”. “Holland?!” you say, “What do you mean, Holland?” I signed up for Italy! I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy. But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay. The important thing is that they haven’t taken you to some horrible, disgusting, filthy place, full of pestilence, famine and disease. It’s just a different place. So you must go out and buy a new guidebook. And you must learn a whole new language. And you will meet a whole new group of people you would never have met. It’s just a different place. It’s slower paced than Italy, less flashy than Italy. But after you’ve been there for a while and you catch your breath, you look around, and you begin to notice that Holland has windmills, Holland has tulips, Holland even has Rembrandts. But everyone you know is busy coming and going from Italy, and they’re all bragging about what a wonderful time they had there. And for the rest of your life you will say, “Yes, that’s where I was supposed to go. That’s what I had planned.” The pain of that will never, ever go away, because the loss of that dream is a very significant loss. But if you spend young life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland. Celebrating Holland — I’m Home! By Cathy Anthony I have been in Holland for over a decade now. It has become home. I have had time to catch my breath, to settle and adjust, to accept something different than I’d planned. I reflect back on those years of past when I had first landed in Holland. I remember clearly my shock, my fear, my anger — the pain and uncertainty. In those first few years, I tried to get back to Italy as planned, but Holland was where I was to stay. Today, I can say how far I have come on this unexpected journey. I have learned so much more. But, this too has been a journey of time. I worked hard. I bought new guidebooks. I learned a new language and I slowly found my way around this new land. I have met others whose plans had changed like mine, and who could share my experience. We supported one another and some have become very special friends. Some of these fellow travellers had been in Holland longer than I and were seasoned guides, assisting me along the way. Many have encouraged me. Many have taught me to open my eyes to the wonder and gifts to behold in this new land. I have discovered a community of caring. Holland wasn’t so bad. I think that Holland is used to wayward travellers like me and grew to become a land of hospitality, reaching out to welcome, to assist and to support newcomers like me in this new land. Over the years, I’ve wondered what life would have been like if I’d landed in Italy as planned. Would life have been easier? Would it have been as rewarding? Would I have learned some of the important lessons I hold today? Sure, this journey has been more challenging and at times I would (and still do) stomp my feet and cry out in frustration and protest. And, yes, Holland is slower paced than Italy and less flashy than Italy, but this too has been an unexpected gift. I have learned to slow down in ways too and look closer at things, with a new appreciation for the remarkable beauty of Holland with its’ tulips, windmills and Rembrandts. I have come to love Holland and call it Home. I have become a world traveller and discovered that it doesn’t matter where you land. What’s more important is what you make of your journey and how you see and enjoy the very special, the very lovely, things that are Holland, or any land, has to offer. Yes, over a decade ago I landed in a place I hadn’t planned. Yet I am thankful, for this destination has been richer than I could have imagined! Notes A little girl in a pink sweater and jeans holds her father's hand as they walk down a dirt path. Characteristics of ASD Characteristics of ASD This section will try to explain the characteristics of autism in more detail: - Social understanding and social behaviour - Social communication - Rigidity of thinking - Anxiety - Repetitive Behaviours / Stimming - Special Interests / OCD - Sensory issues As we mentioned earlier in this pack, children with ASD’s are affected in a variety of ways and to very different degrees, and this is why it is called a spectrum. It is important to remember that the autism spectrum is broad and therefore different individuals with ASD may display all or only some of the characteristics described in the following sections. Social understanding and social behaviour When they are born, most babies seem ready to become sociable and develop communication skills. Young children just seem to know that other people are important to turn to for comfort, to share moments of pleasure with, to look to for guidance and to learn from. Children with ASDs find this all very difficult. They may seem less interested in people. They find it hard to see things from another person’s point of view. They often seem trapped in a world of their own. Some may like being sociable and tactile but don’t seem to understand how to do these things. A young child with an ASD can’t make sense of people, and may find them frighteningly unpredictable. They may: - seem to relate better to objects than people - show preference for individual activity - only tolerate approaches from very familiar people - are more adult orientated than peer orientated - only be receptive to approaches from people they know well - not want to be comforted in distress - seem to use people as a means to an end – for example, by taking someone’s hand to obtain something out of their own reach - have a poor understanding of social rules and conventions Social communication (verbal and non-verbal communication) Children with ASDs may not be eager to communicate. They may not be ready to learn things that other children learn naturally and therefore don’t have the chance to tune into language in the same way. They find it very hard to make sense of the things that happen around them. Words may mean very little to them and they may be unable to link what they see with the things being said to them. Young children with ASDs not only have difficulty making sense of words but also with reading non-verbal messages in facial expressions and gestures. This makes it difficult for them to learn what is expected of them, and to recognise when someone is happy or upset and what that means. A young child with an ASD may: - develop speech in a way that is slow, disrupted or disordered – or may not develop speech at all - often use words out of context and without trying to communicate - show little desire to communicate socially - not respond when spoken to - develop expression before understanding - talk at, rather than to - echo words other people say — straight away, or later (this is sometimes called echolalia) - use words and then ‘lose’ them (not use them again) - not use eye contact as a natural part of communication - not appreciate the need to communicate information have poor grasp of abstract concepts and feelings - rarely understand or use gesture - develop a pointing gesture, but use it to indicate need rather than to share an experience. ‘The concepts of physical and mental impairment are fairly easy for people to grasp, but the idea of social impairment is much more difficult to understand (and to explain).’ — Early Support Rigidity of thinking and difficulties with social imagination Imagination helps us understand the world and predict and see the perspective of other people. Children with an ASD are unable to do this to any great extent. When pretend play begins to appear in children who don’t have an ASD, it’s a sign that imagination is beginning to develop. In children with ASDs this process occurs very slowly, in unusual ways, or not at all. Problems of imagination show themselves in different ways. Some children never seem interested in what a toy is or what it represents. They may focus on the features of the toy such as the wheels of the car or the box the toy came in. Other children may run the toy car in and out of a garage, but don’t act out more complex stories. Some children seem to act out stories or take on particular characters, but the story turns out to be an imitation of a video or book. This doesn’t mean that children with autistic spectrum disorders don’t have any imagination, it just means they tend to have less ability in this area and they tend to be less interested in sharing their imaginative ideas than other children. Some children with ASDs learn to talk easily, but find it hard to understand communication that is not literal. Expressions like ‘I laughed so much I nearly died’, or ‘If you eat any more you’ll burst’, can be very frightening for them. They may have difficulties understanding that a phrase or story is not real. Problems with imagination make the world a very uncertain place, so children with ASDs find reassurance in setting up routines and patterns that they can control. Repetitive behaviours and routines are a common feature of ASDs. A young child with an ASD: - cannot easily make sense of sequences and events - may become distressed if a familiar routine changes - may impose routines on others - will often engage in stereotypical body movements (for example, some children will flap their hands, some may rock back and forth) - will often resist new experiences, for example trying different foods or wearing new clothes - cannot deviate from one way of doing things - may be tolerant of situations and then over-react to something minor - may find it hard to work out what other people are going to do, and cannot make sense of why other people do what they do - they are unable to take someone else’s perspective or point of view - will only develop symbolic play slowly – if at all (symbolic play is play which involves pretending and using imagination) - will often pay particular attention to unusual details and struggle to see the bigger picture - can develop extreme behaviours to avoid some things/experiences. These pin people illustrate some of the ways in which autism is displayed (Adapted from *Autism is…*, National Autistic Society, based on illustrations used by Professor J. Rendle-Short, Australia and National Society for Autistic Children USA) - Displays indifference - Joins in only if adult insists and assists - Indicates needs by using an adult’s hand - One-sided interaction - Echolalic – copies words like parrot - Inappropriate laughing or giggling - Does not play with other children - Talks incessantly about only one topic - Variety is not the spice of life - Bizarre behaviour - No eye contact - Lack of creative, pretend play - Handles or spins objects - But some can do some things very well, very quickly, but not tasks involving social understanding Our Journey By Josh (JJ) and Carole Murphy We’re on a journey Josh and I It started several years ago We’ve met many people along the way Who’ve told us that they “know” At first we listened carefully Waiting for answers and help to come Waited for the map and the directions But we’ve now learned there are none So we are finding our own way Josh and I Plotting our course as we go We get lost, and take wrong turns But we are the ones that “know” We’re not sure of our destination But we’ve learned that that’s OK We are having some great adventures And there’s much laughter along the way. A mother and son sit on a large rock, smiling at the camera. The background features a grassy hillside and a cloudy sky. Notes Anxiety One of the things that many parents talk about is how anxious their child seems to be. High levels of anxiety in children with an ASD are often a common feature and it is this feeling of anxiety that might be causing some of the behaviours that you may see in your child. Your child might be feeling anxious about something but is not able to tell you. In fact the way of communicating their anxiety is often through behaviour. Some of the behaviours you might see are: - Tantrums and aggressive behaviour - Becoming withdrawn and resisting any interaction with others - Experiencing pain - Become distressed The reason anxiety is mentioned at this point in this booklet is because anxiety is not always talked about when your child is diagnosed. But being aware that your child might be anxious about something is such an important part of helping your child. Anxiety and autism go hand in hand and it is more prevalent in children with autism because they have difficulty making sense of the world around them and understanding social rules. Causes of anxiety are numerous, which makes it very difficult for parents to know what to do or how to react. We all experience anxiety, it is part of our everyday life and we all react to stressful situations in a way which is personal to us, but the symptoms of anxiety are often similar. Think of a time when you have felt anxious, you may have experienced feelings such as being scared, panic, increased heart rate, sweating, sickness, not knowing where to turn or what to do next, loss of confidence etc. These are unpleasant feelings and can impact our mood, energy levels and behaviour, so imagine what it must be like to feel anxious every day of your life but not understand why. Children with ASD experience anxiety for a variety of reasons, which can include: - meeting strangers - being given too many choices - not being able to communicate their needs - changes in routine - new activities or places - experiencing unpleasant sensations, eg dog barking, flashing lights, crowded and noisy environments, overpowering smells - transition from one activity to another — even small transitions - trauma - remembering unpleasant events eg having a haircut, seeing the dentist or doctor, which when being asked to repeat makes them anxious 'Reality to an autistic person is a confusing, interacting mass of events, people, places, sounds and sights. There seem to be no clear boundaries, order or meaning to anything. A large part of my life is spent just trying to work out the pattern behind everything. Set routines, times, particular routes, and rituals all help to get order into an unbearably chaotic life.' (Joliffe, 1992, p16) Sometimes, children with an ASD can be anxious about more than one thing at a time causing overload, which could then lead to extreme anxiety behaviours (meltdown). Below is the analogy of a bucket overflowing. When levels of anxiety get too high it can result in the extreme anxiety and inappropriate behaviour. ![Diagram of a bucket overflowing] For all of these reasons and more, it is no wonder that children with ASD experience anxiety. Their quest in life can become one of routine and predictability. Some children may want to control situations or take part in things only on their terms. This might be because being in control reduces their anxiety levels. **Some top tips for managing your child’s anxiety:** - Always consider anxiety levels when deciding how to manage your child’s behaviour or when introducing them to change or new activities. - Be empathetic — remember how it feels when you are anxious - Allow for the autism - be patient and tolerant - Maintain a neutral and calm tone of voice - your own anxiety, anger or frustration can make a child more anxious - Keep a diary of your child’s behaviour and you may be able to identify a trigger for their anxiety - Establish routines and stick to them. If you do need to change a routine, provide your child with as much notice that is possible. Explain what is going to happen instead - Small transitions can be a big deal to a child with an ASD eg taking a bath and then cleaning teeth straight away might cause anxiety. Allow time between activities wherever you can - Give one instruction at a time - Give your child time to process information - ‘Fiddle toys’ such as stress balls, play dough, etc may help a child to lower their anxiety levels - If your child is upset, distressed or behaving in a challenging way, consider whether this is being caused by sensory issues. Sometimes it may be the fear of what might happen which will make them anxious - Identify a ‘safe place’ that your child can go to when they are feeling anxious, for example their bedroom. Provide your child with a time out mechanism for when things are getting too much. Use of a ‘time out’ or ‘break’ card can be useful or even coloured cards to relay how they feel eg red might mean time out now, green might mean okay for now. Alternatively, you could have a verbal code or hand gesture. If your child is older you could try teaching them an anxiety scale using numbers eg 1=calm 2= very happy 3=feeling worried 4=very anxious 5=extreme anxiety behaviours - If your child has a way of calming themselves which you find difficult or annoying, be tolerant as your child is doing this to reduce the unpleasant feelings they are experiencing - Help your child to understand social rules. Social stories or visual structures can be helpful - Learn as much as you can about autism Repetitive Behaviours/ Stimming The term repetitive behaviour is used to describe specific types of unusual or seemingly odd behaviours that are often seen in children with autism. Repetitive behaviour is sometimes referred to as self-stimulating behavior or stimming. This behaviour may involve any or all of the senses in various degrees in different individuals. Several examples are listed below: - Visual — staring at lights, blinking, gazing at fingers, lining up objects - Auditory — tapping fingers, snapping fingers, grunting, humming - Smell — smelling objects, sniffing people - Taste — licking objects, placing objects in mouth - Tactile — scratching, clapping, feeling objects, nail biting, hair twisting, toe-walking - Vestibular — rocking, spinning, jumping, pacing - Proprioception — teeth grinding, pacing, jumping Some repetitive behaviours are very obvious while others are more subtle and hard to detect such as blinking or eye rolling, tapping fingers and mild hair twisting. We all engage in some of these behaviours occasionally, especially when we are stressed. However, your child may engage in these activities excessively to the point that they interfere with learning or daily living activities. Why Repetitive Behaviour? It’s not completely clear why repetitive behaviour almost always goes with autism, but it is the case that children with ASD experience a lot of chaos in their world and repetitive behaviour is a way of bringing predictability to an otherwise unpredictable and frightening world. Some of the reasons children adopt repetitive behaviour are outlined below: - Self regulation, which helps the child become calm and overcome situations of stress or upset - Demonstrates excitement - Provides the child with an escape route when they are overworked or wound up - Makes the child happy. Some children find the behaviour pleasurable even if causing injury to themselves - Provokes a reaction from others, which reinforces the behaviour - A way of avoiding a task or activity Some children learn to monitor their behaviours so they can engage in them in ‘safe’ environments (at home rather than at school or out in the community). No matter what repetitive behaviour your child engages in, you need to understand this is something that they need to do in order to find peace in their autistic world. “My son taps repetitively on every surface. On the basis of ‘if you can’t beat them, join them’ we got him a drum kit. If he gets cross, angry or frustrated he goes and plays drums which helps him calm down and he is a grade six drummer now which gives him something to be proud of.” —[Parent] Some top tips for managing your child’s repetitive behaviours / stimming: ◆ Be patient and tolerant — allow for the autism ◆ If the behaviour is causing or likely to cause your child harm, ask to be referred to an Occupational Therapist who might be able to help reduce or change these behaviours ◆ Become a detective — observe your child and try to understand the underlying causes of the behaviour, what has happened in that day, what is due to happen, has anything been different, are you wearing a new perfume, etc ◆ Keep a behaviour diary ◆ Don’t reprimand your child for their behaviour — ignore the bad but always give lots of praise for good behaviour ◆ Read the section in this booklet about supporting your child with different behaviour ◆ Remember there will be a reason that the behaviour is happening. As well as the autism look out for signs of sensory or medical problems ◆ Learn about autism — there are some books, DVDs and websites recommended in this booklet Special Interests / Obsessive Compulsive Disorder “It is not uncommon for autistic people to become fixated on past events, animals, places and people! This can be very interesting because they may feel comfortable sharing information and facts with you, which will give you a chance to bond with them in a way that they feel comfortable.” — [Sibling] All children have favourite things games, films, toys but most children can be distracted or engaged in another activity without too much fuss. Also most children like interaction with other people in order to get the most enjoyment from their activities. However, some children with ASD seem to develop interests in a way that makes it seem as though they are obsessed. These interests are usually referred to as ‘special interests’ and to a child with ASD they might be the most important thing in their life. Children with ASD normally develop interests that do not involve anyone else, where they can retreat into their own little world for hours and hours, whereas other children might want to talk non stop about their interest, which in turn makes it difficult for them to develop friendships. These interests are different to repetitive behaviours but some of the reasons for the special interest can overlap, such as: - Reducing anxiety - Maintaining a sense of calm - Makes them happy - A way of avoiding another task or activity To others some of the interests of children with ASD may appear utterly pointless or mind numbingly boring but the child will be experiencing something completely unique to them. For some children their ability to focus on detail will mean that they are experiencing something completely beyond your imagination. “…it is important to use the interest as a means to share interest, open communication…” — [Parent] Special interests can be anything from weird to wonderful. Some of the more common examples of special interests in children might include: - Lining up toys eg cars, trains etc - Drawing - Counting - Watching things spin - Dinosaurs - Cartoon characters - Thomas the tank engine - Types of cars As with repetitive behaviours children can become engaged in their special interest if they are feeling anxious or scared, but the reality is that they have an uncontrollable desire to involve themselves in these things because their interest is real and their enjoyment and satisfaction is real. Children with an ASD will normally have one special interest at a time, but they often change as the child develops and experiences more things. Special interests can interfere with learning or daily living activities but they can also be used to motivate and engage with your child. Some of the most famous autistic people have developed successful careers from their special interest. “Even though my son had great difficulties working in a group and turn taking, his keen interest in music allowed him to overcome his difficulties. We encouraged him to join in workshops and group music sessions, and this helped him to work on his social skills and team work, with like-minded people. He is now a valid member of a rock group and enjoys performing in gigs throughout the area.” — [Parent] Some top tips for managing your child’s Special Interests: - Be patient and tolerant — allow for the autism - Empathise with your child, show them that you know how important their interest is to them - Don’t tease the child about (or criticise) their interest - If the interest is interfering with learning or daily activities, try offering specific times for them to spend on their special interests and once agreed don’t waiver on this unless you have given advanced warning - Look for ways to expand your child’s special interest - Learn more about what they are doing and talk to your child about their interest, this might help you to engage more with your child - If you are travelling try to take their special interest with you so that they have an instant comforter if they are feeling anxious or to stop them from becoming bored - Remember, to you the special interest may seem pointless or silly, but to your child it might be the most precious thing in the world - Learn about autism — there are some books, DVDs and websites recommended in this booklet Notes Sensory Issues in Autism The seven senses are sight, hearing, touch, smell, taste, balance (vestibular) and body awareness (proprioception). In individuals with autism, the brain sometimes processes sensory information differently to those without ASD. Everybody is different and therefore individuals will experience things differently and respond in different ways. “… early on the OT identified proprioceptive problems, but this was not viewed by us as ASD, but now we can see it’s part of the triad.” — [Parent] Sometimes these different sensory perceptions can cause pain, distress, anxiety, fear or confusion and result in ‘challenging’ behaviour as the individual tries to block out what is causing the problem. In some cases the senses may work too well and the brain receives too much information (hypersensitive) or not well enough where the brain doesn’t get enough information (hyposensitive). When the senses are hyper you may find that individuals with ASD rock, flap, spin, hit their ears, etc as a way of trying to block out the overload that they can’t tolerate and to help them to calm down or relieve the pain. In cases where the senses are hypo individuals may make or seek out noises, bang objects, etc as a way of causing more sensations and getting the senses to work better. Things to look out for: **Hypersensitive** - Dislikes dark and bright lights - Looks at minute particles, picks up smallest pieces of dust - Covers ears - Dislikes having their hair cut - Resists touch - Avoids people - Runs from smells - Moves away from people - Craves certain foods - Uses tip of tongue for tasting - Places body in strange positions - Turns whole body to look at something - Difficulty walking on uneven surfaces - Becomes anxious or distressed when feet leave the ground **Hyposensitive** - Moves fingers or objects in front of the eyes - Fascinated with reflections, brightly coloured objects - Makes loud rhythmic noises - Likes vibration - Likes pressure, tight clothes - Enjoys rough and tumble play - Smells self, people and objects - Seeks strong odours - Mouths and licks objects - Eats anything - Rocks back and forth - Lack of awareness of body position in space - Spins, runs round and round - Bumps into objects and people *Taken from ‘Sensory Issues in Autism’ by the Autism and Practice Group, East Sussex County Council* Examples of sensory issues that your child may experience include: - The brain tries to process everything at once without filtering out unimportant things like background noise, wallpaper, people moving about, the feel of clothes on their skin, etc resulting in sensory overload. - Sometimes there is an inability to separate foreground and background information so that everything is seen as ‘a whole’. For example, when they look at a room they will see everything at once and so even when something small is changed they will notice. This will make the room look ‘wrong’ and can cause fear, stress and frustration. - When there is too much information to be processed at the same time it may be difficult for children with autism to break a whole picture down into meaningful units. For example, when talking to someone we will see their whole face but some people with autism may see eyes, nose, mouth, etc as individual things which all need to be processed separately. This makes it more complicated to process information and can lead to the child focussing on only one aspect or not having enough memory to process everything. - Sometimes it can take time to process information, particularly if there are distractions (eg background noise, scratchy clothing, etc), if there is a lot of information to process or if the context changes (eg they may learn to make a cup of tea in the kitchen but be unable to transfer that skill to a different kitchen). - In some cases senses become distorted which may mean that the autistic child sees, hears, smells, tastes or feels something different to everyone else. “When my son was older he explained to me ‘When I was a baby I remember having a strange object thrust into my mouth which I found quite annoying. It had a very strange taste and an even stranger texture. Also, when I sucked on it, it made the most awful squeaking noise.’ I now realise the reason why my son got so distressed when a rubber teat on a bottle or dummy was put into his mouth!!” — [Parent] - At times one of the senses may appear ‘shut down’ as a way of the child coping with sensory overload. For example, when noises become unbearable the child may appear to be deaf because this enables them to cope and to allow their other senses to work better. - Due to the difficulties outlined above, some children will use some senses to compensate for others. For example, they may smell, lick or touch objects, or watch their feet whilst walking, etc. It is important to remember that when people are tired, unwell or stressed their tolerance levels are affected and this is also true of a child with ASD’s ability to tolerate sensory stimuli. Therefore, try to learn what sensory issues your child may have and the ways in which they cope with these so that you can understand and support them. Below is a list of things that may be helpful and things that may challenge your child. Through observation you may be able to tell if suggestions on the list, or something similar, are relevant to your child. “My son can only wear certain types of socks, as he gets very agitated by the join line on the toe section. We also had to cut out the labels in clothes as this also caused sensory issues.” — [Parent] | These things might help me | These things might challenge | |---------------------------|----------------------------| | Look to the side of my face or over my shoulder when you are interacting with me | Direct eye contact | | Address what you are saying to the wall | Direct communication | | One person talking to me at a time | More than one person talking to me, other people’s conversations | | Neutral odours | Perfume, aftershave or other scents | | Plain clothes | Patterned clothing | | Dull coloured clothing | Bright coloured clothing | | Uplighters | Strip lights | | Red or green bulbs | Bright or white light, bright sunshine | | A quiet environment | Kettles, engines, traffic sounds, phones | | Quiet personal care | The toilet flushing, running water, fans | | Consistency | Different people responding to me in different ways | | One thing at a time | Being bombarded by a lot of information | | Knowing what is happening next | Unpredictability and chaos | *Taken from ‘Sensory issues in Autism’ by the Autism and Practice Group, East Sussex County Council* **Some top tips relating to Sensory Issues:** - Observe your child and try to learn which sensory issues they may have — the more you can learn and understand, the easier it will be to support your child - If your child is upset, distressed or behaving in a challenging way, consider whether this is being caused by sensory issues. Sometimes it may be the fear of what might happen which will stress them - Be aware that your child may only be able to utilise one sense at a time. For example, when they are looking at something they may not hear you - When you’ve identified issues which trigger sensory problems, try to avoid these where possible - Follow a routine, where possible, to try and avoid sensory overload and stressful situations - Have a quiet time / space so that your child can relax and regain their composure Notes Some children have other difficulties which are not directly related to their ASD, such as dyspraxia, dyslexia or attention deficit hyperactivity disorder (ADHD). It’s important to seek an assessment of any other conditions, as this affects the sort of support that will best meet your child’s needs. Sometimes individuals with an ASD have another disorder as well. Some conditions appear to affect individuals with ASD more frequently, although it is sometimes difficult for professionals to ascertain whether symptoms are part of the ASD or another condition. Some of these disorders are: - Dyspraxia - Dyslexia - Depression - Anxiety - Epilepsy - Obsessive Compulsive Disorder (OCD) - Attention Deficit Hyperactivity Disorder (ADHD) - Tourette’s Syndrome It is important to recognise that individuals with ASD are not excluded from other mental health and physiological conditions. Notes Communication Individuals with ASD have difficulties with both social communication and social interaction, and this can cause problems in giving information to and gaining information from your child. Being aware of these difficulties and adapting your own communication style will go some way to ensuring that your child understands what you are asking them and ensuring you get the most accurate response. Long questions and explanations can cause confusion for someone with ASD, so try to avoid using them. People with ASD will often have a very literal understanding of language. Idioms, metaphors and similes may be very confusing or create misunderstandings. Here are some examples of everyday sayings that can cause confusion for an individual with ASD: **Idioms:** - Make up your mind - You’re barking up the wrong tree - Pull your socks up - Don’t make a mountain out of a molehill - That’s the pot calling the kettle black **Metaphors:** - She’s an old flame - Dad is a rock - You are an angel - Bill is a snake - My head was spinning **Similes:** - He is as rich as a king - She is as cool as a cucumber - You are as cold as ice - As bright as a button When interpreted literally, these phrases are very strange and can have a totally different meaning so avoid using them. Don’t be misled by the individual using metaphors, it does not necessarily mean they will understand yours, especially if they are not familiar with them. People with ASD often have an unusual way with eye contact and some describe feeling uncomfortable with maintaining eye contact. Just because your child is not maintaining eye contact does not mean that they are not paying attention to you. Because people with ASD may have problems interpreting social cues such as eye contact and body language, they may not realise that you are addressing them. Start by saying their name and making sure you are in their view before speaking. If your child has sensory problems, it may be difficult for them to focus on what you are saying if the area around them is busy. Try and reduce noise, smells and bright lights before talking to them. “I discovered that we could have longer and deeper conversations over a cup of hot chocolate by candle light or with the dimmer switch turned down, and also by speaking ‘through’ glove puppets in his toy puppet theatre.” — [Parent] “Loud noises, including shouting, make my son just shut down and then you can’t reach him. My son is always better being shown things rather than told where possible.” — [Parent] We often use analogies to try and explain things to children in simpler terms. For example, if we are trying to explain why a child needs to eat his dinner, we might talk about it being like putting fuel in a car and explain that if the car doesn’t have enough fuel it will break down. It is difficult for a child with ASD to link this sort of an explanation with the original problem you are trying to explain. Try and use facts to explain things instead of analogies. Someone with ASD may need more time to process and understand what you are saying. Pausing frequently and allowing them to think, and allowing a longer time for a response can help. Try not to rely on your tone of voice, facial expression or eye contact to convey a message as the individual with ASD may not be able to understand these subtle ways of communicating. Sarcasm is even more confusing and often relies on somebody reading tone of voice, facial expression and then contrasting them with the words being used. Individuals with ASD will often be unable to do this, and will assume the words used are accurate. So if your child’s hair is looking messy, say this rather than saying it looks lovely and making a funny face. “When our son was 17, about six months after his Asperger’s diagnosis, he was just beginning to make sense of what it meant for his past experiences. He told me that he’d always thought I’d been angry with him a lot of the time. Unless I was laughing, smiling or obviously happy then he’d thought that actually I was angry. I felt sad but I started to do two things: I gave clearer facial signals, including smiling much more; and if we were having a conversation about something important or difficult we agreed to tell each other ‘this is how I’m feeling now…’ including, if necessary, saying ‘I am upset and I feel angry…’” — [Parent] In a similar way, a child with ASD may not support their verbal communication with body language, facial expression or changes in tone of voice. If they do use these forms of communication, they may not accurately reflect how the person is feeling so be careful not to make assumptions. Using generalised questions may produce misleading answers, eg “How are you feeling?” may get a learned response of “very well, thank you”, but asking “have you got a sore tummy?” may get a “yes”, because it is a specific question. “When caught chewing gum in the school corridor, he was told ‘spit that gum out boy’. When he spat the gum onto the corridor floor [the teacher] thought he was being arrogant.” — [Parent] People with an ASD often do not offer any more information than they are asked for. For example, if asked “can you reach the milk out of the fridge?” they may answer “yes”, but may not offer additional information such as “but only if I stand on tip toes on top of a box”. When giving information or teaching someone with ASD, it is often helpful to use pictures or photographs. Always check that the child has understood what you have told them by asking them to explain it to you. **Some top tips for supporting communication:** - Ensure you have their attention, say their name before beginning - Minimise sensory distractions such as noise, bright lights and busy rooms - Use a clear, calm voice - Keep things short and simple - Allow your child some time to process information and check that they’ve understood - Beware of using idioms, metaphors and similes — ensure they know what you mean - Use facts to explain things, avoid analogies and never use sarcasm - Don’t rely on body language, gestures and tone of voice - Ask specific questions - Use pictures to help explain things - Always check you have been understood Notes Three children running through a field with pink balloons. Supporting your child with different behaviour Supporting your child with different behaviour Everyone displays ‘behaviour difficulties’ at some time because it is a way of communicating what they are thinking or feeling. Those with autism may seem to display challenging behaviour more frequently than other children but this is because they see the world differently. They do not always understand social rules, may have difficulty expressing themselves and may struggle to cope with changes in routine and understanding how other people may be feeling, all of which can lead to very stressful situations for them. This, together with any sensory issues they may have, can be overwhelming for them to deal with and their only way to cope and to let you know that they are struggling is through inappropriate or ‘challenging’ behaviour (sometimes described as tantrums, rage and meltdowns). Tantrums, rage and meltdowns can mean different things for different individuals but they usually occur in three stages which are rumble, rage and recovery (diagram below). The rumble phase is the start of the behaviour, also known as the trigger or antecedent. It is the most important phase because this is the point where the child is building up to the rage phase and there are usually opportunities to defuse the situation. Every child is different but you may notice certain ‘rumbling’ behaviours such as fidgeting, making noises, foot tapping, pulling faces / grimacing, etc. Adapted from Curtis and Dunn 2000 These behaviours may initially appear to be minor and unrelated to the ensuing meltdown or they may be more obvious but over time you will be able to more easily identify what your child’s rumbling behaviour is. Later in this section we will describe the ‘cause, behaviour, function’ chart and how to use it to identify the triggers, the rumbling behaviours and the reasons behind these. This in turn will help you to identify the best way to intervene at the rumbling stage and to develop some prevention strategies to stop your child reaching the rage phase. The rage phase is the ‘acting out’ behaviour or meltdown. Again, this will be individual to your child but may include externalised behaviour (eg screaming, hitting, biting, destroying property, etc) or internalised behaviour (eg becoming withdrawn). If your child reaches this stage, the main thing to do is to try to remain calm and to ensure the safety of the child and those around them. The recovery phase is when the behaviour has passed. The child may be tired / sleepy or may apologise whilst others may deny the behaviour or even not remember what happened. When your child misbehaves it is important to think about what may be causing the behaviour and what they are trying to communicate. The iceberg is a useful way to help people analyse and understand what is causing a certain behaviour in a child with ASD. When you see an iceberg you are only seeing a very small part of it — the ‘tip of the iceberg’. The largest part of the iceberg is unseen as it lies beneath the surface of the water. The iceberg diagram helps you to think about the characteristics of ASD and how they may affect your child in a certain situation (there is a blank diagram for you to use at the end of this section). What we can see: The Specific Behaviour: Shouting and screaming in a supermarket What we can’t see: The possible reasons / underlying difficulties: Interaction Doesn’t understand how to behave — why are people lining up? What are people doing, wandering up and down, looking at things? Why do I have to wait? Ohh, lots of nice sweets — I want one — why can’t I have one? Communication Do not know how to express what they want. Trying to communicate that they are frustrated at not being allowed to eat the sweets / they are bored / cold, etc. Flexibility of thought This is a different shop to the one we normally go to — everything is different I don’t know what to expect Sensory Lots of bright lights, very noisy, unpredictable noises, horrible smell of fish, some areas are really cold (freezer department) Also, think about the function of the behaviour — what do they get from doing the behaviour? I scream and shout ➔ Mum / Dad gives me the sweets or they take me out of the shop To try and find out what is causing or triggering the behaviour it can be useful to look at the cause, behaviour and function (purpose) of the behaviour. Cause — This is the trigger for the behaviour. This can sometimes be clear-cut such as somebody saying ‘no’ to a request but in individuals with ASD it can be more difficult to identify because the cause may be related to sensory issues such as loud noises or specific sounds or related to the need for predictable routines. Behaviour — It is important not to jump to conclusions about behaviour as many individuals with ASD have difficulties in expressing their feelings in an appropriate way. For example, anxiety may present as worry but could also present in repetitive behaviours or aggression. Function — This is the purpose of the behaviour which may be to gain something they wanted, to avoid something or simply to communicate feelings to others. The best way to look at this would be to monitor and record behaviours over a period of one to two weeks. Each time an undesirable behaviour occurs, write it down on a chart such as the example below (there is a blank chart for you to copy / use at the end of this section): | Date and time | What happened before? | What happened during? | What happened after? | |---------------|-----------------------|------------------------|----------------------| | You might see a pattern emerging when behaviour occurs eg around 11 am everyday might lead you to think that they are hungry. | Where is the young person? Who is there? What is the young person doing? What are the adults doing? | What exactly does the behaviour look like? How does it start? How does it escalate? | What happened immediately after the behaviour? What did the young person do? What did the adult do? How did the young person feel? What did other people do? | **Example** Friday afternoon (3.30pm) after school **Where:** In supermarket in vegetable aisle **Who:** John (young person with ASD), mother and two year old sister, crowded wwsupermarket – lots of children as after school **What are people doing?** John – walking ahead, mother looking at carrots with two year old in trolley John starts looking around John starts counting the carrots (handling them) Mum tells John not to touch the carrots John starts pacing and then running across the aisles Mum shouts at John to come back and then goes after him John reaches the magazine isle and grabs his favourite magazine Mum takes the magazine off him telling him that he can’t have it and to go back to the vegetable isle John starts screaming and lies on the floor Mum gives him the magazine or mum takes him home John is beginning to feel anxious or bored Counting carrots helps to calm him / or keep him occupied Mum is worried that other people watching will be critical of John touching the carrots John goes back to feeling anxious / bored so seeks another way to entertain himself Mum is worried she will lose John in the crowd John has found something to make him feel better Mum feels cross John feels distressed as he cannot have what he wants John has something to help him manage his anxiety / boredom John’s anxiety is relieved as he gets to go home and mum feels distressed and upset In the example we can see that John does not like supermarket shopping, he might find it boring or he might be anxious because of the busy environment. John’s initial behaviour of counting carrots was because he was either bored or he was anxious. If mum knew this she could have averted the behaviour escalating by asking John to put five carrots in the bag and this would have kept him occupied, helping him to manage either his boredom or anxiety. However, because mum did not let him continue his behaviour John had to find another way to relieve his boredom and anxiety. Eventually John got what he wanted, either he got to go home earlier or he got his favourite comic. At the end of the time spent monitoring, look through the chart and try and find common patterns. The ‘what happened before?’ sections will give clues as to the cause or trigger. The ‘what happened after?’ will give clues as to the function the behaviour services. It is always better to try and manage an individual’s behaviour by avoiding it, and avoiding the trigger point, and this is particularly true when the person has ASD. When you have the information you need and can identify a clear pattern of behaviour, you can begin to work on it. There are two ways in which you can try to address the behaviour, either: - Alter the environment or - Work on the behaviour directly If the child’s behaviour is appropriate even if it is undesirable (for example becoming anxious around a change in routine) you should not try to change the behaviour, but rather change the environment. If sensory issues are the cause of the unwanted behaviour, altering the environment will also be the way to move forward. “Making sure my son is not hungry stopped his challenging behaviour. It took a friend to notice and point it out to me. That was a few years ago. I did not feel bad, I just did not know, regular meals solved the problem.” — [Parent] If however the behaviour is not appropriate or desirable you may need to start some work around changing the behaviour. ### Altering the Environment | Behaviour triggered by sensory stimuli such as noise, temperature changes | Reduce sensory stimuli, make a quiet space, avoid supermarkets at busy times etc. | |------------------------------------------------------------------------|---------------------------------------------------------------------------------| | Behaviour occurs around other people | Educate key people as to the needs of the individual with ASD, how to communicate, note sensitivities they may have | | The response to behaviour varies from one to another | Have a clear plan around how to respond to the behaviour and ensure all key people follow the same plan | | The environment is chaotic with lots of unpredictable changes | Try to develop a routine that is consistent and predictable | ### Working Directly on Behaviour If you want to change a behaviour, try working using these two behavioural principles: - If you reward a behaviour you will see more of it - If you ignore a behaviour you will see less of it When trying to decrease an unwanted behaviour, it is important that you teach a new way of behaving appropriately at the same time. This will prevent other negative behaviours developing. To do this you will need to remove all rewards from the unwanted behaviour and look for ways to reward a behaviour that is wanted. For example, ignore the individual when they interrupt you talking by asking for something, but respond immediately if they say ‘excuse me’. In this situation the individual will learn that they will only get the response they are seeking by saying ‘excuse me’ first. In order to help the learning of new behaviours it is important that your response is clear and consistent, you must respond in the same way each time. Sometimes, the ‘reward’ for a behaviour is the attention you give to it. We can give attention to a behaviour in a number of ways including praising, giving rewards such as stickers / money, shouting, asking for explanations etc. Sometimes we do not even realise we are rewarding a behaviour because we are shouting or being negative to try and stop it. In an individual with ASD the picture can be even more confusing, for example if the individual prefers to spend time alone, using ‘time out’ as a punishment could be rewarding. It is therefore important that you take the individual into consideration when deciding on how to give or remove rewards for a behaviour. When managing an individual with ASD’s behaviour, it is important that you adapt your communication and this was discussed in an earlier section. “[Don’t] push yourself or your child — one day at a time.” — [Parent] “…the most valuable piece of advice I have gathered is to have patience, and to try and see things from their point of view.” — [Sibling] Some top tips for supporting your child with different behaviour: - Be positive and praise good behaviour. Make sure praise is given quickly and clearly so that your child knows what you are praising them for - Don’t try to change too much too soon. Tackle one or two things at a time and perhaps try to choose something which will be easier to change first - Improve the way you communicate with your child (see section on Communication) - Help your child to understand and change their behaviours through, for example, social stories and explaining about other people’s thoughts and feelings - Use calendars and other visual information to help your child understand the concept of time - Plan ahead for activities and changes to routines (see section on managing change) - Find out what relaxes your child so that you can help them calm down | Date and time | What happened? | What happened during? | What happened after? | |--------------|----------------|------------------------|----------------------| | You might see a pattern emerging when behaviour occurs eg around 11 am everyday might lead you to think that they are hungry. | Where is the young person? Who is there? What is the young person doing? What are the adults doing? | What exactly does the behaviour look like? How does it start? How does it escalate? | What happened immediately after the behaviour? What did the young person do? What did the adult do? How did the young person feel? What did other people do? | The Iceberg Metaphor Worksheet Write down your child’s behaviour in the ‘tip’ of the iceberg. In the bottom part of the iceberg write down what happened before the episode, an outline of your child’s sensory issues, and then what happened afterwards. This should help you analyse why your child behaved the way they did. What? Why? A mother and her son share a tender moment, sitting on a stone ledge. The mother, wearing a green shirt and denim shorts, has her arm around her son, who is dressed in a gray shirt and blue shorts. They appear to be enjoying a quiet moment together, surrounded by nature. Top tips for Common Issues Top tips for Common Issues Many parents report they need help with: - Diet - Sleep - Toileting - Play - Body awareness In this section we will briefly look at these and give you some top tips which may help. **Diet** What children with ASD eat can be an area of concern for some parents. In this section we will discuss two common diet issues: - Extreme Fussy Eating - Using diet as a treatment for ASD **Extreme fussy eating** It can be very exhausting when you are parent / carer, to watch your child refusing to eat or to try new foods. It is not uncommon for ASD children to be ‘extreme’ fussy eaters, ie only choosing to eat very specific foods, colours or textures. This is a highly complex problem to unravel and often you may need to seek expert help. What we do know is that when an individual is anxious, one of the first things that happens is their digestive system slows down (butterflies in your stomach — fight or flight). If your child is an extreme fussy eater, as well as numerous strategies you may be given, the aim is to work towards creating a calm, happy setting so they will be more willing to try new foods. You should not force them to eat. Why ASD children are extreme fussy eaters is not clearly understood: - Is it that they have sensory issues? - Is it that they are using food as part of their repetitive behaviour? - Is there some other factor that we don’t understand? **Sensory issues** ASD children often have profound sensory issues and so food may not smell, taste or feel the same as it does to us. These issues may extend to memory anxiety — eg remembering an event / person when a particular food was eaten and that thought being so strong that it interferes with eating that food. Sometimes ASD children eat ‘non-food’ ie paper, fluff, etc. This is called PICA. If your child does this talk to your health professional who should be able to refer you for more specialist help. ‘Every time you ask me to try an apple I remember back to when I had a bad tummy, and I had an apple and was sick. When I have the fruit in my mouth my memory is so strong I can taste, feel, and smell the memory of the sick, and I can’t taste the apple… that’s why I won’t try it.’ — [Individual with ASD] - **What about the environment?** Is the environment putting them off eating? Bright lights, noisy children, sitting opposite messy eaters could be some of the reasons they are finding eating new foods difficult. The normal approaches to fussy eating may not work or apply to these kids. If you think your child is an extreme fussy eater ask your GP or health worker for help and advice. They may be able to refer you to your local dietician (or a MDT if available), who can assess your child’s diet, check that it is nutritionally balanced and give you practical hints, tips and support. ‘I need to eat on my own because I can’t block out the way other children eat, they eat with their mouths open, the food is falling out, they are picking their noses and it puts me off eating.’ — [Individual with ASD] - **Is something else going on?** Sometimes children refuse to eat because of an underlying medical problem that may be making eating hard — sore mouth, painful teeth, constipation, etc. Speak to your doctor about this. They may be able to refer you to the appropriate health professional. Is your child eating a limited diet because of their strong desire for sameness giving them a sense of safety and calm? Some top tips to try around diet: - Spend some time monitoring your child. Keep a food diary to see how many different foods your child is eating. You may find that they are in fact eating a wider variety of foods than you thought. - Be a 'detective' and try and guess why they are eating in a certain way. If they have language, ask them why they can't eat or if they can write, ask them to try and write it down, or draw what's wrong. - A place mat which is 'their area' to eat from can help. - If your child finds eating with others difficult, make sure they are not sitting directly opposite another person. - If eating at school is difficult, ask what the environment is like at school or even visit the school during a meal time. - Try and make meal times predictable. Serve three meals and planned snacks and try and establish a routine. - Visual / prompts timetables (pictures and/or words, PECS) can be helpful. - Choice boards / choice books — These can have the foods your child eats in the front and foods they may like to try at the back, the aim being to bring the 'Today I will try' picture forward. - Try writing a Social story — see glossary — these can be used to help your child try new foods or to explain why eating a varied diet is important (your ASD professional may be able to help you with this). - Expose your fussy eater to food at every opportunity, get them to handle food, play with food, and help in the kitchen, so food and eating becomes relaxed and fun. - Use your child's interest as motivators, e.g., make the food into a train, line up peas, maybe their favourite character could come to 'tea'. - Try and make eating and being around food a pleasure not a chore! - Remember, you need to persevere. You often have to expose your child to a new food a lot (15 or more times!) before they accept it as new food and will try it. - If your child has PICA look at what they are eating. Can you offer them something 'safer' or more acceptable to give them the sensation they are seeking but in a more acceptable form. - Ask for help if you think you need it. Diet as a treatment for ASD At present there is a lack of clear consistent evidence to recommend any particular kind of therapeutic diet for ASD kids. Some parents report very strongly that their child has dramatically improved after following a special diet. Experts are at the moment trying to find out which of these therapeutic diets (of which there are hundreds!) may be useful, safe and have good evidence to say they help. If you decide you want to try a special diet, there is more information on these via the National Autistic Society. It is strongly recommended that you seek impartial advice about this before embarking on this road. Many of the diets are expensive, a few can be harmful, and for children who seek routine a drastic change in what they are given to eat can be very distressing. This is especially true if your child is an extreme fussy eater. Here are two of the most popular: - **Gluten and Casein Free diet (GFCF diet)** This diet involves removing all gluten (a protein found primarily in wheat, barley, rye and oats) from the individual’s diet, ie avoiding ordinary bread, pasta, crackers, many cereals, etc. It also removes Casein (a milk protein) so no cow’s milk, ordinary cheese, yogurt, etc from the child’s diet. It is based on the theory that ASD individuals have a ‘leaky gut’ which affects their mental function and behaviour. - **Fish oils and supplements high in Omega 3** Omega 3 is a type of fat which is found in number of foods (including oily fish — salmon, sardine, mackerel, herring, etc) which is important for brain function. Taking a supplement high in Omega 3 has been reported to help ASD individuals attend and concentrate better. The amount of Omega 3 a child should take is not clear, however encouraging your child to eat more oily fish is not a bad thing. There are many, many other dietary interventions around for ASD. If you think you may like to try one of these with your child, it is highly recommended that you speak to your GP who may then be able to refer you to your local dietitian. The dietitian will be able to discuss the pros and cons with you and support you during the period of ‘trying the diet’. Most importantly they can make sure your child’s diet is nutritionally balanced so they are not missing essential nutrients which could affect the overall health and growth of your child, eg a Casein free diet can make a child’s diet low in calcium so can affect bone growth and thickness. **Where else can you get information?** **Books** *How to Get Your Kid to Eat But not too Much* by Ellyn Satter *Can’t Eat Won’t Eat* by Brenda Legg **Websites** [www.autism.org.uk](http://www.autism.org.uk) [www.wales.change4life.com](http://www.wales.change4life.com) [www.thegraycenter.org](http://www.thegraycenter.org) Many children with ASD will experience difficulties with sleep at some point. When a child has difficulty sleeping, it means the whole household has difficulty sleeping which can lead to a tired, irritable family. Children may have problems getting to sleep or may wake periodically throughout the night. The child may catch up on sleep during the day or may seem to require much less sleep than the rest of the family. Many children display behavioural problems during the day purely because of tiredness and a lack of sleep during the night. Often sleep problems can be rectified with behavioural interventions, sometimes even a small change can make a big difference. It is easy to ‘give in’ to behaviours in the night in order to settle the child for the whole house to get some sleep. Individuals with ASD often prefer to have predictable routines. Ad hoc times and routines of going to bed can cause anxiety which will in turn cause the individual to have difficulty in sleeping. Busy environments can also cause difficulties in settling to sleep, especially if the child has sensory issues. Children who need external pacifiers such as a dummy, TV or cuddles from a parent will be likely to wake in the night. On moving into light sleep they won’t be able to re-settle without such pacifiers. Many children become excitable during the late evening because they are overtired, if a child is not in bed early enough they will have more problems settling to sleep. Below are some tips for managing sleep difficulties for you to try. However, if problems persist it may be a good idea to get some professional input to rule out other causes and to offer you some alternative strategies to those listed here. Some top tips for managing sleep difficulties: - Set up a regular night time routine and stick to it. Try to start ‘winding down’ at least an hour before bed time. Baths, stories and a milky drink will all help your child to relax before bed. Avoid stimulating activities such as exciting TV, computer games and physical play. - Create a non stimulating bedroom where possible. Switch TV off, switch off or dim lights and try to control noise. - Encourage your child to settle alone in their own bed. If you usually cuddle your child to sleep, gradually change this. Each night withdraw yourself a little more; sit next to the bed, away from the bed, in the doorway, on the landing etc until your child can settle alone. - Repeat these steps if your child wakes in the night - Have clear rules and explain them to your child eg ‘you must stay in your own bed’, ‘you are not allowed to watch TV in your room after 7pm’ - Do not allow your child to sleep in your bed because it is easier, it will only make more problems in the long term - Encourage your child to stay in their own bed by using a reward chart - If problems persist, speak to your GP, Health Visitor, Social Worker, etc for more help Toileting Toilet training can be a difficult task whether your child has autism or not, but the process for children with ASD may take a little longer. There are many good sources of information for toilet training such as the National Autistic Society (NAS) or Education and Resources for Improving Childhood Continence (ERIC) (contact details listed below). We have listed some top tips relating to toilet training for you to consider. Some children with ASD may be prone to constipation or diarrhoea and some benefit from a special diet. They may experience both, at different times, or at the same time (if the bowel is blocked, then only liquid matter can pass the blockage). If difficulties persist, or you are concerned in any way, contact your GP or another health professional involved in the care of your child to provide advice and, where necessary, to consider possible medical reasons for their difficulties. Some top tips for toileting: - Ensure that everyone involved with your child is aware of the approach that you have decided to follow so that you are all consistent - Use your child’s preference for routine to support the learning process - Be aware that your child may not like change and therefore it may be easier not to toilet train using a potty as this will involve a further change from potty to toilet - Observe your child to try and establish when they wee and poo so that you can try and establish when you are likely to need to take them to the toilet - Have a visual sequence beside the toilet to help your child understand what to do - Some children may find bowel movements frightening so it may be useful to explain the digestion process - Some children may prefer the feel of a full nappy and be reluctant to change - Consider the toilet/bathroom environment and how this will affect your child’s sensory issues - Some children enjoy the feel of smearing and therefore alternative acceptable activities need to be provided instead - Consider what alternatives are available if your child does not like the texture of toilet paper (eg, wet wipes, etc) - Avoid childlike terminology as it may be difficult to change language later in life - Use the same toileting routine in the community and when visiting new places as you do at home - If difficulties persist, contact your GP or another health professional involved in the care of your child to provide advice and, where necessary, to consider possible medical reasons for their difficulties Where else can you get information? - **ERIC (Education and Resources for Improving Childhood Continence)** - Email: firstname.lastname@example.org - Website: www.ericshop.org.uk or www.enuresis.org.uk - Helpline: 0845 370 8008 (Mon — Fri, 10am — 4pm) - **National Autistic Society** - Website: www.autism.org.uk Children with ASD often do not develop play in the same way as other children of their age and can appear to find play difficult. Teaching and encouraging a child to play has a number of benefits. It helps a child develop language and to understand social situations through role play and aids interaction. It can encourage questioning and answering and develops a better understanding of how others play. Rewarding the child during and following a play session is often a good incentive to take part next time, this can be as simple as a smile or a cheer or a ‘thank you so much for playing with me, I’ve had such fun’. It can be useful to involve other family members in play so that the child has an opportunity to interact with other people but sometimes at first one to one is a first step. • **Create a person friendly space** Children with ASD find being with and interacting with others difficult so playing in a space with lots of distractions can make play more difficult. Ringing phones, blaring televisions, and electronic games can make engaging with our children much more challenging. Only play with your child if you really want to. Five minutes of ‘I want to play’ will be much more useful than an hour of ‘I have to play’ and somehow our children just know if you are just going through the motions. If you are tired, stressed and anxious, don’t play, do it at time when you feel more focused and positive. Play should be fun and easy not a struggle. • **Should I join in their chosen activity?** Children with ASD often play in a way which seems strange to us. One type of play encourages joining in their chosen activity or engaging with what they like to do. When your child does a repetitive behaviour you could try doing it with them. It’s a way of saying ‘I want to be with you so much I want to do what you are doing more than what I am doing.’ After joining your child you can then slowly start to expand on their play aiming to make solitary play into two way play. **Note:** Be prepared that initially your child may not want to play with you and may very strongly indicate that they want to play by themselves. This is fine. Play is difficult for our kids and you may need to persevere before you get something back and your child learns this is fun! Some top tips for play: - Questioning children during play can be stressful. Try commenting or making statements about the child, the play or even how you are feeling eg ‘that’s a great tower you are making, I’m going to make one too’ - Turn off your phone / TV etc when playing to keep the focus on being with you - Make yourself irresistible and get down to your child’s level - Try joining in their chosen activity. Really try and experience what they are doing. Focus on their chosen activity and if you feel your mind or your resolve dipping, stop and try again later - Remember play is hard for our kids so do praise them at regular intervals for their efforts - Play should be energetic and fun; if it feels laboured stop and try again another day - Start with what your child likes to do, then free your imagination. Can you put a twist on what they like to do - Play with toys that use your imagination. Often simple items are best ie boxes, paper, feathers, bubbles, blocks, wigs, stickers, musical instruments, mini trampolines, scarves - Don’t overload your child’s play space with toys. A few toys on a high shelf (to help initiate a request) are often better than hundreds that are easily accessible Two girls jumping in the air with their arms raised, wearing jeans and casual clothing. Body Awareness (Behaviour and Boundaries) Talking to your child about body awareness, sexual issues and relationships can seem quite daunting but it is important that all children and young people, including those with autism, are taught clearly and calmly in a way which they will understand. People with ASD can have difficulty understanding body language, facial expression and tone of voice. They often have difficulties in reading social situations and are sometimes unaware that their behaviour is inappropriate. This can lead to confusion, misunderstandings and upset. They may also be confused or worried about changes that are happening to their bodies and their feelings. There are many good sources of information and we have listed the relevant contact details below. We have also listed some tips for you to consider. Earlier sections of this book about communication and behaviour may also be helpful to you. “It can also be hard for autistic people to express themselves, especially emotion. [My brother] doesn’t like people invading his personal space. This can mean that affection (hugs) is only offered when [he] feels comfortable. However, this doesn’t stand as a rule for autistic children; you may find that your sibling may be over-affectionate. At this point they need to be informed of boundaries they must abide.” — [Sibling] Some top tips for supporting your child with body awareness: - Socially appropriate behaviour needs to be adopted long before puberty begins. However, if your child displays ‘inappropriate’ behaviour make sure that you determine the purpose of the behaviour as it may be different to your assumption! - Comment on inappropriate behaviour when it occurs but explain what is inappropriate about it and how the matter / situation could have been handled - Be calm, clear and consistent — repetitive messages support learning - Ensure your child has understood — ask them to tell you in their own words - Talk to your child’s school to find out what will be covered during PSHE lessons, etc — to make sure that you are happy with what is being taught to your child and to try to ensure that you are working together - Some Community Health Nurses have expertise in supporting parents and children on sexual matters — they can be contacted via your family GP - Monitor television and film viewing — you may need to check their understanding of any sexual content Where else can I get information? • **Websites** The Family Planning Association website includes information about sexual health, sex and relationships [www.fpa.org.uk](http://www.fpa.org.uk) The National Autistic Society has a section on their website about sex education for children and young people with an ASD [www.autism.org.uk/living-with-autism/communicating-and-interacting/sex-education](http://www.autism.org.uk/living-with-autism/communicating-and-interacting/sex-education) The National Health Service’s Livewell website has information for young people about sexual health, sex and relationships [www.nhs.uk/Livewell/Sexandyoungpeople/Pages/Sex-and-young-people-hub.aspx](http://www.nhs.uk/Livewell/Sexandyoungpeople/Pages/Sex-and-young-people-hub.aspx) The BBC’s website includes a useful section on the human body and contains information about puberty which may be helpful [www.bbc.co.uk/science/humanbody/body](http://www.bbc.co.uk/science/humanbody/body) • **Books** The family Planning Association has three books (which are not autism-specific but for children with learning disabilities) and information relating to these can be found on their website. • They include: - *Talking Together About Growing Up* Lorna Scott and Lesley Kerr-Edwards - *Talking Together About Sex and Relationships* Lorna Scott and Lesley Kerr-Edwards - *Talking Together About Contraception* Lorna Scott and Lesley Kerr-Edwards *Making Sense of Sex: A Forthright Guide to Puberty, Sex and Relationships for People with Asperger Syndrome* Sarah Attwood Notes A young girl in a white dress is playing with pink balloons in a grassy field. What about Family, Friends and the Child Themselves? What about Family, Friends and the Child Themselves? Once you have come to terms with your child’s diagnosis, you will also want to consider how you tell your other children, members of your family, your friends and the child with ASD themselves. In this section we provide some information and top tips about: - Siblings - Extended Family and Friends - How do we tell our child they have ASD? **Siblings** “Understandably, when a child is diagnosed the thoughts and advice flow to the parents, but people do have a tendency to forget about the siblings and how it can impact upon them too. There are many difficulties that can be encountered, however these are equally measured with the good times and memories that can be created.” — [Sibling] Other children will often find things difficult too. They may find it difficult to understand the behaviours of their brother or sister with ASD. They may feel rejected if their sibling does not want to play with them, or does not respond to their social advances in the way they would like. Sometimes other children can feel as if you are not giving them as much attention, or even as if you do not love them as much. Children, especially younger ones can find this difficult to explain to parents. Their feelings may be displayed in the way they behave which may not be how they would usually behave or how parents / family like. Sometimes other children start to behave differently as a means of securing parent’s attention. Providing siblings with information about autism will depend on their age and level of understanding. There are different ways to give information and this will depend on the needs of the individual child. For example, some will prefer to read a book; others would rather watch a DVD, whilst others will be happy to discuss it face-to-face with you or someone else. It may be helpful to provide them with a basic overview and then answer questions as and when they arise, giving simple and specific information. “Aside from what can seem as the bad part of living with an autistic sibling there can also be good times, just like living with any other person.” — [Sibling] The author's son and daughter. Some top tips to support siblings: - Talk about their feelings, tell them that it is okay for them to feel angry, sad, etc and that they may need some support themselves to deal with this. - Give them the opportunity to discuss their feelings with someone else they trust / feel comfortable with — sometimes young people would like to talk to someone else because they don’t want to worry you. - Reassure your child(ren) that having to spend more time helping their brother or sister does not mean you love them any less. - Encourage them to interact with their sibling. - Help them to understand their sibling’s behaviours and difficulties, but also explain their strengths and the things they are good at. - Acknowledge their role in the family — they are an important part of the family and whilst they are not their sibling’s carers, they may want to be involved in helping and supporting you and their sibling. - Give your child(ren) the opportunity to have their own space — older siblings may appreciate privacy to do homework, have friends round, etc without interruptions. - Allow them to have a safe place to keep important items, particularly if their sibling is prone to breaking things. - Make individual time with your child(ren), just 10 minutes a day can make a difference — explain that this is their time rather than simply excluding their ASD sibling. - Think together about activities which can be done as a family and what you can do with them on their own. - Remember to praise your other child(ren)’s positive behaviour. Look for things to praise such as sitting quietly, sharing, getting dressed without help. This will give attention and stop them seeking it in other ways. - Explain to siblings that other people may not understand what ASD is or know their brother / sister so may react differently towards them. Where else can you get information? - www.autism.org.uk/16720 - www.sibs.org.uk - The Useful Contacts section will have details for your Local Authority who can signpost you to support groups, etc in your area. Extended Family and Friends Members of your family and friends may have noticed that your child sometimes behaves differently from other children. It is important that family and others understand what an autistic disorder is so that they can help to support your child and you appropriately. Initially you may decide to only tell those closest to you but the decision to tell family and friends will be individual to you and your personal circumstances. Provide them with some basic information about autism and explain how it specifically affects your child and their behaviour. Let them know how best they can help and support you and your child. Different people will react in different ways to the news. When there is denial about the diagnosis, especially from wider family members who may not know the child as well, it may be an idea to provide some information about ASD. They may offer unhelpful or well-meaning but misguided comments but providing them with appropriate information may help. Reading about typical signs / behaviours can often help others to understand, as people often do not realise what an ASD is. “No one believed me. I just knew from an early age that he was different but the family wouldn’t have it. Even after the diagnosis it took one or two people several years to get on board. I just kept leaving books and pamphlets about autism lying around and I know that some of them were reading them in secret. Everybody ‘got it’ in the end and we could all pull together.” — [Parent] Family and friends may be unsure about ASD or specific aspects of your child’s behaviour so encourage them to talk to you if they want to know more or there’s something they don’t understand. Accept help and support from family and friends when it’s offered. Sometimes people feel reluctant to offer help because they are unsure how they can help so think of some practical ways that they could help. Some top tips about extended family and friends: - Explain to them about your child’s diagnosis and provide them with information about autism - Encourage them to ask if there is something they don’t understand or want to know more about - Explain how ASD impacts on your child and your child’s behaviour - Tell them how best to connect with your child, i.e. talk about their likes and dislikes and the best way of communicating with your child - Acknowledge that they may struggle to come to terms with the diagnosis and may need support - If someone makes unhelpful comments or is reluctant to accept the diagnosis, try not to take it to heart - If family/friends offer to help, accept! If they don’t offer it may be because they’re not sure how they could help so ask, even if it’s just to chat and listen Where else can you get information? - The Useful Contacts section will have details for your Local Authority who can signpost you to support groups, etc in your area When do we tell our child they have ASD? There is no hard and fast rule about when to tell your child and this will depend on personal circumstances. Their diagnosis may mean that their level of understanding or ability to process language is different to other children their age so the right time or age to discuss the diagnosis will depend on their individual abilities, needs and emotional strength and these are all factors you will want to consider. However, you are their parent and you know them best. “I told my son when he asked about going out on his own and why was I always with him; he was 11. I think you will know when the time is right and there is no set age. Always do what is right for your family.” — [Parent] Some parents decide to tell their child when they are young so that they gradually become aware of their differences whilst others prefer to wait until their child is a little older so that they will understand better. If children are told about their condition and provided with the support they need it is suggested that the likelihood of problems occurring decreases. Some children may begin to ask questions and this may be a good time to talk to them. However, be aware that some children may have questions but not know how to express them. When talking to your child about their diagnosis try and be as positive as possible. Use language and information according to their age and level of understanding. It may be a good idea to provide minimal information to begin with and add more over time. Your child may need some time to process the information and may have mixed emotions about their diagnosis. It is important to let them know that they can talk to you about how they are feeling or any questions they may have. “My son still refuses to accept he has Asperger’s — probably because he was 10 when he was diagnosed (he is now 15). I have been watching programmes on ASD and Asperger’s with him and gradually he is coming round to the idea.” — [Parent] There are a range of books and DVD’s that may be useful for you to use and you could speak to your doctor / health visitor / another professional or indeed other parents to help you with this. “It’s not as if I was born with legs and then I had them taken away from me in an accident. I was born with Asperger’s and I don’t know any different… Maybe I’m one of the normal ones and you lot have the problem!” — [Individual with ASD] Some top tips for talking to your child about their diagnosis: - Use language and information appropriate to their level of understanding - Try and be as positive as possible - Give them time to process the information and encourage them to ask questions - Reassure them - Provide information in ways that suit them best — books, websites, DVD’s, etc - Have a question box, email or diary system if they find talking face-to-face difficult - Ask for help from professionals and other parents Where else can you get information? - **Age 4 — 9 years** - Doherty, K., McNally, O. and Sherrard, E. (2000) *I have Autism. What’s that?* Down Lisburn Trust - Larson, EM (2006) *I am Utterly Unique: celebrating the strengths of children with Asperger’s syndrome and high functioning autism* Autism Asperger’s Publishing Company - Eye Television (2006) *A Different Life: Rosie’s Story* (DVD) - **Age 8 — 12 years** - Elder, J. (2006) *Different Like Me: My Book of Autism Heroes London*: Jessica Kingsley Publishers - Autism Helpline (1999) *What is Asperger’s Syndrome and How Will it Affect Me?* - Vermeulen, P. (2000) *I am Special: Introducing Children and Young People to their Autistic Spectrum* London: Jessica Kingsley Publishers - Doherty, K., McNally, P. and Sherrard, E. (2000) I have Autism. What’s that? Down Lisburn Trust - Gerland, G. (2000) *finding out about Asperger’s Syndrome, High-Functioning Autism and PDD* London: Jessica Kingsley Publishers - Jackson, L. (2002) *Freaks, Geeks and Asperger’s Syndrome* London: Jessica Kingsley Publishers - **Age 12 years +** - National Autistic Society (2008) *Being Me* London: The National Autistic Society (CD-ROM and DVD set) - Autism Helpline (1999) *What is Asperger’s Syndrome and How Will it Affect Me?* TICKETS Lounge Club Battle of the Bands 6PM Notes Services and Support In this section we consider therapies and interventions which may be available for children and families with autism, information about education and the education system and claiming benefits. **Therapies / Interventions** Autism is a life-long condition and the causes are not yet known. Whilst it is important to recognise that autism is no-one’s fault and as yet there is no known cure, we do know that there are approaches that can be helpful. From talking to professionals and other parents or by looking at the internet you may come across a number of programmes, therapies and interventions. However, it is important to remember that what works well for one individual may not necessarily work well for another. It may be advisable to discuss these, and / or others you may be aware of, with the professionals involved in the care of your child to find out which therapies / interventions are available locally and whether they think they may be of benefit. Please be aware that the interventions listed below may not all be available locally and you may have to pay to access them. Examining existing research and findings for families for whom it has worked are probably the best ways to evaluate how effective an approach may be. Speak to other families who have tried the approach because, even if an approach has shown spectacular results, it may not be right for your child if you do not have the time and money to implement it in the same way. The families it has worked for may have plenty of money, large amounts of support from extended family and friends and live in an area where services are readily available. If these things don’t apply to you, then it’s possible that the approach won’t work either. Don’t despair, there is plenty you can do to help your child, even if you don’t plan on remortgaging your house to pay for therapies! We have provided an overview of some of the most common therapies / interventions below. **PECS** The Picture Exchange Communication System (PECS) aims to improve word learning and overall communication through picture-word association, ie pictures are used instead of words to help children communicate. It uses the behavioural principle of reinforcement, where acting in a certain way (communicating with PECS) provides something the child wants thus reinforcing the required behaviour relating to that particular picture. **For further information:** **Pyramid Educational Consultants UK Limited** T 01273 609555 W www.pecs.org.uk PECS resources available from: W www.do2learn.com W www.pecs.com W www.childrenwithspecialneeds.com (click on ‘downloads’) **National Autistic Society Early Bird and Early Bird Plus Programmes** The aims of the NAS Early Bird Programme are to: - Support parents in the period between diagnosis and school placement. - Empower parents and help them facilitate their child’s social communication and appropriate behaviour within the child’s natural environment. - Help parents establish good practice in handling their child at an early age so as to pre-empt the development of inappropriate behaviours. Early Bird plus is for parents whose child has received a later diagnosis of an Autistic Spectrum Disorder and is aged 4 – 8 and in Early Years or Key Stage One provision. Early Bird Plus uses the established Early Bird framework of teaching about autism before considering how to develop communication or manage behaviour. **To contact the Early Bird Service to see if there is a licensed team available in your area:** Early Bird Centre, Barnsley Road, Dodworth, South Yorkshire, S75 3JT T 01226 779218 F 01226 771014 E email@example.com National Autistic Society Help! Programme Help! is a series of one-day family support seminars providing information and advice to families of children and young people affected by autism. The NAS delivers parent seminars and professional seminars. The NAS delivers Help! seminars nationally and supports families to: - Develop an understanding of autism - Gain awareness of sensory needs of children with autism - Discuss experiences of getting a diagnosis - Identify how autism can affect families - Explore practical ideas for developing communication strategies - Clarify support that families may be entitled to and ways to access this - Discuss why children with autism often have challenges with anger - Identify a low arousal approach for support through stressful situations - Explore the cycle of anger and possible support strategies - Examine strategies for managing feelings - Consider sensory systems and how effective these may be - Examine how sensory information may be processed differently - Discuss how people with autism may experience different senses. Families can book two places on a one day Help! seminar for £30 which includes a full resource pack of useful information, advice and support guidelines. For further information the NAS website is: http://www.autism.org.uk/our-services/residential-community-and-social-support/parent-and-family-training-and-support/help-seminars.aspx This course is usually offered to professionals although parents can and do access it on occasion. SPELL stands for Structure, Positive (approaches and expectations), Empathy, Low arousal and Links. The SPELL framework has been developed by the National Autistic Society to understand and respond to the needs of children and adults on the autistic spectrum. The framework is also useful in identifying underlying issues; in reducing the disabling effects of the condition; and in providing a cornerstone for communication. It also forms the basis of all autism specific staff training and an ethical basis for intervention. The SPELL framework recognises the individual and unique needs of each child and adult and emphasises that planning and intervention be organised on this basis. A number of interlinking themes are known to be of benefit to children and adults on the autism spectrum and by building on strengths and reducing the disabling effects of the condition progress can be made in personal growth and development, the promotion of opportunity and as full a life as possible. TEACCH TEACCH stands for the Treatment and Education of Autistic and Communication-Handicapped Children. The long-term goals of the TEACCH approach are both skill development and fulfilment of fundamental human need. ‘Structured Teaching’ was developed to achieve these goals. The key elements of Structured Teaching include: • Developing an individualised person- and family-centred plan for each client or student, rather than using a standard curriculum. • Structuring the physical environment. • Using visual supports to make the sequence of daily activities predictable and understandable. • Using visual supports to make individual tasks understandable. TEACCH courses specifically for parents are offered from time to time in Wales. Cognitive Behavioural Therapy (CBT) Cognitive Behavioural Therapy (CBT) is based on the idea that how we think, how we feel, and how we act, affect each other. CBT uses techniques to help people become more aware of how they reason, so that they can change how they think and therefore how they behave. CBT is likely to work only for those individuals who have both the capacity and the preference for monitoring and managing their own behaviour. It is therefore more likely to work for high-functioning individuals with autism or Aspergers syndrome who are more than 8 years old. There are also a wide range of other therapies that you may come across. Again, our suggestions would be that you discuss them with the professionals involved in the care of your child and with parents / families who may have used those therapies and can give you feedback to try and help you decide if they would be suitable for you and your child. Early Intensive Behavioural Intervention Early Intensive Behavioural Intervention is a highly structured and intense intervention in which a child is taught a range of skills by a team of therapists. The therapists break down the skills into small tasks that are considered to be achievable and which are taught in a very structured manner. Desired behaviour, such as use of language or socialisation, is positively reinforced and accompanied by lots of praise. Negative behaviour, such as self harm or aggression towards others, is not reinforced. For example, a child who hurts himself in order to gain attention would be prevented from hurting himself and the therapists might stop talking to the child until he showed a more desirable behaviour. Music Therapy Music therapy uses live music making and composition techniques to encourage children, adolescents and adults with autism spectrum disorders to engage in spontaneous and creative musical activities. The therapist and client use a variety of percussion or tuned instruments, or voice, to develop shared and interactive musical activities. The individual with autism does not need musical skills to benefit from music therapy but the music therapist does need a high level of musical and therapeutic skill. Supporters of music therapy believe that it can be used to develop social engagement, joint attention, communication abilities, while also addressing emotional needs and quality of life. Social Groups Social groups provide an opportunity for individuals with autism to meet each other and to improve their social skills in a safe, supportive environment. The groups are usually facilitated by professionals or volunteers but offer flexibility in the leisure activities they provide. For example, some may focus on one activity, such as drama, whilst others may offer a wider range of activities. Social groups differ from social skills groups in that they are less focussed on the attainment of skills and more focussed on providing opportunities for people to participate in mainstream leisure activities. Social Skills Groups Social skills groups provide an opportunity for individuals with autism to practice and improve their social skills in a safe, supportive environment. Some groups include people with and without autism, although some groups consist only of people with autism. The groups are usually facilitated by professionals. Social skills groups differ from social groups in that they are more focussed on the attainment of skills and are therefore likely to be more structured. The emphasis of this approach, developed by Greenspan and Weider (1999), is about following and imitating the child’s actions, using sensorimotor techniques such as swinging the child or applying physical pressure if this increases attention to the adult. Adults also present problem-solving activities to the children, and playfully obstruct any repetitive routines and attempt to elicit communication by not responding to non-communicative actions. **Relationship Development Intervention (RDI) Programme** RDI trains parents to foster the social communication skills of their children with autism. Parents are trained to target deficits in their child’s interpersonal interaction skills (such as joint attention, gaze direction and use of facial expression) through stimulating and fun activities. Parents are trained to use indirect prompts and ‘invitations’ rather than directive ways of interacting. The idea is that once children with autism have discovered the value of relationships through repeated positive experience of interpersonal activity, they will be motivated to learn the verbal and non-verbal skills required to sustain these relationships. **Social Stories** A Social Story is a description of a social situation written in the first person (as if from the perspective of the child) and in a concrete style and format. The story includes sufficient detail for the child to recognise the situation when it actually occurs and examples of the appropriate kind of response to make. Other information might include details of how the child might feel in the situation, and how his / her response might affect others. The idea is that the child rehearses the story ahead of time with an adult. When a comparable situation occurs the child can then use the story to help guide his or her behaviour. An example of a Social Story is included at the end of the Glossary section. For more information relating to Social Stories try the following websites: W www.autism.org.uk/16261 W www.thegraycenter.org/Social_Stories.htm Applied Behavioural Analysis (ABA) ABA involves teaching linguistic, cognitive, social and self-help skills across all settings and breaking down these skills into small tasks which are taught in a highly structured and hierarchical manner. There is a focus on rewarding, or reinforcing, desired behaviours and ignoring, re-directing or otherwise discouraging inappropriate behaviours. How a person progresses on an ABA programme will depend on a range of factors including their particular needs and abilities and the way in which the programme is implemented. Lovaas The Lovaas method is an early intensive behaviour therapy approach for children with autism and other related disorders. It is also known as: - Applied Behavioural Analysis (Lovaas method) - Early Intensive Behavioural Intervention - Home Based Behavioural Intervention - University of California Los Angeles (UCLA) Programme by Dr Lovaas - UCLA Model of Applied Behavioural Analysis (ABA) (as developed in the Lovaas Institute for Early Intervention) Behaviour modification is based on the fact that pleasant consequences can promote good behaviour and unpleasant consequences, such as punishments, can reduce unacceptable behaviours. The therapy is on a one-to-one basis for six to eight hours per day, five to seven days per week for two or more years. Teaching sessions usually last two to three hours with breaks. As part of the sessions, all skills are broken down into small tasks that are achievable and taught in a very structured manner and accompanied by lots of praise and reinforcement. Examples of reinforcers are small bites of food, play with a favourite toy, social rewards such as verbal praise and hugs and tickles. Gradually food and other artificial reinforcers are replaced, if possible, by more social and everyday reinforcers. Aggressive or self-stimulatory behaviours are reduced or replaced by ignoring them or by introducing more socially acceptable forms of behaviour. Rebound Therapy This therapy uses trampolines in providing therapeutic exercise and recreation for people with a wide range of special needs. Participants range from mild to severe physical disabilities and from mild to profound and multiple learning disabilities, including dual sensory impairment and autistic spectrum disorder. Rebound Therapy is used to facilitate movement, promote balance, promote an increase or decrease in muscle tone, promote relaxation, promote sensory integration, improve fitness and exercise tolerance, and to improve communication skills. Drama Therapy Drama therapy offers the opportunity for children with autism to build on their imitative strengths by learning, practising and perfecting ‘lines’ in a fun, supportive setting. It allows participants to work on social improvisation, practise social skills learned in other settings, work on reading and body language and develop speaking skills. Touch / Massage Therapy Massage is the practice of applying pressure, tension, motion or vibration to the skin, muscles and other soft tissues of the body and is used to obtain therapeutic effects. There are many different massage techniques and practices. Massage or ‘touch’ therapy may have physical and emotional benefits for children with ASD and may improve their language and social skills or help with anxiety and sleep issues. If you are interested in the therapy there should be no potential risks of massage for children with autism. However, the evidence-base for the effectiveness of this therapy is limited and more research needs to be undertaken. Autism Assistance Dog (Dogs for the Disabled) An autism assistance dog trained by Dogs for the Disabled can give parents and children independence and provide a safer environment for the child making them feel more secure. An autism assistance dog is highly trained and socialised to meet the needs of the child and their family and can help change behaviour by introducing routines, reducing bolting behaviour, interrupting repetitive behaviour and helping a child with autism cope with unfamiliar surroundings. In addition the dog can be trained to provide therapeutic support to a child. Applications for this service can only be considered for children from 3 years of age up to their 10th birthday. The age is set due to the nature of the harness used when working and the resulting welfare of the child and dog. There are set criteria for accessing this service. Parents Autism Workshops and Support (PAWS) Parents Autism Workshops and Support (PAWS) is part of the work of Dogs for the Disabled. They have found that there can be a special chemistry between the dog and the child and in some cases the dog can have a calming effect when a child with autism is angry, anxious or distressed. They can distract a child away from disruptive or dangerous behaviour and create a space for the parent / carer to take control of a situation. There are three workshops which take the parents through a specially devised programme of activities with one workshop every month for three months. They also offer advice on identifying tasks to work with your dog and can put you in touch with local trainers. The Hanen programme A family-based training programme that helps parents facilitate their child’s language development and social interaction. Speech and language therapists trained in the Hanen approach use group session, individual consultations and evaluation to help parents learn strategies that will encourage language development. Son-Rise Son-Rise is a home-based programme for children with autistic spectrum disorders and other developmental disabilities. The programme emphasises eye contact, accepting the child without judgment, and engaging the child in a non-coercive way, and it hypothesizes that treated children will decide to become non-autistic. However, no published independent study has tested the efficacy of the programme. A 2003 study found that involvement with the programme led to more drawbacks than benefits for the families involved over time, and a 2006 study found that the programme is not always implemented as it is described in the literature, which means it will be difficult to evaluate its success /failure rate. For further information about therapies and interventions: National Autistic Society This website contains the latest information on therapies and interventions that are available: www.autism.org.uk/approaches Notes Understanding of the nature and impact of ASD is still developing. Provision for young children is further complicated by the fact that the challenges that a child is facing may only be recognised slowly as their development begins to look different from that of other children. Diagnosis is sometimes difficult or ambiguous. For children with an ASD, education may mean learning some things that other children develop naturally. For example, specific teaching may be needed to help children learn to tolerate or interact with other children or to understand the rules and routines of situations that other children take for granted. The education of children who have an ASD is often the main concern of parents following diagnosis. Support for children with ASD is organised by local authorities as part of their provision for children with special educational needs. Extra help or support in the pre-school years is provided at different levels, depending on how severe a child’s need for extra help is and on the approach taken by each individual local authority. It can be time consuming and tiring to work out what’s the best early years setting or school for your child. As a result of the Welsh Government’s Strategic Action Plan for autism, local authorities in Wales have Steering groups — planning groups for autism. These groups are usually made up of parent representatives, the voluntary sector and professionals from health, education and social services. Each local authority in Wales has a named lead person for autism. What should you look for? It can be helpful to ask yourself: - What kind of education does my child really need? - What education provision is available in my area and at what age? - What level of education and additional support is my child legally entitled to? What education does your child need? Although each child with ASD is unique and the autism spectrum is very broad, there are some features that are common to all good autism education provision. These include: - access to professionals who understand ASD - willingness and ability to present information in a way that addresses a child’s communication difficulties - willingness and ability to adapt some ‘normal’ routines for a child with ASD, in line with their individual needs. Support in the early years In addition to childcare provided by family members, most children and their families are helped and supported by professionals in early years settings. However, the level and type of support available in different local authorities varies widely. Some children attend a nursery class daily and receive one-to-one support there; other children are only offered one hour of input on alternate weeks. Some families supplement what their local authority is able to provide by paying for services themselves — for example in private nurseries or autism-specific home programmes. Some parents receive funding from their local authority to help them do this, while others do not. The types of early intervention support for children with an ASD that are normally provided by local authorities include: - Portage (a pre-school home visiting special educational needs support service), which is usually accessed via your local authority. - Playgroups, including those run by the Mudiad Ysgolion Meithrin (who in partnership with Autism Cymru are training staff to be autism friendly) and the Pre-school Playgroup Association, where additional help can be provided for your child - Nursery classes which may be attached to a local mainstream or special school and which are specially resourced to support children with special educational need - Advisory services of different types provided by local authorities with input from speech and language therapists, educational psychologists and teachers - Integrated Children’s Centres, which provide childcare, early education and family support in one place. Some have additional facilities for children with special needs or disabilities It’s important to clarify exactly what support is being offered to your family when you’re talking with professionals about the options that are available, because early intervention services vary widely in their approach and intensity. From birth to 3 years For the very youngest children, parents and carers normally play the most important role in deciding and funding the provision that is right for their child. However, some local authorities will fund or provide services such as those above for very young children with ASD. Questions to ask about services for very young children - How much one-to-one attention from an adult will my child have? - Will the adult(s) have the skills to build up my child’s desire and ability to interact and communicate? - How will my child’s time be structured? Families where at least one parent works 16 hours a week or more may qualify to receive the Working Tax Credit. The childcare element of the Working Tax Credit enables families to get back up to 80 per cent of costs for eligible childcare. 3 to 5 years All children in Wales are entitled to receive a free, part-time early education place from the 1 September, 1 January or 1 April following their third birthday. Free early years education is provided in various settings, including pre-school groups, Children’s Centres, registered childminders, nursery and reception classes in primary schools, nursery schools and private nurseries. Questions to ask about early years settings - Are activities adapted to meet the particular needs of my child? - How will the setting provide structure and consistency? - How much one-to-one attention from an adult will my child have? - Do the adult(s) have the skills to address my child’s specific communication, social, behavioural and sensory needs? Looking for the right school In Wales, children are required to attend school at the start of the term after their fifth birthday, either on 31 August, 31 December or 31 March. However, in some areas children may start earlier than this, depending on local admission arrangements. There is no straightforward answer to the question ‘What’s the ‘right’ type of education?’, because ASDs are so complex and individual. The ‘right’ kind of provision is the one that meets your child’s individual needs. Talk with other parents, support groups and ask questions of any schools and early years settings that you visit. It’s important that you get to know the choices available and get a sense of the training, expertise, environment and ethos which is on offer to meet the needs of your child. ‘I found out the best way to get my child into the school I wanted was by talking to other parents who had been through the same.’ — [Parent] Your child is entitled by law to attend the local mainstream school. However, because different children with autism need very different types of provision, it’s a good idea to start looking at a range of schools available in your area as early as possible. It may take some time to find the place that you feel will best meet your child’s needs. Some of the alternatives include: - assessment centres - an autism-specific resource base within a mainstream school - a mainstream school where autism-specific support is provided, tailored to the individual - a special school with experience and expertise in autism - home education - a combination of the above, tailored to the child’s needs ‘There was always agreement between the teachers, specialists and me that, as long as he was very well supported, a mainstream school with a specialist unit would be best for [my son].’ — [Early Support] ‘My son is severely autistic (no language, little understanding, few self-help skills) so a dedicated special school is the only viable option for him.’ — [Early Support] ‘He started with a full-time placement in the special unit and after three years when he was ready and expressed a wish to join the mainstream children, he was put into a nonstream class in the mornings with a lot of support.’ — [Early Support] To find out what is available locally, you can contact your local authority and SNAP Cymru. You can also look up schools and other education services on the www.awares.org or the PARIS website, www.info.autism.org.uk in your area. Questions to ask about schools - Is the curriculum adapted to meet the particular needs of my child? - Will they be able to provide an appropriate environment for my child — for example structure, consistency, specific communication approaches? - Will my child get the level of one-to-one support from an appropriately skilled adult that they need? - How willing is the school to work with parents and discuss things with us? - How will the school help my child to participate in the whole-school activities they will benefit from but protect them from other activities that will not meet their needs? A few parents choose to educate their child at home, running autism-specific home-based interventions. If you are interested in this option, you must inform the local authority of your decision once your child is five. Finding out more — Parent Partnership Services Parent partnership services (such as SNAP Cymru) provide support and advice to children who have additional learning needs and their families. Many local autism specific services have been set up with the help. They should provide accurate and neutral information on the full range of options available to parents. They are there to help parents to make informed decisions about their child’s education. Where parents want an independent parental supporter, the service should provide one. Your local authority, your child’s education provider or Contact a Family will be able to put you in touch with the local parent partnership service who can also give you the names of local voluntary organisations and parents’ groups that might be able to help. To find out more about SNAP Cymru or Parent Partnership Services ring Contact a Family on 029 2039 6624. The SEN System Children with special educational needs (SEN) are defined as having learning difficulties or disabilities that make it harder for them to learn than most children of the same age. They may need extra or different help from that given to other children. For children with an ASD difficulties at school with learning and school work may be associated with difficulties making friends or relating to adults, with behaviour, with organising themselves or physical or sensory difficulties that affect their life at school. Every mainstream school and early years setting has a member of staff called a SENCO (special educational needs co-ordinator), who is there to make sure that the appropriate provision is made for children who have special educational needs. ‘We had a great SENCO at mainstream nursery who gave us all the options and supported the decision we made.’ — [Early Support] All good early education settings and schools place importance on identifying special educational needs early so that they can help children as quickly as possible. Once it is clear that your child has SEN, your child’s teachers should take a graduated approach to providing different levels of additional educational support and intervention. This graduated approach recognises that children learn in different ways and can have different kinds or levels of SEN. So increasingly, step by step, specialist expertise can be brought in to help the school with the difficulties that a child may have. The levels of additional support available are: - Early Years Action or School Action - additional help and support provided for a child by the school or early years setting - Early Years Action Plus or School Action Plus - additional help and support given to a child by the school, but with the help of other professionals brought in from outside - Statement of Special Educational Needs - if extra resources are required to support your child that cannot be provided at Early Years Action or Early Years Action Plus, then they will be assessed so that their needs can be set out in a legal document called a statement of special educational needs. Some families with children with ASD find they need to request an assessment and secure a statement in order to get their local authority to fund the special provision or intervention they think their child requires. A statement can be requested at any age, although this is less common for children under three. Parents can start the process themselves by requesting an assessment and they can do this as early as they feel it’s appropriate (for instance, on the basis of their child’s behaviour at playgroup or nursery). In Wales the Statutory Assessment process is currently under review in an attempt to provide a better service. A school or early years setting must tell you when they first start giving additional or different help to your child at Early Years Action or Early Years Action Plus. The additional or different help associated with special educational needs could be a different way of teaching certain things, some help from an extra adult, more time working in a small group, or making changes to the learning space your child uses. In addition to the questions in the sections above, you may find some of the following questions helpful things to bear in mind when thinking about an education provision or visiting a setting: - Does the senior member of staff (eg the head teacher or the playgroup manager) have an understanding of ASD? - Do the SENCO and other members of staff understand ASD? - Is staff training available on ASD? - Has the setting understanding of setting up Circles of Friends or other systems of social support that might help your child? - Does the setting teach social skills and understanding as part of the curriculum? - Are alternative communication methods that might help your child used by members of staff – for example, the Picture Exchange Communication System (PECS), or pictures and photos? - If your child can’t cope with unstructured time, what support will be put in place during breaks and lunchtime? - Are there clear expectations and rules of behaviour for children in the setting? At the same time, is there flexibility to deal with children who struggle to conform? - Are there designated areas available for children with ASD to use as places for quiet time or as their special learning space? What level of education is your child entitled to? Children with special educational needs enjoy the same rights as any other child to receive educational provision that meets their individual needs. It is unlawful for education settings to discriminate against disabled children and prospective children who may be disabled, and they must make reasonable adjustments to accommodate children’s disabilities. If you are experiencing any problems in accessing the support you feel your child needs, contact the NAS Advocacy for Education Service on T: 0845 070 4002, an autism specific education advice service. They can also tell you more about what your child is entitled to and about other organisations that provide educational advice for parents of children with special educational needs which you might like to know about. You could also contact the Advisory Centre for Education. Their general advice line is open Monday to Friday 2–5pm on T: 0808 800 5793 or Autism Cymru on T: 01978 853841 and full contact details are given at the back of the booklet. For further information contact: Contact a Family T: 02920 396624 NAS Advocacy for Education Service T: 0845 070 4002 Advisory Centre for Education T: 0808 8005793 Autism Cymru T: 01978 853841 Benefits You may be entitled to claim certain benefits and/or apply for reduced rates with some service suppliers. For up-to-date information about benefits which you may be entitled to and information about the benefit system we recommend that you view the DirectGov website or telephone / visit the Citizen’s Advice Bureau (contact details below). Alternatively, your local council should be able to provide you with contact details for local information services and their contact details are included at the end of this booklet. Some utility suppliers (gas, electricity, etc) may have special rates / savings for families claiming benefits so it may be worth contacting your current suppliers to find out. For further information contact: **DirectGov** T Benefits enquiry line 0800 882 200 W www.direct.gov.uk firstname.lastname@example.org **Citizen’s Advice Bureau** T 0844 477 2020 W www.adviceguide.org.uk **Turn2us** T 0808 802 2000 (Freephone 8am — 8pm) W www.turn2us.org.uk/benefits_search.aspx **National Autistic Society** T 0808 800 4104 (Mon — Fri, 10am — 4pm) The Helpline will take details of your query and arrange a telephone appointment for you with the NAS Welfare Rights Co-ordinator who will call you back at the agreed time to discuss your query in detail. W www.autism.org.uk/our-services/advice-and-information-services/welfare-rights-service.aspx email@example.com It would be helpful if you could confirm the name of the benefit you are enquiring about and provide as much detail as possible regarding your enquiry. **Disability Alliance** W www.disabilityalliance.org **Cerebra** Cerebra offer a handbook on DLA: www.cerebra.org.uk/parent_support/DLA_guide.htm Useful Contacts **Welsh Government** Cathays Park Cardiff CF10 3NQ *T* English 0300 060 3300 or 0845 010 3300 *T* 0300 060 4400 or 0845 010 4400 *W* www.wales.gov.uk **Blaenau Gwent County Borough Council** Municipal Offices Civic Centre Ebbw Vale NP23 6XB *T* 01495 311556 *W* www.blaenau-gwent.gov.uk **Welsh Local Government Agency** Local Government House Drake Walk Cardiff CF10 4LG *T* 02920 468600 *W* www.wlga.gov.uk **Caerphilly County Borough Council** Family Information Service Dyffryn House Dyffryn Business Park Ystrad Mynach Hengoed CF82 7RJ *T* 01443 815588 / 01495 226622 *W* www.caerphilly.gov.uk **Aneurin Bevan Health Board** Headquarters Mamhilad House Block A Mamhilad Park Estate Pontypool Torfaen NP4 0YP *T* 01873 732732 *W* www.aneurinbevanhb.wales.nhs.uk **Cardiff and Vale University Health Board Headquarters** Whitchurch Hospital Park Road Whitchurch Cardiff CF14 7XB *T* 02920 747747 *W* www.cardiffandvaleuhb.wales.nhs.uk Cardiff Council County Hall Atlantic Wharf Cardiff CF10 4UW T 02920 872000 W www.cardiff.gov.uk Cwm Taf Health Board Headquarters Ynysmeurig House Navigation Park Abercynon CF45 4SN T 01443 744800 W www.cwmtafhb.wales.nhs.uk Merthyr Tydfil County Borough Council Civic Centre Castle Street Merthyr Tydfil CF47 8AN T 01685 725000 W www.merthyr.gov.uk Monmouthshire County Council County Hall Cwmbran NP44 2XH T 01633 644644 W www.monmouthshire.gov.uk Newport City Council Civic Centre Newport NP20 4UR T 01633 656656 W www.newport.gov.uk Rhondda Cynon Taf One4All Centres: Rock Grounds High Street Aberdare CF44 7AE Tŷ Sardis Sardis Road Pontypridd CF37 1DU Tŷ Bronwydd Bronwydd Avenue Porth CF39 9DL Treorchy Library Station Road Treorchy CF42 6NN T 01443 442100 W www.rhondda-cynon-taf.gov.uk Torfaen County Borough Council Civic Centre Pontypool NP4 6YB T 01495 762200 W www.torfaen.gov.uk Vale of Glamorgan Council Civic Offices Holton Road Barry CF63 4RU T 01446 700111 W www.valeofglamorgan.gov.uk **ASD Info Wales** This website is specific to Wales and includes information and advice for families and professionals about ASD. The site also includes a search facility which allows you to look for specific services available in your local area. *W www.asdinfowales.co.uk* **Autism Connect** An online resource providing information about autism, news and events from around the world and access to discussion forums and other web sites about autism. *W www.autismconnect.org* **Advisory Centre for Education** *T 0808 800 5793* (Mon - Fri, 2pm - 5pm) **Ambitious About Autism** The Ambitious About Autism national charity is a campaign organisation which is working to improve the services available for children and young people with autism and to increase awareness and understanding of the condition. They provide services, raise awareness and understanding and influence policy. They also provide specialist education through the Treehouse School. *T 0208 815 5444* *W www.ambitiousaboutautism.org.uk* *E firstname.lastname@example.org* The Pears National Centre for Autism Education Woodside Avenue London N10 3JA **Autism Networks** A charitable body run by a group of like-minded parents, carers, professionals and people with autism. One of their aims is to make links with anyone concerned with autism. *W www.autismnetworks.org.uk* **Autism Sibs** A list for brothers and sisters of autistic children to discuss issues about growing up with a child with ASD. *W http://groups.yahoo.com/subscribe/autism_sibs* **ASD Friendly** For everyone to share experiences of everyday life with ASD Children. *W www.ASDfriendly.org* **AspergersUK** For UK parents of children with Asperger Syndrome. *W http://health.groups.yahoo.com/group/AspergersUK* Autistica Autistica is a UK charity raising funds for medical research that will improve diagnosis, advance new treatments and discover the causes of autism. T 01491 412311 W www.autistica.org.uk E email@example.com Autistica Rotherfield House 7 Fairmile Henley-on-Thames RG9 2JR Careers Wales Careers Wales provides free careers information and advice for young people, adults, parents, employers and professionals in Wales. There are six Careers Wales companies covering the Welsh regions and each company has its own Chief Executive and board of directors. The Careers Wales companies work in partnership together and with a wide range of other organisations at local and national level. The Careers Wales Association has been set up to provide the Careers Wales companies with national, centralised support facilitating joint initiatives and partner liaison. Cardiff and Vale: 0800 100 900 Gwent: 0800 028 9212 Mid Glamorgan & Powys: 0800 183 0283 Careers Wales Association: 02920 854880 Learning and Careers Advice: T 0800 100 900 — from a land line T 02920 906801 — from a mobile E firstname.lastname@example.org Autistichat A place for people with autism and related disorders to chat online. The channel is also open to the parents, friends and family of individuals with autism. W www.autistichat.net Carers Wales Carers Wales is part of Carers UK which is a policy, campaigning and information organisation. They provide information and advice to carers about their rights and how to get support. T 02920 811575 W www.carerswales.org E email@example.com Carers Wales River House Ynysbridge Court Gwaelod y Garth Cardiff CF15 9SS Cerebra Cerebra is a charity set up to help improve the lives of children with brain related conditions through researching, educating and directly supporting children and their carers. T 0800 328 1159 W www.cerebra.org.uk E firstname.lastname@example.org Cerebra (Parent Support) FREEPOST SWC3360 Carmarthen SA31 1ZY **Children’s Commissioner for Wales** Keith Towler is the Children’s Commissioner for Wales and his job is to stand up and speak out for children and young people. He works to make sure that children and young people are kept safe and that they know about and can access their rights. Here are some of the things that Keith and his staff do for Wales’ children and young people: - Telling everyone, including children and young people, about the Commissioner and about children’s rights - Meeting with children and young people and listening to what they have to say about issues that affect them - Talking to children and young people about the Commissioner’s work, what else they think he should do and how he should do it - Looking at the work of organisations like councils and health boards to see if they are thinking about children’s rights - Telling people who can make a difference what children and young people think is important and how to improve things - Giving advice and information to children and adults who contact the Commissioner’s team. **T 0808 801 1000** (children and young people’s freephone) Or text: **80 800** start your message with **COM** **W www.childcom.org.uk** **E email@example.com** *Children’s Commissioner for Wales* Oystermouth House Phoenix Way Llansamlet Swansea SA7 9FS **T 01792 765600** **F 01792 765601** --- **Citizen’s Advice Bureau (CAB)** The CAB provides information about people’s rights including benefits, housing, employment, debt, consumer and legal issues. **T 0844 477 2020** **W www.adviceguide.org.uk** --- **Contact A Family** Contact a Family provides support, advice and information for families with disabled children, no matter what their condition or disability. **T 0808 808 3555** (Mon – Fri, 9.30am - 5pm) **W www.cafamily.org.uk** **E firstname.lastname@example.org** *Contact a Family Cymru* 33 - 35 Cathedral Road Cardiff CF11 9HB --- **Crossroads Care** Crossroads Care provides support to carers and the people they care for. **T 0845 450 0350** **W www.crossroads.org.uk** DirectGov DirectGov is the UK government’s digital service for people in England and Wales. It delivers information and practical advice about public services, bringing them all together in one place. Benefits Enquiry Line: 0800 882 200 W www.direct.gov.uk E email@example.com Disability Alliance Disability Alliance is a national registered charity which works to relieve the poverty and improve the living standards of disabled people. They provide information on benefits, tax credits and social care to disabled people, their families, carers and professional advisers. They also have a range of publications for download including the Disability Rights Handbook. W www.disabilityalliance.org EarlyBird Centre EarlyBird is for parents whose child has received a diagnosis of an autism spectrum disorder and is not yet of statutory school age. The programme aims to support parents in the period between diagnosis and school placement, empowering and helping them facilitate their child’s social communication and appropriate behaviour in their natural environment. EarlyBird Plus is for parents whose child has received a later diagnosis of an autism spectrum disorder and is aged 4 — 8 and in Early Years or Key Stage One provision. The programme addresses the needs of both home and school settings by training parents / carers together with a professional who is working regularly with their child, the aim being that a child will be given consistent support. T 01226 779218 E firstname.lastname@example.org Early Bird Centre Barnsley Road Dodworth South Yorkshire S75 3JT Early Support Wales Early Support Wales offers free training for parents and have a useful free booklet on autistic spectrum disorder. T 02920 342 434 W www.earlysupportwales.org.uk Early Support c/o Children in Wales 25 Windsor Place Cardiff CF10 3BZ Epilepsy Wales Epilepsy Wales is a charity which supports people with epilepsy in Wales, their family and carers by providing help, advice and information. T 0800 228 9016 (Mon - Fri, 9am - 5pm) W www.epilepsy-wales.org.uk E email@example.com Epilepsy Wales PO Box 4168 Cardiff CF14 0WZ **ERIC (Education and Resources for Improving Childhood Continence)** ERIC is a national children’s health charity dealing with bedwetting, daytime wetting, constipation, soiling and potty training in children and young people. ERIC provides information, support and resources to families and health professionals on bladder and bowel problems. *T 0845 370 8008* (Mon - Fri, 10am - 4pm) *W www.enuresis.org.uk* *W www.ericshop.org.uk* *E firstname.lastname@example.org* ERIC (Education and Resources for Improving Childhood Continence) 36 Old School House Britannia Road Kingswood Bristol BS15 8DB --- **The Family Planning Association** The Family Planning Association has information about sexual health, sex and relationships and has published three books which may be of use when talking to your child. *W www.fpa.org.uk* --- **Family Rights Group** The Family Rights Group is a charity in England and Wales which advises parents and other family members whose children are involved with or require children’s social care services because of welfare needs or concerns. They promote policies and practices that assist children to be raised safely and securely within their families, and campaign to ensure that support is available to assist grandparents and family and friends carers who are raising children who cannot live at home. *T 0800 731 1696* (Mon - Fri, 10am - 3.30pm) *W www.frg.org.uk* *E email@example.com* Family Rights Group The Print House 18 Ashwin Street London E8 3DL --- **The Family Fund** The Family Fund is a charity which helps families with severely disabled or seriously ill children and young people aged 17 and under to have choices and the opportunity to enjoy ordinary life. They provide grants for things that make life easier and more enjoyable such as washing machines, driving lessons, computers and holidays. *T 0845 130 4542* *W www.familyfund.org.uk* *E firstname.lastname@example.org* The family Fund Unit 4, Alpha Court Monks Cross Drive Huntington York YO32 9WN Gwent Association of Voluntary Organisations (GAVO) Gwent Association of Voluntary Organisations is a Community Voluntary Council which is committed to strengthening the effectiveness of the Voluntary and Community Sector across Blaenau Gwent, Caerphilly, Monmouthshire and Newport. GAVO works with individuals and community groups as well as the public and private sector. T 01633 241550 W www.gavowales.org.uk E email@example.com Ty Derwen Church Road Newport NP19 7EJ Jobcentre Plus Jobcentre Plus can help you with: • What type of work you’d be suited to • Schemes and resources to help you find work • Retraining programmes • Help if you are disabled or are a single parent • Help with self-employment issues • How to complete application forms and prepare for an interview • Financial schemes / help while you look for work • What vacancies there are at the Jobcentre Plus Jobs Centre The following website will enable you to locate your local Jobcentre Plus. W www.jobcentreplusadvisor.co.uk/wales Interlink Interlink is the County Voluntary Council (CVC) for Rhondda Cynon Taff, supporting individuals and organisations to work together to make a positive impact on the life of people who live and work in RCT. T 01443 846200 W www.interlinkrct.org.uk 6 Melin Corrwg Cardiff Road Upper Boat Pontypridd CF37 5BE National Autistic Society (NAS) The NAS is a UK charity for people with autism (including Asperger Syndrome) and their families. They provide information, support and services and campaign for a better world for people with autism. The NAS will also be able to tell you if there is an EarlyBird or EarlyBird Plus programme running in your area. T 0845 070 4004 (Mon - Fri, 10am - 4pm) W www.autism.org.uk NAS Cymru 6/7 Village Way Greenmeadow Springs Business Park Tongwynlais Cardiff CF15 7NE **NAS Advocacy for Education Service** If you are experiencing any problems in accessing the support you feel your child needs the NAS provides a specific education advice service. They can also tell you more about what your child is entitled to and about other organisations that provide educational advice for parents of children with special educational needs which you might like to know about. *T 0845 070 4002* --- **Parent to Parent Line** The Parent to Parent Line is a new, confidential telephone support service for parents of an adult or child with autism provided by other volunteer parents. You can ring the freephone number at any time and leave a message and contact telephone number. The next parent volunteer on duty will pick up the message and phone you back. *T 0800 952 0520* --- **Rackety’s** Rackety’s is a clothing company for disabled children and adults. *T 01538 381430* *F 01538 370156* *W www.disabled-clothing.co.uk* *E firstname.lastname@example.org* Rackety’s Ltd Unit 16 Town Yard Business Park Station Street Leek Staffordshire ST13 8BF --- **Sensory Smart** Clothing solutions for sensory-sensitive children. *T 01425 674712 (Answerphone)* *W www.sensorysmart.co.uk* *E email@example.com* 264 Burley Road Bransgore Hampshire BH23 8DR Please email in first instance because the owner runs her business around the needs of her son who has autism! --- **Sibs** Sibs is the UK charity for people who grow up with a brother or sister who is disabled, has a long term chronic illness or a life-limiting condition. Sibs provides information and support to siblings and influences service provision for siblings throughout the UK. *T 01535 645453* *W www.sibs.org.uk* Sibs Meadowfield Oxenhope West Yorkshire BD22 9JD SNAP Cymru SNAP Cymru is a national charity which aims to advance the education of people in Wales and support their inclusion. SNAP works with families, children and young people, their parents / carers and professionals working with those who have or may have additional learning needs. These include SEN, disability and other barriers, eg exclusion, disaffection, poverty, deprivation, English or Welsh as a second language. They provide information, advice and support for a range of issues relating to education, health and social care provision and discrimination as well as advocacy services, disagreement resolution and training for young people, parents and professionals. T 02920 384868 W www.snapcymru.org E firstname.lastname@example.org SNAP Cymru Head Office 10 Coopers Yard Curran Road Cardiff CF10 5NB Torfaen Voluntary Alliance (TVA) TVA is the voluntary council for the County Borough of Torfaen and their role is to support, promote, develop and represent voluntary and community groups in the county. Pontypool Office T 01495 756646 F 01495 740097 Portland Buildings Commercial Street Pontypool Torfaen Blaenavon Office T 01495 793259 F 01495 792434 Ground Floor Office 5 Church View Ivor Street Blaenavon W www.torfaenvoluntaryalliance.org.uk Turn2Us Turn2us is a charitable service which helps people access the money available to them through welfare benefits, grants and other help. T 0808 802 2000 (Freephone 8am — 8pm) W www.turn2us.org.uk Vale Centre for Voluntary Services (VCVS) VCVS helps to improve the quality of life of individuals and communities by supporting voluntary groups. T 01446 741706 F 01446 421442 W www.valecvs.org.uk E email@example.com Barry Community Enterprise Centre Skomer Road Barry CF62 9DA Voluntary Action Cardiff Voluntary Action Cardiff is the County Voluntary Council which represents and promotes the voluntary sector in Cardiff. T 02920 485722 W www.vacardiff.org.uk E firstname.lastname@example.org Voluntary Action Cardiff 3rd Floor Shand House 2 Fitzalan Place Cardiff CF24 0BE Voluntary Action Merthyr Tydfil (VAMT) Voluntary Action Merthyr Tydfil (VAMT) aims to support voluntary and community activity in the County Borough of Merthyr Tydfil by helping new projects, bringing groups together in forums and networks, producing regular newsletters, providing training and practical help. VAMT offers information and advice on funding, legal matters, volunteering, marketing, ICT and how your group can work effectively. T 01685 353900 F 01685 353909 W www.vamt.net E email@example.com Voluntary Action Centre 89 — 90 High Street Pontymorlais Merthyr Tydfil CF47 8UH Wales Autism Research Centre (WARC) The Wales Autism Research Centre (WARC) was initiated through a unique collaboration between Autism Cymru and Autistica, the School of Psychology, Cardiff University and the Welsh Government. WARC researches risk factors, identification, diagnosis, cognitive development and intervention. Based in the School of Psychology they engage in multi-disciplinary research collaboration across a number of areas. They study and use research evidence in services for autism and contribute to awareness-raising. A unique goal, made possible by the ASD Strategy in Wales, is to integrate scientific research findings with policy. W www.psych.cf.ac.uk/warc E firstname.lastname@example.org Wales Autism Research Centre (WARC) School of Psychology Cardiff University Tower Building Park Place Cardiff CF10 3AT Youth In Mind Youth In Mind is a website which enables you to search for books and websites about different topics for young people, parents and teachers. W www.youthinmind.com ASD Monitoring and Support Group (2010) *Autism — ASD Parent Information Pack* East Sussex County Council Available from: W [http://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/childrenwithadisability/autism/download.htm](http://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/childrenwithadisability/autism/download.htm) The Autism and Practice Group (2007) *Sensory Issues in Autism* Learning Disability Services, East Sussex County Council Early Support (2009) *Information for Parents: Autistic Spectrum Disorders (ASDs) and Related Conditions* Available from: W [http://www.earlysupportwales.org.uk/materials/info-for-parents](http://www.earlysupportwales.org.uk/materials/info-for-parents) Ives, M. and Munro, N. (2002) *Caring for a Child with Autism: A Practical Guide for Parents* London: Jessica Kingsley Publishers Llywodraeth Cynulliad Cymru Welsh Assembly Government www.ASDinfoWales.co.uk Bwrdd Iechyd Cwm Taf Health Board Bwrdd Iechyd Aneurin Bevan Health Board Bwrdd Iechyd Prifysgol Caerdydd a'r Fro Cardiff and Vale University Health Board RHONDDA CYNON TAF TREFFTYDLETH CADARN | DYFODOL SIOR CARDIFF CAERDYDD WLGA • CLILC VALE of GLAMORGAN BRO MORGANNWG CAERPHILLY COUNTY BOROUGH COUNCIL CYNGOR DDEUDEUDREF CAERFFILI TORFAEN COUNTY BOROUGH TREFFTYDLETH TORFAEN monmouthshire sir fynwy Newport CITY COUNCIL CYNGOR DINAS CASNEWYDD Blaenau Gwent County Borough Council Δ — symbol used by medical / clinical staff to mean ‘diagnosis’ Advocacy — support to help people who find it difficult to communicate their views, especially in relation to statutory and legal services ABA — Applied Behavioural Analysis. An approach to teaching which emphasises positive reinforcement and is underpinned with observation and monitoring: interactive and child-centred ADHD — attention deficit hyperactivity disorder. A developmental disorder which can cause overactive behaviour (hyperactivity), impulsive behaviour and difficulties in concentrating Agency — An organisation which is statutory, private or voluntary which provides and / or purchases social care, health care or other services ASC — autistic spectrum condition — see ASD ASD — autistic spectrum disorder, a developmental disorder characterised by difficulties with social interaction, social communication and rigidity of thinking Asperger Syndrome — a type of autistic spectrum disorder. People with Asperger Syndrome usually have fewer difficulties with language than people with autism and do not have accompanying learning disabilities that some people with autism have. They are likely to be of average or above average intelligence Assessment — The process of defining an individual’s needs, deciding on the help that they require and determining their eligibility for services Attention Deficit Hyperactivity Disorder — see ADHD Autism Cymru — Autism Cymru is a practitioner-led charity in Wales which aims to influence major policy change via collaborative practice, education and training, research and awareness raising Autistic spectrum conditions — see ASD Autistic spectrum disorders — see ASD Benefits Advisor — Benefits advisers usually work directly with individual / carer to make an assessment of an individual’s situation, answering questions and giving advice on state benefits and tax credits and helping people to fill in forms to apply for benefits and/or tax credits. Benefits advisors may be based within employment / careers advice centres, voluntary organisations or provide advice via help-lines Careers Advisor — A careers adviser provides information, advice and guidance to help people make realistic choices about education, training and work. Careers advisors work with a range of clients aged 14 to adults. Career advisors may be based in schools, colleges or employment centres Carers allowance — a benefit available to people who care for someone with a disability Casein — protein found in milk and milk products Child and Adolescent Mental Health Services (CAMHS) — CAMHS provide assessment, treatment and intervention for children and young people with mental health difficulties. They may be based in a hospital, community clinic or health centre. Support may be offered via clinic appointments, home visits or day hospital care. Accessing these services is usually dependant on a referral from another professional. Child Health Services — Child Health Services are often referred to as Paediatrics, and are the department that deal with illness in children and young people (including delayed development). They may be based in a hospital, health centre or community clinic. Accessing these services is usually dependant on a referral from another professional. Classroom Assistant / Teaching Assistant / Learning Support Assistant (LSA) — Teaching assistants provide support to teachers and pupils in a school setting. They may work to support the class or a specific pupil. Their work is directed and monitored by the class teacher. Clinical Psychologist — Clinical psychologists work with children or adults who experience mental or physical health problems and learning disabilities. Clinical psychologists aim to reduce psychological distress and enhance and promote psychological wellbeing. They often work as part of a multidisciplinary team, including in hospitals, clinics and community teams. Community Learning Disability Nurse — The Community Learning Disability Nurse works as part of the Learning Disability Services (see section below) and supports individuals in a variety of areas including the management of challenging behaviour. Community Mental Health Teams (CMHTs) — CMHTs are usually based in community clinics or health centres. They help to support and treat adults with mental health difficulties. They offer support via clinic appointments, home visits or day hospitals. Accessing these services is usually dependant on a referral from another professional. Community Psychiatric Nurse (CPN) — Mental health nurses work with children or adults suffering from various types of mental health problems. The work involves helping people to recover from illness, or come to terms with it in order to maximise their life potential and sometimes providing therapeutic interventions. Mental health nurses work within a team to plan and deliver care using a multidisciplinary client-centred approach. Mental Health Nurses work in hospitals, day hospitals, clinics and in the community. Co-morbidity — Term used by medical / clinical professionals to describe the presence of additional conditions / disorders to the initial diagnosis. Counsellor — Counsellors help people to explore feelings and emotions that are often related to their experiences. This allows them to reflect on what is happening to them and consider alternative ways of doing things. Counsellors do not give advice, but help clients to make their own choices within the framework of an agreed counselling contract. Counsellors may specialise in working with young people or adults. Counsellors may be based within health centres, GP practices, schools and colleges or employing organisations. Dietician — Dieticians work with people who have special dietary needs, give unbiased advice, evaluate and improve treatments. They may work directly with clients or advise doctors, nurses, health professionals and community groups. Direct payments — a way of choosing and paying for services provided by Social Services which can be adapted to meet your family’s needs. Disability — A person has a disability if he or she has a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities Disability Living Allowance — a benefit for children and adults with a disability. It is made up of a care component and a mobility component DSM-IV — Diagnostic and Statistical Manual of Mental Disorders version 4 — Manual used by clinical staff to classify and code diseases and disorder (version 5 is expected to be published in 2013) Dyslexia — Dyslexia causes difficulties in learning to read, write and spell. Short-term memory, mathematics, concentration, personal organisation may also be affected Dyspraxia — a difficulty in co-ordinating movement Echolalia — repeating words or phrases spoken by someone else Educational Psychologist — An educational psychologist is concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. They work directly with young people as individuals or in groups and also advise teachers, parents, social workers and other professionals who are involved with the child Epilepsy — currently defined as a tendency to have recurrent seizures (sometimes called fits) GFCF Diet — Gluten and Casein Free Diet Gluten — protein found in wheat Hanen — a training programme for children who have a delay in developing language Health Visitor — Health visitors work as part of a primary health care team, assessing the health needs of individuals, families and the wider community. They aim to promote good health and prevent illness by offering practical help and advice. The health visitor works within a community setting, often visiting people in their own homes. The health visitor primarily supports new parents and pre-school children as well as elderly people and those of any age who suffer from a chronic illness or live with a disability ICD-10 — International Classification of Diseases version 10 — Manual used by clinical staff to classify and code diseases and disorders Intervention — term for any action, such as treatment or therapy, used to improve a condition IQ / Intelligence Quotient — a score from tests to measure the level of someone’s intelligence Kanner autism — also sometimes called ‘classic autism’. An autistic spectrum disorder characterised by difficulties in social communication and interaction and rigidity of thinking. People who have Kanner autism often have a delay in developing language and a learning disability Learning Disability Services — Learning Disability Services are a community-based, multi-disciplinary team that includes Clinical Psychologists, Occupational Therapists, Speech & Language Therapists and Clinical Nurses who can offer a range of therapeutic interventions to people who have a learning disability and ASD who may experience difficulties with behaviour, communication, epilepsy and mental health. The service is home and not clinic based, and for adults with learning disability and ASD they also have access to a specialist Consultant Psychiatrist in addition to the team listed above Lovaas — a form of Applied Behavioural Analysis delivered in a home setting for pre-school children Makaton — a form of sign language often used with people who have learning disabilities MDT — Multi-Disciplinary Team which is a team of professionals from a range of different services MAT — Multi-Agency Team which is a team of professionals from a range of different services National Autistic Society (NAS) — The NAS is a charity for people with ASD and their families which provides information, support and services and campaigns for a better world for people with autism. The NAS Cymru website includes everything from the UK website about autism and provides information about their services and activities in Wales Neurology — The study of the brain, its diseases and disorders Nutritionist — is an expert on ways of giving the body the nutrition that it needs. A nutritionist knows the relationship between diet, food and ill health and how one affects the other Occupational Therapist — Occupational therapy is the assessment and treatment of physical and psychiatric conditions using specific, purposeful activity to prevent disability and promote independent function in all aspects of daily life. Occupational therapists may use a wide range of techniques and strategies to help an individual to achieve and maintain normal daily tasks. Occupational therapists work within a wide range of services, in hospitals, clinics and community teams Paediatrician — A paediatrician is a doctor who specialises in diagnosing, looking after, and treating children and young people who are ill or who have delayed development Parent Partnership Service — a local service which provides support and advice for families of children with special educational needs PDD — pervasive development disorder. A general term for disorders which affect communication and social skills and includes autistic spectrum disorders PDD-NOS — pervasive development disorder not otherwise specified. Where someone has a pervasive development disorder but there is not enough information to give a more specific diagnosis PECS — picture exchange communication system. A way of using pictures and symbols to help children who have difficulty communicating with speech Pharmacist — These are specialist health professionals who make and sell medicines and are often called ‘chemists’. They are experts on medicines and the way they work and will make up prescriptions provided by your doctor and can give advice on treatments that can be bought over the counter Physiotherapist — Physiotherapists assess and treat patients with physical difficulties resulting from illness, injury, disability or ageing. They treat children and adults in hospital and community settings Pica — Eating ‘non-food’ such as paper, fluff, etc Portage — a home visiting educational service for pre-school children with additional needs such as a disability Prevalence — One of the main ways to measure the frequency of a disease in a particular population. It is the total number of cases that are present at any one time covering both old and new cases Prognosis — A forecast as to the probable result of an illness, particularly with regard to the prospect of recovery PSE — Personal, Social Education — see PSHE PSHE — Personal, Social and Health Education — Part of the school curriculum where children and young people learn about Respite services — services for people who have a disability and their family to give them a rest and a break Primary Health Care Services — Primary health care services are the health services / professionals you can access directly, without the need for a referral. These include your GP, health visitor and practice nurse. They deal with a variety of physical and mental health issues and can refer you to other services for more specialised assessment help or support Psychiatrist — Psychiatrists are medically qualified doctors who look after patients with mental health problems. Psychiatrists work with individuals of all ages and usually specialise in working with children or adults. Psychiatrists work as part of a team in hospital, clinic and community settings Public Sector — (or Statutory Sector) The group of bodies which is required to obtain or provide particular services such as the Local Authority and the Health Service which receives central government funding Regression — To go backwards. This usually refers to the loss of skills previously acquired, especially those basic skills related to early childhood School Nurse — A school nurse works in partnership with schools to create an environment that promotes healthy living, as well as responding to the needs of individual children. School nurses promote and support physical, mental and emotional wellbeing and usually work within a number of schools Semantic pragmatic disorder — a communication disorder where people have difficulty understanding the meaning of words and may use them in the wrong context. It can be linked to autism SENCO — special educational needs co-ordinator. A member of staff in schools and early years settings who co-ordinates provision for children with special educational needs. This involved co-ordinating work with a range of agencies and parents, gathering appropriate information on children with special needs and ensuring individual education plans (IEP’s) are in place Social Services — Social Services Departments are based in local authorities and provide services that support, care and protect individuals of all ages. Social Services have a number of teams who work with individuals with differing needs and usually separate children’s and adults’ services. Examples of the teams are child protection, adoption and fostering, children with disabilities, protection of vulnerable adults, mental health and learning disability services Social Stories — These were developed by Carol Gray in America. They are short stories which assist people with social understanding by teaching appropriate social skills and behaviours for specific situations. An example is provided at the end of the glossary Social Worker — A social worker works with a variety of individuals including those who are socially excluded or experiencing crisis. Social workers work with children and adults. They provide support to enable individuals and their families to help themselves. They may be based within a social services team or within another team or service. Social workers work in a variety of settings including the home, schools, hospitals and other public sector and voluntary organisations. Son-Rise — a home-based, intensive, autism-specific intervention Special Educational Needs (SEN) — special educational needs Special Educational needs Co-Ordinator — see SENCO Speech and Language Therapy (SALT) — a form of therapy to support people of all ages who have difficulties with speech, language and communication problems. They may also work with people who have eating and swallowing problems. Speech and language therapists may work privately or through the NHS in hospital, clinic and community settings. Statement of special educational needs — a document provided by a local authority which sets out a child’s needs and all the extra help they should get. Stimming — Repetitive behaviours referred to as self-stimulating behaviour some of which are obvious whilst others are more subtle. Examples of stimming include hand-flapping, spinning, eye rolling, tapping fingers, etc. This repetitive behaviour is used for a number of reasons including self-regulation in times of stress, demonstration of excitement, a way of avoiding a task or activity or to provoke a reaction from others. Support Worker / Assistant — A support worker can be attached to a variety of teams or professionals and help to carry out the care, monitoring or treatment of an individual. The support worker carries out work under the direction and supervision of a qualified professional e.g. nurse, speech and language therapist or occupational therapist. TEACCH — an autism-specific approach which helps children cope with and understand their environment. Tourette’s Syndrome — a neurological condition, the key feature of which is tics (involuntary and uncontrollable sounds and movements). Triad of impairments — the three impairments which characterise autism include issues with: social communication, social interaction and rigidity of thinking. Example of a Social Story — Going Shopping “Sometimes I go shopping with Dad to the supermarket. We usually go in the car to Sainsbury’s. When we get there, we choose a trolley. Dad gives me the list of things we need. We walk up and down the aisles to find what we need. Sometimes Dad lets me get the things off the shelf and put them in the trolley. This is being helpful. When we find the items, I can cross them off my list. Then we go to the checkout. We usually have to wait in a queue. When it is our turn, we take the items out of the trolley and put them on the conveyor belt. The shop assistant scans the items and then Dad packs them into bags. Dad will be pleased if I try and help him. After he pays the assistant, we push the trolley back, get into the car and drive home. If I try to stay calm we will get home quicker. Dad will be pleased with me if I try to stay calm and help with the shopping.” Notes Notes
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ETHIOPIAN TVET SYSTEM Advanced Leather Goods Production Level III Based on January 2012 Version 4 Occupational Standard (OS) and Dec 2020 version 1 Curriculum Module Title: Developing Understanding Basic Principles, Elements and Methodology of Design LG Code: IND ALP3 M02 LO (1-5) LG (5-9) TTLM Code: IND ALP3 TTLM 1220 V1 December 2020 Bishoftu, Ethiopia # Table of Contents ## LO #1- Prepare Workstation ................................................................. 4 - Information Sheet 1 - Setting up workbench and seating according to OHS practices ........................................... 5 - Self-Check -1 .................................................................................................................. 13 - Information Sheet 2 - Selecting drawing tools and equipment ............................................................................. 14 - Self-Check -2 .................................................................................................................. 30 - Information sheet 3:- Setting out tools and equipment to facilitate effective work practice .................................... 31 - Self check 3 .................................................................................................................... 33 ## LO #2- CREATE COMPOSITIONS USING ELEMENTS AND BASIC DESIGN PRINCIPLES ................................................................. 34 - Information Sheet 1: Selecting and interpreting Elements of designs ............................................................... 35 - Self-Check 1 .................................................................................................................. 52 - Information Sheet 2: Interpreting and studying Basic Principle Designing and Visual Aesthetics ...................... 53 - Self-Check 2 .................................................................................................................. 63 - Information Sheet 3-Developing Compositions Using Design Elements ............................................................ 65 - Self-Check .3 .................................................................................................................. 67 - Information Sheet 4-Depicting Moods through Basic Elements Of Design ....................................................... 68 - Self-Check 4 .................................................................................................................. 70 - Operation sheet: - 1 Elements of Designs ........................................................................................................ 71 - Operation sheet :- 2 ........................................................................................................................................... 83 - Basic principle of design and visual aesthetics .................................................................................................... 83 - Operation sheet 3: - developing composition using design elements ................................................................. 90 - To acquire the trainees with developing composition using design elements ....................................................... 90 - Operation sheet 4: - depicting moods through basic elements of design ............................................................ 93 - To acquire the trainees with depicting moods through basic elements of design ............................................... 93 - LAP Test — 1 ..................................................................................................................................................... 95 ## LO3. Identify color as an element of design ................................................................. 96 - Information Sheet 1. Identifying Dimensions of colour ....................................................................................... 97 - Self-Check 1 .................................................................................................................. 99 - Information Sheet-2. Mixing colors to create new combinations to schemes .................................................... 100 - Self-Check 2 .................................................................................................................. 103 - Information Sheet 3:- preparing Shade scale according to colour mixing principles ........................................ 104 - Self-Check 3 .................................................................................................................... 108 | Section | Page | |------------------------------------------------------------------------|------| | Self-Check -1 | 114 | | Operation sheet 1: - Dimensions of Color | 115 | | Operation sheet 2: - Hues | 119 | | Operation sheet 3: - shade scale preparation according to color mixing principles | 123 | | Operational sheet-4 | 126 | | LAP TEST-1 | 130 | | LO 4-IDENTIFY VISUAL EFFECTS OF COLOR | 131 | | Information Sheet 1- Visual Or Optional Effects Of Color | 132 | | Self-Check -1 | 138 | | Information Sheet 2- creating and presenting fashion pictures that reflect different visual effects | 139 | | Self-Check -2 | 144 | | Operation sheet 1: - Visual Or Optical Effects Of Color | 145 | | Operation sheet 2: - Creating And Presenting Fashion Pictures | 150 | | That Reflect Different Visual Effects | 150 | | LAP Test — 1 | 153 | | LO5. Perform Design Process | 154 | | Information Sheet 1- Identifying and categorizing Concept of design process | 155 | | Self-Check 1 | 162 | | Information Sheet 2 Identifying and analyzing Structure and context building | 163 | | Self check 2 | 163 | | Information Sheet 3 Identifying Influence of material for effective design process | 164 | | Self-Check 3 | 167 | | Information Sheet - 4 Producing commercial considerations in design | 168 | | Self-Check -4 | 173 | | References | 174 | | AKNOWLEDGEMENT | Error! Bookmark not defined. | | Answer Key for self-check | 176 | This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: - Setting up workbench and seating according to OHS practices - Selecting and setting out drawing tools and equipment - Setting out tools and equipment to facilitate effective work practice This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically, upon completion of this learning guide, you will be able to: - Set up workbench and seating according to OHS practices - Select and set up drawing tools and equipment - Set out tools and equipment to facilitate effective work practice **Learning Instructions:** 1. Read the specific objectives of this Learning Guide. 2. Follow the instructions described below. 3. Read the information written in the “Information Sheets”. Try to understand what are being discussed. Ask your trainer for assistance if you have hard time understanding them. 4. Accomplish the “Self-checks” which are placed following all information sheets. 5. Ask from your trainer the key to correction (key answers) or you can request your trainer to correct your work. (You are to get the key answer only after you finished answering the Self-checks). 6. If you earned a satisfactory evaluation proceed to “Operation sheets” 7. Perform “the Learning activity performance test” which is placed following “Operation sheets”, 8. If your performance is satisfactory proceed to the next learning guide, 9. If your performance is unsatisfactory, see your trainer for further instructions or go back to “Operation sheets”. Setting up workbench and seating according to OHS practices A workbench is a sturdy table at which manual work is done. They range from simple flat surfaces to very complex designs that may be considered tools in themselves. Workbenches vary in size from tiny benches to the huge benches. Almost all workbenches are rectangular in shape, often using the surface, corners and edges as flat/square and dimension standards. Design is as varied as the type of work for which the benches are used. How to Prepare Workbench for basic Sketches Set Up according to: - Workbenches are made up can be from many different materials including metal, wood, depending on the needs of the workbench for the specific purpose of sketching. - The workbench consists of the bench itself, 12ft by 24 inches. Three quarter inch plywood was used for the top and the backboard. - A comfortable height for working with provisions for seated or standing work selected. - In the workbench analyzing Compositional balance, scale and perspective depend on visual weight of material to be sketched. - A way to fix the workbench to the surface so that it may be worked with both hands. - Provisions for accessing tools. - A variety of element of design techniques are identified for use in sketching. - Proportion, scale and stylization relevant to sketching are selected. - The workbench has a slide for unused components can go in a box for best Utilization of material. - Drawing tools and equipment are selected and prepared. - Figure details are analyzed. - Any changes or adjustments to sketch are carried out as required. - Workbench and seating are set up according to OHS practices. - Reference source appropriate to element of design requirements is selected. - Consider this all and other in accordance to occupational health and safety. 1.1 MANUAL HANDLING TECHNIQUES Manual handling is the way all sketching materials, sketching board and tools and equipments that help for sketching are given care in order to minimize risk with utilization of material with occupation health and safety. When handling tools and equipments used for sketching care must be taken in order to make safe work place. Specially sharpen tools used in sketching like, sharpener cutter and heavy materials (sketch board / horse arm) which damage foot when falling should be handled in care. And also when handle sketch paint which are liquids have a leakage if they are not covered properly. If chemical droplet put/dropped on skin they cause skin irritations and also damage wearing of the operator. There are times where sketch can express more than words and you get an instant understanding of a concept. Sketches are useful for designers who work in groups and sketches can deliver easy and fast way to brief an idea to others. This article will introduce the main guidelines to product sketching that are useful to designers who just started the journey to product design and for effective work practice a) Material and Equipment Product designers depend a lot on materials they use for creating sketches. By choosing appropriate equipment it is possible to express your ideas in the best way and create a visual connection of your product with clients. b) Perspective Perspective in dictionary means the reproduction of something that is three-dimensional and is transmitted in a two-dimensional plane. There are several types of perspective drawings: one point perspective, two point and three point. Two point perspectives is most used in product sketching because it creates enough readable product concepts for effective workplace practice. c) A Right Position Of a Pencil A secret for the ability to draw long straight lines is hiding in a way you hold a pencil/a pen. And, usually, for effective work practice first skill that beginners have to obtain is to learn how to draw a straight line without a ruler. d) Shadows Shadows appear on objects in areas where the lighting is blocked or indirect. Before creating shadows it is important to choose a direction where the light source will come from. There are two main shadows that are typically drawn – Sunlight, and Cast shadows. 1.2 STANDARD OPERATING PROCEDURES Standard Operating Procedures (SOPs) help maximum safety and operational efficiency for leather goods manufacturing unit: SOPs are detailed written instructions to achieve uniformity of the performance of a specific function. A well-written SOP can be used to satisfy compliance requirements. SOPs are recommended for all procedures that pose a potential risk to the health and safety of personnel. Standard Operating Procedures (SOPs) lets you operational documents such as plans, regulation, compliance, and policies. SOPs distil requirements contained in these documents into a format that can be used by staff members in their work environment. Standard Operating Procedures (SOPs) for effective work practice should be transferred without every modification to insure the expected results. Every modification or divergence of a given standard, the Procedure should being served, while an investigation and results of the investigation documented according to the internal divergence procedure. All high-class processes and procedures should be put on in a Standard Operating Procedure. This Standard Operating Procedure should be the base for the everyday training programmed of every employee. The Standard Operating Procedure should be often updated to insure of obedience to the realization conditions and the working practice. Figure: Standard operating procedure The Need for Standard Operating Procedures with workplace practice Standard operating procedures continue to affect not only the entire flow of company procedures but also the well-being of an employee. Other than that, standard operating procedures offer a number of advantages such as the following: - Quality control. Standard operating procedures guide employees and supervisors to achieve optimal output. - Improve skills. With instruction clearly stated, employees know what to do. They can continue doing their tasks until they achieve a certain level of proficiency. You may also see HR policy templates. - Monitor performance. Standard operating procedures can help evaluate an employee’s productivity. - However, not everything is covered by standard operating procedures. We also offer an array of acquisition strategy templates that is applicable to assist your company in acquiring new resources, acquiring the services of another entity, or even acquiring and absorbing companies into your own. 1.3 PERSONAL PROTECTIVE EQUIPMENT Every worker obliged to secure its qualified attendance through the respective training from the point of view of the safety or work attendance. The operative must be properly trained and acquainted with the danger existing on tools and equipment. - Safety glass must be worn when using the grind stone. - Always use a safe method to break a hacksaw blade; a small device can be used. - Avoid wearing loose cloth. - For female workers tie their hairs. - Never carry around the knife with blade exposed, it could cause injury may be you and others. 1.4 SAFE MATERIAL HANDLING Organization safety is extremely important both to staffs/workers and managers and owners. Generally leather product processing is not as dangerous as many other manufacturing plants. Occasionally accidents can happen. It is easier and cheaper to prevent accidents before rather than later. In leather products some of the high inflammable materials are used, such as Rubber Solution, Dendrite, Rubber Sheet, Eva Sheet, Spirit, Synthetic material and others. But it is needed proper storage and maintenance. For Safety precautions we have to keep in our mind such as: - **ELECTRICITY**: - Cables used should be good quality and high resistance, - Loose connection should always checked, - Fuses are too strong to protect current flow. - **FIRE**: - Handling of inflammable materials such as adhesive, chemicals, spirits, rubber sheet etc are dangerous, - Due to loose connection can cause an accident, - Sourcing of metal causes small sparks which can glow for hours before igniting, usually occurs when nobody is around. - **ELECTRICITY**: - Cables used should be good quality and high resistance, - Loose connection should always checked, - Fuses are too strong to protect current flow. OTHERS: - Poor knowledge of machines and equipments - Poor conditions of tools and equipments, - Bad condition of storage can cause of accidents, - Poor knowledge of infrastructure planning etc. 1.5. ERGONOMIC ARRANGEMENT OF WORKPLACES The word ergonomics is derived from two words: ergo meaning work & Nomo’s meaning the law. Ergonomics is the scientific study of the relationship between the man, the machine (with which he works) & the environment (in which he works). Ergonomics is also termed as human engineering & bio-techniques. The modern approach of ergonomics is “fit man & machine together”. Therefore it is very useful tool to make man & machine compatible for maximum efficiency. There are main constituent areas of study of ergonomics, which guide us towards best ergonomically practices: 1) Stand or sit with the work in front of you – avoid twisted postures. 2) Employ smooth, rhythmical movement – avoid sudden changes of direction 3) Keep things on the level to avoid vertical movements 4) Avoid sudden changes of direction 5) Avoid continuous repetition of movement 6) Avoid stretching where possible – keep items used frequently within arm’s reach ![Ergonomics](image) **Fig : Ergonomics** 7) Chairs should provide support for the lower part of the back, and the worker should sit so that his/her back at the lower most curved part, is in contact with this support whether standing or sitting the individual worker should be able to adjust his/her position to enable the requirements. 1.6. SAFE STORAGE OF TOOLS AND EQUIPMENT The efficient handling and storing of materials are vital to industry. In addition to raw materials, these operations provide a continuous flow of parts and assemblies through the workplace and ensure that materials are available when needed. Unfortunately, the improper handling and storing of materials often result in costly injuries. Always remember, safety is essential to good job performance and effective work practice. Using hand tools safely and treating them with respect. Pay attention to what’s going on around you, be flexible, and adapt to changing conditions. Think before you react, and keep your head in the game. Think about tool safety each and every time you begin a job, and you’ll perform your job safely and effectively. Those are your hands that are being extended by the knife or the hammer. Treat your tools as carefully as you treat your hands. 1.7. REPORTING ACCIDENTS AND INCIDENTS Members often fail to complete Accident Book entries, or report incidents, including near misses, to either their managers or to local union health and safety representatives. Employers have a legal duty to safeguard the safety and health at work of all their employees. Part of this requires them to assess the hazards and risks that their workers are exposed to and to ensure that they have placed adequate precautions in place. These risk assessments have to be revised at any time when evidence suggests that they are no longer valid. Reports of incidents, where there was a potential injury, even if no actual or serious injury occurred, could highlight deficiencies in the risk assessments that the employer has to remedy. By doing this, they are storing up problems for other workers, making the job of keeping staff safe harder for union reps and managers and may even be breaking the law. Follow the five steps to risk assessment for effective workplace practice:- - Identify the hazards - Decide who can be harmed - Evaluate the risk - Record significant findings - Review and revise a) Safety representatives Safety reps do a valuable job in reducing accidents and injuries at work - independent surveys have found that the accident rate in workplaces where there are safety reps who are consulted properly by management can be as much as 50% less than workplaces with no safety. But, to be effective, they need to know what is going on. They have a legal right to inspect the workplace, on a quarterly basis, but they also need to be told when incidents happen. If members put details into Accident Books, the rep can see what has been going on in the workplace over the preceding three months when they start their inspections. b) Legal duty on employees Under the 1999 Management of Health and Safety at Work Regulations, employees have a legal duty to inform the employer of any work situation that they consider represents a serious and imminent danger to health and safety and, in addition, of any matter which they think represent a shortcoming in the employer's protection arrangements for health and safety. So, if you know that something is a risk to safety, you must tell your employer (via your line manager) or bring it to the attention of your local PCS safety rep, who can follow the matter up with management. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part I Answer the following question.(each 2 point) 1. What to keep in our mind for safety precautions? 2. What the operator should train for his/her safety? 3. What are main constituent which guide us towards best ergonomically practices? 4. How to prepare workbench for basic sketches set up? 5. What are five steps to risk assessment for effective workplace practice? Note: Satisfactory rating - 6 and 10 points Unsatisfactory - below 6 and 15 points You can ask your teacher for the copy of the correct answers. Answer Sheet Score = ___________ Rating: ___________ Selecting Drawing Tools and Equipment The Design studio/workshop environment is preliminary process for designing. The work is performed according to a system of work process and culture. The staff and employees having a considerable knowledge in designing parts, construction parts, material knowledge, production procedure and experience in preparation of work. The drawing tool department where pencil, knife, eraser etc. and equipment are stored should take care of not only use but also for its storage and handling. Material type is a major data which identifies what data is relevant to the related material and identifies basic behaviors of the material. a) LAYOUT PAD Layout Pad a book of plain paper containing sketches or for making sketches in Hasty writing notes or sketches. It is thin to allow see things underneath and trace. It is used for designers and to create layout. It is excellent for blending colors and building tones. The Layout Pad size is depending according to the paper sizes. In the ISO paper size system, the height-to-width ratio of all pages is the square root of two (1.4142: 1). In other words, the width and the height of a page relate to each other like the side and the diagonal of a square. This aspect ratio is especially convenient for a paper size. If you put two such pages next to each other, or equivalently cut one parallel to its shorter side into two equal pieces, then the resulting page will have again the same width/height ratio. fig .layout pad The ISO paper sizes are based on the metric system. The square-root-of-two ratio does not permit both the height and width of the pages to be nicely rounded metric lengths. Therefore, the area of the pages has been defined to have round metric values. As paper is usually specified in m², this simplifies calculation of the mass. of a document if the format and number of pages are known. It uses to make sketching new ideas or creative ideas. So our Sketch book uses as bank account, when we want start new work, we can see our previous Sketches. In addition we can develop our skill of drawing. fig. layout pad with sketch papers: dimensions of a series paper sizes b) PENCILS WITH HB LEADS Many pencils across the world, and almost all in Europe, are graded on the European system using a continuum from “H” (for hardness) to “B” (for blackness), as well as “F”, a letter arbitrarily chosen to indicate midway between HB and H. (It is a persistent myth that "F" stands for "Fine"; grade F pencils are no more fine or easily sharpened than any other grade). The standard writing pencil is graded HB. According to Petro ski, this system might have been developed in the early 20th century by brook man, an English pencil maker. It used “B” for black and “H” for hard; a pencil’s grade was described by a sequence or successive Hs or Bs such as BB and BBB for successively softer leads, and HH and HHH for successively harder ones. As of 2009, a set of pencils ranging from a very hard, light-marking pencil to a very soft, black-marking pencil usually ranges from hardest to softest as follows: Pencils in use are usually mechanical pencils with a standard lead thickness. General line widths are 0.18 mm, 0.25 mm, 0.5 mm and 0.7 mm. Hardness varies usually from HB to 2H. Softer lead gives a better contrast, but harder lead gives more accurate track. Bad contrast of the lead track in general is problematic at photocopying, but new scanning copy techniques have improved the final result. Paper or plastic surfaces do require their own lead types. **COLOR PENCILS** Color pencils are used to create the drawings more life. It gives bright and lucrative view to the illustration or drawings. Some of the pencil colors are water based, and it creates an artistic designer. The effects of this color look water color painting. First use it on the drawing and then put water with the brush into the drawing. After drying the image use again the color pencils on the drawing and give an effect of light and dark shades. The drawing will be highlighted and original. Graphite pencils are used for both writing and drawing, and the result is durable: although writing can usually be removed with an eraser, it is resistant to moisture, most chemicals, ultraviolet radiation and natural aging. Other types of pencil core are less widely used. Charcoal pencils are mainly used by artists for drawing and sketching. Colored pencils are sometimes used by teachers or editors to correct submitted texts but are more usually regarded as art supplies, especially those with waxy core binders that tend to smear on paper instead of erasing. Grease pencils have a softer crayon-like waxy core that can leave marks on smooth surfaces such as glass or porcelain. The most common type of pencil casing is a thin wooden cylinder permanently bonded around the core. Similar permanent casings may be constructed of other materials such as plastic or paper. To use the pencil, the casing must be carved or peeled off to expose the working end of the core as a sharp point. c) PENCIL SHARPNER A thin cylindrical instrument used for writing, drawing, etc., consisting of a rod of graphite or other marking substance, usually either encased in wood and sharpened or held in a mechanical metal device. Cutter with blender it is made up of steal & us you know it uses to cut paper leather and to make sharper a pencil. d) Eraser (rubber) Eraser (rubber) an object, typically a piece of soft rubber or plastic, used to rub out something written (or of a synthetic material with properties similar to rubber); commonly mounted at one end of a pencil. Part of drawing is making mistakes. (I’d probably argue with myself on that opening sentence.) Part of drawing is subtracting. (That’s probably more accurate.) Erasers are an inevitable part of the process of subtraction in drawing. I’m not going to discuss the many ways that erasers can be used to actually create the drawing in this article. Instead, I want to give you a run-down of the different types of erasers and what they are generally used for. There are different types of eraser. Such as: 1. Rubber Erasers- A rubber eraser is the most common type of eraser out there. It can be found at the end of every #2 pencil. Rubber erasers are generally colored pink, although I have seen them available in all different types of colors. The Pink Pearl brand eraser is a standard for most artists. It comes as a wedge shape and is colored pink. Rubber erasers are best suited for erasing pencil (graphite) on paper. It works by shedding itself as it lifts the pigment from the surface. Rubber erasers will not tear the paper unless they are used over-aggressively. Rubber erasers are also quite economical. 2. **Kneaded Erasers**- Kneaded erasers are very soft, pliable erasers that are formed and sculpted. They are a unique breed of eraser because of this feature. They work by lifting the pigment off of the surface. Because of this, kneaded erasers will not harm the surface. Because they are easy to form, kneaded erasers are particularly popular with artists. Kneaded erasers become dirty as they erase but can be pulled and manipulated to clean them. They can even be washed. The standard color for kneaded erasers is gray, although I have seen them in all sorts of colors. Kneaded erasers are mostly used for graphite and charcoal. Kneaded erasers are best suited for charcoal. These erasers are a bit more expensive than rubber erasers. 3. **Vinyl Erasers**- Vinyl erasers are made of soft vinyl and are sometimes called plastic erasers. These erasers are the toughest of the bunch. If not used properly, they can easily tear paper. Vinyl erasers can erase almost anything including ink. Vinyl erasers are usually white and come in a variety of shapes. Many draftsmen prefer vinyl erasers because of their ability to erase cleanly and completely. Vinyl erasers are fairly expensive, ranging in depending on the brand. e. Drawing board The drawing board is an essential tool. Paper will be attached and kept straight and still, so that the drawing can be done with accuracy. Generally, different kinds of assistance rulers are used in drawing. The drawing board is usually mounted to a floor pedestal in which the board turns to a different position, and also its height can be adjustable. Smaller drawing boards are produced for table-top use. In the 18th and 19th centuries, drawing paper was dampened and then its edges glued to the drawing board. After drying the paper would be flat and smooth. The completed drawing was cut free. Paper could also be secured to the drawing board with pins. More recent practice is to use self-adhesive tape to secure paper to the board. Some drawing boards are magnetized, allowing paper to be held down by long steel strips. Boards used for overlay drafting or animation may include registration pins or peg bars to ensure alignment of multiple layers of drawing media. 6. TEMPLATES Templates contain pre-dimensioned holes in the right scale to accurately draw a symbol or sign. Letter templates will deliver the text, as well number as letter characters. Diagrams are usually of a standard letter shape and size to conform to standards of encodings (e.g. DIN or ANSI). For example in Finland the series used is 1.8 mm, 2.5 mm, 3.5 mm, 5.0 mm and 7.0 mm. Except for the very biggest ones, the templates are suitable for only technical pen drawing. For drawing circles and circle-arcs, circle templates are used, containing a suitable set of holes in certain dimensions. Models are also available for other geometric shapes such as squares and for drawing ellipses. A good example of this is the ISO Sketch® 3D drawing tool, which allows users to create accurate drawings in isometric projection, in a compact tool that fits into a pencil case or pocket. There are also specific templates to provide user with the most common symbols in use in different branches of designing. For example the architect templates can be used to draw different sized doors with their "opening arcs", building and equipment symbols and furniture. The templates also provide the symbols for thermal insulation. Two methods of drawing smooth curves in manual drafting are the use of French curve flat spines s or (flexible curves). A French curve is a drawing aid with many different smoothly-varying radiuses curves on it; the manual drafter can fit the French curve to some known reference points and draw a smooth curved line between them. A spine is a flexible ruler, usually rubber or plastic coated with a metal "backbone", which can 7. DIFFERENT COLORS: A Crayon (or wax pastel) is a stick of colored wax, charcoal, chalk or other material. A crayon made of oiled chalk is called an oil pastel; when made of pigment with a dry binder, it is simply a pastel. A grease pencil or china marker (UK china graph pencil) is made of colored hardened grease. There are also watercolor crayons, sometimes called water-soluble crayons. Crayons, which are available at a range of price points, are easy to work with, often less messy than paints and markers, blunt (removing the risk of sharp points present when using a pencil or pen), usually non-toxic, and are available in a wide variety of colors. These characteristics make them particularly good instruments for teaching small children to draw in addition to being used widely by student and professional artists. Colored Pencil is an art medium constructed of a narrow, pigmented core encased in a wooden cylindrical case. Unlike graphite and charcoal pencils, colored pencils’ cores are wax-based and contain varying proportions of pigments, additives, and binding agents. Oil-based, water-soluble and mechanical colored pencils are also manufactured. Colored pencils can vary greatly in terms of quality and usability; concentration of pigments in the wax core, lightfastness of the pigments, durability of the colored pencil, softness of the lead, and range of colors are indicators of a brand’s quality and, consequently, its market price. Typically, water-soluble and oil-based colored pencils are considered to be a higher quality than their wax-based counterparts, but for many artists, these differences are a matter of preference. Rising popularity of colored pencils as an art medium sparked the beginning of the Colored Pencil Society of America (CPSA). The CPSA not only promotes colored pencil art as fine art, but also strives to set light fastness standards for colored pencil manufacturers. Other countries such as Great Britain, Canada, and Australia – among many others – have formed their own organizations and societies for colored pencil artists. Water Color is the medium or the resulting artwork in which the paints are made of pigments suspended in a water-soluble vehicle. The traditional and most common support for watercolor paintings is paper; other supports include papyrus, bark papers, plastics, vellum or leather, fabric, wood, and canvas. Watercolors are usually transparent, and appear luminous because the pigments are laid down in a relatively pure form with few fillers obscuring the pigment colors. Watercolor can also be made opaque by adding Chinese white. In East Asia, watercolor painting with inks is referred to as brush painting or scroll painting. In Chinese, Korean, and Japanese painting it has been the dominant medium, often in monochrome black or browns. India, Ethiopia and other countries also have long traditions. Finger-painting with watercolor paints originated in China. 8. PAINT BRUSHES: A brush is a tool with bristles, wire or other filaments, used for cleaning, grooming hair, makeup, painting, surface finishing and for many other purposes. It is one of the most basic and versatile tools known to mankind and the average household may contain several dozen varieties. It generally consists of a handle or block to which filaments are affixed either parallel- or perpendicular-wise, depending on the way the brush is to be gripped during use. The material of both the block and bristles or filaments is chosen to withstand hazards of its application, such as corrosive chemicals, heat or abrasion. Artists' brushes: Short handled brushes are for watercolor or ink painting while the long handled brushes are for oil or acrylic paint. SHAPES OF BRUSHES: The styles of brush tip seen most commonly are: 1. **Round**: pointed tip, long closely arranged bristles for detail. 2. **Flat**: for spreading paint quickly and evenly over a surface. They will have longer hairs than their Bright counterpart. 3. **Bright**: shorter than flats. Flat brushes with short stiff bristles, good for driving paint into the weave of a canvas in thinner paint applications, as well as thicker painting styles like impasto work. 4. **Filbert**: flat brushes with domed ends. They allow good coverage and the ability to perform some detail work. 5. **Fan**: for blending broad areas of paint. 6. **Angle**: like the filbert, these are versatile and can be applied in both general painting application as well as some detail work. 7. **Mop**: a larger format brush with a rounded edge for broad soft paint application as well as for getting thinner glazes over existing drying layers of paint without damaging lower layers. 8. **Rigger**: round brushes with longish hairs, traditionally used for painting the rigging in pictures of ships. They are useful for fine lines and are versatile for both oils and watercolors. 9. **Stippler** and **deer-foot stippler**: short, stubby rounds 10. **Liner**: elongated rounds 11. **Scripts**: highly elongated rounds. 9. **SPRAY PAINTING**: is a painting technique where a device sprays a coating (paint, ink, varnish, etc.) through the air onto a surface. The most common types employ compressed gas—usually air—to atomize and direct the paint particles. The quality of work according to designing tools and equipment depends on good work environment and work practice. To create a proper preparation for work special attention should be taken — - Clean your working place, - Wait for instructors brief, - Taken over tools, training material, components, product in process, - Clean and lubricate sewing machine before use if any, - Work on base the plan or instructors direction - Keep the time, checking in/ checking out, - Do not continue on work if any poor quality of component appears/ bad patterns/ machines not tuned or something is damage, - Observe the rules of safety, tidiness, quality, timing, - Put everything in order – Working bench, Materials, Machines, Tools etc, - Record final your Daily Report, • Store semi-products, components in progress properly, • Clean and cover the machines, • Turn-off the electric power of machines, and main switch, • Turn in tools, unearned material to instructor, • Separate wastage materials, and clean the workplace for next day. Self-Check -2 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Fill the blank space. (each 1 point) 1- ___________________ a book of plain paper containing sketches or for making sketches in Hasty writing notes. 2- The ISO paper sizes are based on the ____________________. 3- __________________ an object, typically a piece of soft rubber or plastic, used to rub out something written. 4- __________________ used for overlay drafting or animation may include registration pins or peg bars to ensure alignment of multiple layers of drawing media. 5- A __________________ is a drawing aid with many different smoothly-varying radiuses curves. Part II True or False. (each 1 point) 1- Clean and lubricate sewing machine after use if any. 2- Separate wastage materials, and clean the workplace for next day. 3- Design of product is haphazard drawn in pencil using templates. 4- Use the rubber for drawing as hard as possible. 5- Color pencil gives bright and lucrative view to the illustration or drawings. Answer the following question! Note: Satisfactory rating – 5 and 10 points Unsatisfactory - below 5 and 15 points You can ask your teacher for the copy of the correct answers. | Score = __________ | | Rating: __________ | Page 30 of 187 Federal TVET Agency Author/Copyright TVET program title- Advanced Leather Goods Production Level III Version -1 December 2020 Information sheet 3:- Setting out tools and equipment to facilitate effective work practice. Tools and equipment are set out to facilitate effective work practice Working table for designer / artists / crafters: A Place for Everything: And everything in its place and that is not on the floor or any other traffic area. Organize as best you can and don’t let your work area get too cluttered. A few minutes cleaning up and putting up can save you hours later. Correct Sitting Posture: Invest in a proper sized chair for your work area(s) if you sit for more than 1/3 of your day. You should be able to sit back comfortably in the chair with your feet flat to the floor. Do not cross your legs. We begin our series with proper chair setup. If you are not seated correctly, everything else is doomed. It is important that your chair have a seat-pan and back that adjust independently of one another. 1.) Body Position: When you sit in a chair, you want your knees to be at the same height or slightly below your hips, with your feet planted firmly on the floor. 2.) Seat Position: You want 1 to 4 inches between the seat pan and the back of your leg. 3.) Back Rest Height: Adjust the back of the chair, so that the bottom of the back rest hits your lower back. 4.) **Back Pressure**: Adjust the back of the chair, so that it supports your back and does not propel you forward or force you to lean back. 5.) **Proper Chair**: Once you are seated properly, you can move on to setting up your proper desk ergonomics. *A Drawing board* is regarded as a table, which can be used for more than one purpose. By this, it means that people can use it for sketching, by putting a sheet of paper on the board. Also, people can use this table for writing or even reading any book that they wish to read. If a person needs to sketch or draw something, he or she will require a smooth surface, which would make it easy to complete the work. The purpose of the *drawing board* is to ensure that people are given a chance to carry out their work in an effective manner through the use of these boards which allows them to be comfortable while working. **Proper Lightening on the table**: Invest in it. Natural light is the best, but make sure that there is plenty of non-glare lighting. Try to use as much full spectrum lighting as you can in your work area. **Effective & precise tools at your comfortable reach**: Try and test tools before buying and look for user-friendly designs like spring-loaded, padded handles, easy grips, and other comforts. **Work in A Circle & Semi-Circle**: Create a work area that forms a circle. The more a tool or supply is used the closer it should be to your reach and towards the front of the work circle (the front of the work circle is the area in front of you as you are sitting). **Keep notepad & take Notes at least once in day**: Make notes of repetitive movements. Try to vary and change the repetitive movements. Self check 3: written test Directions: Answer all the questions listed below. Part- A Fill in the blanks: (points 2.5 each) 1. A Drawing board is regarded as a table, which can be used for more than one ________________. 2. To get maximum benefits put your effective & precise tools at your ________________ reach. Part- B True / False: (points 2.5 each) 1. SEAT POSITION: You want 1 to 4 inches between the seat pan and the back of your leg. 2. BACK REST HEIGHT: Adjust the back of the chair, so that the bottom of the back rest hits your lower back. Part- C Short answers questions: (points 5 each) 1. Why it is advisable to Work in A Circle & Semi-Circle? 2. Explain benefits of place for everything? Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points you can ask your teacher for the copy of the correct answers Answer Sheet Score = __________ Rating: __________ Instruction sheet This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: - Selecting and interpreting Elements of designs - Interpreting and studying basic principles of design and visual aesthetics - Developing compositions using design elements - Depicting moods through basic elements of design This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically, upon completion of this learning guide, you will be able to: - Select and interpret Elements of designs - Interpret and study basic principles of design and visual aesthetics - Develop compositions using design elements - Depict moods through basic elements of design Learning Instructions: 1. Read the specific objectives of this Learning Guide. 2. Follow the instructions described below. 3. Read the information written in the “Information Sheets”. Try to understand what are being discussed. Ask your trainer for assistance if you have hard time understanding them. 4. Accomplish the “Self-checks” which are placed following all information sheets. 5. Ask from your trainer the key to correction (key answers) or you can request your trainer to correct your work. (You are to get the key answer only after you finished answering the Self-checks). 6. If you earned a satisfactory evaluation proceed to “Operation sheets” 7. Perform “the Learning activity performance test” which is placed following “Operation sheets”, 8. If your performance is satisfactory proceed to the next learning guide, 9. If your performance is unsatisfactory, see your trainer for further instructions or go back to “Operation sheets”. Selecting and interpreting Elements of designs The elements of design create every object around us. Nothing can exist without these ingredients. The discipline of learning the power of these elements and formatting them within the principles of design is the responsibility of the designer. I. Line A line represents a "path" between two points. The simplest design element is the line. A line can be straight, curved, vertical, horizontal, diagonal, or zigzag. Lines imply motion and suggest direction or orientation. A line can also be implied, that is filled in by the mind when several points are positioned geometrically within a frame. Placing four dots on a page in the shape of a square can imply the points are linked as the mind searches for recognizable patterns. The direction and orientation of a line can also imply certain feelings. Horizontal lines imply tranquility and rest, whereas vertical lines imply power and strength. Oblique lines imply movement, action and change. Curved lines or S shaped lines imply quiet, calm and sensual feelings. Lines that converge imply depth, scale and distance - a fence or roadway converges into the distance provides the illusion that a flat two-dimensional image has three-dimensional depth. A line is an effective element of design because it can lead the viewer's eye. Thick lines are bold, and thin ones are more delicate. Classification of lines: 1) **Vertical lines** - lines that move up and down without any slant 2) **Horizontal lines** - lines that are parallel to the horizon 3) **Diagonal lines** - lines that slant way and from right bottom to left top and vice versa. 4) **Zigzag lines** - lines made from a combination of diagonal lines 5) **Curved lines** - Lines that change direction gradually Dimensional properties of Line: - Length - lines can be long or short - Width - lines can be wide or skinny - Texture - lines can be rough or smooth - Continuity - Lines can be continuous or dotted or dashed Application of lines in Goods design: Line in a goods includes the outline of the goods and the style lines that divide the space within the outline. These lines can be vertical, horizontal, diagonal, and curved. The line can create visual illusions, such as height, which can lengthen or shorten the figure, and width which can make the figure appear heavier or thinner. The eye follows the line, therefore, the line can draw the eye away from a less desirable area to another area. Fig application of line leather bag II. Shape Shape is a two-dimensional area that is defined by specific area either filled region or empty space. Images of outline region Semi filled of Hatched shapes: Filled in or solid shape All shapes are two-dimensional, meaning that they have only length and width. All shapes will fall into one of two categories. Geometric shapes or regular shapes are easy to recognize. Math can be used to find information about these shapes and these shapes generally have a specific name associated with them. Examples include: circle, triangle, square, and trapezoid. Organic or freeform shapes are shapes that seem to follow no rules. Organic shapes generally do not have a name associated with them and are typically not man-made. The Meaning of Shapes There are truly an endless variety of shapes and combination of shapes, each communicating its own meaning and message. Often the meaning behind shapes is cultural (a red octagon as a stop sign), particularly as shapes are combined. a) Circles Circles have no beginning or end. They represent the eternal whole and in every culture are archetypical forms representing the sun, the earth, the moon, the universe, and other celestial objects such as wheels, balls, many kinds of fruit. They suggested well roundedness and completeness. Circles have free movement. They can roll. Shading and lines can enhance this sense of movement in circles. Circles are graceful and their curves are seen as feminine. They are warm, comforting and give a sense of sensuality and love. Their movement suggests energy and power. Their completeness suggests the infinite, unity, and harmony. Circles protect, they endure, they restrict. They confine what’s things and keep things out. They offer safety and connection. Circles suggest community, integrity, and perfection. Because they are less common in design they work well to attract attention, provide emphasis, and set things apart. b) Squares and Rectangles Squares and Rectangles are stable. They’re honesty. They have right angles and represent order, mathematics, rationality, and formality. They are seen as earthbound. Rectangles are the most common geometric shape encountered. The majority of text we read is set in rectangles or squares. Squares and rectangles suggest conformity, peacefulness, solidity, security, and equality. Their familiarity and stability, along with their commonness can seem boring. They are generally not attention getters, but can be tilted to add an unexpected twist. c) Triangles Triangles can be stable when sitting on their base or unstable when not. They represent dynamic tension, action, and aggression. Triangles have energy and power and their stable/unstable dynamic can suggest either conflict or steady strength. They are balanced and can be a symbol for law, science, and religion. Triangles can direct movement based which way they point. They can be used to suggest familiar themes like pyramids, arrows and pennants. Spiritually they represent the religious trinity. They can suggest self-discovery and revelation. The strength of triangles suggests masculinity. d) Spirals Spirals are expressions of creativity. They are often found in the natural growth pattern of many organisms and suggest the process of growth and evolution. Spirals convey ideas of fertility, birth, death, expansion, and transformation. They are cycles of time, life, and the seasons are a common shape in religious and mystical symbolism. Spirals move in either direction and represent retu new levels of understanding. They represent trust during change, the release of energy and maintaining flexibility through transformation. Clockwise spirals represent projection of an intention and counterclockwise spirals the fulfillment of an intention. Double spirals can be used to symbolize opposing forces. We can learn to see the world around us as shapes. Recognizing the shapes that we see will lead to improved drawing and painting. Shapes defined by objects are positive shapes (space). Shapes defined around objects are negative shapes (space). The relationships between the positive and negative shapes help the brain of our viewers understand what they are seeing. Our brains are even capable of making sense of complex relationships between positive and negative shapes. By organizing geometric and organic shapes, we can draw anything. Even complicated objects become easy to draw when we isolate basic geometric and organic shapes. III. Point The point is the first and simplest element of visual design. The point serves as the focus of a visual, highlighting or drawing attention to important information. **Bulls Eye** Several points in combination may represent a more complicated object or idea. A series of points can attract attention, especially as they move closer together. Represent a more complicated object or idea in order to keep the image clear and simple. Page 47 of 187 Federal TVET Agency Author/Copyright TVET program title- Advanced Leather Goods Production Level III Version -1 December 2020 IV. Form Form refers to the three-dimensional quality of an object, which is due in part to light, and dark areas. When light from a single direction (e.g. our sun) hits an object, part of the object is in shadow. Light and dark areas within an image provide contrast that can suggest volume. Factors that can affect our feelings towards an image include the direction of the light source, from above or below, and the gentleness or abruptness of the half tones. Light coming from behind a subject can form a silhouette resulting in an object that is completely black against a lighter colored background. Silhouettes appear as two-dimensional shapes lacking form. The absence of color often enhances our perception of form for instance in black and white photographs. Light emitted from above and to the side when applied to portraits creates what is often referred to as "Rembrandt lighting". This form of lighting emphasizes edges and depth. In landscape photography oblique lighting occurs early and late in the day where it enhances the natural texture of the landscape and is often accompanied by warm or cool color. Form- an element of art, means objects that have three dimensions. I like to think of form as a 3-D. Fig. 3D of an object Geometric forms have specific names associated with them and are typically man-made. Organic forms do not have specific names associated with them and are often associated with naturally occurring forms. When drawing representational, the goal is to create the illusion of form. We can create the illusion of form by understanding how light reacts on the object. Light reacts on objects and is communicated to viewers through several factors. Adjusting these areas with values of the local color will result in the illusion of form in a drawing or painting. The **highlight** is the area where light is hitting the object directly. The **midtone** is the middle value of the local color of the object. The **core shadow** is the area(s) that is shaded on the object. The **cast shadow** is the area(s) that is shaded on surrounding objects and surfaces because of blocked light. The **reflected highlight** is the area on an object that is lighter because of reflected light off of surrounding object. Self-Check 1 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: I. Short Answer Questions (each 5 point) 1) What are the different types of lines? (5 points) 2) What are the dimensional properties of lines? (5 points) 3) What are different types of forms? (5 points) Answer the following question! Note: Satisfactory rating 8 and 15 points Unsatisfactory below 8 and 15 points You can ask your teacher for the copy of the correct answers. Score = ___________ Rating: ___________ Name: ___________________________ Date: ________________________ 2.1 Balance Balance is a psychological sense of equilibrium. As a design principle, balance places the parts of a visual in an aesthetically pleasing arrangement. Symmetrical and Asymmetrical Balance: There are two types of balance: symmetrical and asymmetrical. In symmetrical balance, if an imaginary line is drawn through the center of the work, both sides are exactly the same, and balanced in that way. In asymmetrical balance, the two sides are not identical, but differ from one another. However, the elements are arranged so that there is a sense of balance. In the illustration below, both examples use the exact same objects. The one on the left, however, is symmetrical, identical on each side. The one on the right uses the same shapes in the same colors, and balances them asymmetrically. Both sides are different, yet arranged in such a way that they feel balanced. There are three main categories of balance: **Horizontal balance:** Horizontal balance occurs when the right and left of a work have great similarities. **Horizontal Imbalance** Vertical balance: Vertical balance occurs when the top and bottom of a work of art have great similarities. Fig: Vertical Imbalance Fig: Vertical Imbalance Radial balance: Radial balance occurs when there are similar characteristics that exist equidistant from a center point. Fig: Radial Balance 2.2 Rhythm Rhythm refers to the regular repeating occurrence of elements in the scene just as in music it refers to the regular occurrence of certain musical notes over time. In photography the repetition of similar shapes sets up a rhythm that makes seeing easier and more enjoyable. Rhythm is soothing and our eyes beg to follow rhythmic patterns. To be effective, rhythm also requires some variability - rhythm that is too similar or perfect may be boring. Therefore when composing your images look for repetition with variation. For instance if you are photographing a fence - one that is perfect will not hold a viewer's interest for long, but one in which some of the posts are bent, broken, larger or smaller will generate more viewer interest. Differences in the height of the fence posts add interest to an otherwise monotonic rhythm. The yellow marigold is balanced by the negative space of the complimentary colored blue sky. **Regular Rhythm**: A regular rhythm occurs when the intervals between the elements and often the elements themselves, are similar in size or length. Flowing Rhythm: A flowing rhythm gives a sense of movement, and is often more organic in nature. Progressive Rhythm: A progressive rhythm shows a sequence of forms through a progression of steps. 2.3 Contrast Contrast means pictorial elements that stand out because they are not alike e.g. Squares and circles and triangles. Red, yellow and blue contrast as they are so dissimilar. Contrast can be made by putting objects together and therefore make each other stand out more than they would separately. Contrast gives variety and makes the elements more lively. An effective use of contrast enables us to add interest to your design by highlighting specific graphic elements. This will result in a more visually striking composition. To achieve this 'contrast' is employed as a means of creating a visual hierarchy among different graphic elements. It can be applied to graphic elements, as light, dark, warm, cool, large, small; etc. Contrast is most effective when it is strong; the focal point of a design is usually a result of contrast where the eyes will naturally be drawn. Here contrast can be used to direct the focus of a composition. When used as a device to emphasize or highlight design elements it is important to remember that an ineffective use of contrast may result in confusion. **Fig: Using opposite color to create a contrast** **Fig: The primary forms of contrast include size, position, color, texture, shape, and orientation** Fig: Usage of contrast color in the goods to highlight a particular area. 2.4 Harmony Harmony means pictorial elements of the same type. Harmony is created when all the elements in the design come together in a pleasing, harmonious visual effect. Each part of the design is important in itself but all must work together with other parts to achieve harmony. Style lines should be consistent on every area of leather goods or accessory. There needs to be enough differences to keep from being monotonous, but there also need to be enough likenesses to keep a feeling of unity. All areas should reflect the same features. Harmony can create feelings. Similar elements can seem calm and pleasing eg. Blues and greens, rectangles and squares or groups of organic shapes, while contrasting elements create energy, vitality, tension or anger Triangles with circles and squares. In leather goods, avoid small differences such as the sleeve and jacket length. Stripes and plaids should match. Seam lines and trim detail should align. Harmony and unity should also exist in colors, and textures. A leather goods design needs similarity of shape, color, texture, and other features to achieve unity. Self-Check 2 Written Test Directions: match all the questions listed below.(5 mark each): 1. A. Vertical imbalance B. Good harmony C. Radial balance D. Flow E. rhythm II. Short Question Answers: 1. What are the different types of balance? (5 points) Answer the following question! Note: Satisfactory rating 9 and 17 points Unsatisfactory below 9 and 17 points You can ask your teacher for the copy of the correct answers. Answer Sheet Name: ___________________________ Date _________ Score = ____________ Rating: ____________ 2.3.1 Centered When an object is placed exactly in the center of any frame then it is known as centered. When the object is centered with in any boundary it gives visual balance to the composition. Fig: Object centered to the frame Fig: Object is not centered to the frame 2.3.2 Spaced In any composition the objects are placed in an ordered manner with equal spacing and at regular interval in any particular boundary or frame. Fig: Object evenly placed in the frame 2.3.3 Shattered When the object placed in any boundary is not in any repetition or any structured manner then it is known as shattered composition. Fig: Object unevenly placed in the frame 2.3.4 Framed This composition is more or less similar to the centered in which any particular object is placed within a particular boundary or Frame. For example, artist shows a slice of an entire screen, scene goes beyond the borders of the artwork. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part II Match the following (10 points) | | A | B | |---|------------------------------------------------------------------|------------------------------------------------------------------| | 1.| ![Image](image1) | A. Framed | | | | B. Object centered to the frame | | 2.| ![Image](image2) | C. Object is not centered to the frame | | 3.| ![Image](image3) | | | 4.| ![Image](image4) | D. Object evenly placed in the frame | | 5.| ![Image](image5) | E. Object is unevenly placed in the frame | Page 67 of 187 Federal TVET Agency Author/Copyright TVET program title- Advanced Leather Goods Production Level III Version -1 December 2020 To create a design of product, male and female users often look to the design for different experiences. In interior decoration, furnishing design, furniture design, in material, dress design, shoes design, bags design, accessories design, consumer product design, cosmetic product designs are formed for masculine or feminine and their uses. Designers should perhaps consider the “stereotype” and then work to develop something new and fresh. Typically in design the stereotype for “masculine” follows with angularity, straight lines, phallic forms, squares, roughness, etc. And for the “feminine” the standard is: curvy, rounded, smooth, organic, soft, floral, flourishes, motherly, nurturing… etc. For instance, spas, beauty salons, cosmetics and jewelry are items of feminine contention. While on the other hand, gym, fitness clubs, corporate attire and sportswear logos exhibit masculine characteristics. And perhaps to properly convey femininity and masculinity is through the most fundamental forms we know. **EXAMPLES:** - Babies, puppies and overall cuteness – Feminine - Sports and action – Masculine - Flowery landscapes and trees – Feminine - Rugged landscapes and terrain – Masculine - Food – Feminine - Clothing and shoes – Feminine - Gadgets and electronics – Masculine 2.4.1. Masculine Shapes that are straight and bold depict Masculine mood. Triangle is considered to be a Masculine shape. Sharp shapes are lively and youthful and are seen as more masculine. As with lines vertical shapes are seen as strong and horizontal shapes are seen as peaceful. The strength of triangles suggests masculinity. 2.4.2 Feminine Curves are normally considered as a feminine in nature. Curved shapes offer rhythm and movement, happiness, pleasure and generosity. They are seen as more feminine than sharp shapes which offer energy, violence and anger. A soft curved line is feminine and passive. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part I Match the following (10 points) A .....1. Triangle .....2. Vertical shapes .....3. Horizontal shapes .....4. Curves B A. Feminine B. Peaceful C. Strong D. Masculine Answer the following question! Note: Satisfactory rating 7 and 12 points Unsatisfactory below 7 and 12 points You can ask your teacher for the copy of the correct answers. Answer Sheet Name: ___________________________ Date: ________________ Score = ____________ Rating: ________________ | Purpose | To acquire the trainees with elements of designs practice | |---------|--------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | See listed below procedures | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all elements of design with perfect feature required • The understand elements of design | Procedures 1: Draw Vertical lines: Take an A4 paper and practice the following lines. Step 1: First start practicing the line starting from Top to Bottom. Step 2: Now start practicing from Bottom to Top. Step 3: Vary the thickness of line for both step 1 and step 2. Procedures 2: Horizontal lines: Take an A4 paper and practice the following lines. Step 1: First start practicing the line starting from left to right. Step 2: Now start practicing from right to left. Step 3: Vary the thickness of line for both step 1 and step 2. Procedures 3: Inclined lines: Take an A4 paper and practice the following lines. Step 1: First start practicing the line from Left top to Right Bottom and vice versa. Step 2: Now start practicing from Right Top to Left Bottom and vice versa. Step 3: Vary the thickness of line for both step 1 and step 2. Procedures 4: Zigzag line: Take an A4 paper and practice the following lines. Step 1: First start practicing the line starting from Top to Bottom. Step 2: Now start practicing from Bottom to Top. Step 3: Vary the thickness of line for both step 1 and step 2. Procedures 5: Curved Lines: Take an A4 paper and practice the following curves. Step 1: First start practicing the curves and vice versa. Step 2: Practice by varying the thickness of curves. Procedures 6: Goods Sketching: Take an A4 paper and Practice the following Goods. Draw and practice different outline shapes: Take an A4 paper and practice the following shapes. Shape 1: Triangle of different size. Shape 2: Square of different size. Shape 3: Rectangle of different sizes. Shape 4: Circles of different sizes. Shape 4: Ellipse of different sizes. Shape 4: Practice following shapes in different sizes. Draw and practice different cross Hatched shapes: Take an A4 paper and practice the following shapes. Draw and practice different filled Geo-Metric shapes: Take an A4 paper and practice the following shapes. Draw and practice different filled shapes: Take an A4 paper and practice the following Geometric shapes by filling with color pencil. Take an A4 paper and Practice the following Sketches. Draw and practice different filled shapes: Take an A4 paper and practice the following Organic shapes. Points Draw and practice different Forms: Take an A4 paper and practice the following points as shown in figure. Forms Draw and practice different Forms: Take an A4 paper and practice the following forms. Draw and practice different shading for different forms: Take an A4 paper and practice the following forms. | Purpose | To acquire the trainees with Basic principle of design and visual aesthetics | |---------|--------------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | See listed below procedures | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all elements of design with perfect feature required • The understand elements of design | Procedure 1 Balance Horizontal balance Take an A4 paper and practice the horizontal balance. Procedure 2 Vertical Balance: Take an A4 paper and practice the Vertical Balance. Procedure 3 Radial Balance: Take an A4 paper and practice the Radial Balance. Procedure 4 Rhythm Take an A4 paper and practice the Rhythm. Regular Rhythm: Flowing Rhythm: Progressive Rhythm: Procedure 4 Contrast Take A4 paper and practice contrast Procedure 4 Harmony Take an A4 paper and practice the Harmony. Page 89 of 187 Federal TVET Agency Author/Copyright TVET program title- Advanced Leather Goods Production Level III Version -1 December 2020 Operation sheet 3: - developing composition using design elements | Purpose | To acquire the trainees with developing composition using design elements | |---------|--------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | See listed below procedures | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all elements of design with perfect feature required • The understand elements of design | Procedure 1 Centered Take an A4 paper and practice the Centered. Spaced Take an A4 paper and practice the Spaced. Shattered Take an A4 paper and practice the Shattered. Framed Take an A4 paper and practice the framed Operation sheet 4: - depicting moods through basic elements of design | Purpose | To acquire the trainees with depicting moods through basic elements of design | |---------|--------------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful for this include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | 1. Take an A4 paper that given for WORK practice 2. Prepare drawing board and HB pencil with sharpener 3. Step 2: Now start practicing the given work according to specific instruction | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using elements of design with perfect feature required • The understand develop composition using elements of design | Take an A4 paper. Draw and practice Masculine Take an A4 paper. Draw and practice Feminine LAP Test — 1 Practical Demonstration Name: ___________________________ Date: ___________ Time started: ____________________ Time finished: _________ Instructions: Given necessary tools, materials, and instruments you are required to perform the following tasks within 60 minutes. 1. Draw and practice line diagram of garments. 2. Draw and practice different cross Hatched shapes. 3. Draw and practice different filled Geo-Metric shapes. 4. Draw and practice different Forms 5. Draw and practice different type of Balances. This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: - Identifying Dimensions of color - Mixing colors to create new combinations or schemes - Preparing Shade scale according to color mixing principles - Identifying Relationship of color theory to design process This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically, upon completion of this learning guide, you will be able to: - Identify Dimensions of color - Mix colors to create new combinations or schemes - Prepare Shade scale according to color mixing principles - Identify Relationship of color theory to design process **Learning Instructions:** 1. Read the specific objectives of this Learning Guide. 2. Follow the instructions described below. 3. Read the information written in the “Information Sheets”. Try to understand what are being discussed. Ask your trainer for assistance if you have hard time understanding them. 4. Accomplish the “Self-checks” which are placed following all information sheets. 5. Ask from your trainer the key to correction (key answers) or you can request your trainer to correct your work. (You are to get the key answer only after you finished answering the Self-checks). 6. If you earned a satisfactory evaluation proceed to “Operation sheets” 7. Perform “the Learning activity performance test” which is placed following “Operation sheets”, 8. If your performance is satisfactory proceed to the next learning guide, 9. If your performance is unsatisfactory, see your trainer for further instructions or go back to “Operation sheets”. Identifying Dimensions of color 1.1 value/tone Value is concerned with the lightness or darkness of a color. All colors exhibit these properties. The extreme values are black and white. Some colors, like yellow, are naturally light. Some, like violet, are darker. All hues can be made in all values. Adding white paint will make any hue lighter. The resultant hue colors with white are called tints. Adding black paint will make most pigments darker and adding black to a hue results in shades. Value is the most important of the three dimensions of color. Fig: Value from White to Black 1.2 Hue Hue is the family name or quality of a color, which distinguishes one color from the other. It is an accurate description of a color. Hue is the other word used for color. Some of the hue names are red, orange, yellow, green, blue and violet, magenta, cyan etc. Fig: Hue Contrast - strikingly different hues 1.3 Chroma/Intensity/Clarity Intensity is brightness and dullness of a color. The colors on the color wheel are of full intensity. When grey or its complement color is added it becomes less intense. A color that is dull is unsaturated or low in intensity. A color without any brightness (no hue) is achromatic (black, white and/or gray). Mixing a color with black, white grey or its complement can alter the chroma of a hue. According to intensity, colors are called as very bright, bright medium, bright, bright medium, medium dull, dull or very dull. On the other hand black and white are neutrals. Fig: Effect of chroma on the hue. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part I Short Answer Questions (each 5 point) 1. List down various dimensions of color? 2. What is Hue? 3. What is Chroma/Intensity/Clarity? Answer the following question! Note: Satisfactory rating 8 and 15 points Unsatisfactory below 8 and 15 points You can ask your teacher for the copy of the correct answers. Answer Sheet Name: ___________________________ Date: ________________ Score = ____________ Rating: ________________ 2.1 Primary The **Primary Colors** are the root of every other hue imaginable. The primary pigments used in the manufacture of paint come from the pure source element of that Hue. There are no other pigments blended in to alter the formula. Think of the three Primaries as the Parents in the family of colors. Primary color/Hue are: The primary colors are red, yellow, and blue. They are called primary because they are not mixtures of other colors. Blue Red Yellow 2.2 Secondary When you combine any two of the Pure Primary Hues, you get three new mixtures called Secondary Colors. Think of the three secondary as the Children in the family of colors. Secondary color/Hue are: Mixing any two primary colors results in a secondary color. Yellow + Red = ORANGE Red + Blue = VIOLET or PURPLE Blue + Yellow = GREEN 2.3 Tertiary Colors When you mix a primary and its nearest Secondary on the Basic Color Wheel you create six new mixtures called Tertiary colors. Think of the six tertiary Colors as the Grandchildren in the family of colors, since their genetic makeup combines a Primary and Secondary color. The color wheel is created when the primary and secondary colors are placed in a circle. Yellow + Orange = YELLOW-ORANGE Red + Orange = RED-ORANGE Red + Violet = RED-VIOLET Blue + Violet = BLUE-VIOLET Blue + Green = BLUE-GREEN Yellow + Green = YELLOW-GREEN Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part II Short Answer Questions 1. What are primary colors? (2 points) 2. What are secondary colors? (4 points) 3. What are tertiary colors? (4 points) Answer the following question! Note: Satisfactory rating 5 and 10 points Unsatisfactory below 5 and 9 points You can ask your teacher for the copy of the correct answers. Answer Sheet Name: ___________________________ Date: _______________ Score = ____________ Rating: ____________ Color Theories There are two theories that explain how colors work and interact. They make you understand why some colors interact and some deceive us when worn in a dress. The two theories are the light, or additive theory, the pigment, or subtractive theory. A. Light Theory Light theory starts with black — the absence of light. Red, green and blue are primary colors. Primary colors in this theory are the starting colors. The primary colors mix to make secondary colors: red and green make yellow, red and blue make magenta and green and blue make cyan. All three together add up to make white light. So, addition of all primaries makes them lighter and ‘adds up to white’ and so this theory is called additive or light theory. B. Pigment Theory: Pigments behave almost the opposite to the above light theory. A colored pigment, green for instance, absorbs most of the frequencies of light that are not green, reflecting only the green light frequency. Unlike in light theory, in the pigment theory when two colors are mixed, the two hues together absorb more light waves and colors appear darker. All colors of the spectrum when combined the resultant hue is black because all light rays are absorbed and no light is reflected. Because all colors other than the pigment colors are absorbed, it is also called the subtractive color theory. I. Color Wheels - Color Systems: A Color Wheel is a conventional arrangement of hues in a circle to demonstrate their relationships. This wheel can be used as a guide to choose and combine colors. A. Munsell Color System: This system is based on a unique color-solid arrangement, which more accurately demonstrates hue, value and intensity of color. In this system, a color's hue is given a number/letter destination, which locates it on the Munsell Color Wheel. Paint, ink and colored paper and other manufacturers often use this system because its alphanumerical system of notation allows for accurate description of a color's hue, value and intensity between various remote parties. There are five primary and five secondary hues in this system. The primaries are red, purple, blue, green and yellow. Hue, value and chroma are then rated with numbers. Colors' can be very accurately described using this system. A three-dimensional model using Munsell's system is called a color tree. The color is brighter at the outer edges of the tree. B. Prang or Brewster: By 1831 Brewster laid the groundwork for what has become known as the Prang theory. Its structure is simple, straightforward and practical. The most common color wheel is based on the theories advanced by Louis Prang in 1876 and is commonly known as the Prang color wheel. In most theories the hues on the color wheel can be grouped as follows. It is a standard 12-hue wheel with 3 primaries, 3 secondary and 6 tertiary colors. Prang value has 9 steps from white to black and 7 steps in intensity from a full primary at the tip to its full complement secondary at bottom. Primary Hues: These are red, blue and yellow in the Prang color system. They are referred to as primary because they cannot be made by mixing other hues and all other colors can be made by them. The three primary hues are placed at equal distances from each other on the color wheel. Secondary Hues: The three secondary hues are orange, green, and violet (purple). They are made by mixing equal amounts of two primary hues together. They are found halfway between the primary hues on the color wheel. Orange is made by mixing red and yellow. Green is made from equal amounts of blue and yellow. Violet is a combination of red and blue. Tertiary Hues: Intermediate hues (sometimes called tertiary hues) result when equal amounts of adjoining primary and secondary colors are combined. When naming them, it is customary to state the name of the primary hue first e.g. red-orange is the tertiary between red and orange. Intermediate colors are blue-violet, blue-green, yellow-green, yellow-orange, red-range, and red-violet. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Part II Short Answer Questions (5%) 1. List two color theories? 2. What is a color wheel? 3. List three different types of hues? Answer the following question! Note: Satisfactory rating 6 and 10 points Unsatisfactory below 6 and 10 points You can ask your teacher for the copy of the correct answers. Answer Sheet Name: ___________________________ Date: ________________ Score = ____________ Rating: ____________ Relationship of color theory to design process identification Color creates a feeling of warmth and coolness when looked at. This is also followed when considering various seasonal dresses. The color wheel can be divided into warm and cool sides. The colors on the red side of the wheel are said to be warm because they are associated with warm phenomena. Warm colors are red, orange, and yellow. They appear to be hot like the sun, or like fire. Orange is the warmest color. Warm colors give a feeling of gaiety, activity, and cheerfulness. They set an outgoing and lively mood. However, if they are overdone, they can give a nervous impression. Warm colors appear to advance, or to come toward the observer. They make the body look larger. White and light colors also make objects look larger. The green side implies cool phenomena. Cool colors are green, blue, and violet. They remind us of water or the sky. Blue is the coolest color. Cool colors give a feeling of quietness and restfulness. They suggest a subdued mood. If overdone, they can be depressing. Cool colors appear to recede, or to back away from the observer. They make the body look smaller. Designers often use cool colors for garments in large sizes so those people look smaller. Color scheme /Harmonies: Colors when combined should be used at the right proportion or else they clash and give an awkward appearance rather than being beautiful. There are a number of concepts about organization of color. Color schemes are the ways that colors are used together. An understanding of well-known color schemes helps us to achieve different results by using different combinations of colors. Successful or harmonious combinations of colors are based on the location of the colors on the color wheel. The six basic color schemes are as follows: A) Monochromatic color scheme: A monochromatic color scheme is a one-color plan that uses different tints, and shades. Neutrals such as black & white can be added to a monochromatic scheme for contrast and interest. Fig: Monochromatic color scheme 2) Analogous: They all have one hue in common so things can’t get too wild. An analogous color scheme uses neighboring, or adjacent, colors on the wheel. It is sometimes called a related color scheme since two or three “related” colors are used. To avoid monotony in clothing, use different values and intensities for some contrast. This means more freedom and expression potential. The combination of yellow, yellow-green, and green is an analogous scheme with three hues. In nature, the yellow, orange, and red of autumn is an analogous color scheme. Also, the blue, aqua, and green of sky, water, and grass is analogous. Fig: Analogous color scheme 4) **Complementary**: This scheme uses colors that are opposite on the color wheel (complements). Complementary colors are across from each other on the wheel. They have great contrast. In fact, the colors look even brighter when they are used side by side. 5) Examples of complementary color combinations are blue and orange, violet and yellow, and red and green. Worn together in full strength, these colors can give a real jolt. However, when used in tints and shades, they can be sophisticated and pleasing. A soft tint of one is usually attractive with a deep shade of the other. 4) **Split-complementary color scheme**: A split-complementary color scheme uses three colors. It combines one color with the two colors on the sides of its complement. First choose a color and find its compliment in the color wheel and then take colors on either side of the compliment. For instance, blue might be used with yellow-orange and red-orange. This is also a bright color scheme, to be used with care in your apparel. 5) **Triad color scheme**: A triad color scheme combines three colors, which are equidistant on the wheel. Examples are red, yellow, and blue, or purple, green, and orange. It has a great deal of contrast. To soften the contrast, one may choose to combine pleasing values and intensities. Wear a large area of one of the colors in a tint or shade and use small amounts of the other two for interest. Fig: Traid color scheme I. short answer questions. (each 2 point) 1. List down different types of cool colors? 2. What is a color scheme? 3. What is monochromatic color scheme? 4. What is analogous color scheme? ## Operation sheet 1: - Dimensions of Color | Purpose | To acquire the trainees with dimension of color practice | |---------|--------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful for this include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - Template - Color pencil | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to dimension of color | | Procedures | 1. Take an A4 paper that given for WORK practice 2. Prepare drawing board and HB pencil with sharpener 3. Step 2: Now start practicing the given work according to specific instruction 3. draw with watercolor. 4) With Color pencils | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using dimension of color with perfect feature required • The understand develop composition using dimension of color | Procedures VALUE/TONE Take an A4 paper and Practice the following Values. Take an A4 paper and Practice the following Sketches. Take an A4 paper and Practice the following Sketches. Hue Take an A4 paper and Practice the following Hues (Primary colors): 1) With watercolor. 2) With Color pencils Take an A4 paper and Practice the following Hues (Secondary color): 1) With watercolor. 2) With Color pencils **Chroma/Intensity/Clarity** Take an A4 paper and Practice the following chroma: 1) With watercolor. 2) With Color pencils ## Operation sheet 2: - Hues | Purpose | To acquire the trainees with Hues practice | |---------|------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful for this include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - Template - Color pencil | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to Hues | | Procedures | 1. Take an A4 paper that given for WORK practice 2. Prepare drawing board and HB pencil with sharpener 3. Step 2: Now start practicing the given work according to specific instruction 4) draw With watercolor. 5) draw With Color pencils | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using dimension of color with perfect feature required • The understand develop composition using dimension of color | procedure Take an A4 paper and Practice the following Hues (Primary colors): 1) With watercolor. 2) With Color pencils Take an A4 paper and Practice the following Hues (Secondary color): 1) With watercolor. 2) With Color pencils Take an A4 paper and Practice the following Hues (Tertiary color): 1) With watercolor. 2) With Color pencils TERTIARY COLORS - RED-VIOLET - BLUE-VIOLET - BLUE-GREEN - YELLOW-GREEN - YELLOW-ORANGE - RED-ORANGE Take an A4 paper and Practice the following Color Wheel: 1) With watercolor. 2) With Color pencils Operation sheet 3: - shade scale preparation according to color mixing principles | Purpose | To acquire the trainees with shade scale preparation according to color mixing principles | |---------|------------------------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful for this include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - Template - Color pencil | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to dimension of color | | Procedures | 1. Take an A4 paper that given for WORK practice 2. Prepare drawing board and HB pencil with sharpener c Color pencil 3. Step 2: Now start practicing the given work according to specific instruction | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using dimension of color with perfect feature required • The understand develop composition using dimension of color | procedure I. Color Theories Take an A4 paper and Practice the following Color Theories: 1) With watercolor. 2) With Color pencils ![Additive and subtractive color combinations](image) II. Colour Wheels - Colour Systems: Take an A4 paper and Practice the following: 1) With watercolor. 2) With Color pencils A. Munsell Colour System: B. Munsell Colour System: ## Operational sheet - 4 color scheme | Purpose | To acquire the trainees with scheme of color practice | |---------|-----------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful for this include these: - Drawing board - Layout pad - Cutter - Cutting Table - Pencils with HB lead - Eraser - Template - Color pencil | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to scheme of color | | Procedures | 1. Take an A4 paper that given for WORK practice 2. Prepare drawing board and HB pencil with sharpener 3. Step 2: Now start practicing the given work according to specific instruction | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using dimension of color with perfect feature required • The understand develop composition using dimension of color | procedures Take an A4 paper and Practice the following: 1) With watercolor. 2) With Color pencils Warm and Cool colors: Take an A4 paper and Practice the following: 1) With watercolor. 2) With Color pencils Color scheme /Harmonies: A) Monochromatic color scheme 2) Analogous: 3) Complementary 4) Split-complementary color scheme 5) Triad color scheme LAP TEST-1: Practical Demonstration Instructions: Given necessary tools, materials, and sewing machine you are required to perform the following tasks within 60 minutes. 1. prepare the following Hues a. Primary colors b. Secondary colors c. Tertiary colors 2. prepare Color Wheel a. With watercolor b. With Color pencils 3. prepare the Color Theories a. With watercolor b. With Color pencils 4. prepare Warm and Cool colors Instruction sheet This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: - Investigating and identifying Visual or optical effects of color - Creating and presenting Fashion pictures that reflect different visual effects This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically, upon completion of this learning guide, you will be able to: - Investigate and identify Visual or optical effects of color - Create and present fashion pictures that reflect different visual effect Learning Instructions: Read the specific objectives of this Learning Guide. 1. Follow the instructions described below. 2. Read the information written in the “Information Sheets”. Try to understand what are being discussed. Ask your trainer for assistance if you have hard time understanding them. 3. Accomplish the “Self-checks” which are placed following all information sheets. 4. Ask from your trainer the key to correction (key answers) or you can request your trainer to correct your work. (You are to get the key answer only after you finished answering the Self-checks). 5. If you earned a satisfactory evaluation proceed to “Operation sheets” 6. Perform “the Learning activity performance test” which is placed following “Operation sheets”, 7. If your performance is satisfactory proceed to the next learning guide. 8. If your performance is unsatisfactory, see your trainer for further instructions or go back to “Operation sheets”. VISUAL OR OPTICAL EFFECTS OF COLOR 4.1. Size As with value, objects, shapes and areas of the same size can actually appear different in size if they are colored differently, dark, cool and dull colors make objects appear smaller than the same objects in warm, light or bright colors. For example if a dress is cut in black and also cut in bright red or purple the black version would be more slimming than the red or purple versions. Fig: The Red dress appears larger than the black dress because warm, bright colors appear larger 4.2 Density Colors can convey a sense of visual weight, warm, dark and bright colors tend to look dense or heavy and cool, light and dull colors are visually lighter in weight. A designer should consider visual weight in the case of a two-color dress, where the bodice is one color and the skirt another color. If the colors were for example red and white, the skirt would be better in red and the top in white because the garment has in white, because the garment has better balance with the heavier red on the bottom half and the lighter white on the top. 4.3 Value Visual impressions created by value are stronger than those created by hue. Because strongly contrasting values are very dramatic and demand attention, the first thing a viewer becomes aware of is dark against light. However when values are similar the hue becomes more noticeable. When two hues of identical tone are used together, they cause visual ‘flashing’. This means the colors appear to jump around, glow and pulsate because they are both competing equally for attention. This effect is usually undesirable and can be lessened by changing the tone of one or both of the colors. White unites and draws colors together, black separates colors. The effect black has is similar to that of a stained glass window, where the colors are contained and isolated by the dark outline. 4.4 Visual Mixing This occurs when small areas of color used close together appear to take on some of the neighboring color, and can be compared to the effect created by the impressionists and pointillists in their dot paintings. It often happens with stripes, floral and prints and particularly noticeable from a distance when the colors seem to blend to create a new color. For example with red and white stripes, the white appears whiter, so that from a distance the stripes merge to look pink. Similarly, yellow and blue used together often merge to create green. When matching plains with printed, striped or multi-colored fabrics in the one garment or coordinating accessories the effects of visual mixing must be taken into consideration and care taken to match the colors from a distance as well as close up. With the above red and white example, the choice of a pink belt and buttons may actually look better on the garment than either red or white accessories. 4.5 Simultaneous Contrast Some color combinations have the effect of exaggerating the differences between them. This effect is known as simultaneous contrast and can greatly affect the appearance of color. For example, identical hues can appear different with different colored backgrounds because hues used together cast their complement onto each other. Red placed on a blue background will look more orange, and red placed on a yellow background will appear more purple. Simultaneous contrast is also evident when a strong chroma is used with a natural. The natural takes on the complementary color of its neighbor. So a grey used with a strong purple will appear slightly yellow. The way to cancel the yellow and achieve the look of a neutral grey would be to use a purplish-grey with the purple. So when using orange with grey, the grey may need to be warmer or more orange to appear natural. Black borders act as a barrier and isolate colors, while white draws them together. 4.6 Motion Warm and cool colors with very bright chroma tend to clash and vibrate in front of the eyes when used together. This occurs because the eyes continually try to focus on both the short wavelengths of the receding cool colors and the long wavelengths of the advancing warm colors. The effect can be very disturbing and uncomfortable to look at and can be relieved by reducing the brilliance of one or more of the colors. A neutral takes on the complementary color of its neighbor – the grey surrounded by the purple. 4.7 Texture The surface characteristics on the object affect the action of light and the degree of absorption or reflection that in turn affects the color. Shiny, smooth surfaces enhance colors and make them appear much brighter, livelier and larger than do rough, dull surfaces. Colors may also be opaque or transparent. This is because some light passes through transparent fabric and is neither reflected nor absorbed. This color difference may become apparent when different textures are used on the same garment, and the colors do not match. It can also be a problem when trying to coordinate garments or match accessories with different textures. I. short answer questions. (each 2 point) 1. What is the optical effect of color on size? 2. What is the optical effect of color on density? 3. What is the optical effect of color on texture? Use of color in designing Knowing about color and its use is important in achieving required appearance. If not used well or combined well, color can cause apparel to look too gaudy or very dull. Although fashion often bends these, colors in clothing are usually best used according to the following: - Black is good for formal wear. It tends to be sophisticated. - Brown is casual, natural and informal - Navy looks good on almost everyone and is good for sportswear or classic styles. - For a tailored image beige and gray are to be chosen. - White looks good with all other colors. Off-white is better for most people than pure white. - Red, green, and blue have many tints, shades and intensities, which make these hues suitable for almost all occasions. - Yellow is good for casual, fun clothes, but it is not pleasing for many skin tones - Bright colors are fun for active sportswear or as accents with neutrals. Using a color with a neutral makes the color appear brighter. Also, white and gray look brighter when placed beside black. Colors with medium or dark value look even darker when used next to a light area. Clothing outfits are generally more attractive if they do not have equal areas of light and dark. In most cases colors in clothes seem better balanced if light ones are used above dark ones. Colors of contrasting value are often exciting when used together. An extreme contrast makes colors look brighter. Observing the nature around is a useful exercise to understand the use of color. Visual effects of color in dress: Colors react with each other and related to each other. The effects they give depend on how light, dark or strong the colors are. They also depend on how the colors are combined with other colors in a total outfit. Colors can appear to change the size and shape of the person wearing them. Dark, cool and dull colors make objects appear smaller than the same objects in warm, light or bright colors. The receding colors which make the wearer smaller are black, navy blue, dark blue-violet, chocolate brown, dull dark green etc. on the other hand light warm and bright colors make a form seem larger due to the colors advancing characteristics. Such colors are white, yellow, orange and red. A single color for an entire outfit makes a person look thinner and taller. When combining two colors in an outfit, special precautions are needed. Sharply contrasting colors appear to shorten the body. This effect can best be used for a very tall person, dividing the top from the bottom of the dress. When two hues of identical tone are used together, they cause visual ‘clashing’ - colors appear to jump around, glow and pulsate because they both compete equally for attention. Changing the tone of one or both the colors usually reduces this effect. White unites and draws colors together while black separates colors. In most cases, one should not use more than three major colors in an outfit. It is best to use one color for a large area and another color or two for smaller areas. Proper use of color in a person’s clothing will enhance his or her personal coloring. Students of Apparel design need to perceive the light and dark shades of a hue that appear on garments when folded. **Black** Black is the color of authority and power. It is popular in fashion because it makes people appear thinner. It is also stylish and timeless. Black also implies submission. Priests wear black to signify submission to God. Some fashion experts say a woman wearing black implies submission to men. Black outfits can also be overpowering, or make the wearer seem aloof or evil. Villains often wear black. **White** Brides wear white to symbolize innocence and purity. White reflects light and is considered a summer color. White is popular in decorating and in fashion because it is light, neutral, and goes with everything. However, white shows dirt and is therefore more difficult to keep clean than other colors. Doctors and nurses wear white to imply sterility. **Red** The most emotionally intense color, red stimulates a faster heartbeat and breathing. It is also the color of love. Red clothing gets noticed and makes the wearer appear heavier. Since it is an extreme color, red clothing might not help people in negotiations or confrontations. Red cars are popular targets for thieves. In decorating, red is usually used as an accent. Decorators say that red furniture should be perfect since it will attract attention. **Pink** The most romantic color, pink, is more tranquilizing. Sports teams sometimes paint the locker rooms used by opposing teams bright pink so their opponents will lose energy. **Blue** The color of the sky and the ocean, blue is one of the most popular colors. It causes the opposite reaction as red. Peaceful, tranquil blue causes the body to produce calming chemicals, so it is often used in bedrooms. Blue can also be cold and depressing. Fashion consultants recommend wearing blue to job interviews because it symbolizes loyalty. People are more productive in blue rooms. Studies show weightlifters are able to handle heavier weights in blue gyms. **Green** Currently the most popular decorating color, green symbolizes nature. It is the easiest color on the eye and can improve vision. It is a calming, refreshing color. People waiting to appear on TV sit in "green rooms" to relax. Hospitals often use green because it relaxes patients. Brides in the middle Ages wore green to symbolize fertility. Dark green is masculine, conservative, and implies wealth. **Yellow** Cheerful sunny yellow is an attention getter. While it is considered an optimistic color, people lose their tempers more often in yellow rooms, and babies will cry more. It is the most difficult color for the eye to take in, so it can be overpowering if overused. Yellow enhances concentration, hence its use for legal pads. It also speeds metabolism. **Purple** The color of royalty, purple connotes luxury, wealth, and sophistication. It is also feminine and romantic. However, because it is rare in nature, purple can appear artificial. Brown Solid, reliable brown is the color of earth and is abundant in nature. Light brown implies genuineness while dark brown is similar to wood or leather. Brown can also be sad and wistful. Men are more apt to say brown is one of their favorite colors. | Page 143 of 187 | Federal TVET Agency Author/Copyright | TVET program title- Advanced Leather Goods Production Level III | Version -1 | |-----------------|--------------------------------------|---------------------------------------------------------------|------------| | | | | December 2020 | Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: **Short Answer Questions.** (each 2 points) 1. What does each of these colors reflect? a. Blue b. Green c. Yellow d. Purple e. Brown Operation sheet 1: - Visual Or Optical Effects Of Colour | Purpose | To acquire the trainees with Visual Or Optical Effects Of Color practice | |---------|------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful include these: • Drawing board • Layout pad • cutter • Cutting Table • Pencils with HB lead • Eraser • template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | 4. Take an A4 paper that given for WORK practice 5. Prepare drawing board and HB pencil with sharpener 6. Step 2: Now start practicing the given work according to specific instruction | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using elements of design with perfect feature required • The understand develop composition using elements of design | procedure Size Take an A4 paper and Practice the following: 1) With watercolor. Density Take an A4 paper and Practice the following Hue: 1) With watercolor. Value Take an A4 paper and Practice the following: 1) With watercolor. Visual Mixing Take an A4 paper and Practice the following: 1) With watercolor. Simultaneous Contrast Take an A4 paper and Practice the following: 1) With watercolor. Motion Take an A4 paper and Practice the following: 1) With watercolor. Texture Take an A4 paper and Practice the following: 1) With watercolor. Operation sheet 2: - Creating And Presenting Fashion Pictures That Reflect Different Visual Effects | Purpose | To acquire the trainees with Creating And Presenting Fashion Pictures That Reflect Different Visual Effects practice | |---------|---------------------------------------------------------------------------------------------------------------| | Equipment, tools and materials | Supplies and equipment needed or useful include these: - Drawing board - Layout pad - cutter - Cutting Table - Pencils with HB lead - Eraser - template | | Conditions or situations for the operations | • All tools, equipment’s and materials should be available on time when required. • Appropriate table, working area/ workshop to assemble cream separator practice. | | Procedures | 7. Take an A4 paper that given for WORK practice 8. Prepare drawing board and HB pencil with sharpener 9. Step 2: Now start practicing the given work according to specific instruction | | Precautions | • Care Should Be Taken While Sketching With Drawing Table, Cutting Materials And Sharpener • Preparing materials, tools and equipment are according to OHS. | | Quality criteria | • Did personal protective equipment worn while working with the instrument used for doing this activities • Did trainees do all develop composition using elements of design with perfect feature required • The understand develop composition using elements of design | procedure Take an A4 paper and Practice the following: 1) With watercolor. | Page 152 of 187 | Federal TVET Agency Author/Copyright | TVET program title- Advanced Leather Goods Production Level III | Version -1 | |-----------------|--------------------------------------|---------------------------------------------------------------|------------| | | | | December 2020 | LAP Test — 1 Practical Demonstration Name: _______________ Date: _______ Time started: _______________ Time finished: _______ Instructions: Given necessary tools and materials you are required to perform the following tasks within 60 minutes. 1. prepare the given picture with water colors for: a. Size b. Density c. Motion d. Simultaneous contrast Instruction sheet This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: - Identifying and categorizing Concept of design process - Identifying and analyzing Structure and context building - Identifying Influence of material for effective design process - Producing commercial considerations in design This guide will also assist you to attain the learning outcomes stated in the cover page. Specifically, upon completion of this learning guide, you will be able to: - Identify and categorize Concept of design process - Identify and analyze Structure and context building - Identify Influence of material for effective design process - Produce commercial considerations in design Learning Instructions: 10. Read the specific objectives of this Learning Guide. 11. Follow the instructions described below. 12. Read the information written in the “Information Sheets”. Try to understand what are being discussed. Ask your trainer for assistance if you have hard time understanding them. 13. Accomplish the “Self-checks” which are placed following all information sheets. 14. Ask from your trainer the key to correction (key answers) or you can request your trainer to correct your work. (You are to get the key answer only after you finished answering the Self-checks). 15. If you earned a satisfactory evaluation proceed to “Operation sheets” 16. Perform “the Learning activity performance test” which is placed following “Operation sheets”, 17. If your performance is satisfactory proceed to the next learning guide, 18. If your performance is unsatisfactory, see your trainer for further instructions or go back to “Operation sheets”. 5.1.1 Information Collection Stores, malls, displays in windows, television programs, movies, videos, and historical costumes in museums are all additional ways to study fashion and get ideas. Studying nature, leaf patterns, water movement, birds, sky, architecture of buildings, etc. can inspire patterns, designs, and colors. Almost everything one comes into contact with can be a source of inspiration. Collect out any picture that has appeal, stirs the imagination, or has a pleasing detail. Keep these clippings in a folder and refer to the folder often. Add clippings constantly. For Leather design, swatch file will hold a collection of leather swatches. These should be labeled with leather content, source, price, and date. Feel the swatches and learn to develop your tactile sense. Try to imagine what garments the fabric could be made into. Work with one swatch and try to imagine it in other colors or patterns. Visits Mall Displays in windows Museums Nature Leaf patterns Birds 5.1.2 Analysis The directions (principles) are flexible and should be interpreted within the client fashion or problem the designer is trying to solve. For example, the directions (principles) would apply differently for a design of a costume than for a design of a current fashion garment. The ingredients (elements) are the raw materials that must be combined. These elements can change the taste of the garment. A dress is more eye-catching in a bright color than a dull neutral, even though the design is the same. The first step in creating a new design is to research fashion and consumer trends. Numerous excellent sources of fashion information, such as magazines, newspapers, pattern maker publications, trade publications, TV, specialty stores, and department stores help with the exploration necessary for fabricating design. and being inspired. It is also advisable to visit fabric stores or study catalogues to keep up with the new Leathers, processes, fabrics, and the latest fashion colors. Many of the same can be studied for garments, textiles, and accessories. The fashion information will show the latest garments, but the garments will also show the current Leather. The model will also be wearing accessories. It is possible to then tailor research to a specific design area. 5.1.3 Synthesis - Obtain the design program (program definition) - Collect Data of relevant conditions (inventory) - Interpret the data of the conditions relative to the design program (analysis) - Conceptualize the organization of spaces and circulation patterns (bubble diagram/concept) - Conceptualize functional, aesthetic and environmental uses of plants (concept plan) - Review and refine concept drawings to greater levels of precision (final concept, detailed plan) - Assess/Evaluate whether problems addressed and program needs met. 5.1.4 Conceptualization Keeping a small sketchbook handy at all times helps preserve ideas. Fill in with quick, informative sketches, impressions, and color or fabric swatches. These may be rough and incomplete drawings, notes, descriptions, or details, as they are for reference only. This also develops the habit of sketching. Try sketching details one day, silhouettes another, and fabric patterns the next day. This can be done in the car, on the bus, or in free time. It is best not to copy a design while in the store, as they may ask you to leave. Keep these impressions (sketches) in a reference file. A clipping folder combined with a sketchbook is a source of inspiration, not a substitution for it. Copying has little merit in the world of design - learn to change, modify, adapt, and create. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: I) Short Answer Questions 1. List down a few places where you would get ideas about fashion. (3 points) 2. List down the steps for synthesis in fashion. (7 points) Identification And Analyzing Structure And Context Building The focus of this area is the systematic study of the relationship between the producers (or distributors) and consumers (actual or potential recipients) of goods and services. Usually this involves many of the following concerns: consumer preferences for product features, consumer attitudes and motivation, buying habits and patterns, brand preferences, media research (including the effectiveness of advertisements and commercials), estimating demand for products or services, and the study of the economic expectations of people. Closely allied to those areas of market research which focus on personal consumption and data amassed dealing with the antecedents and correlates of consumer behavior which should be learned. There is a skill component to be mastered upon the appropriate application of a variety of social science research methodologies (e.g., sampling theory, questionnaire and survey protocol design and execution, individual and group interviewing, stimulus scaling, and mathematical model building). Self check 2 | Written test Refer Question are included in next information sheet 3 self check 3 5.3 Influence Of Material Effective Design Process Products do not only differentiate themselves from other products in functionality, but also in the way that they please users. Users nowadays expect a product to function properly, to be easy to use, and to touch them emotionally in some way. The moment that products satisfy the consumer on issues like utility, safety, and comfort; the emphasis of the consumer will shift towards appearance, emotional attributes, and symbol. Manufacturers that develop products with these expectations have grown significantly, especially in the consumers market. They have started to realize that they need ways to get into the hearts and minds of their customers to stay in business. Materials selection plays an essential role in the product design process. Product materials determine the range of function, durability, certain costs, user feedback, and user experience. When users interact with products, their senses are in contact with the materials of those products. Users see the colors of materials, feel the texture and weight, and hear the sounds that the materials make when the object is moved. These sensory perceptions contribute to product usability and use experiences. Product designers use materials to create these sensory perceptions. In addition, product designers select materials for products to elicit the right associations. Hodgson and Harper stated that materials considerations are pervasive in design as the substance through which product designers’ intentions are embodied. Likewise, the strategic use of materials is one of the most influential ways through which product designers engender deeper, more emotive connections between their products and their users. The materials that a product is made of thus influence how users interact with the product. The different aspects of materials can be for the most part categorized in two groups, namely the technical aspects and the user-interaction aspects. The technical aspects of materials define how the product will be manufactured and how it will function. The user-interaction aspects are those that influence the usability and personality of a product. For example, shininess can influence how well users can read from a display (use aspects) and colors are a very strong aspect to create a personality that influences user experience. For high quality products, product designers should select materials that are optimal or compromise in both aspects. | Page 166 of 187 | Federal TVET Agency Author/Copyright | TVET program title- Advanced Leather Goods Production Level III | Version -1 | |-----------------|--------------------------------------|---------------------------------------------------------------|------------| | | | | December 2020 | I. Short Answer Questions (10 point) 1. How does material selection play an essential role in product design process? The Design Process The design process is the transformation of an idea, needs, or wants by consumers or the marketplace at large, into a product that satisfies these needs. Design is basically a problem solving exercise. The design of a new product consists of the following stages: - Design Brief - Product Design Specifications - Concept Design - Testing - Detail Design - Manufacturing and Further Testing - Refinement and Sales The development of a new product may also require the development of a prototype to prove that new technologies work before committing resources to full-scale manufacture. If you do desire to develop a prototype you should have the product tested by as many people or end user. The traditional view of the design to manufacture process is that it is a sequential process; the outcome of one stage is passed on to the next stage. This tends to lead to iteration in the design (i.e.) having to go back to an earlier stage to correct mistakes. This can make products more expensive and delivered to the marketplace late. A better approach is for the designer to consider the stages following design to try and eliminate any potential problems. This means that the designer requires help from the other experts for example a manufacturing expert to help ensure that any designs the designer comes up with can be made. So what factors might a designer have to consider in order eliminating iteration? - **Manufacture** - Can the product be made with our facilities? - **Sales** - Are we producing a product that the customer wants? - **Purchasing** - Are the parts specified in stock, or do why have to order them? - **Cost** - Is the design going to cost too much to make? - **Transport** - Is the product the right size for the method of transporting? - **Disposal** - How will the product be disposed at the end of its life? **Design Brief** The design brief is typically a statement of intent. I.e. "We will design and make a Biker Leather Jacket ". Although it states the problem, it isn't enough information with which to start designing. **Product Design Specification (PDS)** This is possibly the most important stage of the design process and yet one of the least understood stage. It is important that before you produce a 'solution' there is a true understanding of the actual problem. The PDS is a document listing the problem in detail. It is important to work with the customer and analyze the marketplace to produce a list of requirements necessary to produce a successful product. The designer should constantly refer back to this document to ensure designs are appropriate. To produce the PDS it is likely that you will have to research the problem and analyze competing products and all important points and discoveries should be included in your PDS. **Concept Design** Using the PDS as the basis, the designer attempts to produce an outline of a solution. A conceptual design is usually an outline of key components and their arrangement with the details of the design left for a later stage. For example, a concept design for a Biker Leather Jacket might consist of a sketch showing a basic jacket with pockets. The exact details of the components such as the size, thickness of leather are determined at the detail design stage. However, the degree of detail generated at the conceptual design stage will vary depending on the product being designed. It is important when designing a product that you not only consider the product design specification but you also consider the activities downstream of the design stage. Downstream activities typically are manufacture, sales, transportation etc. By considering these stages early, you can eliminate problems that may occur at these stages. This stage of the design involves drawing up a number of different viable concept designs which satisfy the requirements of the product outlined in the PDS and then evaluating them to decide on the most suitable to develop further. Hence, concept design can be seen as a two-stage process of concept generation and concept evaluation. **Concept generation** Typically, designers capture their ideas by sketching them on paper. Annotation helps identify key points so that their ideas can be communicated with other members of the company. There are a number of techniques available to the designer to aid the development of new concepts. One of the most popular is brainstorming. This technique involves generating ideas, typically in small groups, by saying any idea that comes into your head no matter how silly it may seem. This usually sparks ideas from other team members. By the end of a brainstorming session there will be a list of ideas, most unusable, but some may have the potential to be developed into a concept. Brainstorming works better if the members of the team have different areas of expertise. **Concept evaluation** After the detail design is done the prototype is taken for pilot lot production and then analyzed for any defect. **Refinement and Sales** If there is any correction in the pilot lot it is then rectified and then its taken to mass production. Once a suitable number of concepts have been generated, it is necessary to choose the design most suitable for to fulfill the requirements set out in the PDS. The product design specification should be used as the basis of any decision being made. Ideally a multifunction design team should perform this task so that each concept can be evaluated from a number of angles or perspectives. The chosen concept will be developed in detail. One useful technique for evaluating concepts to decide on which one is the best is to use a technique called 'matrix evaluation'. With matrix evaluation a table is produced listing important the features required from a product - usually this list is drawn up from the important features described in the product design specification. The products are listed across the table. The first concept is the benchmark concept. The quality of the other concepts are compared against the benchmark concept for the required features, to help identify if the concept is better, worse than, or is the same as the benchmark concept. The design with the most 'better than' is likely to be the best concept to develop further. Most people who use the matrix technique will assign points, rather than simple, better, worse, same, so that it is easier to identify which concepts are the best. It is also likely that some features of the design will be more important than others so a weighting is used. **Detail design** In this stage of the design process, the chosen concept design is designed in detailed with all the dimensions and specifications necessary to make the design specified on a detailed drawing of the design. It may be necessary to produce prototypes to test ideas at this stage. The designer should also work closely with manufacture to ensure that the product can be made. **Manufacturing and Further Testing** After the detail design is done the prototype is taken for pilot lot production and then analyzed for any defect. **Refinement and Sales** If there is any correction in the pilot lot it is then rectified and then its taken to mass production. Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: Test: Short Answer Question 1. List down the steps for designing a new product. 2. What are the factors a designer must have consider in order eliminating iteration. References - Shape and form (Elements of design) Hardcover – December 31, 1899, by Albert W Porter (Author) - Basic Principles of Design Textbook Binding – September 1, 1977 by Manfred Maier (Author) vol 1-4 - Faber Birren (11 September 1900 – 30 December 1988) was an American author and consultant on color and color theory. - Published: 19 December 2017 Christopher Alexander’s A Pattern Language: analyzing, mapping and classifying the critical response - Design and Form: The Basic Course at the Bauhaus and Later, Revised Edition Revised Edition - by Johannes Itten (Author) Acknowledgement The group wishes to extend thanks and appreciation to the many representatives of business, industry, academe and government agencies who donated their time and expertise to the development of this Model Curriculum for the TVET Program Advanced Leather goods production III. We would also like to express our appreciation to the Experts of Central Leather Research Institute (CLRI), Footwear Design & Development Institute (FDDI) Leather Industry Development Institute (LIDI), Ministry of Industry, Ministry of Education (MoE) and Engineering Capacity Building Program (ecbp) who developed this Model Curriculum. This curriculum was developed on September 2020 at Bishoftu The trainers who developed the Curriculum | No. | Name | Qual. | Educational background | Region | E-mail | Phone Number | |-----|-----------------|-------|----------------------------|--------|-------------------------------|--------------------| | 1 | Aregahegn Tibebu| B | Leather Engineering | Oromia | email@example.com | 0919496489 | | | | | | | | 0932081832 | | 2 | Yabets Fikadu | B | Leather Engineering | Oromia | firstname.lastname@example.org | 0923631030 | | 3 | Acham Gartew | B | Garment Technology | Oromia | - | 0937001358 | 1. fire, electricity, 2. OHS practice 3. - Stand or sit with the work in front of you – avoid twisted postures. - Employ smooth, rhythmical movement – avoid sudden changes of direction - Keep things on the level to avoid vertical movements - Avoid sudden changes of direction - Avoid continuous repetition of movement - Avoid stretching where possible – keep items used frequently within arm’s reach 4. - Workbenches are made up can be from many different materials including metal, wood, depending on the needs of the workbench for the specific purpose of sketching. - The workbench consists of the bench itself, 12ft by 24 inches. Three quarter inch plywood was used for the top and the backboard. - A comfortable height for working with provisions for seated or standing work selected - In the workbench analyzing Compositional balance, scale and perspective depend on visual weight of material to be sketched. - A way to fix the workbench to the surface so that it may be worked with both hands - Provisions for accessing tools - A variety of element of design techniques are identified for use in sketching - Proportion, scale and stylization relevant to sketching are selected • The workbench has a slide for unused components can go in a box for best Utilization of material • Drawing tools and equipment are selected and prepared • Figure details are analyzed • Any changes or adjustments to sketch are carried out as required • Workbench and seating are set up according to OHS practices • Reference source appropriate to element of design requirements is selected 5. • Identify the hazards • Decide who can be harmed • Evaluate the risk • Record significant findings • Review and revise Self-Check -2 Written Test Fill the blank space.(each 1point) 1. Layout Pad 2. metric system 3. Eraser (rubber) 4. Boards 5. Templates Part II True or False.(each 1point) 1. true 2. true 3. true 4. false 5. true Short Answer Questions (each 5 point) 1. vertical, horizontal, curved line 2. Length- lines can be long or short - Width- lines can be wide or skinny - Texture- lines can be rough or smooth - Continuity- Lines can be continuous or dotted or dashed 3. Directions: match all the questions listed below.(5 mark each): 1.A 2.B 3.D II. Short Question Answers: 1. Horizontal balance: Vertical balance Radial balance: | Self-Check .3 | Written Test | |---------------|--------------| | 1 B | 2 D | | 3 E | 4 C | | 5 A | | | Self-Check 4 | Written Test | |---------------|--------------| | 1 D | 2 C | | 3 B | 4 A | LG #07 LO3. Identify color as an element of design Part I Short Answer Questions (each 5 point) 1. value/tone, Hue, Chroma/Intensity/Clarity 2. Hue is the family name or quality of a color, which distinguishes one color from the other. It is an accurate description of a color. Hue is the other word used for color. 3. Intensity is brightness and dullness of a color. The colors on the color wheel are of full intensity. When grey or its complement color is added it becomes less intense. A color that is dull is unsaturated or low in intensity. A color without any brightness (no hue) is achromatic (black, white and/or gray). 1. Primary Colors are the root of every other hue imaginable. The primary pigments used in the manufacture of paint come from the pure source element of that Hue. There are no other pigments blended in to alter the formula. 2. When you combine any two of the Pure Primary Hues, you get three new mixtures called Secondary Colors. 3. When you mix a primary and its nearest Secondary on the Basic Color Wheel you create six new mixtures called Tertiary colors. 1. Light Theory, Pigment Theory 2. A Color Wheel is a conventional arrangement of hues in a circle to demonstrate their relationships. This wheel can be used as a guide to choose and combine colors. 3. Primary Hues, Secondary Hues, Tertiary Hues 1. Objects, shapes and areas of the same size can actually appear different in size if they are colored differently, dark, cool and dull colors make objects appear smaller than the same objects in warm, light or bright colors. 2. Colors can convey a sense of visual weight, warm, dark and bright colors tend to look dense or heavy and cool, light and dull colors are visually lighter in weight. 3. The surface characteristics on the object affect the action of light and the degree of absorption or reflection that in turn affects the color. Shiny, smooth surfaces enhance colors and make them appear much brighter, livelier and larger than do rough, dull surfaces. a. Blue: The color of the sky and the ocean, blue is one of the most popular colors. It causes the opposite reaction as red. Peaceful, tranquil blue causes the body to produce calming chemicals, so it is often used in bedrooms. Blue can also be cold and depressing. b. Green: Currently the most popular decorating color, green symbolizes nature. It is the easiest color on the eye and can improve vision. It is a calming, refreshing color. c. Yellow: Cheerful sunny yellow is an attention getter. While it is considered an optimistic color, people lose their tempers more often in yellow rooms, and babies will cry more. d. purple: The color of royalty, purple connotes luxury, wealth, and sophistication. It is also feminine and romantic. However, because it is rare in nature, purple can appear artificial. e. brown: Solid, reliable brown is the color of earth and is abundant in nature. Light brown implies genuineness while dark brown is similar to wood or leather. 1. Visits Mall, Displays in windows, Museums, Nature Leaf patterns, Bird 2. • Obtain the design program (program definition) • Collect Data of relevant conditions (inventory) • Interpret the data of the conditions relative to the design program (analysis) • Conceptualize the organization of spaces and circulation patterns (bubble diagram/concept) • Conceptualize functional, aesthetic and environmental uses of plants (concept plan) • Review and refine concept drawings to greater levels of precision (final concept, detailed plan) • Assess/Evaluate whether problems addressed and program needs met. 1. How does material selection play an essential role in product design process? Product materials determine the range of function, durability, certain costs, user feedback, and user experience. When users interact with products, their senses are in contact with the materials of those products. Users see the colors of materials, feel the texture and weight, and hear the sounds that the materials make when the object is moved. These sensory perceptions contribute to product usability and use experiences. 1. design brief, concept design, product design specification, detail design, testing, manufacturing and further testing, refinement and sales 2. - **Manufacture** - Can the product be made with our facilities? - **Sales** - Are we producing a product that the customer wants? - **Purchasing** - Are the parts specified in stock, or do we have to order them? - **Cost** - Is the design going to cost too much to make? - **Transport** - Is the product the right size for the method of transporting? - **Disposal** - How will the product be disposed at the end of its life? | Page 186 of 187 | Federal TVET Agency Author/Copyright | TVET program title- Advanced Leather Goods Production Level III | Version - 1 | |-----------------|--------------------------------------|---------------------------------------------------------------|------------| | | | | December 2020 | | Page 187 of 187 | Federal TVET Agency Author/Copyright | TVET program title- Advanced Leather Goods Production Level III | Version - 1 | |-----------------|--------------------------------------|---------------------------------------------------------------|-------------| | | | | December 2020 |
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About this project: The Sonic Mini Monocopter is the first in a series of flying monocopters made from easy to find materials. This project is designed to be thrown in the air by hand; then it gently returns to the ground as it auto-rotates like a maple seed. This project includes graphics for five different monocopter designs appealing to boys and girls. Although fun for all ages, younger children may require help hand-launching their monocopters. Throw this little monocopter in the air and watch it auto-rotate on its way back to Earth . . . super cool! What’s it made of? The Sonic Mini Monocopter wing is made from printer paper, clear tape, and jumbo popsicle stick pieces for the counter weight. Clear tape Graphics printed on plain paper Jumbo craft popsicle sticks Project Construction DIFFICULTY LEVEL 2 APPROX TIME 0.5 HRS APPROX COST $3.00 Check out my way cool Sonic Dad gauges for project difficulty, time, and cost. Cost of this project depends on how many items you have on hand. If you purchase all items new, cost will be higher than the approximate cost shown. SHOPPING LIST | Quantity | Item needed | Where to find it | See Figure | |----------|------------------------------|------------------------------------------------------|------------| | 1 pkg | Jumbo popsicle sticks | Wal-Mart, craft store | Page 2, I, J | | 1 roll | ½” wide clear tape | Wal-Mart, office supply store | Page 2, F, G | | As required | Regular printer paper for printing graphics | Wal-Mart, office supply store | Page 2, A, B | SUPPLIES AND TOOLS NEEDED | Item needed | Where to find it | |------------------------------|------------------------------------------------------| | Sharp scissors | Discount retail store, home improvement store | | High temp hot glue gun | Discount retail store, home improvement store, craft store | | Metal ruler or straight edge | Discount retail store, home improvement store, craft store | | 150 grit sandpaper | Discount retail store, home improvement store | | Heavy duty shears (for cutting popsicle sticks) | Discount retail store, home improvement store | | (Optional) black marker | Discount retail store, home improvement store | Step 1 Choose which one of the five monocopter designs you would like to make from pages 11 through 15. Print the graphic page full-scale on regular printer paper. Use a sharp pair of scissors to roughly cut around one of the three monocopter graphics on the page. Then, carefully cut out the graphic exactly on the cut lines as shown. (fig. A) Crease exactly on first fold line Fig. B Step 2 Use a metal ruler or straight edge to crease the graphic on the first fold line as shown. Be sure to make the crease exactly on the fold line. (fig. B) Fold over exactly on line Fig. C Step 3 Turn the graphic over and make the first fold as shown. Be sure the fold is located exactly on the fold line. Use your fingernails to pinch the fold down tightly all the way along. (fig. C) Fold exactly on each line Fig. D Step 4 Make each successive fold exactly on the fold line, pinching the folds tightly as before. (fig. D) Step 5 Make the final fold as shown. Pinch the fold down tightly all the way along. (fig. E) Taping the leading edge of the wing down can be a bit tricky, but I know you can do it! Just get it lined up like I show in fig. G. Be careful not to stretch the tape when you put it on because it will warp the wing. Wing warpage... bummer! Step 6 Lay your monocopter wing on a clean work surface with the printed side down. Cut a piece of 1/2" wide clear tape the length of the folded leading edge of the wing. Carefully apply the tape over the folded leading edge to secure it down to the wing. (fig. F) Apply the tape with about 3/16" extending below the leading edge as shown. Be careful not to stretch the tape as you apply it, as this will cause the wing to warp. (fig. G) Step 7 Lay the wing with the non-printed side up. Carefully roll the wing upright then over to evenly apply the tape around the leading edge and onto the printed side of the wing. (fig. H) Use cutting template to mark popsicle stick Carefully roll the wing over the edge to apply tape fig. H Step 8 Lay a jumbo popsicle stick on top of the cutting template. Mark a cut line for two counter weight pieces. (fig. I) Cut on marked line fig. I Step 9 Use heavy duty shears to cut the popsicle stick on the marked cut lines. Cut two counter weight pieces. (fig. J) Sand cut edges smooth fig. J Step 10 Use 150 grit sandpaper to sand the cut edges smooth. (fig. K) Step 11 Optional: To improve the appearance of your monocopter, mark the edges of both counter weight pieces with a black permanent marker as shown. The sides of the counter weights will be marked in another step. (fig. L) Marking the edges and sides of your counter weights is optional, but I think it makes the monocopter look much better. If you are going to build it, why not make it look as good as you can, right? Step 12 Apply a thin bead of high temp hot glue around the inside of the counter weight location lines as shown. Be sure to only apply a thin bead of glue to avoid adding too much weight. (fig. M) Step 13 Working quickly while the glue is still hot, attach one of the counter weights to the wing. Align the counter weight with the outside of the graphic as shown. Attach the second counter weight to the opposite side. (fig. N) Step 14 Mark the outside surfaces of both counterweights with a black permanent marker as shown. (fig. O) Touch-up edge with marker Color with marker on both sides fig. O Step 15 Touch-up the edges of the counter weights as shown. (fig. P) Step 16 Check the flatness of your monocopter wing. Use your finger to straighten it if necessary. (fig. Q) Straighten wing if necessary fig. Q Congratulations! Your Mini Monocopter is finished Flying Your Sonic Mini Monocopter Holding Method 1: If you are launching in a room with high ceilings or outside, then use this method. Hold your monocopter like this with the leading edge of the wing up, and the counter weight pointing down. I will show you how to throw it on the next page. Holding Method 2: If you are launching in a room with low ceilings, then use this method. Hold your monocopter like this with the trailing edge of the wing up, and the counter weight pointing down. I will show you how to throw it on the next page. Launching: To launch your monocopter, just rotate your wrist upward as you move your arm in an upward throwing motion. The idea is to throw the monocopter up in the air with the counter weight at the top like this. Holding method 1 will give you the highest flight before the monocopter begins to auto-rotate and descend back to the ground. Try this: Once you get the hang of throwing your monocopter from the ground, try flying from an elevated surface. You can get even longer flights when you throw your monocopter using the same technique as you use on the ground, but standing at a second story railing or from a tree house or some other safe elevated surface. See what fun monocopter launching zones you can come up with . . . Cool! Stealth (print full scale on printer paper) Counter Weight Qty. 2 (jumbo popsicle stick) WWII Fighter (print full scale on printer paper) Counter Weight Qty. 2 (jumbo popsicle stick) Sonic Mini Monocopter Cub (print full scale on printer paper) N92159 Counter Wight Qty. 2 (jumbo popsicle stick) Polka-Dot (print full scale on printer paper) Counter Wight Qty. 2 (jumbo popsicle stick) Daisy (print full scale on printer paper) Counter Wight Qty. 2 (jumbo popsicle stick)
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Priorities and practices: Early lessons from the COVID-19 pandemic As the novel coronavirus pandemic has disrupted plans and presented unforeseen challenges across the world, GEC projects have responded swiftly and incisively, learning key lessons to inform future work. Their initial responses range from delivering health kits in remote communities to producing radio and TV lessons for broadcast. Projects have established new roles and built on their existing partnerships with local and national government bodies to ensure a collaborative and aligned approach as all stakeholders adapt to the evolving situation. This paper describes some of the activities in which GEC projects have engaged in the last few months – be they temporary or longer term – and draws out some of the early lessons that have emerged during this challenging time. Initial response – safety first The safety of girls is paramount and is at greater risk in times of crisis. Across the world, national governments have implemented lockdowns and school closures in response to COVID-19. These closures, together with restricted movement and livelihood insecurity, are increasing the risks of domestic violence, child abuse and exploitation. PRIORITIES Safety first Emergency support Keep in contact Continued learning Discovery Project, Impact(Ed) International Ghana, Kenya and Nigeria Using its existing footprint in broadcasting and its partnership with mobile education provider Cell-Ed, Impact(Ed) is using a mobile platform not only to provide courses for teachers but also for learners at home (through their parents’ phones). Impact(Ed) is also using the platform to communicate safeguarding, health and education messages in three countries, including links to relevant COVID-19, child protection and gender-based violence helplines for additional information and support. These messages have been communicated to school and community leaders, teachers and households in project areas. These communications provide COVID-19 information related to social distancing and good hygiene, and are consistent with the guidelines of the World Health Organisation (WHO) and government health authorities in each country. During this emergency period, Impact(Ed)’s Video Library is being made available through a free license to TV broadcast networks with national reach. across all three countries. In addition, Impact(Ed)’s 55 episode series *My Better World* is being re-aired on Citizen TV and another network in Kenya and will soon air on networks in Nigeria and Ghana in Hausa and English. Impact(Ed) has also adapted this life skills series for radio. The radio version is airing in Somali and Kiswahili in Kenya, and soon in Nigeria and Ghana in Hausa and English. *My Better World* is an award-winning animated series Impact(Ed) created based on themes from CAMFED’s life skills print curriculum. It has become a powerful tool for change in individuals and communities, equipping girls with essential life skills and knowledge around child rights and girls’ education along with positive role models and useful resources. **WHAT WE ARE LEARNING – COLLABORATION AND AGILITY** In each of the countries, Impact(Ed) has found that collaboration with government efforts has been key to reaching a wide audience and contributing to national messaging and distance learning efforts. The project has also found that an adaptive approach has enabled them to leverage their existing systems such as the Cell-Ed platform and *My Better World* TV episodes to advance education during COVID-19 school closures. **The Ultimate Virtuous Cycle of Girls’ Education, CAMFED Zambia, Zimbabwe and Tanzania** The CAMFED representatives at the forefront of the organisation’s COVID-19 response are young women leaders who were once themselves supported through school, many of them now acting as guides and mentors for vulnerable children. Embedded in their communities and acutely aware of the additional burdens and challenges girls face during times of crisis, they are collaborating closely with community stakeholders to keep girls safe and learning, addressing issues such as hunger, child marriage and myths around the virus. These CAMFED Association (CAMA) members are working with local stakeholders, including traditional leaders, teachers and district officials, to share information about coronavirus, including the importance of hand washing and local regulations about wearing face masks. Young women are joining call-in radio shows, taking the opportunity to speak out about the risks of early marriage, which are heightened during crises as families face even greater food insecurity. Partnering with government officials at district and municipal levels (in Ulanga, Tabora and Ilala) to raise awareness of child safeguarding through radio programmes, the project is also engaging with the Ministries of Health and Community Development to mitigate the heightened risks of violence against women and children. CAMA members are also delivering *My Better World* life skills and wellbeing lessons via the radio. Where communities do not have access to radio, members are supporting health authorities to disseminate information via public address systems and handmade posters, and conducting lessons in small, socially distanced groups. They are establishing hand washing points at local wells, and translating Information, Education and Communication (IEC) materials into local languages, which they then print and distribute, working with district officers. Association members have also pivoted their businesses to produce soap and sew facemasks, and are donating these, alongside food parcels and other vital hygiene materials, to the most vulnerable students and their families. **WHAT WE ARE LEARNING – WORKING WITH LOCAL GOVERNMENT** These two projects overcame enormous logistical challenges to support the distribution of much needed provisions. Both reported this has only been possible by partnering with and utilising the network of the government workers in the local communities. Emergency support – providing healthcare and food supplies to save lives When schools closed, so did essential amenities such as sanitation facilities and feeding programmes. Projects in Nepal and Ethiopia responded to calls for assistance through their local networks and pivoted their GEC activities to support national efforts with practical help. Excelling Against the Odds, ChildHope Ethiopia Following a series of local group meetings with leaders and community care coalitions to determine what interventions were most needed, ChildHope and its local partner CHADET transitioned activities towards health support, specifically to the provision of soap and sanitary materials to remote communities. They used eligibility criteria to identify the most marginalised families, prioritising families already involved in the project and extending support to households in the same communities who met criteria, such as families of children with disabilities. Working closely with local health authorities with whom they have previously worked on sexual and reproductive health projects, the project is building local capacity by training government staff in safeguarding and how to report incidents. The project has also helped to disseminate national government and WHO health guidance to prevent the spread of the virus, such as effective handwashing and social distancing. Marginalised no More, Street Child Nepal In Nepal, with all but essential services closed down, rural communities have faced extreme food insecurity during the pandemic. Street Child found itself at the centre of a crisis – an initial rapid needs assessment found that 100% of beneficiaries had experienced a loss of income and 79% had received no support. The food insecurity situation was critical. As food distribution is a government responsibility, Street Child focused on enabling local government to reach the families most in need. They reached out to officials with whom they already had strong links and shared the data they had gathered from the rapid needs assessment, advocating for the local authorities to provide desperately needed support. Keeping in contact with girls – protecting their identity as learners Economic distress has quickly become a critical issue. With rises in inflation in many countries, product prices have increased, and food and electricity shortages have been exacerbated by COVID-19. In such a context it is crucial for GEC projects to maintain contact with their beneficiary girls. Supporting Adolescent Girls’ Education (SAGE), Plan International Zimbabwe The SAGE project for out-of-school girls began by conducting a contact analysis to understand which girls were contactable by phone, followed by a girls’ survey which assessed the best methods of communication for different stakeholders. They found that over half the girls have access to basic mobile phones with call and SMS functions (not internet-enabled devices). As such the project has arranged for bulk SMS communications to girls focusing on safeguarding, wellbeing and the continuation of learning. These have been followed up by direct phone call support from project volunteers. A second finding was that, unlike girls, over 70% of the project volunteers had access to a smartphone, so the project has created volunteer capacity development trainings through WhatsApp on key topics including how to monitor safeguarding and wellbeing; reporting issues and signposting girls to local services during the crisis; how to lead learning conversations over the phone including numeracy, literacy and life skills; and preparing for the return to learning hubs and future study modules. To reach a wider audience the project is leveraging Plan International Zimbabwe’s mass radio and television communication programme to raise awareness about the project. The project is supporting the development of guidelines for safely returning to learning spaces when the time comes. WHAT WE ARE LEARNING – CHOOSING THE RIGHT CHANNELS The interventions are providing a sense of hope to parents that their children are being contacted and cared for. The biggest challenge is how to reach girls with no access to phones. Community volunteers and educators are keen to lead community-based groups, dependent on movement restrictions in place. WhatsApp trainings are keeping volunteers engaged and able to support one another in peer-learning opportunities. A range of approaches is necessary in order to reach as many as possible. People in Need’s CHANGE project has maintained contact with many of the project girls, largely through phone contact with the education facilitators who live in the same communities. The use of mobile phones by the girls or their caregivers is very limited, so communication has been facilitated through established focal points in the community, rather than directly with the girls. With poor radio access and limited or no internet, the project has also had to focus on in-person activities through its field staff. These staff members have been allocated small groups (clusters) of around 25-30 girls per facilitator who meet in a maximum number of five on a bi-monthly basis, following strict social distancing measures. The groups meet for one to two hours and use distributed education materials to learn together. The project is also engaging in capacity building of facilitators to enable them to monitor and support the girls’ safety and wellbeing, and to support public health messages. The project is distributing protective supplies of face masks, sanitisers and soaps for group meetings. The project found that only 20% of the adolescent girls involved in its GEC project have access to a phone, with considerable variation between regions. In many of the project areas, less than 5% of the girls have access to a phone. IRC have focused on maintaining direct contact by facilitating meetings among small community groups, created by dividing the existing group structures into smaller groups so that they can meet while adhering to social distancing measures. The small group meetings focus on life skills, sources of help in relation to gender-based violence and sexual and reproductive health, as well as combatting misinformation about COVID-19. The content has been adapted to suit conversations in small groups. The groups are reminded that they can talk to mentors privately and reach free government hotlines. VSO has developed an online tool to collect information on girls’ wellbeing, learning and communication, and to remain in contact with them. The tool involves a questionnaire for school stakeholders (learners, teachers, parents and caregivers) which focuses on the issues relating to the girls’ educational continuity, access to information and their wellbeing. Different sets of questions were used collect their feelings, experiences and status during the COVID-19 crisis. The project has mobilised community volunteers’ network to disseminate information and messages related to COVID-19. This initiative has helped to trace the status of project beneficiaries using mobile phones. It is already yielding vital information. For example, 80% of girls are continuing their studies, there is a minimum of one mobile phone in each family and only 43% have access to a smart device with internet. This information allows the project to plan activities using online and offline (e.g. radio) mediums to stay in contact with the girls and encourage their continued education during the crisis. VSO have also created social media groups to help share information and connect with project beneficiaries. This has allowed them to connect and circulate information on safeguarding and psychosocial support. During the Ebola crisis in 2014-15, schools were closed for nine months in Sierra Leone, disrupting learning, causing many to drop out of school and leading to a surge of gender-based violence and pregnancies. More than 18,000 adolescent girls became pregnant during the peak of the Ebola crisis, all of which sets a worrying precedent for the effects of disrupted education now. The EAGER project has used learning from the Ebola crisis to focus on critical issues such as sexual and reproductive health, safeguarding and mental wellbeing. Participating in group meetings allows the girls to stay connected to their peers and mentors who are key to supporting their psychosocial wellbeing. This is particularly important, as many of the girls do not otherwise have a trusted person they can speak to, with more than half being mothers themselves, and many being heads of their own household. The online tools has produced positive results which help the project to understand how girls are coping during the crisis and how they can be supported. Supporting learning – education at a distance Despite the current restrictions, most projects are engaged in distance learning of one form or another. Early activities included setting up networks to stay connected with learners and assessments to determine potential distance education options and access to modalities such as phones and radios. Projects are careful not to exacerbate education inequalities further. Making Ghanaian Girls Great!, Plan International Ghana In Ghana, where schools have been closed since 16 March 2020, Plan International has adapted its MGCubed project to support the government’s distance learning education programme. With strict restrictions on movement since 27 March 2020 and public gatherings banned, the project has been generating academic content for TV broadcasts, working closely with the Ghanaian Education Services. Content is aired on Ghana Learning TV, a new channel created by the Ghana Broadcasting Corporation at no cost to the viewer and caters for learners in different grades from kindergarten to senior secondary school. The project has undertaken a mapping exercise of TV and radio penetration among its target beneficiaries to inform the distribution of televisions for households currently without access. The team is also including sign language to accompany the TV content for learners with hearing disabilities. Guidance has been prepared for parents and caregivers to support children as they listen, watch and learn, as well as messaging on positive parenting in stressful times. Let our Girls Succeed (Wasichana Wetu Wafaulu), Education Development Trust (EDT) Kenya The Let our Girls Succeed project is supplementing national radio broadcasts with online tutorials to teach parents how to support their children’s learning. Working alongside the Kenya Institute for National Curriculum (KICD), the project gathered data about who was already accessing radio lessons, distributed radios to the most vulnerable households in its project areas and prepared local language lessons for local radio stations. To support children’s learning, the project used the same radio platforms to deliver simple, easy-to-follow tutorials to help parents guide their children’s learning at home. These are developed for use at the national level, as part of the KICD parent task force which is also delivering supplementary learning materials to around 40,000 children via Whatsapp, SMS or hard copy. Community-Based Education for Marginalised Girls Afghanistan As well as trying to enable continued learning, the Community-Based Education for Marginalised Girls project has focused its efforts on psycho-social support and the mental wellbeing of girls and women, by prioritising human-to-human engagement as much as possible. To do this, they have employed a combination of helplines and community peer groups with social distancing. The ‘Home Learning Helpline’ can be reached by anyone with a phone. For those without phones, the project plans to make free community phones available. The helpline will operate like a call centre whereby the caller will choose from one of three options: (i) grade-level education support (with teachers they know rather than any teacher at that grade), (ii) mental or emotional support (psychosocial first aid), and (iii) parenting support. The socially distant peer groups are run by community-based female volunteers and offer in-person psycho-social support for girls and a physical place of safety during the crisis if needed. The project is coordinating with government and other education content deliverers to plan the allocation of teachers and other staff as responders, and to advertise the Helpline through national channels. It is equipping teachers with the means to call or message students with prompts to watch or listen to content and to follow up with assessment style questions. Looking to the longer term As projects work hard to overcome challenges on multiple fronts, they must keep one eye on the future to assess the evolving situation and be ready to fully support a safe return to school and economic activity when lockdown restrictions are eased. Schools will need to adopt new measures to protect children and staff and to mitigate against the risk of transmission. Teachers may need new training in order to support students’ wellbeing and mental health as well as in methodologies to enable learners to catch up on the lost learning time. Governments may place new restrictions on the ways organisations are permitted to work, and remote rather than in-person monitoring may need to continue for some time. WHAT WE ARE LEARNING – CREATIVE COLLABORATION Collaboration and coordination of activities are key to both avoiding duplication and getting the best response measures and technology in place to reach the most marginalised girls. For example, engagement with the EdTech Hub was the key to establishing a partnership with a telecom company to create the helpline. The Girls’ Education Challenge has a zero tolerance policy on misconduct, including mistreatment of individuals and misappropriation of funds. If you would like more information on the whistle-blowing mechanism, or to report misconduct please email email@example.com. The e-mail account is accessible only by a small number of individuals who have been trained on the requirement to keep the information confidential. We will follow up matters on an anonymous basis and are committed to investigate claims thoroughly and fairly. Contact us: Email: firstname.lastname@example.org | Tel: +44 (0)20 7213 5969 The Girls’ Education Challenge is managed on behalf of the UK Department for International Development by PricewaterhouseCoopers LLP in alliance with FHI 360, Nathan Associates Ltd. and Social Development Direct Ltd.
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Admissions Packet for the 2022-23 School Year Valley Inquiry Charter School 5774 Hazelgreen Rd NE Salem, OR 97305 503.399.3150 Dear Parent/Guardian, Thank you for your interest in Valley Inquiry Charter School. We are excited about the possibility of having your student join us for the upcoming school year! Before you apply to our school, we invite you to read through this application packet in its entirety in order to provide you with information about our school, its goals, our curriculum and programming, and our unique perspective and approach to the learning process. Additionally, we highly encourage you to attend one of our Prospective Student Inquiry Nights to get a clearer picture of our school as you seek to make the final decision of where you would like to have your student attend school. As always, we are available to answer any additional questions or concerns you may have. If you have a question, please feel free to call us at 503.399.3150. You can also email us at: email@example.com. Thank you! Background Information: Valley Inquiry Charter School is a K-6 public charter school sponsored by the Salem-Keizer Public Schools District (24J) in Oregon. We have 208 students. Our school opened in September 2005 with the intent of becoming the first International Baccalaureate (IB) Primary Years Program (PYP) World School in the Pacific Northwest. Since then, our school has been proudly offering a curriculum and program that relies on student agency, classroom inquiry, and school action as a way to make the world a better place. School Mission: Valley Inquiry Charter School seeks to further develop a primary school where children of all backgrounds and abilities can share in the joy and discovery of each day; acquire the skills to approach new problems thoughtfully and creatively; develop an appreciation and understanding of other cultures and traditions; and become actively engaged in their communities. IB Mission: The International Baccalaureate (IB) aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Charter School Admissions: Valley Inquiry’s admissions and enrollment processes follow those outlined in Oregon charter law (ORS Chapter 338.125). Admission to Valley Inquiry Charter School is free. There is no cost to attend our school as we are a public charter school. Admission to Valley Inquiry Charter School is open to all K-6 students who reside in the Salem-Keizer Public School District boundaries. To be eligible for enrollment, students must reside within the Salem-Keizer district at the time of application. If, at any time during enrollment, a student moves out of the Salem-Keizer district, they must inform Valley Inquiry within 30 days. In this case, the student may be allowed to finish the current year as long as they stay in regular attendance. Valley Inquiry Charter School does not limit student enrollment based on race, religion, sex, sexual orientation, ethnicity, national origin, disability, the terms of an individualized education program, income level, proficiency in the English language, or athletic ability. Sibling Priority Admission: In accordance with ORS 338.125, Valley Inquiry Charter School may give priority admission to a student if the student has a sibling who will be enrolled at Valley Inquiry at the time of attendance and who was enrolled during the previous year. Charter School Lottery Process: In accordance with ORS 338.125, all students who reside in the school district in which the public charter school is located are eligible for enrollment in the public charter school if space is available. If the number of applications from students who reside in the school district exceeds the capacity of a grade level, the public charter school shall select students through an equitable lottery selection process. 2022-23 Timeline - Applications for the Kindergarten lottery will be available at valleyinquiry.org - Our Prospective Student Inquiry Nights will take place over Zoom this year. There will be two separate events; however, the information will be the same for both evenings. Attendance at only one of these events is recommended, though not required to submit your application. The link to join these events will be posted to our school website (valleyinquiry.org) about thirty minutes prior to each event - Wednesday, March 9th from 3pm-4pm on Zoom (link to the event will be posted to valleyinquiry.org at 2:30pm) - Wednesday, March 9th from 6pm-7pm on Zoom (link to the event will be posted to valleyinquiry.org at 5:30pm) - Applications for the Kindergarten lottery are due to the front office no later than 11:59pm on Tuesday, March 15th - The Kindergarten lottery event will happen over zoom this year at 3:30pm on Wednesday, March 30th. You do not need to be present for the lottery in order to be selected for admission. The link to join the lottery over Zoom will be posted to our school website (valleyinquiry.org) at approximately 3:00pm on the day of the lottery **Kindergarten Lottery Specifics** - Each year, there are 28 openings in the Kindergarten class at Valley Inquiry Charter School - At the time of the school lottery, the first openings will automatically be given to students with sibling priority admission (see above for more details) - If there are more than 28 students with sibling priority admission, a lottery will be conducted to award these openings first before a lottery for non-sibling applications - After sibling priority admission has been conducted, a randomized, unweighted lottery will be conducted to assign students to the remaining available open spots in the Kindergarten class - After all spots have been filled in the Kindergarten class, the lottery will continue to determine positions/order on the Kindergarten waitlist **Waitlists** - If a student withdraws from Valley Inquiry Charter School, our Office Manager will call the first person on the waitlist to offer the spot - Three attempts will be made to contact a family on the waitlist. This can be done by phone or e-mail Families have 72 hours from the time of first contact attempt to accept/reject the offer of admission. If a family does not respond within 72 hours from the time of first contact attempt, the position on the waitlist is automatically forfeited, and the spot will then be offered to the next person on the waitlist. - Waitlists carry over from year to year. Once you have applied to our school and are on a waitlist, you do not need to reapply the following year. - Please do not be discouraged if you are high on the waitlist for a particular grade. There have been several instances of the waitlist shortening rapidly for an opening as families before you may have had a change in circumstance and are no longer interested in attending Valley Inquiry Charter School. **Non-Kindergarten Admissions:** Because our waitlists carry over from year to year, there is not a lottery for other grade levels unless a spot opened up in a grade in which there was no waitlist, and then more than one application for the open spot was received at the same time. Additionally, applications for non-Kindergarten grades are accepted year-round. Students who apply for a non-Kindergarten grade will be automatically added to the end of the desired grade level’s waitlist. **What is an IB Education?** Valley Inquiry Charter School is one of thousands of IB World Schools across the globe that aligns with a shared mission to empower young people with the values, knowledge, and skills to create a better and more peaceful world. The IB Program aims to provide an education that enables students to make sense of the complexities of the world around them, as well as equip them with the skills and dispositions needed for taking responsible action for the future. It provides an education that crosses disciplinary, cultural, national, and geographical boundaries; which then champions critical engagement, stimulating ideas, and meaningful relationships. There are five key elements of an IB education: 1. **International Mindedness:** The aim of IB is to develop internationally minded people who recognize their common humanity and shared guardianship of the planet. This is a multifaceted concept that captures a way of thinking, being, and acting characterized by an openness to the world and a recognition of our deep interconnectedness to others. This is done by: a. Providing students with opportunities for sustained inquiry into a range of local and global issues and ideas b. Helping students reflect on their own perspective, culture, and identities, as well as those of others c. Enhancing international-mindedness through multilingualism (which requires all IB schools to study in more than one language) d. Challenging students to critically consider power and privilege e. Recognizing that students hold this planet and its resources in trust for future generations f. Focusing on moving beyond awareness and understanding to engagement, action, and bringing about meaningful change to make a more peaceful and sustainable world for everyone 2. **The IB Learner Profile**: The IB Learner Profile places the student at the center of an IB Education. There are ten (10) attributes that reflect the holistic nature of an IB Education. These attributes highlight the importance of nurturing dispositions such as curiosity and compassion, as well as developing knowledge and skills. They also highlight that, along with cognitive development, IB World Schools are concerned with students’ social, emotional, and physical well-being, and with ensuring that students respect themselves, others, and the world around them. These ten (10) attributes of the IB Learner Profile are all attributes Valley Inquiry Charter School expects to see from all staff members, parents, families, and students as they engage with the school and within our broader community: a. **Inquirers:** We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. b. **Knowledgeable:** We develop and use conceptual understanding, exploring across a range of disciplines. We engage with issues and ideas that have local and global significance. c. **Thinkers:** We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. d. **Communicators:** We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. e. **Principled:** We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. f. **Open-minded:** We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. g. **Caring:** We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. h. **Courageous:** We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. i. **Balanced:** We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. j. Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 3. **A Broad, Balanced, Conceptual, and Connected Curriculum**: The IB-PYP World School Program aims to transcend traditional boundaries between subject areas. This means that the state mandated content standards for each subject is not taught as individual and separate subjects. The IB-PYP program instead asks that English Language Arts, Mathematics, Science, Social Studies, Arts, Health, Physical Education, Spanish, and Music be taught within six (6) Transdisciplinary Thematic Units. These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas. These six units include: a. Who We Are: Inquiry into the nature of the self; beliefs and values; person, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; and what it means to be human b. Where We Are in Place and Time: Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives c. How We Express Ourselves: Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend, and enjoy our creativity; and our appreciation of the aesthetic d. How The World Works: Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment e. How We Organize Ourselves: Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision making; economic activities and their impact on humankind and the environment f. Sharing The Planet: Inquiry into the rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution 4. **Teaching & Learning:** Grounded in contemporary educational research, the IB’s six approaches to teaching and five approaches to learning guide and focus educators and students in all IB World Schools. They play a crucial role in ensuring that the aspirations of an IB Education become a reality in the classroom. **Approaches to Teaching** a. Based on Inquiry: A strong emphasis is placed on students having agency and finding their own information and constructing their own understandings. b. Focused on Conceptual Understanding: Concepts are explored in order to both deepen disciplinary understandings and to help students make connections and transfer learning to new contexts. c. Developed in Local and Global Contexts: Teaching uses real-life contexts and examples, and students are encouraged to process new information by connecting it to their own experiences and to the world around them. d. Focused on Effective Teamwork and Collaboration: This includes promoting teamwork and collaboration between students, but it also refers to the collaborative relationship between teachers and students. e. Designed to Remove Barriers to Learning: Teaching is inclusive and values diversity. It affirms students’ identities and aims to create learning opportunities that enable every student to develop and pursue appropriate personal goals. f. Informed by Assessment: Assessment plays a crucial role in supporting, as well as measuring learning. This approach also recognizes the crucial role of providing students with effective feedback. **Approaches to Learning** a. Thinking Skills: Including areas such as critical thinking, creative thinking, and ethical thinking b. Research Skills: Including skills such as comparing, contrasting, validating, and prioritizing information c. Communication Skills: Including skills such as written and oral communication, effective listening, and formulating arguments d. Social Skills: Including areas such as forming and maintaining positive relationships, listening skills, and conflict resolution e. Self-Management Skills: Including both organizational skills, such as managing time and tasks, and affective skills, such as managing state of mind and motivation 5. **Agency & Action**: In an IB World School, agency is defined as a philosophical, sociological, and psychological idea that acknowledges humans as active participants in their own lives with the capacity to initiate intentional action. Action is defined as the act of engaging individually and/or collaboratively with local, national, and global challenges and opportunities. At Valley Inquiry Charter School, this means: a. Students have agency and decide upon the direction of the Transdisciplinary Thematic Units for their classrooms. They work together to decide what their central lines of inquiry are, develop the essential questions they would like to answer within the unit, and plan any action they would then be prepared to take in order to help those in their community. b. Teachers are required to adapt and flex their curriculum and activities to the direction(s) students wish to take within their units. This agency over the curriculum allows for student voice, choice, and ownership over their learning. Teachers are then required to include the relevant Oregon State Standards that may apply within each unit to ensure students are receiving instruction in all required subjects. c. Students, staff, parents, and families at Valley Inquiry Charter school are committed to taking action within the broader and global community to make the world a more peaceful place. d. Lessons are likely to include topics that may be polarizing, controversial, political, and connected to world/current events. As this occurs, a focus on the IB Attributes will guide learning for all to ensure a safe place for varying perspectives and experiences. Frequently Asked Questions 1. What does Valley Inquiry Charter School stand for? Aside from our school’s mission, IB’s mission, our IB attributes, and our Transdisciplinary Thematic Units, our board of directors adopted the following declaration of values that also helps to guide our school: - **Taking Action:** As an IB World School, we are committed to taking action as leaders, educators, students, and families that help to solve problems and make the world a better place. - **Fostering Agency:** As an IB World School, we acknowledge that students are more engaged and motivated to learn when they have agency over what they are learning. - **Ensuring Equity:** We are committed to ensuring *every* student has what they need to be successful and to work in solving disparities in achievement for underrepresented and vulnerable population groups. - **Maintaining Equality:** Everyone is welcome in our school regardless of race, gender identity, gender expression, sexuality, religion, immigration status, country of origin, ability, needs, or other factors. - **Promoting Inquiry:** As an IB World School, we are rooted in student inquiry as the process by which students will learn. We will not shy away from sensitive or charged topics. Instead, we will encourage students to formulate opinions that allow for varying perspectives and viewpoints. - **Assuring Diversity & Inclusivity:** As an IB World School, we recognize the assets, value, and learning every student brings to our classrooms based on their unique backgrounds and experiences. We do not just acknowledge diversity and inclusivity. Instead, we *embrace* diversity and inclusivity as a critical component of what makes us an International Baccalaureate (IB) World School. 2. **What is a Charter School?** According to Oregon law ORS 338.015, the intent of public charter schools is to create a legitimate avenue for parents, educators, and community members to take responsible risks to create new, innovative, and more flexible ways of educating children within the public school system. The hope is to create an atmosphere within Oregon’s public school system where research and development of new learning opportunities are actively pursued. It is also hoped that public charter schools may serve as models and catalysts for the improvement of other public schools and the public school system. 3. **Is Valley Inquiry Charter School a private school?** No, we are a public charter school sponsored by the Salem-Keizer Public Schools District (24J). As such, we are subject to federal, state, and district policies as specified in our charter agreement with Salem-Keizer Public Schools. 4. **Is Valley Inquiry Charter School a “district school” of Salem-Keizer Public Schools?** No, we are a semi-autonomous public charter school that is sponsored by Salem-Keizer Public Schools. While we exist as a separate entity and have the rights to embark on an educational program that stands apart from SKPS, we still collaborate in partnership with SKPS as our sponsoring district. 5. **Is tuition charged at Valley Inquiry?** No. We are a public charter school. Admission is free. 6. **Do you have school bus transportation provided for your students?** No. Families provide their own transportation and often form carpools with other families. 7. **Does Valley Inquiry offer childcare services before and/or after school?** Yes, for the most part. During the pandemic, we were unable to offer childcare due to spacing requirements. Valley Inquiry is working towards offering its own before and after school program starting in Fall 2021. This program would contain IB components and opportunities for students to engage in additional learning and activities. There will be a fee charged to access these services that is comparable to other before/after school programs. Some need-based scholarships will also be available. 8. **Does Valley Inquiry offer special education services?** Yes. As a public school, we are able to accommodate most individualized education plans for students with special education services. 9. **Do your students have to take state assessments or meet state standards?** Yes. Our students are required to meet all state testing and standards requirements as a public charter school. 10. **Do you offer breakfast/lunch services and free/reduced meals?** Yes. We offer breakfast and lunch through Salem-Keizer Public Schools for students. We also offer free/reduced lunch for students who qualify. 11. **What are some advantages of attending Valley Inquiry Charter School?** There are countless advantages of attending our school. Here are some top reasons: a. We are a small school with a family-like atmosphere. Our staff have connections with students and families in all grade levels b. We offer Spanish in all grades and embrace the idea of multilingualism as a crucial component of our IB programming c. We offer a variety of clubs for students, including robotics, soccer, and drama d. We are the only IB elementary school in the Salem-Keizer district e. We embrace the concepts of student agency, taking action, our school’s values, and IB’s mission to embrace diversity and perspective as a mechanism to create a better and more peaceful planet f. Our curriculum flows across thematic units rather than be isolated to specific subjects and activities g. Our teachers flex learning to ideas and lessons students wish to learn more about h. Our classes do not shy away from controversial, political, or polarizing topics. Instead, we embrace the diverse perspectives and seek to understand each other with empathy 12. What are some disadvantages of attending Valley Inquiry Charter School? a. Being a small school, we sometimes lack the supports, finances, and/or resources that might be readily accessible and available in larger district schools b. We are not able to offer transportation for students at this time c. Our school does not have a school counselor to support students
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Start Simple with MyPlate – We Have an App for That! JACKIE HAVEN, MS, RD AND STEPHENIE FU | USDA, CENTER FOR NUTRITION POLICY AND PROMOTION SOCIETY FOR NUTRITION EDUCATION AND BEHAVIOR | 2021 ANNUAL CONFERENCE Speakers Moderator: Liz Rahavi, RD, Nutritionist, U.S. Department of Agriculture, Food & Nutrition Service, Center for Nutrition Policy and Promotion Panel Speakers: Jackie Haven, MS, RD, Deputy Administrator, U.S. Department of Agriculture, Food & Nutrition Service, Center for Nutrition Policy and Promotion Stephenie Fu, Senior Policy Advisor, U.S. Department of Agriculture, Food & Nutrition Service, Center for Nutrition Policy and Promotion Today - Highlights from the Dietary Guidelines for Americans, 2020-2025 - From the Dietary Guidelines to MyPlate: Insights from Consumer Research - Start Simple with MyPlate - MyPlate Tools and Resources Highlights from... DGA DietaryGuidelines.gov We have important work to do together. People are far from following the DGA and our health is suffering. Current U.S. Healthy Eating Index scores: The good news: Healthy eating across the lifespan can promote health and reduce risk of chronic disease. “Make every bite count” Birth Through 23 Months - Lower risk of overweight and obesity - Lower risk of type 1 diabetes - Adequate iron status and lower risk of iron deficiency - Lower risk of peanut allergy - Lower risk of asthma Children and Adolescents - Lower adiposity - Lower total and low-density lipoprotein (LDL) cholesterol Women Who Are Pregnant or Lactating - Favorable cognitive development in the child - Favorable folate status in women during pregnancy and lactation Adults, Including Older Adults - Lower risk of all-cause mortality - Lower risk of cardiovascular disease - Lower risk of cardiovascular disease mortality - Lower total and LDL cholesterol - Lower blood pressure - Lower risk of obesity - Lower body mass index, waist circumference, and body fat - Lower risk of type 2 diabetes - Lower risk of cancers of the breast, colon, and rectum - Favorable bone health, including lower risk of hip fracture The 2020-2025 edition of the DGA has four overarching guidelines: 1. Follow a healthy dietary pattern at every life stage. 2. Customize and enjoy nutrient-dense food and beverage choices to reflect personal preferences, cultural traditions, and budgetary considerations. 3. Focus on meeting food group needs with nutrient-dense foods and beverages, and stay within calorie limits. 4. Limit foods and beverages higher in added sugars, saturated fat, and sodium, and limit alcoholic beverages. This is the first time the DGA has provided guidance by stage of life, from birth to older adulthood, including pregnancy and lactation. Follow a healthy dietary pattern at every life stage. 1. Customize and enjoy nutrient-dense food and beverage choices to reflect personal preferences, cultural traditions, and budgetary considerations. 2. Focus on meeting food group needs with nutrient-dense foods and beverages, and stay within calorie limits. 3. Limit foods and beverages higher in added sugars, saturated fat, and sodium, and limit alcoholic beverages. A healthy dietary pattern is not a prescription, but a framework intended to be customized. **Vegetables** - **Dark-Green Vegetables:** All fresh, frozen, and canned dark-green leafy vegetables and broccoli, cooked or raw; for example, amaranth leaves, bok choy, broccoli, channamul, chard, collards, kale, mustard greens, poke greens, romaine lettuce, spinach, taro leaves, turnip greens, and watercress. - **Red and Orange Vegetables:** All fresh, frozen, and canned red and orange vegetables or juice, cooked or raw; for example, calabaza, carrots, red or orange bell peppers, sweet potatoes, tomatoes, 100% tomato juice, and winter squash. - **Beans, Peas, Lentils:** All cooked from dry or canned beans, peas, chickpeas, and lentils; for example, black beans, black-eyed peas, bayo beans, chickpeas (garbanzo beans), edamame, kidney beans, lentils, lima beans, mung beans, pigeon peas, pinto beans, and split peas. Does not include green beans or green peas. - **Starchy Vegetables:** All fresh, frozen, and canned starchy vegetables; for example, breadfruit, burdock root, cassava, corn, jicama, lotus root, lima beans, plantains, white potatoes, salsify, taro root (dasheen or yautia), water chestnuts, yam, and yuca. - **Other Vegetables:** All other fresh, frozen, and canned vegetables, cooked or raw; for example, asparagus, avocado, bamboo shoots, beets, bitter melon, Brussels sprouts, cabbage (green, red, napa, savoy), cactus pads (nopalos), cauliflower, celery, chayote (mirliton), cucumber, eggplant, green beans, kohlrabi, luffa, mushrooms, okra, onions, radish, rutabaga, seaweed, snow peas, summer squash, tomatillos, and turnips. **Fruits** - All fresh, frozen, canned, and dried fruits and 100% fruit juices; for example, Asian pears, bananas, berries (e.g., blackberries, blueberries, currants, huckleberries, kiwifruit, mulberries, raspberries, and strawberries); citrus fruit (e.g., calamondin, grapefruit, lemons, limes, oranges, and pomelos); cherries, dates, figs, grapes, guava, jackfruit, lychee, mangoes, melons (e.g., cantaloupe, casaba, honeydew, and watermelon); nectarines, papaya, peaches, pears, persimmons, pineapple, plums, pomegranates, raisins, rhubarb, sapote, and soursop. **Grains** - **Whole grains:** All whole-grain products and whole grains used as ingredients; for example, amaranth, barley (not pearled), brown rice, buckwheat, bulgur, millet, oats, popcorn, quinoa, dark rye, whole-grain cornmeal, whole-wheat bread, whole-wheat chapati, whole-grain cereals and crackers, and wild rice. - **Refined grains:** All refined-grain products and refined grains used as ingredients; for example, white breads, refined-grain cereals and crackers, corn grits, cream of rice, cream of wheat, barley (pearled), masa, pasta, and white rice. Refined-grain choices should be enriched. **Dairy and Fortified Soy Alternatives** - All fluid, dry, or evaporated milk, including lactose-free and lactose-reduced products and fortified soy beverages (soy milk), buttermilk, yogurt, kefir, frozen yogurt, dairy desserts, and cheeses. Most choices should be fat-free or low-fat. Cream, sour cream, and cream cheese are not included due to their low calcium content. **Protein Foods** - **Meats, Poultry, Eggs:** Meats include beef, goat, lamb, pork, and game meat (e.g., bison, moose, elk, deer). Poultry includes chicken, Cornish hens, duck, game birds (e.g., ostrich, pheasant, and quail), goose, and turkey. Organ meats include chitterlings, giblets, gizzard, liver, sweetbreads, tongue, and tripe. Eggs include chicken eggs and other birds’ eggs. Meats and poultry should be lean or low-fat. - **Seafood:** Seafood examples that are lower in methylmercury include: anchovy, black sea bass, catfish, clams, cod, crab, crawfish, flounder, haddock, hake, herring, lobster, mullet, oyster, perch, pollock, salmon, sardine, scallop, shrimp, sole, squid, tilapia, freshwater trout, light tuna, and whiting. - **Nuts, Seeds, Soy Products:** Nuts and seeds include all nuts (tree nuts and peanuts), nut butters, seeds (e.g., chia, flax, pumpkin, sesame, and sunflower), and seed butters (e.g., sesame or tahini and sunflower). Soy includes tofu, tempeh, and products made from soy flour, soy protein isolate, and soy concentrate. Nuts should be unsalted. Follow a healthy dietary pattern at every life stage. 1. Customize and enjoy nutrient-dense food and beverage choices to reflect personal preferences, cultural traditions, and budgetary considerations. 2. Focus on meeting food group needs with nutrient-dense foods and beverages, and stay within calorie limits. 3. Limit foods and beverages higher in added sugars, saturated fat, and sodium, and limit alcoholic beverages. Small changes to nutrient-dense choices can help people adopt healthy dietary patterns. Thank you for helping people in your communities identify shifts they can make to more nutrient-dense foods & beverages. | Typical Burrito Bowl | Nutrient-Dense Burrito Bowl | |----------------------|-----------------------------| | Total Calories = 1,120 | Total Calories = 715 | | White rice (1½ cups) | Brown rice (1 cup) + Romaine lettuce (½ cup) | | Black beans (½ cup) | Black beans, reduced sodium (½ cup) | | Chicken cooked with sauce (2 ounces) | Grilled chicken with spice rub (2 ounces) | | No grilled vegetables | Added grilled vegetables (½ cup) | | Guacamole (½ cup) | Sliced avocado (5 slices) | | Jarred salsa (¼ cup) | Fresh salsa/pico de gallo (¼ cup) | | Sour cream (¼ cup) | No sour cream | | Cheese (½ cup) | Reduced-fat cheese (½ cup) | | Jalapeño (5 slices) | Jalapeño (5 slices) | | Iced tea with sugar (16 ounces) | Iced tea, no sugar (16 ounces) | Follow a healthy dietary pattern at every life stage. 1. Customize and enjoy nutrient-dense food and beverage choices to reflect personal preferences, cultural traditions, and budgetary considerations. 2. Focus on meeting food group needs with nutrient-dense foods and beverages, and stay within calorie limits. 3. Limit foods and beverages higher in added sugars, saturated fat, and sodium, and limit alcoholic beverages. Most Americans exceed limits for added sugars, saturated fat, and sodium. - 63% exceed the limit for added sugars. - 77% exceed the limit for saturated fat. - 90% exceed the Chronic Disease Risk Reduction limits for sodium. Limit added sugars to <10% of calories/day for ages 2+, and avoid added sugars for infants and toddlers. Limit saturated fat to <10% of calories/day starting at age 2. Limit sodium intake to <2,300 mg/day (or even less if younger than 14). Example from 2020-2025 DGA: Sodium Top Sources and Average Intakes of Sodium: U.S. Population Ages 1 and Older Sodium Average Intake: 3,393 mg/day Sandwiches 21% - Within Sandwiches: - Hotdog Sandwiches 2% - Other Sandwiches 7% - Breakfast Sandwiches 4% - Chicken & Turkey Sandwiches 1% - PB&J Sandwiches 3% - Burritos & Tacos 2% Rice, Pasta & Other Grain-Based Mixed Dishes 8% - Within Rice, Pasta & Other Grain-Based Mixed Dishes: - Other Mexican Dishes, Excludes Tacos & Burritos 3% - Pasta Mixed Dishes, Excludes Macaroni & Cheese 1% - Rice Mixed Dishes 1% Other Sources 19% Current resources at DietaryGuidelines.gov Printable Resources Web Resources Figures Infographics Access the New Edition Visit DietaryGuidelines.gov to access the new edition and supporting materials. Sign up to receive email updates about additional materials to be released over the coming year. Stay Updated New resources coming soon! Sign up to receive regular updates on implementing the Dietary Guidelines. From the Dietary Guidelines for Americans to MyPlate “Healthy Dietary Patterns” Positive response to the overall concept Pregnant and General Audiences Just because you eat a balanced meal once a week it doesn't mean that you're necessarily leading a healthy and balanced diet. Basically, healthy eating is something that you have to do continuously. Caregivers It's going to stay in their head, if you start them off on the right food because that is very critical. And later on when they reach the other stages of life where they learn new stuff, they'll have that in them, and it'll make a solidified foundation. “Life Stages” Healthy eating is not stagnant; its importance changes over time. Changes typically are triggered by… **Life Events** “After you get married and have kids, then I was like, well, I’d like to actually see them graduate high school and go to college and maybe get married and stuff like that. So your perspective and stuff changes…” –Caregiver “I even think to the sense of now I’ll be having a baby that I’m going to be concerned about their eating habits and what they’re eating. When you’re younger, you pretty much care about yourself. Then, I got married. I worry about what he eats and how he’s healthy. And now it’d be me, my husband, and baby. So, I think over time, it progresses in that way as well from solely just thinking about me to now I have a whole entire family that I’m concerned about their health as well.” –First Time Pregnant **Aging/Metabolism** “I think the older you get, the more aware you become of what you’re putting in your body.” –First Time Pregnant “After I gave birth, my metabolism changed, everything changed. And I really had to watch what I eat…” –Caregiver “When I was younger, I ate anything I wanted. I never gained weight, I was always a size eight. I ate what I liked. I liked foods that aren’t now necessarily good for you to eat all the time. So now that I am a little older and I’m not a size eight, I try to watch my choices. I make better choices.” –General consumer **Health Crises** (especially less healthy respondents) “When a doctor tells you that you have some issues going on, you want to try to fix those issues and you don’t want to keep going down that road because the end result is very scary. So telling me that I had diabetes, I didn’t like that. I didn’t like that at all. It scared me half to death.” –General consumer “Right now, I’m 45 years old. I have high blood pressure, so I try to not consume too much salt and other things.” –Caregiver Mentions of health crises arose across all races/ethnicities and incomes “Nutrient Density” “Make every bite count” feels like pressure; the call to action is for a professional audience first and foremost. “Every bite counts” “For me, it’s a little bit of pressure because their development is in our hands so it’s important. It seems strong, like a lot of work, so you feel pressure.” -Caregiver “Every bite counts is a little more unrealistic at this age group. I mean, yes, it’s true, every bite does count. But sometimes it’s hard for us to even get them to take a bite.” -Caregiver “I don’t think every bite counts. I think that’s a bit extreme. Because when they’re so young, you’re trying to form their diet and see what they like. I mean, it’s important to form healthy habits. But I don’t think, if they don’t like something or they don’t eat a certain amount of food, is necessarily going to be a bad thing.” -Caregiver “Make every bite count” “I agree more than I disagree. Although, I feel like I want to be in the middle somewhere. I don’t want to force bites to make sure they count.” -Caregiver “Make every bite count is to eat healthy food, to make right choices. Like if you’re going to eat junk food, to me that’s not making every bite count.” -Consumer “Make every bite count. Make it as healthy as you can. Make it be good for you. Make it work for you. I like to, ‘make every bite count.’” -General consumer Healthy eating is important at every stage of life. No matter your age, making healthy eating part of your routine now can have a positive effect that adds up over the course of your life. In other words, healthy eating habits you start today can make a difference in your health now and in the future. Eat a variety of nutrient-packed foods from each food group in the right amounts. Think about how all the food groups come together as a whole over the course of your day or week. The effects of good nutrition are not from a single meal or snack, but rather the pattern of healthy food choices adding up over time. Make every bite count. When it comes to changing your approach to healthy eating, start simple! Small changes matter, and they make it easier for you to start today. “Start Simple” serves as an effective framework “I love it. It’s encouraging. It says, you can do this. You can do it now. It’s not intimidating, start simple. And that’s the way, you start simple one step at a time. So yeah, I think it’s great.” –General consumer “To me, that’s the basis of starting. I think it’s really important, because you give yourself a chance to be successful, by starting off and setting realistic goals, instead of saying, ‘I’m going to eat all of my vegetables every day for the next two weeks,’ you start off by saying, ‘I’m going to try to a vegetable today.’ So, I think starting off slow gives you the opportunity to be successful.” –General consumer Respondents came up with plenty of ideas to start: • Reduce portions • Introduce more vegetables • Eat more protein, less fat • Eat certain healthy foods once a week to start • Establish new eating routines MyPlate Consumer Messaging 2020-2025 DGA call to action ("what") Make every bite count with the Dietary Guidelines Encourages people to choose foods, beverages, meals that are full of important nutrients MyPlate call to action ("how") Start Simple with MyPlate Provides inspiration and simple ideas people can incorporate into their busy lives to help them improve their health and well-being over time Key Consumer Messages A healthy eating routine is important at every stage of life and can have positive effects that add up over time. It’s important to eat a variety of fruits, vegetables, grains, protein foods, and dairy and fortified soy alternatives. When deciding what to eat or drink, choose options that are full of nutrients. Make every bite count. *Dairy message was updated to be more inclusive Healthy eating is important at every stage of life. Make half your plate fruits & vegetables. Focus on whole fruits. Vary your veggies. Make half your grains whole grains. Vary your protein routine. Move to low-fat or fat-free dairy milk or yogurt (or lactose-free dairy or fortified soy versions). Choose foods and beverages with less added sugars, saturated fat, and sodium. The benefits add up over time, bite by bite. Start Simple Campaign Starting simple can lead to realistic and positive lifestyle changes to help improve overall well-being and achieve a longer and healthier life. Key MyPlate Tools & Resources MyPlate.gov The newly designed website will be more visual and streamlined with easy-to-find information. Personalized MyPlate Plans Find personal food group targets with the MyPlate Plan. New MyPlate Quiz Consumers receive a snapshot of how they’re doing on the MyPlate food groups and get personalized resources based on their quiz results. New Toolkits for Partners and Professionals Targeted roadmaps to key assets for dietitians, food industry, public health, educators, and communications partners. Start Simple with MyPlate app – (www.myplate.gov/startsimpleapp) Our app encourages users to set simple daily food group goals, see progress, and earn badges to celebrate success! New…sync results from the MyPlate Quiz to set goals! Available in the App Store and Google Play. MyPlate Quiz An interactive tool that consumers can use to get a general assessment of their eating behaviors, and receive suggested resources based on their responses. At the top of the MyPlate.gov homepage Users answer a series of 20 questions about the MyPlate food groups and their healthy eating interests. The MyPlate Quiz is designed to be relatively quick and simple, as a way to connect consumers to MyPlate resources. Quiz takers answer questions about how often they eat/drink from food groups and subgroups. This frequency is reported as a range (i.e. 3-5 days per week), not a specific numerical value (not intended to be a diet recall or quantified assessment tool). On the results page, consumers receive tailored information and resources: - A snapshot of how they’re doing on the MyPlate food groups - Resources and tools to make simple changes: Start Simple with MyPlate App, the MyPlate Plan, and recipes from MyPlate Kitchen in the targeted food groups - Suggested tip sheets based on the quiz responses Since launching about 6 months ago, the MyPlate Quiz has been completed more than 500,000 times. Start Simple with MyPlate App Overview - Goal-setting tool for consumers, to meet them where they are - Designed with simplicity in mind to engage a broad audience of users - Highly customizable – users choose food group goals that work for them - See real-time progress: check off goals on the Dashboard as they are completed - Earn badges to celebrate success: variety of badges are available as goals are completed. Share badges on social media - Join challenges to stay motivated and try new goals Users have the option to use their quiz results to set goals in the Start Simple with MyPlate app. Users receive a custom code on their quiz results page that can be used in the app. Start Simple with MyPlate App A closer look at goals: - App users choose daily food group goals that are the best fit for them - Within each food group, users can select up to 3 goals from a bank of 7 - Users are not required to select goals for all food groups - Each goal has 3 corresponding tips with ideas for implementing the goal or change Start Simple with MyPlate App A closer look at tips: - Tips written with variety in mind: ease of implementation, availability of ingredients, costs of foods - Colorful photos accompany each tip for motivation - Each tip can be “favorited” or shared - At the bottom of each tip is a link for recipes from that food group Start Simple with MyPlate App: Badges Earn a variety of badges including: - First Goal Complete - Daily Streaks - Food Group Badges - MyPlate Badge - Challenge Badges Badges can be shared with friends and family on social media. Start Simple with MyPlate App: Sync with Smartwatch Start Simple with MyPlate App in Action! Examples of how the app works in the community New York Police Department Maryland State (WIC) MyPlate National Strategic Partners New York Police Department Health & Wellness Section reached out to the MyPlate team to implement a health initiative. The Start Simple with MyPlate app was downloaded on all department personnel cell phones and automatically installed on every NYPD cell phone. 35,000 cell phones The NYPD Health & Wellness Section created their own 3-minute video to show staff how to use the app and encouraged using the app. Also, a Start Simple with MyPlate app section is featured on their Health & Wellness Section website. Maryland State Women, Infants, and Children (WIC) has implemented the Start Simple with MyPlate app for state agency staff, local and county staff and all participants. Train the trainer sessions have been conducted by state, county and local staff to train staff to use the app and encourage using Start Simple with MyPlate app personally as well as train the local WIC clinic participants. The app helps their participants learn to set and work toward simple nutrition related goals It’s easy, not overwhelming for busy moms WIC staff enjoy using the app for their own practice to make healthy food choices Maryland WIC has trained 350 staff and reached over 120,000 participants per month! MyPlate National Strategic Partners National Pork Board- Featured the Start Simple with MyPlate app in their Healthy Choices, Healthy Habit Curriculum Many MyPlate National Strategic Partners promoted the app in newsletters, blogs and on websites! Start Simple with MyPlate App Welcome to Start simple with MyPlate The app that helps you eat the MyPlate way! Set goals in the MyPlate food groups Check off completed goals each day Earn badges for meeting goals Get and share tips that help you stay on track Participate in challenges to add variety to your goals Download on the App Store GET IT ON Google play MyPlate.gov/StartSimpleApp Personalized MyPlate Plans Consumers can use the MyPlate Plan calculator to get a personalized plan based on their age, sex, height, weight, and physical activity level. In English and Spanish. We created a widget so that the calculator can be embedded into any website. Closer Look: MyPlate Plans Your MyPlate Plan: 2800 Calories, Age 14+ Below are the daily recommended amounts for each food group. Click on the food group buttons to learn more and get started. Talk with your health care provider about an eating pattern and physical activity program that is right for you. The resulting MyPlate Plan shows food group targets – what and how much to eat within a personalized calorie allowance. MyPlate Plans are available for 31 age/calorie levels (in English and Spanish), including new Plans for ages 12-23 months. Welcome to MyPlate Kitchen MyPlate Kitchen: Overview Approximately 1,000 “MyPlate-inspired” recipes and resources to support building healthy and budget-friendly meals. MyPlate Kitchen includes recipes from the USDA Food and Nutrition Service (FNS) programs from the Center for Nutrition Policy and Promotion (CNPP) and the Supplemental Nutrition Assistance Program (SNAP). Recipes are budget-friendly and include commonly available ingredients. Homepage features: Recipe of the Month along with Trending, Seasonal, and recipes that take 30 minutes or less to make. MyPlate Kitchen: Features - Comprehensive search filters such as program area, cooking equipment, cuisine as well as nutrition-related messages to help users find recipes according to personal interest. - Browse recipes by Total Cost ranges ($, $$, $$$, $$$$$) - Save your favorite recipes with an e-Auth account or add them to a personal online cookbook. - Recipes in English and Spanish. MyPlate Kitchen: Recipes Recipe layout includes: - Yield, Total Cost Range, Cook, and Prep Time (if available), Ingredients, and Directions - View star ratings and add your own - Share recipes on social media - Spanish option for each recipe - Suggestions for similar recipes This grilled cheese packs an unexpected twist with the sweetness of canned peaches! Not only is this sandwich a quick and easy lunch, but also a fun way to add more fruit and veggies to your day. Ingredients - 8 slices whole grain bread - 1 15-oz can of peaches, drained - 8 slices low-fat cheddar cheese - 7 1/2 cups spinach - 4 teaspoons vegetable oil MyPlate Kitchen: Recipes (cont’d) Nutrition Information | Nutrients | Amount | |--------------------|---------| | Total Calories | 376 | | Total Fat | 11 g | | Saturated Fat | 4 g | | Cholesterol | 12 mg | | Sodium | 719 mg | | Carbohydrates | 47 g | | Dietary Fiber | 8 g | | Total Sugars | 17 g | | Added Sugars included | 11 g | | Protein | 25 g | | Vitamin D | 0 mcg | | Calcium | 468 mg | | Iron | 6 mg | | Potassium | 1055 mg | N/A - data is not available MyPlate Food Groups - Fruits: 1/2 cups - Vegetables: 2 cups - Grains: 2 ounces - Dairy: 3/4 cups Recipe layout also includes: - Detailed nutrition analysis - Abbreviated and Full View - MyPlate food group amounts More on MyPlate.gov: A Closer Look Life Stages Information and resources available organized by life stages: - Pregnancy & Breastfeeding, Infants, Toddlers - Preschoolers, Kids, Teens - Young Adults, Adults, Older Adults - Families Nutrition Tips - Focus on the nutrients you need, including potassium, calcium, vitamin D, vitamin B12, minerals, and dietary fiber. - Lose weight or maintain your current weight. - Reduce the risk of developing chronic diseases such as high blood pressure, diabetes, hypertension, and heart disease. - Meet individual calorie and nutrition needs to help maintain healthy growth. More on MyPlate.gov: A Closer Look Life Stages Each life stage page contains: - Key information from the Dietary Guidelines for that audience - Links to additional resources for that particular life stage More on MyPlate.gov: A Closer Look Print Materials and Graphics Browse our collection of resources, including 29 new tip sheets Find tip sheets, infographics, lesson plans, activity sheets, and more New Dietary Guidelines 2020-2025 consumer brochure in English & Spanish MyPlate icon in 22 languages More on MyPlate.gov: A Closer Look Print Materials and Graphics Browse our collection of resources, including 29 new tip sheets Find tip sheets, infographics, lesson plans, activity sheets, and more New Dietary Guidelines 2020-2025 consumer brochure in English & Spanish MyPlate icon in 22 languages More on MyPlate.gov: A Closer Look Print Materials search tool - Filter through resources by Audience, Topic, and/or Resource Type - Total of 77 materials - Results are displayed as gallery “cards” to give a preview of the material before clicking/tapping - Optimized to work well on both desktop/laptop and mobile, for on-the-go education needs More on MyPlate.gov: A Closer Look Healthy Eating on a Budget Empower consumers to stretch food dollars with tips and links to budget-friendly resources. Make a Plan Making a plan can help you get organized, save money, and choose healthy options. Shop Smart To get the most for your dollar, follow the tips in this section as you shop. Prepare Healthy Meals Find tips and tricks for making healthier meals that fit your schedule. More on MyPlate.gov: A Closer Look Toolkits for Partners & Professionals Registered Dietitian Nutritionists This toolkit presents a roadmap to MyPlate information and resources for Registered Dietitian Nutritionists and food and nutrition professionals. Learn More Food Producers and Retailers In this toolkit, people working across the food supply chain can find ideas for using MyPlate with employees, customers, and consumers. Learn More Community and Professional Organizations In this toolkit, public health and health professionals are guided to resources that provide a foundation for working with patients and clients in the community. Learn More Communicators and Educators This toolkit directs those who incorporate MyPlate messages into their communications and lesson plans to a broad array of information and resources. Learn More Registered Dietitian Nutritionists As Registered Dietitian Nutritionists (RDN), you’re at the forefront of educating patients, consumers, and students about healthy eating. Incorporate MyPlate’s free, ready-made resources as a simple starting point to help people of all ages and stages of life to follow the Dietary Guidelines for Americans, 2020-2025. Back to Toolkits Start Simple with MyPlate Start Simple with MyPlate is at the core of helping people to eat a healthy diet at every age and stage of life. MyPlate encourages small changes that are doable, affordable, and result in lasting eating routines that promote good health. Looking for resources that can be personalized? MyPlate tools can help. For example: - The new MyPlate Quiz is a quick self-assessment tool that provides tailored resources based answers to a series of simple questions about current eating habits. The results page provides a snapshot of how the user is doing in meeting food group recommendations. - The user can then sync quiz results with the Start Simple with MyPlate app to set daily goals organized by food groups. Each goal can be personalized to personal preference, cultural pathways, and budget needs, and includes sample tips as starter ideas. Get the most out of the app with its Scavenger Hunt Worksheet, Student Lesson Plan, and Community Lesson Plan. - MyPlate Kitchen serves up recipes with nutrition-focused search filters, as well as recipe videos, and other helpful resources. Users can also favorite recipes and create their own cookbooks to keep online or print at home. - MyPlate can be adapted to fit every budget. The Healthy Eating on a Budget section provides tips and resources for making a shopping plan, shopping smart, and preparing healthy meals to stretch food dollars while making wise decisions about what to eat. More MyPlate Resources Coming Soon Printable Materials - The 29 new tip sheets in PDF - The MyPlate Plan for each calorie level in PDF - PDFs (above) in English and Spanish - Start Simple with MyPlate tip sheet in 22 languages Graphics - Expanded Food Group gallery images - See images of foods in cup/ounce equivalents More MyPlate Resources Coming Soon “Alexa, Open MyPlate” - Daily nutrition tips for parents and caregivers on how and what foods to feed babies and toddlers (4-24 months) - Based on the Dietary Guidelines - Expanding to 2+ years MyPlate: Focus for the Next 5 Years Diversity, Equity and Inclusion - Cultural translations - Health equity 2021 – 2022 will include: • Expanded Food Group gallery • More resources in Spanish • More culturally diverse recipes • More resources for low-income households • Working closely with regional offices to meet their audiences Thank you! Jackie Haven firstname.lastname@example.org Stephenie Fu email@example.com QUESTIONS MyPlate Resources Check out the new and newly revised MyPlate resources! Updated Website New MyPlate.gov website - ChooseMyPlate.gov became MyPlate.gov - Updated content based on the 2020-2025 Dietary Guidelines for Americans, including new life stages pages to provide information on Pregnancy, Infants and Toddlers - A new MyPlate Quiz to provide consumers with personalized nutrition resources - 29 new tip sheets to replace the 10 Tips Nutrition Education Series (Spanish coming soon) - New Professionals section for partners/intermediaries with 4 new toolkits to help promote MyPlate and the Dietary Guidelines for Americans The MyPlate Quiz The MyPlate Quiz is an interactive online tool that consumers can use to assess their eating behaviors and interests to receive personalized nutrition resources. - Access the MyPlate Quiz on the MyPlate.gov homepage - Answer a series of 20 questions about eating behaviors and healthy eating interests - Receive a snapshot of how you’re doing on the MyPlate food groups - View results page that provides personalized resources based on quiz results - Use a unique code from MyPlate Quiz results to set goals in the Start Simple with MyPlate app Start Simple with MyPlate App The Start Simple with MyPlate app helps consumers build healthy habits by meeting simple daily food group goals. The app features how-to tips, fun badges, and periodic challenges for users to stay motivated. The app is free to download in the App Store and Google Play store. Key Features: - Choose up to 3 goals from each MyPlate food group or use the ‘Pick for me!’ option to have 1 goal set in each food group - See progress on the Goals Dashboard as goals are completed - View, share, and save how-to tips to help reach your food group goals - Earn a variety of badges to share on social media to celebrate your success - Join challenges to try new goals, earn special badges, and stay motivated - Visit the MyPlate 101 section for detailed information about the food groups - New: Use the 6-digit code from the MyPlate Quiz to set food group goals based on your results Visit MyPlate.gov/StartSimpleApp for more information and resources including a tutorial video, scavenger hunt work sheet, and lesson plans. MyPlate Kitchen MyPlate Kitchen provides recipes and resources to support building healthy and budget-friendly meals. MyPlate Kitchen includes recipes from the USDA Food and Nutrition Service (FNS) programs including the Center for Nutrition Policy and Promotion (CNPP) and the Supplemental Nutrition Assistance Program (SNAP). - Use comprehensive search filters (including nutrition focused, cooking equipment, and cost) to sort and find recipes that meet personal preferences - Recipes include detailed nutrient and MyPlate food group information - Create a free account to save favorite recipes and create personal online cookbooks - View and provide your own star ratings and recipe reviews - Share your favorite recipes on social media or print - Recipes are available in English and Spanish Event Title: Start Simple with MyPlate: We Have an App for That! Audience: SNEB Conference Attendees Resources: - **MyPlate.gov** - Healthy Eating Digital Tools and Resources - **MyPlate Quiz**: A quick quiz to see how eating habits stack up against MyPlate recommendations. Users receive tailored resources and a personal quiz results code to sync with the *Start Simple with MyPlate* app based on their quiz answers. - **Start Simple with MyPlate** app: A free app to help set daily food group goals to help a person eat healthier. Users can sync their MyPlate Quiz results to the app for a personalized experience to meet healthy eating goals. - **Personalized MyPlate Plans**: The MyPlate Plan provides food group targets – what and how much to eat within a person’s calorie allowance based on a person’s age, sex, height, weight, and physical activity level. - **Toolkits for Partners and Professionals**: The toolkit is a helpful way to communicate MyPlate’s food and nutrition messages to your audiences with specific information for registered dietitian nutritionists, food producers, retailers, community organizations, communicators, and educators. - **COMING SOON! FREE MyPlate Alexa Skill for Parents of Babies and Toddlers**: In the coming months, USDA will launch an Alexa skill that provides daily nutrition tips for parents on what and how to feed babies and toddlers to help establish lifelong healthy eating habits. This free skill will be available not only through Amazon’s Alexa smart speakers, but also on mobile devices via the free Amazon Alexa app. - **DietaryGuidelines.gov** - **2020-2025 Dietary Guidelines and Online Materials**: Great place to start by downloading the current edition of the Dietary Guidelines. - **Customizing the Dietary Guidelines Framework**: Downloadable PDF handout which provides a broad range of nutrient dense foods in each food group. The framework ensures recommendations “meet people where they are,” from personal preferences to cultural foodways, and include budgetary considerations. - **Food Sources of Select Nutrients**: Nutrients of public health concern include calcium, potassium, iron, dietary fiber and vitamin D. Here you can find diverse lists of examples of nutrient-dense foods and beverages that are some of the highest sources of these dietary components. - **Consumer Resources**: Available in English and Spanish you can find the *Dietary Guidelines for Americans, 2020-2025* Consumer Brochure.
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Nelsonville Residents Sue Over Cell Tower Name village, Homeland, Verizon in federal suit By Liz Schevtechuk Armstrong Eighteen residents, most from Nelsonville, last week filed a federal lawsuit against the village and two telecommunications companies that plan to construct a cell tower off Rockledge Road, above the Cold Spring Cemetery. They claim a litigation settlement reached between Nelsonville and the companies over the tower violates state and federal environmental laws and undermines local authority. The lawsuit asks that a judge invalidate the agreement, which ended an expensive and complex 19-month legal battle between the village and Homeland Towers and its partner, Verizon Wireless, over the construction of the cell tower on a 9.6-acre wooded site. The Nelsonville Village Board ratified the settlement on Jan. 21. The companies sued Nelsonville in (Continued on Page 24) Protestors Gather Outside Beacon Mayor’s Home But city says police funding increase not what it seems By Jeff Simms About 25 demonstrators gathered outside the home of Beacon Mayor Lee Kyriacou on Monday (Oct. 19), while the mayor conducted a City Council meeting by videoconference inside, shouting and chanting their displeasure with a perceived increase to the Police Department budget. The mayor’s 2021 funding proposal, which was introduced to the City Council on Oct. 5, includes about $5.9 million for the department, which is $352,000 (6 percent) more than last year. However, during the council meeting, City Administrator Anthony Ruggiero said the 2020 budget did not include current salary (Continued on Page 24) Protestors, including Justice McCray of Beacon 4 Black Lives, gathered outside the home of Mayor Lee Kyriacou on Monday (Oct. 19) to protest a perceived increase in police funding in the city’s proposed 2021 budget. Photo by Natasha Scully Serino, Smythe Again Battle for State Senate Race in 2018 decided by 688 votes of 118,000 cast By Leonard Sparks State Sen. Sue Serino, whose 41st district includes the Highlands, used overwhelming margins on the Conservative, Independence and Reform Party lines in 2018 to edge her Democratic challenger, Karen Smythe, by 688 votes of 118,180 cast. On Nov. 3, they face each other again. Both candidates were contacted to discuss their positions; Serino’s campaign did not respond to two emails or a phone message requesting an interview. Smythe’s responses to questions posed by The Current follow. If Serino responds, we will post her answers online. (Continued on Page 15) Nicole Polizzi, best known as “Snooki” on the MTV reality show *Jersey Shore*, plans next month to open The Snooki Shop at 508 Main St. in Beacon. **Why Beacon?** I’ve always wanted to open a store in the area where I grew up [Marlboro]. I always went out with friends in Beacon, or at the waterfront in Newburgh, and we had cheerleading competitions at Beacon High School. For six summers I worked at Renegades Stadium at one of the concessions stands. That was one of my favorite jobs. I felt Beacon such a beautiful place; we always went to the wine bar there. I was looking at New Paltz and Cold Spring, but I feel like Beacon is the more up-and-coming, more popular town in the area, with people coming in and out of the city. Beacon also reminds me of Madison [New Jersey], where I have my first store. Not only is my family nearby — so my dad can run over if we ever have an emergency — but I have a ton of friends in town and my best friend is going to run the shop. I’m excited that I could keep it tight-knit and family oriented. **What will you sell?** We have clothing for women, plus accessories like hats, slippers, bags. I try to have items for ages 16 to 65, because in Madison I have a wide range of customers. A ton of my mom’s friends want to shop there, so I’ll be catering to everyone. **How will you handle COVID restrictions?** No one will be able shop without a mask and we’re going to disinfect constantly, including the dressing rooms. It may be a little crazy at the grand opening, because I know a lot of people are excited to come, but we may only be able to fit about 10 people at a time safely. **Will you be in the shop often?** I’m in the store [in New Jersey] all the time. I do VIP events where we’re closed to the public and people buy tickets. I’m there for an hour—and-a-half with the fans, shopping with them, kind of like their personal shopper, and we have Champagne and hors d’oeuvres. It’s like a girls’ day out. But with COVID, I only pop in here and there, because I’m around a lot of older family members. So I’m being cautious when it comes to being around people. **How is your life different from 10 years ago, when you were on *Jersey Shore*?** I’m a totally different person. I was 21 — I wanted to party and I had no worries. Now I’m a mother of three and married. I still have my fun side, but it’s not like how I was at 21 on the show. Visit highlandscurrent.org for news updates and latest information. The Highlands Current's Halloween Costume Contest AWARDS Best Overall Best Baby Best Pet Best Family-themed Funniest Scariest Best Throwback This year, join the Parade in the Paper! The parades may have been canceled this year, but we are determined to keep the Halloween spirit up high in Philipstown and Beacon. Through October 27, submit photos of yourself, your children, pets or the whole family in costume. We are also looking for Throwbacks—Grown-ups, we want your childhood Halloween photos! A panel of local judges will choose the winners for each category. Winners will receive gift-card prizes from our local sponsors. ENTER HERE Scan QR code or visit highlandscurrent.org/halloween Thank You to Our Sponsors Police panel Your article “Putnam Police Panel Invites Feedback” (Oct. 13) quotes a news release by Putnam County that said the county is seeking participation from various and diverse groups about the police reform plan it must create by April 1. Representatives of several diverse groups submitted comments and offers of participation to the county executive well before this process started, and to the panel’s email box over the past month. As far as I can tell, no one has received any response. Meanwhile, the Police Policy Review Panel, an all-white, mostly male body, continues to hold closed meetings in a building that’s closed to the public. Members of the public are able to listen to an audio feed but no provision has been made for any community members to ask questions or offer comments. The panel was formed in response to the governor’s Executive Order 203, which requires participation by diverse members of the community, and failure to comply may result in payments to the county of state or federal funds being held up. The county’s news release sounds pretty good, but the county is not living up to its word. By locking out representatives of diverse communities, the county is putting much-needed funding in jeopardy. Dwight Arthur, Mahopac Editor’s note: An emergency order by Gov. Andrew Cuomo in March — which he has extended seven times, and which now is in effect until at least Nov. 3 — allows government panels to hold meetings by conference call without public input. Envelope snafu My husband and I applied for absentee ballots, and I picked them up in person from the Putnam County Board of Elections. When we sat down to vote, we discovered that his ballot lacked the signature area on the outside of the envelope. Ballots without this signature are invalid. I emailed the Board of Elections but did not receive a response. Fortunately, we had the ability to drive to Carmel to get this rectified in person, but it might have been a big problem if my husband were out of the country as he planned to be. Examine your voting materials carefully and consider voting early in case you need turnaround time as we did. Irene O’Garden, Garrison Indian Brook incident Can you ask Liz Schevchuk Armstrong to check her facts (“Fracas at Indian Brook Prompts Calls for Action,” Oct. 16)? Shame on her and shame on Legislator Nancy Montgomery for being guilty of the same. Shame on Amanda Rieken Simonetta and The Felix Organization for not speaking with the residents involved. It sounds like another entirely divisive accusation. What is worse about this one was including race bias, which was clearly not the case as you listen to not just one side of what actually occurred. Shame on you, The Highlands Current, for publishing such trash! Clare Capossela, Garrison The editor responds: Had we known the identity of the residents involved, we would have contacted them for comment. In a phone call, Capossela, who lives on Indian Brook Road, said she was not present at the incident but knows who was involved. She would not identify the residents, saying that was “not my place.” But she said The Current should have gotten their side of the story or not printed the article. We live in an incredible area and take for granted all the privileges that we enjoy. This clouds how we see the world and skews reality. The privilege that we take for granted is not the experience for so many people, especially people of color. Having grown up here and lived much of my adult life in Philipstown, I have often wondered why our community is not more representative of the country in terms of racial diversity. I have lived in other areas but still, I suffer from inherent bias and am aware of this. I have always known that something was not right within myself and within this community. When I was young, we would shop in Peekskill, Beacon and Newburgh and it struck me that those communities were much more diverse. I speak only for myself, but I did not have enough experience with people of other cultures and backgrounds and therefore felt unprepared to understand the world when I went off to college. That lack of understanding stays with me and weighs on me to this very day. Discussions of race and privilege are not easy, but that discomfort can no longer be used as an excuse for not engaging in them. The very discomfort we feel can only be alleviated through the recognition that injustice exists all over this country and throughout the world. Taking the easy way out and continuing in our blissful ignorance is a tacit approval of the way things are. If the televised killing of George Floyd is not enough to make us aware that there (Continued on Page 5) Counting the Highlands Self-response rates to the 2020 U.S. census, as of Oct. 16, along with historical data, are at right. Although the Census Bureau had planned to continue the count until Oct. 31, Wilbur Ross, the secretary of the Commerce Department, which oversees the bureau, stopped it early. These percentages do not include households that did not respond but were visited by enumerators. | Location | 2020 | 2010 | 2000 | 1990 | |-------------------|------|------|------|------| | Cold Spring | 74.3 | 69.1 | 71 | 72 | | Putnam County | 71.7 | 66.8 | 67 | 56 | | Philipstown | 71.5 | 66.2 | 67 | 64 | | 18th District | 68.6 | 66.0 | - | - | | Nelsonville | 68.1 | 65.8 | 54 | 66 | | Beacon | 67.4 | 67.2 | 65 | 61 | | Dutchess County | 67.0 | 65.7 | 68 | 64 | | National | 66.6 | 66.5 | 67 | 65 | | New York State | 64.2 | 64.6 | 67 | 62 | | New York City | 61.8 | 64.0 | 55 | 53 | | Newburgh | 45.9 | 50.2 | 45 | 44 | Source: 2020census.gov Letters and Comments (Continued from Page 4) are serious problems, then I do not know what will. We need to acknowledge the horrors that Mr. Floyd and so many Black and brown people have endured and work to make a better society. I realize that people have busy lives and that, by and large, it is not intentional that we ignore problems, especially a problem as big as racism. Raising families and getting to work during a global pandemic feels like enough and I understand that people are overwhelmed. This being the current state of affairs, recognizing and acknowledging the issues of race in America is a first step that all of us can take. Richard Shea, Philipstown Shea is the Philipstown supervisor. It can’t be all of them, but some residents on Indian Brook Road behave as if the road, the park and the marsh are their private property. The only solution is a real parking lot. Ryan Harbage, Philipstown The worst thing about this situation is that there are residents on Facebook disparaging these young girls long after the incident was reported. Racism, hate and a fear of change is quite prevalent in this town, even if you can’t see it while walking down charming Main Street. Tom O’Quinn, Cold Spring The Current’s headline on this story really missed the point. Heidi Bender, Cold Spring The Indian Brook Road residents who engaged in the primitive, cruel verbal abuse of youthful visitors bring major shame on themselves and on our town. They should be prosecuted for a hate crime. Steve Laifer, Cold Spring If it’s true, shame on the residents. Thomas Nastasi, Cold Spring I understand that residents of Indian Brook Road are not happy about the number of people coming to visit Indian Brook Falls and Constitution Marsh but there is no excuse for what happened on Aug. 21. I live in the Village of Cold Spring on one of the routes hikers take to get to the trailheads. In my 16 years of living here, I have never seen so many tourists and hikers as I saw this past weekend. There were people walking by all day and into the night as I was trying to go to sleep. Horns were honking and I had trouble driving out of the area earlier in the day because of the illegal parking. I was not thrilled, but I did choose to live in a beautiful village that other people enjoy visiting. The residents of Indian Brook Road choose to live in a beautiful setting with a state park in their backyards. If I am outside and hikers come by asking how to get to the trailheads, I give them directions. I do not have an unnecessary and non-productive argument with them. There is no excuse for what happened, and whomever these unknown residents are, did they think they would solve the problem by harassing, discriminating and using racial slurs against a group of young Black women? Katy Cox, Cold Spring We should all be furious about this. Cold Spring is still listed on online databases of sundown towns (places that are not safe for Black folks). I hope it sparks a real conversation about what we need to do to change our legacy and make this a safe place for everyone to visit and live. Mina Elwell, Cold Spring Correction In a story on two vacancies on the Beacon school board (“Three Beacon School Board Candidates Withdraw,” Oct. 16), we referred to former board member James Case-Leal as being white. In fact, he is Hispanic. We also stated that Case-Leal said “he should be replaced by a person of color.” To clarify, in his letter of resignation, Case-Leal wrote that he was leaving “in order to open an additional space for John Galloway Jr. and Jasmine Johnson, two well-qualified candidates of color, to both be appointed” to his seat and the one vacated by Michael Rutkoske. Cold Spring crowding Thank you for this article (“Chaos in Cold Spring,” Oct. 16). I am grateful for the Cold Spring leadership and its thoughtfulness in examining quality-of-life issues. I also am concerned about the report of (Continued on Page 6) NOTICE ESTOPPEL NOTICE IS HEREBY GIVEN that the resolution, a summary of which is published herewith, has been adopted by the Board of Education of the City School District of the City of Beacon, Dutchess County, New York, on October 13, 2020, and the validity of the obligations authorized by such resolution may be hereafter contested only if such obligations were authorized for an object or purpose for which said School District is not authorized to expend money, or if the provisions of law which should have been complied with as of the date of publication of this notice were not substantially complied with, or if any action or proceeding contesting such validity is commenced within twenty days after the date of publication of this notice, or such obligations were authorized in violation of the provisions of the Constitution. Dated: October 13, 2020 | Beacon, New York Kelly Pologe, School District Clerk SUMMARY OF REFUNDING BOND RESOLUTION DATED October 13, 2020. SUMMARY OF A RESOLUTION AUTHORIZING THE ISSUANCE PURSUANT TO SECTION 90.00 OF THE LOCAL FINANCE LAW OF REFUNDING BONDS OF THE CITY SCHOOL DISTRICT OF THE CITY OF BEACON, DUTCHESS COUNTY, NEW YORK, TO BE DESIGNATED SUBSTANTIALLY “SCHOOL DISTRICT REFUNDING (SERIAL) BONDS”, AND PROVIDING FOR OTHER MATTERS IN RELATION THERETO. WHEREAS, the City School District of the City of Beacon, Dutchess County, New York (hereinafter, the “School District”) hereby issued School District Serial Bonds, 2012 (the “2012 Bonds”); and WHEREAS, it would be in the public interest to refund all or a portion of the outstanding $3,275,000 principal balance of the 2012 Bonds maturing in 2021 and thereafter (the “Refunded Bonds”), by the issuance of refunding bonds pursuant to Section 90.00 of the Local Finance Law; NOW, THEREFORE, BE IT RESOLVED, by the Board of Education of the City School District of the City of Beacon, Dutchess County, New York, as follows: Section 1. For the object or purpose of refunding the $3,275,000 outstanding aggregate principal balance of the Refunded Bonds, including premium thereon which, together with amounts earned from the investment of certain of the proceeds of the refunding bonds herein authorized, shall be sufficient to pay (i) the principal amount of the Refunded Bonds, (ii) the aggregate amount of unearned interest payable on the Refunded Bonds to and including the date on which the Refunded Bonds which are callable are to be called prior to their respective maturities in accordance with the refunding financial plan, as hereinafter defined, (iii) the costs and expenses incidental to the issuance of the refunding bonds herein authorized, (iv) the redemption premium payable on the Refunded Bonds, and (v) the premium or premiums on any policy or policies of municipal bonds or insurance or cost or costs of other credit enhancement facility or facilities, for the sale of the bonds herein authorized; the School District is hereby authorized to be issued not exceeding $3,275,000 refunding serial bonds of the School District pursuant to the provisions of Section 90.00 of the Local Finance Law (the “School District Refunding Bonds” or the “Refunding Bonds”), it being anticipated that the amount of Refunding Bonds actually to be issued will be approximately $3,015,000, as provided in Section 4 hereof. Section 2. The Refunding Bonds may be subject to redemption prior to maturity upon such terms as the President of the Board of Education shall prescribe, which terms shall be in compliance with the requirements of Section 53.00 (b) of the Local Finance Law. Section 3. It is hereby determined that: (a) the maximum amount of the Refunding Bonds authorized to be issued pursuant to this resolution does not exceed the limitation imposed by subdivision 1 of paragraph b of Section 90.00 of the Local Finance Law; (b) the maximum period of probable usefulness permitted by law at the time of the issuance of the Refunded Bonds, for the object or purpose financed therein is as provided in the Bond Determinations Certificate thereto, referred to in Exhibit A attached to the complete text of this resolution (the “Complete Resolution”), which Exhibit A is incorporated herein by reference; (c) the last installment of the Refunded Bonds will mature not later than the expiration of the period of probable usefulness of the object or purpose for which said Refunded Bonds were issued in accordance with the provisions of subdivision 1 of paragraph a of Section 90.00 of the Local Finance Law; and (d) the estimated present value of the total debt service savings anticipated as a result of the issuance of the Refunding Bonds, if any, computed in accordance with the provisions of subdivision 2 of paragraph b of Section 90.10 of the Local Finance Law, with regard to the Refunded Bonds, is $58,378.37 as shown in the Refunding Financial Plan described in Section 4 hereof. Section 4. The financial plan for the refunding authorized by this resolution (the “Refunding Financial Plan”), showing the sources and amounts of the money required to accomplish such refunding are as provided in Exhibit B attached to the Complete Resolution. The Refunding Financial Plan has been prepared based upon the assumption that the Refunding Bonds will be issued, in one series to refund all of the Refunded Bonds, in the principal amount of $3,015,000, and that the Refunding Bonds will mature, be of such terms, and bear interest as set forth in said Exhibit B. Section 5. The President of the Board of Education is hereby authorized and directed to enter into an escrow contract or contracts (collectively the “Escrow Contract”) with a bank or trust company, or with banks or trust companies, located and authorized to do business in this State as said President of the Board of Education shall designate (collectively the “Escrow Holder”) for the purpose of having the Escrow Holder act, in connection with the Refunding Bonds, as the escrow holder to perform the services described in the Local Finance Law. Section 6. The faith and credit of said City School District of the City of Beacon, Dutchess County, New York, are hereby irrevocably pledged to the payment of the principal of and interest on the Refunding Bonds as the same respectively become due and payable. An annual appropriation shall be made in each year sufficient to pay the principal of and interest on such bonds during due and payable in such year. There shall be annually appropriated to allow taxes on the property in said School District tax sufficient to pay the principal of and interest on such Refunding Bonds as the same become due and payable. Section 7. All of the proceeds from the sale of the Refunding Bonds, including the premium, if any, but excluding accrued interest thereon, shall immediately upon receipt thereof be placed in escrow with the Escrow Holder for the Refunded Bonds. Section 8. The President of the Board of Education is delegated authority to sell said Refunding Bonds at public competitive sale or at private sale to Roosevelt & Cross Incorporated as underwriter as shall be hereafter determined by said President of the Board of Education and all details in connection therewith. * * * * * * * * * * * * * * * A COPY OF THE COMPLETE TEXT OF THIS RESOLUTION TOGETHER WITH EXHIBITS IS ON FILE IN THE OFFICE OF THE SCHOOL DISTRICT CLERK WHERE IT IS AVAILABLE FOR PUBLIC INSPECTION DURING NORMAL BUSINESS HOURS. * * * * * * * * * * * * * * * I drove down Route 9D at about 5 p.m. on Saturday and was amazed at how many cars were parked not only on the highway but on all the side roads. It must be difficult for residents to enjoy their village on weekends. Doreen Evangelista, via Facebook Is there no space for parking in all of Cold Spring? This is not a new issue. Implement a park-and-ride to and from a dedicated, income-producing site. There are so many ways to think outside the box. Carmen Nieves, via Facebook Why is it that if you park four blocks away from Main Street in the village lot, you have to pay, but anyplace else is free? The Village Board has ideas but zero true resolution. Change is drastically needed this November. Craig Muraszewski, via Facebook People should use the train station on weekends and whoever manages Dockside should have organized parking there. Michael Jones, via Facebook The Village needs to establish what is parking versus storing a vehicle on a public street, i.e., storing a weekend car on the street during the week instead of in New York City. Academy Street cannot handle two-sided parking. Irene Pieza, via Facebook I understand the safety concerns and the frustration with the flood of tourists but a parking system does not exist in the village and the fines are not $45. I received a ticket in September and it was $175. There was no sign that parking was not permitted and more than 10 other cars were parked there, as well. The police officer did not even fill the ticket completely. I have no problem paying for parking but when a village is just ripping off visitors with $150 to $200 fines, it sounds like corruption. It seems to be doing everything to keep tourists away: ridiculous fines, no traffic lights, no organized parking. I wonder if local businesses have the same state of mind and are not willing to welcome tourists. Natalia Ogden, Scarsdale When has Cold Spring ever been shy about giving out tickets? The revenue would be good for the budget. Geraldine Fuller, via Facebook Does anyone think the congestion will get better once the Fjord trail is constructed? Robert Vargo, via Facebook (Continued on Page 7) (Continued from Page 6) democracy. Smythe welcomes making it easier for all eligible citizens to vote. Early voting starts Saturday (Oct. 24). Vote! Susan Anspach, Cold Spring I’m concerned about Sue Serino’s positions on reproductive choice at a time when the U.S. Supreme Court is approaching a majority of justices who are willing to overturn Roe v. Wade. Serino recently voted against the Reproductive Choice Act, which would have made Roe v. Wade legal in New York state even if the Supreme Court overturns the federal precedent. As a woman, I want to make sure all women in New York have the ability to make their own choices about when, if and how to bear children. Serino is too conservative for our district, and I’m proud to support Karen Smythe, whose positions on choice, climate change, jobs and human rights are the ones we need in our state Legislature. Donna Minkowitz, Beacon I urge readers of The Current to vote for Jessica Segal in her challenge against Dutchess County Judge Peter Forman on Nov. 3. As a public defense lawyer, I am most concerned with which candidate will be most fair as a judge and will uphold the rights of the accused. So I looked up the incumbent’s record on criminal cases over his career and was troubled by what I found. There were numerous appeals in the last couple of years alone in which a defendant challenged Judge Forman’s sentences as excessive. While I only found one in which the appeals court agreed and reduced the man’s sentence, I suspect that many of those sentences would shock the conscience of people who, like me, believe that mass incarceration is not the way forward to a safer, more equitable and productive society. The cases that troubled me most were decisions by the appeals court finding that Judge Forman failed to uphold well-established rights held by the accused. In one case from 2019, Forman denied the defendant a hearing on whether the police had sufficient basis to search his home, and even withheld important police paperwork from the defense. The appeals court overturned the defendant’s conviction and ordered that the defendant be given the police papers and the hearing. In another case, Forman was rebuked for allowing the prosecutor to argue that the defendant, because he had been convicted of the crime previously, had a propensity to commit burglary. The appeals court, citing well-established principles, found that such arguments denied the defendant a fair trial and ordered that a new trial be held. I even found two cases in which the appeals court concluded that Forman wrongly denied a party’s application for a fee waiver based on financial hardship. We need a judge who believes in full disclosure of the evidence, the rights of the accused to challenge the charges against them and, particularly, the rights of the indigent. Laurie Dick, Beacon I have known Judge Peter Forman for more than 30 years. He served as Beacon City Attorney while I sat on the City Council in the early 1990s. In 1999, Judge Forman was elected to the position of family court judge, and in 2010 he was elected to the county court. He has served the residents of Dutchess County with distinction since 1999; he has been rated “highly qualified” by the nonpartisan screening panel of the Dutchess County Bar Association, and the New York State Official Reporter has selected 12 of his opinions to be published since 2010. Over the past 20 years, 93 percent of his decisions have been affirmed by the Appellate Courts. He knows the law. Most importantly, he has presided over a drug treatment court for the past 15 years. In this non-adversarial court, those who suffer from drug addictions are given a second chance to obtain long-term sobriety without the stigma of a felony conviction. Please join me in supporting lifelong Beacon resident and community leader Peter Forman as he seeks reelection on Nov. 3. Joseph Guarnieri, Beacon With Election Day just around the corner, I wanted to talk about veterans’ issues that have affected the 838,000 service veterans who reside in New York. More than half of them are over age 65 and need qualified care. Career politician Sean Patrick Maloney has been representing the 18th U.S. House district since 2013 and campaigned on a message of helping veterans, yet within the veteran community we know all too well his office’s history of failing to return phone calls or address the issues that affect us daily. You can keep your Valentine’s Day cards, Congressman. We need a real leader who is not controlled by the far left, someone who comes with vast real-world experience. That’s why I am voting for Chelle Farley, an engineer and business owner, to represent me in Congress. Paul Harrington Sr., Newburgh For more reader endorsements, see highlandscurrent.org. They can be submitted to firstname.lastname@example.org. Tree Removal We would like to comment on the scheduled tree removal on Parrott Street in Cold Spring. The last of the five tall, mature trees has been marked. It seems a bit aggressive to me to remove all five at the same time. We’ve lived on this street for 27 years. The first thing we noticed when we drove down the street were the beautiful old, tall trees that lined both sides. What’s left of them gives Parrott Street a charm all its own. Thinking back, several years ago a limb came down in front of our house and then-Mayor Seth Gallagher took the time to come and meet with us. He contacted an arborist, and several limbs were removed. It’s still out front, although now it’s slated for removal. Five trees that have survived the better part of a century all reaching a stage requiring removal at the same time seems unusual. We anticipate that on Halloween in 2021, when 800 to 1,000 children come to our door, their reaction will be, “What on earth happened?” In the last couple of years several mature trees have been cut down, such as the monumental and unique tree on the corner of Bank and Parrott. This has already altered the look and the shade on the street. We would like to know if there is a plan moving forward. Shouldn’t there be some consideration given to replacing at least some of the trees with one of the native species? Can this be phased over the next few years so that there is some variety of appearance? Parrott Street was here when Abraham Lincoln came to inspect the West Point Foundry and we suspect it wasn’t lined with ornamental dwarf trees. We hope they’ll still be here for us to see the trees change color this year, because we have not been apprised of their scheduled removal. Jeff Barrett and Diana Stenzel, Cold Spring We asked Jennifer Zwarich, chair of the village Tree Advisory Board, to respond. She wrote: “As volunteers committed to protecting our village trees, the members of the Tree Advisory Board understand the sadness expressed here and agree that the removal of these aging Norway Maples and all the gifts they provide will be a deep loss for lower Parrott Street and for our community forest. This decision was not made lightly and not without years of trying other options with all of our heart and hope. With a commitment to conservation, we have had tree professionals monitor and advise on the care of these trees over the past many years and have used public funds to prune several and install cables on one, and have tried our best to keep them, even though they are clearly in decline, as long as we could reasonably ensure public safety. “Unfortunately, their condition has deteriorated more rapidly in the last few years, and the village has received numerous complaints about the safety of these trees from other residents of the street. We have been advised by an arborist certified by the International Society of Arboriculture on each tree and cannot in good conscience continue to take our preferred graduated approach to their management. We have already planted five trees on this block over the past several years to help mitigate this loss and plan to plant more trees on Parrott Street as soon as enough funds are raised. We hope residents will consider donating to speed this effort. See coldspringtree.weebly.com.” State health officials said that, as of Wednesday (Oct. 21), 1,768 people had tested positive for COVID-19 in Putnam County; 5,382 in Dutchess; 39,789 in Westchester; 17,524 in Rockland; 2,436 in Ulster; and 13,303 in Orange. Statewide, there have been 490,134 positives, including 256,576 in New York City. Statewide, 25,694 people had died. No deaths have been reported among Putnam residents since the week ending July 3. Beacon had 12 active cases as of Oct. 21. Philipstown had four new cases during the week ending Oct. 15 and has had 137 since March. Statewide, there were 135,341 tests conducted on Oct. 21 and 1,628 positives, or 1.5 percent. The number of people with COVID-19 who are currently hospitalized in New York state as of Oct. 21 stood at 986; the number in intensive care was 209; and the number of intubations was 106. The state said on Oct. 17 that some theaters will be allowed to reopen, including in Dutchess and Putnam counties, as of today (Oct. 23). The theaters will be allowed to operate at 25 percent capacity with up to 50 people maximum per screen. Cinemas must be located outside of New York City and have a positive rate of 2 percent or less with no cluster zones. “We’ve said for months that theaters could mitigate the risk and reopen safely as they have in surrounding states without incident,” said Dutchess County Executive Marc Molinaro in a statement. The state said on Oct. 18 that ski resorts will be allowed to reopen at 50 percent indoor capacity as of Nov. 6. Masks will be required and outdoor capacity must be reduced by 25 percent during peak days or if multiple trails are closed due to unreasonable conditions, it said. Molinaro said on Oct. 21 that the outbreak at the Hedgewood assisted living facility in Beacon that led to the deaths of at least seven residents is considered “resolved,” with no new positive cases reported and no active cases within the facility. Haldane Superintendent Philip Benante wrote in an email to parents on Oct. 21 that “a member of the Haldane community” was under quarantine because an immediate family member had tested positive. The Haldane community member tested negative, he said. “While such a situation would not typically provoke a notice to the community, we have become aware that the community member shared this information with students which, in turn, caused some concern among them and their parents,” he wrote. “The district has established clear protocols in collaboration with the Department of Health and our district physician for working with our staff and families on COVID-related matters. In this particular case, I can assure you that each of our protocols was followed.” New York announced that anyone traveling from a state that has a positive test rate higher than 10 per 100,000 residents over a 7-day rolling average or a 10 percent or higher positivity rate over a 7-day rolling average must quarantine for 14 days. As of Oct. 21, the only states not on the list were California, Hawaii, Maine, Massachusetts, New Hampshire, Vermont and Washington. The state noted on Oct. 20 that while Connecticut, New Jersey and Pennsylvania meet the criteria for the travel advisory, a quarantine on these states is not practical. Instead, it discouraged non-essential travel to and from these states. After allowing vehicle owners to put off getting their annual inspections done, the state said that the extension would end on Nov. 3. Under an earlier executive order, the governor said inspections that expired after March 1 would remain valid. The deadline also applies for driver’s licenses and vehicle registrations that expired after March 1 and haven’t yet been renewed. The state Department of Health on Oct. 18 released a draft, six-phase COVID-19 Vaccination Administration Program. If a vaccine becomes available, it would be distributed to (1) high-risk populations and essential health care workers in areas with high COVID-19 prevalence; (2) those same groups in areas with low prevalence; (3) lower-risk populations/other essential workers in areas with high prevalence; (4) those same groups in areas with low prevalence; (5) the general population in areas with high prevalence; and, finally, (6) the general public in areas with low prevalence. Within each phase, priorities would be given to: (1) health care workers in patient care, long-term-care facility workers who interact with patients and long-term-care patients at highest risk; (2) first responders, teachers, child care providers, public health workers, essential frontline workers, such as pharmacists, grocery store workers and transit employees, other long-term-care facility patients and higher-risk individuals; (3) individuals over 65 and those under 65 at higher risk; (4) all other essential workers. Questions? Dutchess County posts updates at dutchessny.gov/coronavirus and has a hotline at 845-486-3555. Putnam County posts info at putnamcountyny.com/health. Why are there so many political parties? To qualify as a party in New York, an organization must have had a candidate for governor who received at least 50,000 votes in the preceding election. After the 2018 election, eight parties were recognized: Conservative, Democratic, Green, Independence, Libertarian, Republican, Serve America Movement (SAM) and Working Families. Beginning with the 2020 presidential election, the rules will change and the number of parties will shrink. In order to qualify, a political organization will need to have had a candidate who received at least 130,000 votes or 2 percent of the total (whichever is greater) in the last gubernatorial election as well as the last presidential election. Using that criteria, the only parties that qualified in the 2018 gubernatorial election were the Republican, Democratic and Conservative; they will also need to achieve the same minimums in the 2020 election. I received a call from a candidate saying she knew I had received my absentee ballot. How did she know? Anyone can apply, using the Freedom of Information Law, for voter registration information, including who applied for an absentee ballot, when the person applied and the address where the ballot was sent. Can I post a ballot selfie? To prevent vote-buying and coercion, New York law has since 1890 prohibited showing a marked ballot to another person, and in 2017 a federal court upheld the state’s interpretation that the restriction includes posting a photo online. A bill introduced in the state Legislature this year to legalize ballot selfies died in committee. Do the same people run in every election? It can seem that way. According to Ballotpedia, there are 339 state legislative races nationwide between the same two candidates who faced each other in the previous race. In New York, there are a dozen such races, including two in the Highlands, for the 41st Senate district (Sue Serino and Karen Smythe) and the 95th Assembly district (Sandy Galef and Lawrence Chiulli). Why does Putnam have only one early-voting site? Under state law, counties must have one polling site for every full increment of 50,000 registered voters, although they can choose to have more. Putnam has 69,409 registered voters so is only required to have one site, which it located at the Board of Elections in Carmel. Dutchess has 194,810 registered voters so it must have at least three. It created five, including one at Fishkill Town Hall. Can I still vote in person if I submit an absentee ballot? Yes. Absentee ballots aren’t counted until after Election Day, so if you vote in person, election officials will void your mail vote. During the June 23 primary election, 22 voters in Putnam and 90 in Dutchess did that. However, it’s still a crime to intentionally vote twice. According to a database compiled by the Heritage Foundation, there have been two convictions in the state since 1983 for doing that and three for forging absentee ballots. Rather than turning people away from politics, the contentious battles of the past four years appear locally to have drawn many to the polls. The number of people registered to vote has jumped 14 percent in Dutchess and 15 percent in Putnam since 2016, according to data released on Oct. 19 by the Board of Elections in each county. Democrats led the charge, with an increase of 25 percent in Dutchess, 23 percent in Beacon, 22 percent in Putnam and 36 percent in Philipstown. Republican registrations jumped 11 percent in Putnam and 7 percent in Dutchess. They were flat in Philipstown at 1 percent and fell by 7 percent in Beacon. The percentage of independent voters, or those with no party registration, grew by 11 percent in Dutchess and 16 percent in Putnam but only 6 percent in Philipstown and 3 percent in Beacon. The figures below do not include registered voters who have not cast a ballot in the last two federal elections. Whom Does the Highlands Support? By Chip Rowe In July we shared tables showing how much each federal candidate for elected office had received from local donors in the first half of 2020, as compiled by the Federal Election Commission (fec.gov). The chart below provides the same figures through Oct. 19. Individuals may give up to $2,800 per federal candidate per election (primary and general), as well as annual contributions of up to $5,000 to political action committees (PACS), $10,000 to state party committees and $35,500 to national party committees. (So-called “Super PACs” can accept unlimited money.) Our chart includes candidates and PACS that received at least $1,000 in contributions from residents of any ZIP code in the Highlands. The number of donors is in parentheses following each total. Money given to PACS that support specific candidates is included in the totals for that candidate. | CANDIDATE | PARTY | RACE | PHILIPSTOWN | GARRISON | BEACON | |-------------------------|-------|-----------------------|-------------|----------|--------| | Joe Biden | (D) | President | $125,518 (39) | $22,958 (38) | $10,069 (36) | | Amy Klobuchar | (D) | President | $660 (1) | $1,425 (4) | $660 (3) | | Bernie Sanders | (D) | President | $3,363 (17) | $3,183 (11) | $11,094 (46) | | Donald Trump | (R) | President | $4,286 (12) | $4,160 (10) | $10,857 (23) | | Elizabeth Warren | (D) | President | $1,154 (6) | $1,826 (4) | $4,795 (26) | | Josh Harder | (D) | U.S. House (CA-10) | | $2,800 (1) | | | J.D. Schatz | (D) | U.S. House (IA-4) | $2,800 (1) | | | | Elissa Slotkin | (D) | U.S. House (MI-8) | $2,800 (1) | | | | Haley Stevens | (D) | U.S. House (MI-11) | $2,800 (1) | | | | Brenna Lawrence | (D) | U.S. House (MI-14) | $2,800 (1) | | | | Sean Patrick Maloney | (D) | U.S. House (NY-18) | $1,025 (2) | $4,925 (6) | $150 (1) | | Anthony Brindisi | (D) | U.S. House (NY-22) | | $1,000 (1) | $2,000 (2) | | Dana Balter | (D) | U.S. House (NY-24) | | | | | Nick Rorando | (D) | U.S. House (OH-5) | $3,350 (3) | | | | Tim Ryan | (D) | U.S. House (OH-13) | $5,600 (2) | | | | Wendy Davis | (D) | U.S. House (TX-21) | | $1,000 (1) | | | Doug Jones | (D) | U.S. Senate (AL) | | $2,000 (2) | | | Mark Kelly | (D) | U.S. Senate (AZ) | $6,605 (4) | $1,100 (2) | | | John Hickenlooper | (D) | U.S. Senate (CO) | $7,025 (3) | | | | Theresa Greenfield | (D) | U.S. Senate (IA) | | $1,000 (1) | | | Barbara Bollier | (D) | U.S. Senate (KS) | | $1,300 (3) | | | Amy McGrath | (D) | U.S. Senate (KY) | $872 (3) | $2,150 (6) | $156 (3) | | Mike Broihier | (D) | U.S. Senate (KY) | | $2,800 (1) | | | Joe Kennedy III | (D) | U.S. Senate (MA) | $4,100 (2) | $500 (1) | | | Sara Gideon | (D) | U.S. Senate (ME) | $2,085 (5) | $2,619 (2) | $200 (1) | | Gary Peters | (D) | U.S. Senate (MI) | $5,790 (3) | $1,000 (1) | | | Steve Bullock | (D) | U.S. Senate (MT) | $8,400 (1) | $1,000 (1) | | | Cal Cunningham | (D) | U.S. Senate (NC) | | $1,000 (1) | | | Cory Booker | (D) | U.S. Senate (NJ) | $5,600 (1) | | | | Ben Ray Luján | (D) | U.S. Senate (NM) | $3,800 (1) | | | | Bob Casey | (D) | U.S. Senate (PA) | $2,800 (1) | | | | Jaime Harrison | (D) | U.S. Senate (SC) | $321 (2) | $1,205 (4) | $100 (1) | | POLITICAL ACTION COMMITTEES (PACS) | PHILIPSTOWN | GARRISON | BEACON | |-----------------------------------|-------------|----------|--------| | ACT Blue | $88,135 (228) | $71,128 (350) | $119,128 (1,179) | | American Bridge 21st Century (Super PAC) | $25,000 (1) | | | | American Express Co. PAC | $4,000 (1) | | | | Emily’s List | $395 (3) | $2,810 (3) | $215 (4) | | Fair Fight | | $4,300 (2) | | | Jerry’s PAC | $5,000 (1) | | | | Michigan 2020 | $11,200 (1) | | | | Movement Voter PAC | $2,000 (2) | | | | Progressive Turnout Project | $1,058 (3) | $135 (1) | $318 (2) | | Senate Majority PAC | $100 (1) | $1,000 (2) | | | Somos PAC | $1,000 (1) | | | | Stop Republicans | $328 (1) | $1,203 (4) | $1,287 (4) | | Swing Left | | $1,000 (1) | | | The Lincoln Project | $25,600 (3) | $3,763 (5) | $225 (1) | | Tri-State Maxed-Out Women | $1,100 (1) | | | | Win the Era | $5,111 (11) | $300 (2) | $155 (2) | | Win the West | $1,200 (2) | | | | WinRed | $5,464 (39) | $7,158 (37) | $17,568 (81) | | PARTY COMMITTEES (PACS) | PHILIPSTOWN | GARRISON | BEACON | |------------------------|-------------|----------|--------| | Democratic Congressional Campaign Committee | $207 (2) | $225 (4) | $2,798 (4) | | Democratic National Committee | $400 (2) | $13,680 (7) | $2,537 (4) | | Democratic Senatorial Campaign Committee | $1,420 (4) | $40,108 (7) | $558 (4) | | Michigan Democratic State Central Committee | $7,150 (1) | | | | National Republican Congressional Committee | $1,067 (3) | | | | National Republican Senate Committee | $628 (1) | $120 (1) | $1,075 (4) | | Republican National Committee | $1,753 (7) | $1,542 (3) | $2,564 (7) | Campaign Contributions The National Institute on Money in Politics (followthemoney.org) tracks which groups and individuals give to candidates for state and federal offices. The top donors for elected officials and candidates in the Highlands are: - **SUE SERINO (R)** NYS Senate, Highlands, 4 campaigns 1. NYS Senate Republican Campaign Committee $1.2 million 2. American Federation of State County & Municipal Employees $31,800 3. Civil Service Employees Association $23,580 4. Cathy Young Campaign Committee (NY Senate 57) $21,000 5. Neighborhood Preservation PAC (Landlords) $20,500 6. NYS Association of Realtors $17,650 7. Real Estate Board of New York $16,250 8. Rent Stabilization Association of New York (Landlords) $15,280 9. Peckham Industries (Construction, White Plains) $13,500 10. Friends of Betty Little (NY Senate 45) $12,800 - **KAREN SMYTHE (D)** NYS Senate, Highlands (challenger), 2 campaigns 1. Karen Smythe $308,759 2. NYS Democratic Senate Campaign Committee $193,172 3. Mason Tenders District Council of Greater NY $20,000 4. NYS Democratic Party $26,000 5. Communications Workers New Jersey District 1 $22,800 6. New York State United Teachers $22,800 7. Michael Dupree (Hyde Park) $16,000 8. Dutchess Democratic Women’s Caucus $14,000 9. Michael Fleischer (Hyde Park) $13,800 10. Tenants PAC $12,000 11. Plumbers & Steamfitters Local 21 $12,000 - **JONATHAN JACOBSON (D)** NYS Assembly, Beacon (2020 campaign) 1. Jonathan Jacobson $25,000 2. International Brotherhood of Teamsters $4,700 3. Committee to Elect Jonathan Jacobson $3,632 4. Laborers Local 17 $3,000 5. Buffalo AFL-CIO Council $2,000 6. 1199SEIU United Health Care Workers $2,000 7. Dario Fonseca (Spring Valley) $1,500 8. Kenneth Kearney (Mahopac) $1,250 - **ANDREW GAUZZA (R)** NYS Assembly, Beacon (challenger) (2020) 1. Andrew E. Gauzza $10,001 2. Town of Newburgh Republican Committee $500 - **SANDY GALEF (D)** NYS Assembly, Philipstown (2020) 1. 1199SEIU United Health Care Workers $10,500 2. Steven and Sandy Galef $8,784 3. NYS Association of Realtors $7,953 4. Marie Carpenter (Ossining) $6,200 5. Michael B. Beer (Dyker Heights) $6,000 6. Eleanor Roosevelt Legacy Committee $5,500 7. Medical Society of the State of New York $5,150 8. David Swope (Ossining) $5,000 - **LAWRENCE CHIULLI (R)** NYS Assembly, Philipstown (challenger) (2020) No funds reported raised or spent. - **REP. SEAN PATRICK MALONEY (D)** District 18, 7 campaigns 1. Sean Patrick Maloney Campaign Committee $2.45 million 2. Democratic Congressional Campaign Committee $102,418 3. Jon L. Stryker (NYC/Garrison, philanthropist) $97,600 4. Peter B. Lewis (Progressive Insurance, philanthropist) $60,200 5. America/ / The Fund for a Greater America $55,000 6. Tim E. Gill (software developer, philanthropist) $52,500 7. JOE Pac (Jobs Opportunities & Education) $51,770 8. Adam J. Lewis (environmentalist, son of Peter) $50,000 9. David Bohnett (tech entrepreneur, philanthropist) $50,000 10. Adam J. Lewis (environmentalist, son of Peter) $50,000 According to OpenSecrets.org, which also tracks campaign finance, large individual contributions made up 58 percent of Maloney’s contributions, PACs account for 26 percent, and donations of $200 or less are 13 percent. As of Oct. 19, Maloney had $1.15 million on hand. - **CHELE FARLEY (R)** District 18, challenger, 2 campaigns* 1. Chele Farley $283,486 2. New York Republican Federal Campaign Committee $20,000 3. 21: 19 individuals each gave $10,000 to $11,000 each 4. Congressional Majority Committee $10,000 5. Value in Electing Women PAC $10,000 6. Elise for Congress (Rep. Elise Stefanik, NY-21) $10,000 *Farley challenged Sen. Kirsten Gillibrand in 2018. According to OpenSecrets.org, large individual contributions made up 85 percent of Farley’s contributions, PACs account for 9 percent, and donations of $200 or less are 15 percent. As of Oct. 19, Farley had $255,000 on hand. As of Oct. 19, the third candidate for the seat, Scott Smith, had raised $1,882 for his campaign and had $447 on hand. Here Are Your Choices Candidates are listed in alphabetical order. In the general election, you can vote for any candidate you wish, regardless of party registration. FEDERAL • President/Vice President Joseph Biden/Kamala Harris (DEM/WF) Howie Hawkins/Angela Walker (GRE) Jo Jorgensen/Jeremy Cohen (LIB) Brock Pierce/Karla Ballard (IND) Donald Trump/Michael Pence (REP/CON) • U.S. House (District 18) Chele Farley (REP/CON) Sean Patrick Maloney (DEM/WF/IND) Scott Smith (LIB/SAM) NEW YORK STATE • State Senate (District 41) Sue Serino (REP/CON/IND/ROS) Karen Smythe (DEM/WF/SAM) • State Supreme Court, 9th District (Vote for 4) The 9th District (of 13) covers Dutchess, Putnam, Orange, Rockland and Westchester counties. Judges serve a 14-year term. Richard Guertin (REP/CON) — Middletown judge David Hasin (REP) – Woodbury town justice Alexandra Murphy (DEM/CON) — former asst. Manhattan D.A. Robert Ondrovic (DEM/CON) – trial attorney, White Plains Mark Starkman (REP) – private practice, New Windsor Sam Walker (DEM/REP/CON) — Mount Vernon judge E. Loren Williams (DEM) — Newburgh judge FOR VOTERS IN PHILIPSTOWN • State Assembly (District 95) Lawrence Chiulli (REP/CON) Sandy Galef (DEM) • Putnam County Court Judge Anthony Mole (REP/CON/LIB/IND) • Putnam County Coroner Wendy Erickson (REP/CON/IND) • Philipstown Town Justice Camille Linson (DEM/CON/LIB) • Cold Spring Trustees (Vote for 2) Heidi Bender (Onward!) Kathleen Foley (Forge Ahead) FOR VOTERS IN BEACON • State Assembly (District 104) Andrew Gauzza IV (REP/CON) Jonathan Jacobson (DEM/WF) • Dutchess County Court Judge Peter Forman (REP/CON/LIB/IND) Jessica Segal (DEM/WF/GRE/SAM) PARTY KEY: DEM = Democratic | REP = Republican | CON = Conservative | GRE = Green IND = Independence | LIB = Libertarian | ROS = Rebuild Our State SAM = Serve America Movement | WF = Working Families Polls will be open Tuesday, Nov. 3 from 6 a.m. to 9 p.m. Election Results Check highlandscurrent.org after 9 p.m. Tuesday, Nov. 6, for unofficial results. The deadline to register to vote on Nov. 3 has passed. To verify you are registered and locate your polling place, visit voterlookup.elections.ny.gov. How to Vote by Mail (Procrastinator’s Edition) 1. If you are registered to vote (the deadline to register for the Nov. 3 election has passed), download an application at elections.dutchessny.gov or putnamboe.com. 2. Complete the application. Select one of six reasons for your request, such as that you will not be in the county on Election Day or that you have a “temporary illness.” The definition of the latter now includes “being unable to appear due to risk of contracting or spreading a communicable disease like COVID-19.” 3. Submit the signed form to the Board of Elections. In Dutchess, it can be faxed to 845-486-2483 or emailed to email@example.com. In Putnam, it must be mailed to the BOE at 25 Old Route 6, Carmel, NY 10512. 4. The application deadline is Tuesday (Oct. 27), although the U.S. Postal Service has said it cannot guarantee delivery of absentee ballots for applications received within 15 days of the election, so the prudent deadline was this past Monday (Oct. 19). However, you can apply for and receive an absentee ballot at the Board of Elections up to the day before the election (Nov. 2). 5. When you receive your absentee ballot, fill it out and slide it into the envelope provided. Unless you sign and date the oath and the inner envelope (containing the ballot) is sealed inside the outer envelope, it will not be counted. If mailed, the ballot must be postmarked by Nov. 3. But it also can be dropped off at the Board of Elections, at any early voting site or at the polls on Election Day. 6. To check the status of your submitted ballot, visit putnamboe.com/absentee-voting or bit.ly/dutchess-status. Where to Vote Early in Person Putnam County Board of Elections 25 Old Route 6 Carmel SAT 24: 9a - 2p SUN 25: 9a - 2p MON 26: 9a - 5p TUES 27: 9a - 8p WED 28: 9a - 5p THURS 29: 9a - 8p FRI 30: 9a - 5p SAT 31: 9a - 2p SUN 1: 9a - 2p Dutchess County Town Hall 807 Route 52 Fishkill SAT 24: 12 - 5p SUN 25: 12 - 5p MON 26: 9a - 5p TUES 27: 12 - 8p WED 28: 9a - 5p THURS 29: 12 - 8p FRI 30: 9a - 5p SAT 31: 9a - 4p SUN 1: 12 - 5p Questions for Candidates: Cold Spring Village Board Heidi Bender and Kathleen Foley are running unopposed for two open seats on the Cold Spring Village Board. Below are their written responses to questions posed by *The Current*. **Under a state mandate, the Village Board must complete a review of the Cold Spring Police Department’s policies, procedures and practices by April 1. How significant is that review and what should it include?** - **Bender:** Everything starts locally, so it’s very significant. We won’t know what must be included until we have all the information. The repeal of 50a [that made police disciplinary records available under the Freedom of Information Law] gives citizens the opportunity to know their police officers better. Making that information publicly available will be a big step in the right direction and offer the Village Board guidance. Analyzing all available data is the other crucial step; that information should also be made public. Who is being stopped? Who is being ticketed? What kinds of crimes are being given time and attention and which ones are not? Who is being taken to court and who is being let off with a warning? The changes needed might be minor, but we won’t know until we take an in-depth look. I know Officer-in-Charge Larry Burke has the best interests of the village in mind and I look forward to working with him on this process. - **Foley:** Cold Spring has a skilled, professional police force under the leadership of Larry Burke. He has a strong moral compass and a deep commitment to community policing. And, as with any department, the CSPD can always be improved. The governor’s executive order for police reform is significant because it provides a catalyst for examining our public-safety program, assessing needs and creating a local model for participatory policing. We’re lucky we have a police force that reports directly to the village and always is willing to be accountable. We need to agree what goals we’re hoping to reach. Our process must be based on objective data. It must consider many voices in respectful ways and build and strengthen the community’s relationship with our officers. This is a great opportunity for community-specific innovation. I’ve put forward a plan at forgeaheadwithfoley.com. **Aside from the police review, what do you consider two priority issues facing the village in 2021-22, and what steps are needed to address them?** - **Bender:** How to stay safe and sane during this pandemic is a major issue. Even if a vaccine becomes available, the roll-out will take time, and it won’t be 100 percent effective. I’d like to examine available outdoor spaces, including Dockside, Mayor’s Park and Tot’s Park, creatively reimagining how we can make better use of them. We need to find ways to come together, while staying safe, and have a plan in place for spring. Parking and crowd control are major issues. You can’t go to a village meeting without the issue of parking coming up. The Village Board is already thinking about it and plans are in place to reestablish a parking committee. Parking would be an easy way to bring in revenue from tourists, but we also have to balance the needs of residents and Main Street businesses. Meters, residential parking permits and overflow lots are all possible solutions. I feel confident that the parking committee and the board can come up with a plan that will work well for everyone. And we really need the support of the state parks department to handle crowd control and preserve our beautiful trails. Both Mayor [Dave] Merandy and Town Supervisor [Richard] Shea are passionate about this issue. - **Foley:** Our village and town are popular tourist attractions. Residents have felt under siege, especially during COVID. New York State’s lack of stewardship of Hudson Highlands State Park is spilling over into quality-of-life impacts for villagers, putting our already-strained first responders in danger and damaging our local landscape and ecosystem. The tourists aren’t going away, so we must secure better park management by the state to make visitor dollars work for Cold Spring. Revenue-sharing, created by designating appropriately-priced paid parking, limiting and requiring permits for trail access and establishing impact fees, will reduce and offset adverse consequences in the village. We need to ensure that the state protects our natural resources as if our local economy and community character depend on it — because they do. We need to make urgent repairs to the village’s dams. Work has been stalled for years by bullying by the New York City Department of Environmental Protection. We need alternate access to clean drinking water so that we can lower dam levels and make critical fixes. Trustee [Steve] Voloto made headway identifying legal professionals who have negotiated with the DEP on behalf of other Hudson Valley communities. That firm is reviewing our position. I would like to retain their legal expertise to secure permissions the DEP has withheld, get an agreement on the books and get the job done. **What initiatives would you like to see the board or the community undertake? Are there projects you’ve seen in other places you’ve lived that the village ought to consider?** - **Bender:** I’d like to see a real response to the incidents of hate in our village. I’ve lived in many places and have never had swastikas or “Death to Gays” graffiti in my neighborhood. Here in Cold Spring I have. I don’t think it represents the majority of views and I also don’t plan to ignore it and hope it will go away. There may not be an easy solution, but I know there are others in our community who would be willing to work together to stop the spread of hate. I plan to propose an inclusive committee to work on this issue, to show how welcoming Cold Spring really is. Potential post-pandemic projects could include inviting back the Putnam Pride Parade and incorporating traditions from other religions during the holiday season. - **Foley:** We need to make space for more voices in village problem-solving. I’d like to form ad hoc working groups — think tanks, if you will — to look at particular challenges, consider options and recommend solutions. We have tremendous talent and expertise in this community, in areas as far-ranging and essential as climate change preparedness, public health, finance and marketing. More people thinking together brings fresh approaches and progress. We must reduce what we send to the landfill and minimize disposal costs. There are at least 16 villages across the state with composting programs for food and yard waste. I’d like to find ways for Cold Spring to partner with residents, not-for-profits, businesses and institutions to reduce waste and recapture nutrients and energy for local/regional use. Questions for Candidates: Dutchess County Judge In the race for Dutchess County judge, Republican incumbent Peter Forman faces a challenge from Democrat Jessica Segal. Below are their written responses to questions posed by *The Current*. **Judges are meant to be impartial, so what distinguishes one candidate from another?** - **Forman:** In this race, my judicial experience is the distinguishing factor. I have more than 20 years of judicial experience. In the last 10 years as County Court judge, I have presided over dozens of felony trials. During my judicial career, more than 200 of my legal decisions have been reviewed by appellate courts and I was affirmed 93 percent of the time. I am the only judge in Dutchess County who has served in all of our full-time courts: Family, Supreme, Surrogate and County. In addition to my criminal caseload, I have presided over numerous civil matters, including negligence, medical malpractice, commercial disputes, divorce, and civil commitment of dangerous sex offenders, to name just a few. I have been rated highly qualified by the non-partisan judicial screening panel of the Dutchess County Bar Association. I have also spent 15 years presiding over drug treatment courts in both Family and County Court. In drug court, an individual charged with a felony who also struggles with addiction is referred by the court to treatment programs to allow the individual to address his or her substance abuse. The individual is monitored over a period of 18 to 24 months by a treatment team that I chair. More than 90 people have graduated from our drug court program in the past five years and become sober and contributing members of society. Depending on the circumstances of each case, a graduate may have a felony conviction reduced to a misdemeanor and have the record of conviction sealed. - **Segal:** Voters should look at the candidate’s experience, their record and their reputation. I have 20 years of hands-on experience as both a prosecutor and a defense attorney. I have handled thousands of cases. In that time, not one of my cases or trials has been reversed by an appellate court for misconduct, ineffective assistance of counsel or other error of law. This is important for voters to know because when a judge or an attorney has a case reversed, it means that an appellate court found, for example, that someone’s rights were violated. It’s traumatizing for the victims and wastes taxpayer money and court resources when cases have to be redone. Voters should also consider people’s direct experience with the candidate. I am proud to be regarded in the community for my integrity, my balance of strength and compassion, and my commitment to treating all people with dignity and respect. - **Forman:** As a sitting judge campaigning for the fourth time on a county-wide basis, I strongly believe that decisions made by trial courts often affect people’s daily lives more directly than decisions made by officials in the legislative and executive branches of government. Decisions made in a criminal matter, although made in the context of an individual defendant’s case, have an impact on the safety of the community as a whole. Every individual that overcomes his or her addiction through drug court benefits not just the individual but the community as a whole. - **Segal:** Yes. County Court judges make decisions that have a direct impact on the safety of our community. They have the power to decide whether someone struggling with addiction or post-traumatic stress disorder gets jail time or the opportunity to get treatment. They decide if someone is granted a pistol permit and whether that permit is subsequently suspended or revoked. Judges are the embodiment of our Constitution in action, interpreting the rights and privileges it affords each and every citizen of the U.S. Judges are crucial to ensuring that our criminal justice system is fair and treats everyone equally under the law, without personal bias. That is the cornerstone of our justice system. County Court judges serve a 10-year term — every voter in this community should know who is making these decisions and make sure they have a voice in choosing that person. **Discuss, depending on your position, the merits of voters re-electing a candidate with experience serving at the County Court level, or of voters electing a new candidate who could offer a fresh perspective.** - **Forman:** The criminal justice system is complicated, both procedurally and substantively. At this moment we are experiencing a major adjustment to the system due to the discovery and bail reform laws enacted by the state Legislature. In advance of the implementation of these laws in January, I chaired several meetings that brought prosecutors, defense attorneys, probation officers and court personnel together to discuss the smooth implementation of these ground-breaking changes. I believe that my 20 years on the bench, as well my experience as prosecutor and law clerk to a County Court judge, helped all stakeholders in the system adapt to the new environment in an orderly manner. Just as the system was adjusting to these new laws, the court system and the nation were struck with the COVID-19 pandemic, from which the court system is just now starting to recover. In these uncertain and trying times, Dutchess County needs my experience and steady hand. - **Segal:** Every judge is elected for the first time at some point. Length of time on the bench should not be the only factor voters consider; the real question is whether that judge should continue serving. Voters should not fear change when the candidate possesses the qualifications required and the values needed to be an effective and fair judge. I have over 20 years of experience handling cases in County Court. I have received the highest rating – highly qualified – and am running because I have the experience, ethics, temperament and judgment to serve the people of Dutchess as their County Court judge. Throughout my career, I have demonstrated a deep understanding of the law and a dedicated commitment to fairness, for which I have been recognized and commended by judges, victims and defense attorneys alike. As someone who has sat on both sides — as a prosecutor and a defense attorney in County Court for 20 years — I have the experience and knowledge that Dutchess County needs and deserves. --- **CURRENT CONVERSATIONS** **Voting Q&A** **WEDNESDAY OCT. 28 | 7:00-7:30PM** Join us in conversation with Cathy Croft, Democratic Commissioner at the Putnam Board of Elections. REGISTER TO ATTEND: highlandscurrent.org/current-conversations Questions for Candidates: State Assembly, District 104 In the race for the state Assembly seat that represents the district that includes Beacon, Democratic incumbent Jonathan Jacobson faces a challenge from Republican Andrew Gauzza IV. Below are their written responses to questions posed by *The Current*. **Why should voters choose you over your opponent?** - **Gauzza:** I have leadership qualities which my opponent lacks. My current occupation is as a project manager, and I was the grand knight at my college’s Knights of Columbus chapter. I am somebody who will lead from the front, and that is what this district needs in Albany. - **Jacobson:** When I ran for this office two years ago, I said I had the experience necessary to hit the ground running and get the job done, and I have done just that. I believe that my record reflects the values of our residents in the 104th District. I am proud of the many landmark pieces of legislation we passed which I supported, including the Reproductive Health Act which codified Roe v. Wade; the Comprehensive Contraception Act; the “Boss Bill”; the Climate Leadership and Community Protection Act; early voting and other reforms to make voting simpler and easier; common-sense gun safety, including the Red Flag Bill, which establishes a process to remove guns from those who are deemed a threat to themselves or others; and GENDA [Gender Expression Non-Discrimination Act], which protects LGBTQ+ rights. I am also proud that I rallied community leaders and legislators in Albany to stop the New York State Thruway takeover of the New York State Bridge Authority, which would have detrimentally affected our quality of life and raised tolls on our local bridges, including the Newburgh-Beacon Bridge, Bear Mountain Bridge and the Mid-Hudson Bridge. I was one of the first legislators to stand up against the directive to force nursing homes to take COVID-infected patients. After writing to the Department of Health, this directive was reversed. I secured an additional $25,000 for the Beacon City School District for a soundboard for the theater at the high school. I was the prime sponsor of seven bills which have been signed into law, including a major change in the election law extending the time to change one’s party enrollment. **Do police departments need reform and, if so, what should the Assembly do about it?** - **Gauzza:** I believe that while police reform is necessary, defunding police departments is a dangerous idea which would do more harm than good. I believe that directing more funding toward de-escalation training and nonlethal options would be a more efficient remedy, and I would back this fully in the Assembly. - **Jacobson:** Police reform is necessary but each police department, and the municipality which it serves, has different needs and challenges. I agree with the approach by Gov. [Andrew] Cuomo to have each municipality come up with its own plan of reform after listening to the local citizens. During the session, I supported the police reform legislation, which passed. Once the legislation and the local reforms have been in effect for a while, we should evaluate the situation and see if any more legislation is necessary. I expect that the Legislature will hold public hearings and the governor will create a commission to study the issue. **Would you support or oppose term limits on state legislators? Why?** - **Gauzza:** I would absolutely support term limits on state legislators. Career politicians do little good for our state and make it difficult for new ideas to get through. I would support term limits on not only the Legislature but the governor, as well. - **Jacobson:** I oppose term limits on state legislators. We have term limits — it is known as elections. I would keep the two-year term which gives great accountability to the voters. One problem with limiting the number of years a legislator can serve is that the unelected staff gains too much power since the elected legislators are frequently leaving. I believe in the elected official having the ultimate say since only the elected official is accountable to the voters. Questions for Candidates: State Assembly, District 95 In the race for the state Assembly seat that represents the district that includes Philipstown, Democratic incumbent Sandy Galef faces Republican Lawrence Chiulli, who also challenged her in 2018. Below are Galef’s written responses to questions posed by *The Current*. If Chiulli responds, his answers will be posted at highlandscurrent.org. **Why should voters choose you over your opponent?** - **Galef:** During this pandemic and the economic and health uncertainties we face, I feel I would bring the most value to the position. I believe that my experience in government during these critical times really does matter. I can bring important knowledge to the decisions we make in the Legislature that impact residents. **Do police departments need reform and, if so, what should the Assembly do about it?** - **Galef:** Given all the serious issues raised across our country and the rallies calling for change in the area of criminal justice, it is important that each community review the status of their police department and determine what can be done better to provide fairness in all actions and to all people no matter their race or ethnicity. We must then continue to take action to address ways we can assist our police forces, especially through more funding of policing programs. This summer, the Legislature passed a sweeping reform package to bring more accountability and transparency to the criminal justice system. We must continue to add to those reforms with community support as we go forward. **Would you support or oppose term limits on state legislators? Why?** - **Galef:** Instead of term limits, which give more power to non-elected staff and erode experience in decision-making, I support public financing of campaigns so more people can run for office. Elected officials can now be term-limited if the public determines to vote them out. We recently passed legislation to start partial/public financing of statewide and legislative campaigns along the lines of what is done in New York City and Connecticut. The goal is to enable more candidates to get on the ballot by helping with campaign costs, limiting special-interest money and capping the costs of campaigns. This program is intended to provide the voters with many more choices on the ballot. --- **Smythe (from Page 1)** **What do you see as the top statewide issues the Legislature has to tackle when it begins a new session in January?** First and foremost is going to be the pandemic. We need to make sure that we are continuing to keep the virus at bay. The underlying issue, the biggest one, is going to be the budget. It will be an important question as to whether federal aid is coming. That will make a big difference. With the recession that we’re in, revenues are down, costs are up and there’s going to have to be a focus and a prioritization of where we need to put our resources. To me, the most important places are education, broadband, housing, mental-health services and investing in reigniting our economy — supporting our small businesses and investing in our infrastructure. **How about specific issues for Dutchess and Putnam counties, and Beacon and Philipstown?** Some of them are issues everywhere, such as broadband, but the solutions to those are not always going to be the same. I know that Beacon is looking at municipal broadband. I would imagine there are areas in Putnam County that don’t even have the infrastructure, and that needs to be addressed. Beacon is addressing their water system and those kinds of projects are ones that are expensive. One of the roles I see as a state senator is to support a project like that with funding and also connect it with federal resources. And in Putnam County, you have a series of lakes that have significant algae issues. As we look to get people back to work, one of the things underlying that is education. We have an opportunity to highlight and focus and invest more in career and technical training. Beacon, in particular, is far away from the services and the programs that BOCES [Board of Cooperative Educational Services] offers, and so finding a way to bring BOCES to Beacon is something that I’ve spoken with a few people about — some folks have specific locations as to where that might happen. There could be virtual programs in continuing to expand relationships with high schools to ensure that we are providing kids with all the options they have, and similarly with Putnam-Northern Westchester BOCES. **Can the state avoid cuts to local municipalities and school districts?** The first part of that depends on what the federal government decides to do. Even with federal aid there will continue to be issues and I’m not sure that the state will be able to avoid cuts. The state needs to have the right priorities for spending. We need to make sure that we are funding the programs that are so desperately needed and I believe we need to look at increasing revenue — for example, having an increased tax rate for the highest income and ensuring that corporations are paying their fair share. The MTA raised the idea of huge cuts to Metro-North’s Hudson Line service because of the large-scale drop in ridership. [Daily ridership on all Metro-North lines is down an average of 83 percent since March 1.] Can the state stop or limit those cuts? This is a big one. There’s no simple answer here, either. Even if the federal government comes in with aid, it’s not just, “OK, here’s some money and now you’re fine.” The MTA had issues prior to this recession and COVID-19. The number of people using the system is not going to change in the short-term. So it is not reasonable to assume we’re going to have full service with a quarter of the ridership. They should be preparing for the best growth on the other side because I believe that we will come out of this. **Congestion continues to be a problem around Breakneck Ridge and Indian Brook Falls. Do you plan to work at the state level for solutions?** It’s absolutely a state concern. It’s not OK for the state to say you’re on your own to manage it. What I’m hearing is there have been a lot of people who’ve talked about a lot of things but things don’t get implemented. This touches why I’m running for office. My background is business. You need to work together with the people involved and focus on the goal and get it done. There are probably little solutions and big solutions. Let’s get them done. We don’t want to tell people, “Don’t come here,” because tourism is part of the economy of Philipstown. But we also don’t want to have the tourists have no sense of respect for the place or the residents, and we also want to have respect for the natural environment. We have so many beautiful places to go. Let’s expand where we’re encouraging people to go. Breakneck Ridge is fabulous, but there’s also Fahnestock Park and there’s beautiful places in Dutchess County, as well. Women’s MARCH Southern Dutchess: Resist! organized a rally in Beacon on Saturday (Oct. 17) in support of women’s rights. Photos by Amy Kubik The Most Dangerous Amusement Park in the World Beacon filmmaker explores legacy of Jersey deathtrap By Alison Rooney As a child, Seth Porges visited Action Park several times — and lived to tell about it. The amusement park, which opened in 1978 in Vernon, New Jersey, about an hour from Beacon, was well-known for what it lacked, which was basic safety protocols. This past August, a 90-minute documentary about the park, which the Beacon resident wrote, produced and co-directed, was released on HBO Max, where it immediately became the streaming service’s top draw. In the film, *Class Action Park*, one person summed up the park this way: “Imagine teenagers you know right now opening an amusement park — that’s what it was.” Another interviewee called it the “chaos summer park, with too much alcohol and too little oversight.” Judging from local response to the film on social media, Action Park looms large in the memories of many past and present Beacon residents who visited during the 1980s and early 1990s. Porges, who was raised in Washington, D.C., brought his own memories to the project. “Action Park was a freewheeling chaotic experience, in the guise of a gated amusement park,” he says. “The rides looked ripped from my 7-year-old imagination — a doodle a 6-year-old would draw in the margins of a notebook. As I got older, I wondered, could these memories possibly be real?” “You might wonder how could people go to this deathtrap, but that’s why they went,” he says. Porges first examined Action Park as the writer of a short 2013 documentary that went viral online. That response led Porges to more sources and stories, which, collectively, led to the feature-length film. “In 2019, I got together with my friend Chris Scott, and he asked me why I hadn’t done anything bigger,” Porges says. “I said I needed a collaborator, and a month or two later we had cameras rolling.” The film intersperses vintage footage of the park with interviews. As they filmed, Porges says the arc of the story bent in ways that he had not foreseen. An interview with the members of the Larsson family, whose 19-year-old son and brother, George, died on an Action Park ride in 1980, shifted the content from its original rosy, nostalgic glow to cover-ups, criminality and tragedy. “Until that point, a lot of the danger and death felt very abstract,” Porges recalls. “Once we heard them tell their story, I felt ashamed at having laughed about what happened at the park, and my perception changed quickly. That experience became immensely important when we began shaping the film.” The teenagers who flocked to the park in the 1980s are now middle-aged. Their memories provide much of the film’s dark humor, as do short animations. Most seesaw between fond remembrances and disbelief. One after another of the rides is pronounced — with a grin — “the most dangerous one.” Here’s one person interviewed in the film, Chris Gethard, talking about the Colorado River Ride: “Everybody talks about Tarzan Swings, Cliff Dive, Cannonball Falls, [but] Colorado River Ride may have been the most underrated dangerous ride. They would just let the laws of physics take over, which sometimes meant you would fly really fast, and sometimes meant that you would get stuck at certain points on the ride that they hadn’t designed all that well. And then you would get punted by another tube. That thing was just a fucking whipping machine. There was no rhyme or reason.” Along with the bemused looks back, the film dives into the story of Action Park’s founder, Gene Mulvihill, who, in his enthusiasm for coming up with outrageous attractions, flouted such niceties as safety and insurance coverage. He also was accused of money-laundering and other crimes. That contributed to the demise of the park, which went bankrupt and closed in 1996. It is now a far-tamer water park called Mountain Creek. Porges says he can’t imagine another Action Park. “We live in an era where kids don’t go outside as much,” he says. “In the ’80s they were running free, scraping their knees, going to Action Park. We look back at our childhoods as carefree. We didn’t have jobs, we didn’t have to answer to anybody. We look at Action Park and remember this heightened version of it where we could do whatever we wanted.” In the film, Porges offers a more tempered take: “Whether you grew up in the ’80s or another decade, a lot of people’s growing up was laced with darkness. In retrospect, there are a lot of ‘How did I survive?’ moments.” He later added: “Back then, when parents opened their doors they were truly letting their kids out. You wonder why the latchkey kids then are today’s helicopter parents? Action Park gives us a way of understanding it.” Porges says the Larsson family liked the film, despite their personal loss. “They trusted us; they told us nobody had ever reached out to them,” he says. “Their story had been repeated in a fictitious manner, and when we called, they said, ‘We have things to say.’” *Class Action Park* can be streamed at *hbomax.com*, which is free for seven days and then $14.99 per month, or it’s included in HBO subscriptions through providers such as Hulu and Optimum. The trailer and more information is online at *class-actionpark.com*. **COMMUNITY** **SAT 24** **Lions Club Shredder Day** *COLD SPRING* 9 a.m. – Noon, The Nest 44 Chestnut St. coldspringslibrary.org/shredder Materials to be shredded must be placed in the trunk in advance, with all paper clips and binders removed. Shredding of boxes or plastic bags is not allowed. Lions Club members will empty boxes and bags into the shredder and return containers to the vehicle’s trunk. Patrons will not be allowed to leave their vehicle. Donations are encouraged to benefit local groups and the needy. **SAT 24** **Prescription Drug Take-Back Day** *FISHKILL* 10 a.m. – 2 p.m., Walmart 26 W. Merritt Boulevard The Dutchess County Sheriff’s Office will accept medications for safe disposal. **SAT 24** **Fall Craft Fair** *WAPPINGERS FALLS* 10 a.m. – 5 p.m., Dutchess Stadium 1500 Route 9D milb.com/hudson-valley Browse crafts by more than 30 artisans and enjoy treats from food trucks in the parking lot. Registration required. *Cost: $5 per car* **TALKS** **SAT 24** **West Point Foundry Tour** *COLD SPRING* 10 a.m., Putnam History Museum 63 Chestnut St. | bit.ly/34W9CTP Mark Forlow, chair of the Putnam History Museum and author of *West Point Foundry*, will lead a hike through the Preserve and discuss its history. *Free* **TUES 27** **Engine of Prosperity** *COLD SPRING* 2 p.m., Butterfield Library 845-265-3040 | butterfieldlibrary.org The historian and curator of the Delaware & Hudson Canal Historical Society will discuss the creation, history and impact of the 108-mile canal. **THURS 29** **History Book Club** *COLD SPRING* 7 p.m., Split Rock Books 845-265-2080 splitrockks.com This month’s discussion, via Zoom, will be on *Give Us the Ballot*, by Ari Berman. **SAT 31** **Revolutionary War Redoubts Tour** *GARRISON* 1 p.m., North Redout Trail Head 332 Snake Hill Road | bit.ly/ZHqYvKw Putnam History Museum trustee Craig Watten will lead a 3-mile nature and stonework hike and discuss the chaining of the Hudson River and the role of the redoubts. *Cost: $10* **VISUAL ART** **FRI 30** **Collaborative Farm Project** *BREWSTER* 10 a.m. – 4 p.m., Tilly Foster Farm 100 NY 312 | collaborativeconcepts.org Artworks by more than 30 artists are installed for self-guided tours. This is the show’s closing weekend. Also SAT 31 and SUN 1. **KIDS & FAMILY** **WED 28** **Mask-Making Workshop** *GARRISON* 4 p.m., Garrison Art Center garrisonartcenter.org Children ages 8 and older will study artist-made masks and learn how to construct their own inspired by tribal arts. *Cost: $30* **STAGE & SCREEN** **SAT 17** **Story Screen Drive-In** *BEACON* 8:30 p.m., University Settlement 724 Wolcott Ave. | 845-440-7706 storystreaddrivein.square.site The pop-up drive-in theater finishes its annual horror movie fest with *The Cabin in the Woods* (2011) and *The Blair Witch Project* (1999) this weekend and *Beetlejuice* (1988) and *Nightmare on Elm Street 3: Dream Warriors* (1987) next weekend. See page 18 for showtimes and health protocols. Snacks will be available for purchase. Also SUN 25, THURS 29, FRI 30, SAT 31, SUN 1. *Cost: $10 ($8 children, seniors, military)* **HALLOWEEN** **SAT 24** **Great Haldane Pumpkin Hunt** *COLD SPRING* 11 a.m. – 5 p.m., St. Mary’s Church 1 Chestnut St. haldaneschoolfoundation.org Get a game card and search for pumpkins around the village. Cards also can be picked up at Paulette, 114 Main St., or Wynono & Co., 169 Main St. Continues through SAT 31. *Cost: $10* **SUN 25** **Drive-Thru Trunk or Treat** *WAPPINGERS FALLS* 1 p.m., Dutchess Stadium 1500 Route 9D | bit.ly/3dJscZY Wear a costume for this event hosted by the Boy Scouts of America, Hudson Valley Council. **SUN 25** **Pumpkin Glow** *GARRISON* 5:30 – 7 p.m., Desmond-Fish Library 472 Route 403 | 845-424-3020 desmondfishlibrary.org Wear a costume and take a stroll through the spooky pumpkin patch. **SAT 31** **Halloween Story Walk and Candy Hunt** *COLD SPRING* Noon – 1:30 p.m., Butterfield Library 10 Minis Ave. | 845-265-3040 butterfieldlibrary.org The library lawn will transform into a Halloween story-walk with hidden treats to find at the end. **WED 28** **Virtual Hour of Code** *BREWSTER* 6 p.m., Putnam County CCE bit.ly/3Jm9mYD Children ages 7 to 12 will get a taste of writing code using Scratch during this virtual event. An adult chaperone is required. **FRI 30** **Virtual Bedtime Stories** *COLD SPRING* 7 p.m., Butterfield Library 845-265-3040 | butterfieldlibrary.org Get cozy in your pajamas and listen to the weekly bedtime story. Registration required. **SAT 31** **Saturday on the Farm** *WAPPINGERS FALLS* 10:30 a.m., Common Ground Farm 79 Farmstead Lane diaart.org/program/program/saturday-studio Artists will lead an outdoor workshop on making art in this Dia:Beacon program. *Free* **MUSIC** **SAT 24** **Loren Connors** *BEACON* 8 p.m., Howland Cultural Center 845-821-4988 howlandculturalcentertix.com The guitarist will perform via a livestream as part of the Elysium Furnace Works series. *Cost: $15* (Continued on Page 19) SUN 25 Jeremy Denk KATONAH 3 p.m. Caramoor 914-232-1252 | caramoor.org The pianist will play a program online that includes works by Thomas “Blind Tom” Wiggins, Scott Joplin, Tania León and Frederic Rzewski, bookended by Mozart’s Sonata in C minor and Beethoven’s Piano No. 32 in C Minor, Op. 111. Cost: $10 SUN 25 Colin and Eric Jacobsen BEACON 8 p.m. Howland Chamber Music Circle howlandmusic.org/ALIVEmusica.html AliveMusica presents the founders of the Brooklyn Rider string quartet in an online program that includes music by Heinrich Biber, Reinhold Gliere, Colin Jacobsen and Maurice Ravel. The concert is co-sponsored by the Chapel Restoration and other arts organizations. Register online. Cost: $20 donation THURS 29 Pumpkin Sail Concert BEACON 7:30 p.m. Clearwater facebook.com/sloopclearwater Reggie Harris, Magpie, Dean Stevens and Thomasina Winslow will headline a livestream fundraiser to benefit Hudson River Sloop Clearwater. FRI 30 Melomane COLD SPRING 5 p.m. Little Stony Point 3011 Route 9D | bit.ly/34hbCx Guitarist Pierre de Gaillande will reunite original members of the band for socially distanced outdoor concert. Free SAT 24 Putnam Early Voting CARMEL 9 a.m. – 2 p.m. Board of Elections 25 Old Route 6 | putnamboe.com Continues daily through SUN 1. See Page 11 for times. SAT 24 Dutchess Early Voting FISHKILL Noon – 5 p.m. Fishkill Town Hall 807 Route 52 elections.dutchessny.gov Continues daily through SUN 1. See Page 11 for times. MON 26 City Council BEACON 7 p.m. City Hall 845-838-5011 | cityofbeacon.org MON 26 School Board BEACON 7 p.m. Beacon High School 845-838-6900 | beaconc12.org TUES 27 Board of Trustees COLD SPRING 7:30 p.m. Via Zoom 845-265-3611 | coldspringsny.gov CHAIRS re-created Online Auction Benefit Oct. 22 through Nov. 14, 2020 Live viewing Nov. 11-14, 10-5 Garrison Art Center Galleries 46 artists have re-created over 50 chairs as a gift to Garrison Art Center. This auction will support recovery from the difficulties of the pandemic and make it possible to continue to inspire future artists and to ensure the Art Center's acclaimed education and exhibition programs thrive. Use phone camera here to see auction Garrison Art Center garrisonartcenter.org PARTICIPATING ARTISTS John Allen Justin Allen Emil Alzamora Marc Bernier Emily Brown Kit Burke-Smith Chuck Burleigh Peter Bynum Diana Carulli Renee Curci-Ivanoff Tim D’Acquisto Marylyn Dintenfass Thomas Donahue Susan English Justin Feimer Marcy B. Freedman Barbara Smith Gioia Kyra Hazou Julie Heckert Thomas Huber Carla Rae Johnson Irene Karlén Grace Kennedy Lisa Knaus Martee Levi Cecile Lindstedt Sascha Mallon Friedrike Merck James Murray Chantelle Norton Irene O’Garden Michael Plotrowski Kim Pitt-Foster Diana Polack Hildreth Potts Kelly Preusser Sheila Rauch Melissa Schlobohm Ursula Schneider Patricia Schories Betty Stafford Tracy Strong Carinda Swann Peg Taylor Diana Vidal Coultor Young Above detail: Hildreth Potts Friends of the Hudson Philipstown and Beacon residents picked up trash along the Hudson River on Saturday (Oct. 17) as part of the ninth annual Riverkeeper Sweep. The volunteers included, at Little Stony Point Park, members of Girl Scout Troop 2032 and Brownie Troop 1091 from Cold Spring. More than 259 tons of debris have been removed between Brooklyn and the Adirondacks since the first cleanup in 2012. Photos by Ross Corsair Making Connections Beacon artist ‘pulls threads’ to pair works By Alison Rooney Code-switching is the practice of alternating in conversation between two or more languages or dialects. It also has come to refer to when people who don’t have power adopt the language or accent or presentation of those who do. When Jean-Marc Superville Sovak was asked by the Samuel Dorsky Museum at SUNY New Paltz to put together an exhibit addressing the reckoning which has followed the killings of George Floyd and Breonna Taylor, the Beacon artist began by considering what art institutions put on their walls. Whom, he asked, are museums meant to serve? The resulting exhibit, *We Wear the Mask* — its title taken from a poem by Paul Laurence Dunbar — continues through Nov. 22. It consists of 19 works and artifacts selected from the more than 6,000 objects in the Dorsky’s permanent collection, spanning nearly 3,000 years. From the start, Sovak, who was born in Montreal to parents who are Trinidadian and Czech, had big questions to ponder. He says he recognized that the pieces in the Dorsky collection were likely not chosen by people of color. “We need to figure out how can we make space for everyone,” he says. “This exhibit is a ‘We see you, we get it’ small action that the museum has taken.” Although the size of the Dorsky collection was daunting, Sovak says he “started pulling on some threads I found in the collection, and wove them into race and representation. Because there was such a range in terms of the age — from Egyptian funerary figures on up — it felt like a lot to get through.” He says he came to see the curation as more of a discourse on how the museum can look at itself. He notes that most of the works are not by Black artists. “Obviously institutions, not specifically the Dorsky, were not designed to address people of color because they were not administered by people of color,” he says. “So, it became more about the kind of power dynamics visible in the work.” Sovak says his job as curator was “finding ways for these objects to talk to each other.” Early on, an engraving by African American artist Henry Ossawa Tanner of Christ walking on water caught his eye. As Sovak explains in a video that accompanies the exhibit, he had to ask himself what, if anything, it had to do with race and representation. “Then, looking again, I realized what Tanner had done or, more precisely, what Tanner had not done,” he says. “Since Jesus’s face is never defined, it can shift depending on what viewers choose to project. It occurred to me: Was Tanner code-switching from one audience to another?” “Each dive into the collection’s database became an opportunity to find ways in which each artist’s object or each artist’s subject was, in their own way, wearing the mask. The works in the collection are juxtaposed in the form of visual code-switching, exposing the power differentials that brought them into being.” Sovak said that during a discussion with a student group he was leading through the exhibit, when he asked if everyone were familiar with the term “code-switching,” a Black student raised her hand and said, “I’m code-switching right now.” Says Sovak: “That gave everything clarity.” As an example of his process, Sovak paired an African mask and a photo taken during the Harlem Renaissance of the 1920s. “Talking about race, you’re talking about power, hierarchy, power dynamics, caste,” he explains. “Most museums’ collections of what we call ‘African art’ are problematic, because Africa’s heritage is scattered. How do we address that, besides the obvious solution of repatriating it? I found a connection between the mask, with its idealized aspects of femininity, and the photo, which has something to say about black gay beauty.” Sovak also paired two sculptures. One, by an African American artist, Richard Howard Hunt, is a casting for a work called “Freedmen’s Column,” which “shows liberty coming always at the price of someone being compromised,” Sovak says. “It’s trying to spread its wings but is already compromised.” The other sculpture is a bit of a mystery. “Nobody [at Dorsky] knew what it was,” he says. But his research revealed that “it bears an almost exact resemblance to objects from a traditional tribe, the Tuareg, in Mali. They would pitch their tents and hold down the corners using these objects.” The two sculptures have different functions: “One is very specific but removed from its specificity, and the other has the function of elevating the idea of compromised freedom and liberty. The way they talk to each other has something to say about the way that they came about. That’s what I mean by there are threads — even though the objects might not seem to have any connection to each other. That was the task at hand.” *The Samuel Dorsky Museum of Art, located at 75 Mainheim Blvd., in New Paltz, is open from 11 a.m. to 5 p.m. Wednesday through Sunday. See newpattz.edu/museum or call 845-257-3844.* Mouths to Feed Witch Way By Celia Barbour No eye of newt, toe of frog or adder’s fork spiced up the meals I cooked for the witches. In fact, their diets were notable mostly for their ordinariness. They ate chili with cornbread, pasta with red sauce, stir-fry over rice, mac and cheese and chicken curry during the two weeklong occasions that I helped cook for their annual regional gatherings many years ago. They also ate a lot of sweets. Hardly a day slipped into night without all 120 of them clamoring back into the cleaned-up kitchen for bedtime milk and cookies. Not to say that everything about them was run-of-the-mill. Their outfits, for example. Both men and women wandered the woods in Druidian robes, earth-goddess getups featuring elaborate fruit-and-flower head-dresses, gold lamé evening gowns, fairy wings and even, well, nothing (due to state health regulations, they had to restrict their nudity to non-food-service settings). Even more striking was their gratitude. If they liked a meal, some jolly subset of them would appear in the kitchen to beat out their thanks on drums. Other times, they’d sing or dance, write the cooks a poem, present us with an herb salve or drawing, or offer a simple, solemn bow. I had heard about this gathering of witches*, a kind of summer camp-meets-professional convention, through a network of fellow cooks, who promised that cooking for the group would be fun. That it was. But the witches were more than just entertaining. As I marveled at their almost palpable joy, I thought of early religious groups like the Quakers and Huguenots, who’d risked shame, censure and even imprisonment in the Old World for the sake of worshiping in ways that felt authentic to them. What relief and gratitude they must have felt when they could gather freely, in a place that tolerated their faith. Research suggests that some contemporary witches practice “black” magic, working with dark forces toward dishonorable ends. But the ones I met during those weeks seemed more like Glinda’s temperamental cohorts. They adhered to a belief system which prioritizes nature and women. They cast spells in hopes of saving the planet. I think about them every October because, well: Witches. It’s their season, after all, along with ghosts, goblins, skeletons and pumpkins. But I also think about them because of their outsize affection for sweets. There’s something about October’s velvety-dark and chilly nights that makes a bedtime snack of cookies and milk feel especially fitting. All the more so this year, with trick-or-treating on hold. One of the recipes I learned during those weeks came from a lovely but scatterbrained kitchen colleague who was always late, always forgetful and always whipping things up on the fly. One evening she completely forgot it was her turn to make the bedtime snack. With a half hour to go, she threw together simple peanut butter cookies from memory that were remarkably delicious. “How’d you do that?” I asked her. “Easy-peasy,” she said. “It’s one cup peanut butter, one cup sugar, one egg. For a big group, you just multiply.” I was skeptical that such a barebones recipe could result in actual cookies. Nonetheless, I memorized it on the spot (not hard) and have tried it many times since. Indeed, it works! However, I’ve also tweaked and improved it, because that’s the kind of magic I like to perform. “They called themselves “witches” rather than Wiccans or Pagans as a way of reclaiming a term of opprobrium. Many marginalized groups have likewise adopted terms once used by others to insult them. Spookily Easy Peanut Butter Cookies Makes 2 dozen 1½-inch cookies Bob’s Red Mill makes white rice flour as well as sweet rice flour; either works here. If you can’t find rice flour, pulverize rice in your blender until very fine. These cookies are gluten-free, but not (obviously) allergen-free. Take extra care with all your cooking equipment and utensils if any peanut-allergic people use or visit your kitchen. Peanut butter is hard to wash off surfaces! 1 cup smooth or crunchy pure peanut butter (be sure to use the kind containing nothing other than peanuts and salt) ⅔ cup white sugar 2 tablespoons rice flour (see headnote) 1 large egg ½ teaspoon sea salt, plus more for sprinkling (optional) Heat oven to 325 degrees. Line a baking sheet with parchment paper. Combine the peanut butter, sugar and rice flour in a medium bowl. Mix thoroughly until no dry patches remain. Add the egg and salt (if using) and mix to combine. Scoop or roll the batter into balls and arrange on the baking sheet. Flatten gently using the tines of a fork. Bake 10 to 12 minutes, turning the pan halfway through baking. If you like sweet-salty cookies (as I do), sprinkle the tops with a few grains of sea salt. Allow cookies to cool 5 minutes on sheet before transferring to a rack to cool completely. Karen Smythe NEW YORK STATE SENATE “The Hudson Valley needs a fresh start. I will fight to ensure our region and our residents get their fair share.” Karen is endorsed by: To see a full list of endorsements and more, visit www.karen4nysenate.com Saffron Station Philipstown doctor joins experiment to grow spice By Alison Rooney After closing her solo practice, dermatologist Hara Schwartz, who lives in Philipstown and is the mother of twin 7-year-old boys, says she craved a project — preferably a big one. A friend, Hannah Milman, the former longtime craft editor for Martha Stewart Living, suggested Schwartz transform an abandoned greenhouse on the Route 9D property where Schwartz and her family recently bought a home, by growing saffron. This is not as entirely out-of-left-field as it seems, because Milman is a steward of the New York Saffron Project, which is experimenting with the cultivation of saffron in New York City and across the state. Each location is named for its ZIP code, so once Milman had a look at the greenhouse — which was built in the early 1950s by Lord & Burnham — Experiment Station 10516 was born. Schwartz and Milman will be selling saffron tea and plants at the Cold Spring Farmer’s Market on Saturday, Oct. 31. They will be joined by Laura Sansone, founder of the New York Textile Lab, who sells products dyed with locally harvested saffron and other plants. Saffron, or crocus sativus, is a labor-intensive crop to harvest, which makes the spice expensive and limits its use in the kitchen. According to the North American Center for Saffron Research & Development, which is based at the University of Vermont, it is grown mostly in West and Central Asia and the Mediterranean region in places with low soil fertility and limited rainfall. (It’s most commonly associated with Spanish paellas and Mediterranean and Middle Eastern cuisine.) Until recently, scientists assumed that saffron could only be grown in colder regions in high tunnels, but research has proved otherwise. Schwartz, whose family moved to Continental Village when she was in elementary school, was intrigued by the idea of becoming a saffron farmer and, with help from horticulturist Brian Bergen, she dug in. “I wouldn’t call myself a gardener, but I am a great student and enjoy learning,” she says. “I am attracted to the hard, manual work this project requires and I love getting my hands dirty.” After cleaning the greenhouse, she planted 2,000 saffron bulbs, which are known as corms. Most were planted in terracotta pots left behind in the greenhouse, and she and her sons also planted 300 in an outside garden. “Unlike most crocus-type plants, saffron corms bloom sometime between October and November,” she explains. “Sprouts appear in September and October, followed by flowering. The harvesting of the three filaments, called stigmas, and the drying of the spice occur around October or November.” Saffron leaves remain green and continue to grow over the winter. “From April through June, baby corms cluster around the mother corm, which dies in the late spring when the leaves turn brown,” Schwartz says. “The corms go dormant in July and August. My hope for the ones planted outside is that next year I’ll have 1,000.” Schwartz says she wanted to restore the greenhouse for another reason: as a place for the community. “I love the idea of the community visiting the greenhouse, pulling on the long chain connected to the pulley system that opens all the windows and touching the old gardening tools that were uncovered in the cleanup,” she says. In addition, “I want to bring corms to local restaurants to plant, and they can use their saffron in their cooking.” The greenhouse, which still has the original cypress holding the panes, has a long history. Two rear greenhouses and a potting shed were built by Henry Finck soon after his family purchased the home in 1932. Ron and Priscilla Richley bought the property in 1967 and ran H.G. Finck’s Florist for a year before renaming it Richley’s Country Florist for seven years and then changing the name to Everlastings Shop while shifting to dried flowers and antiques. Schwartz says the Richleys have been sharing photos and stories, some of which were passed to them by the Fincks. She says many greenhouse treasures were left behind, including wooden crates, terracotta pots, tools and other artifacts. “I’m enjoying every minute of this,” she says. Protest (from Page 1) figures for police officers because the city was negotiating a contract with the Patrolmen’s Benevolent Association, the police officers’ union. The budget was adopted in December, while the PBA contract was adopted in January and expires at the end of 2021. Because of the negotiations, “when we put [the 2020] budget together, it was based off 2018 salaries,” Ruggiero said. Susan Tucker, the city’s finance director, said: “I’m not putting increases into the salary lines until a contract is settled,” noting that the anticipated spending was included in the 2020 budget in a contingency fund. If the proposed 2021 budget is adopted, spending on the Police Department would represent 26 percent of the city’s general-fund spending. (The water and sewer funds, which would have 2 percent increases, are budgeted separately.) The council for the next several weeks will meet virtually with department heads to discuss budget needs; police and fire are scheduled for Monday (Oct. 26). Ruggiero said on Tuesday that he would bring figures to that meeting to show what the 2020 police budget would be had it used salary figures from the current PBA contract. An hour before that discussion, several people called in to the meeting while standing outside the mayor’s home, where the protestors were chanting and calling for Kyriacou to resign. During a 30-minute public comment period, 16 callers voiced their displeasure with the budget. “Where have you been? Where is your mind at? Where is your heart at?” asked Ben Wills. “We’re your community; we need a government that represents what we want, that represents our needs.” Callers said the proposal was a slap in the face after months of protesting following the death in May of George Floyd while in police custody in Minneapolis. “It is almost beyond imagination at a time such as this that you would conceive of increasing the police budget,” said Matt Casey. “It is the exact opposite of what the community is asking you to do.” Salaries aren’t the only component of the police budget established by contract. Kyriacou’s 2021 proposal includes an increase of nearly $77,000 in police pension costs that are also negotiated with the city. In addition, the union contract calls for a minimum of four officers — a sergeant, front-desk officer and two patrol officers, along with the chief and a lieutenant — on duty for each shift, other than the overnight shift, which requires additional officers. If the city were to downsize the Police Department, the contract’s per-shift requirement would not change, and the remaining officers would have to work overtime to meet the requirement, Kyriacou explained. “Our ability to affect staffing in the Police Department is affected by collective bargaining,” he said. “Right now, if we are to reduce staffing, it will simply increase 150 percent in terms of overtime.” The proposed budget does eliminate the department’s K-9 program — the officer will stay but the dog will not. Several callers Monday night criticized Kyriacou for other elements of the budget, including the decision to not raise taxes to the maximum allowed under a state tax cap and a $25,000 reduction from last year in the Recreation Department’s budget. The recreation decrease, Ruggiero said, is due to the city not hiring as many after school counselors as it typically would because of the pandemic shutdown. There are no cuts in the department’s services or programming, he said. Kyriacou addressed taxation during the meeting, calling property tax “one of the most regressive taxes we have.” Because buildings with more than three apartments are considered commercial properties, rather than residential, they are taxed at a 30 percent higher rate, he said. “In the current real-estate market, with low vacancy rates, any tax increase is fully passed along to renters,” the mayor said. “It’s one of the reasons to be careful. Some people can say ‘I’m happy to pay additional tax,’ and I’m one of those people, but you meet people on fixed income, especially seniors. People of fixed income are hit in exactly the same way as people of substantial means. We end up losing people for that reason. It’s not that straightforward.” After meeting with the fire and police departments on Monday, the City Council is scheduled to confer with the heads of the highway, water and sewer departments on Nov. 12. A public hearing on the budget will take place Nov. 16. The council must adopt the budget before Dec. 31, although the vote has historically been earlier in December. On Monday, Council Member Terry Nelson asked residents for patience. “I know there’s a lot of frustration,” he said. “This [budget] process is a very tedious one. Think of it as a family road trip. You’re figuring out what to take with you, and along the way you’re going to take things out and remove things that are not necessary. Be patient. This is going to take a while but we’re going to get there.” Lawsuit (from Page 1) 2018 after the Zoning Board of Appeals, in a decision backed by the Village Board, denied their application to construct the tower. AT&T Mobility, which also hopes to use the tower, sued the village separately. The residents brought their own legal action “so that our village can follow the law without being bullied by the telecoms,” David Eisenbach, a leader of the group, explained on Monday (Oct. 19). He said records from Village Board meetings, plus news articles quoting Mayor Michael Bowman and his predecessor, Bill O’Neill, “reveal the telecoms bullied and intimidated our elected officials, who felt they had no choice but to agree to the settlement.” He added that the residents want the village to allow more public input on changes to the cell tower plans made after the settlement and that the “ultimate goal is to find a sensible location” for the tower. On Thursday (Oct. 22) he suggested the Butterfield redevelopment complex in Cold Spring or the Philipstown Highway Department on Fishkill Road in Nelsonville as possible locations. The settlement, according to the lawsuit, “is a fundamentally flawed, illegal and dangerous litigation tool.” The 33-page lawsuit accuses the cell-tower companies of employing a “sue-and-settle gambit” and wielding their resources with such a “hefty thud” that Nelsonville “caved” and failed to represent the interests of its citizens. The lawsuit also charges that the settlement “bargains away” village zoning control and law-enforcement powers, represents “spot zoning,” and “promotes private interests at the expense of the general welfare.” Village officials received the document on Wednesday (Oct. 21) and on Thursday Mayor Mike Bowman said they are working with the village lawyer and insurance company to meet a 21-day deadline to answer the claims. Homeland Towers’ lawyer did not immediately respond to a request for comment. The lawsuit argues that the settlement failed to comply with the National Environmental Policy Act and Endangered Species Act, as well as the New York State Environmental Quality Review Act. Neither the village and cell-tower companies nor the presiding judge “conducted any environmental review of the project before adopting” the settlement, the lawsuit states. “Without any study of the project’s impact on threatened and endangered species, its environmental impacts might well be irreversible.” A Cold Spring homeowner who lives on Parsonage Street, which borders Nelsonville, and a couple who live on East Mountain Road South in northern Philipstown joined the Nelsonville residents as plaintiffs in bringing the legal action, which contends that the tower is “in such close proximity” to Nelsonville properties as “to generate adverse environmental impacts that are unique and fundamentally different from [those facing] the public at large.” (East Mountain Road is about 2 miles from Nelsonville.) Among likely threats to residents, the complaint lists “light and visual pollution,” increased stormwater runoff, causing erosion; elimination of habitats for birds, mammals and native plants; and displacement of animals, including the endangered Indiana Bat and threatened Northern Long-Eared Bat. Phil Schatzle (1934-2020) Philip Louis Schatzle, 86, of Cold Spring, died Oct. 18, surrounded by family members. He was born in Nelsonville on Sept. 20, 1934, the son of Francis and Mary (Nevins) Schatzle, and raised there. He settled in Cold Spring after his marriage to the former Margaret McKenna. Phil graduated in 1952 from Haldane High School, where he excelled academically, musically and athletically. He held a bachelor’s degree in science education from Albany State University, a master’s degree from Teacher’s College and an administration degree from SUNY New Paltz. Phil taught chemistry for 38 years at Briarcliff High School. He was given the affectionate nickname “King Philip” by his students and was honored with a New York State Teacher of the Year Award. He also coached tennis and served on the Briarcliff Alumni Committee. He joined the U.S. Army in 1956, at age 22, serving in Germany during the Korean War. He later joined the local American Legion and Veterans of Foreign Wars posts, and served as VFW commander for more than 10 years. In 2017 he was inducted into the New York State Senate’s Veterans Hall of Fame on a nomination by state Sen. Sue Serino. In 2016 he was among a group of nine veterans who traveled to Washington, D.C., to see the national war memorials during a trip sponsored by the Legion and VFW. His family said he always looked forward to visiting the veteran’s hospital, selling poppies, planning the Cold Spring Memorial Day Parade and sending packages to soldiers and veterans during Christmas. Phil was a parishioner of Our Lady of Loretto in Cold Spring, where he was baptized, served as an altar boy, usher, religious school teacher and member of the Knights of Columbus. He also was president of Philipstown Seniors for more than seven years, an AARP driver’s education teacher and a Cub Scoutmaster. Phil enjoyed tennis, gardening, swimming, church services and his pets. He loved to play the piano and would perform for patients at the Rosary Hill Home in Hawthorne. For Christmas parties and events, he would dress up as Santa. He had a great sense of humor, his family said, and often told funny stories about growing up in Nelsonville. Besides his wife, Margaret (“Big Peg”), he is survived by his children, Suzanne Schatzle, Philip Schatzle (Claudia) and Margaret Mary Schatzle (“Little Peg”), as well as a granddaughter, Arielle Schatzle-Lhotan, who called him “Poppy.” He also is survived by his brother-in-law and sister-in-law, Packy and Betty-Ann Shields; a cousin, Terry Lahey; and his childhood friends, Edward Englebride, Ray Champlin and Jimmy Cone. His four brothers died before him. A Mass of Christian Burial was offered today (Oct. 23) at Our Lady of Loretto. Memorial donations may be made to the American Legion/VFW, c/o Tom Kivel, 3501 Route 9, Apt. E, Cold Spring, NY 10516. Jasmine Velez (1983-2020) Jasmine Velez, 36, of Carmel, died Oct. 10 in a crash at the intersection of Route 9 and Route 301 in Philipstown. Velez was the passenger on a motorcycle. Details about the accident were not immediately available from the Putnam County Sheriff’s Office. Velez was born Nov. 5, 1983. A graduate of Carmel High School and Ithaca College, she was the program director at the Haverstraw clinic of the Lexington Center for Recovery, a nonprofit agency that provides services to those suffering from alcohol and substance abuse. Velez is survived by her 9-year-old daughter, according to the center, which launched an online fundraiser for her benefit at bit.ly/velez-fund. Important Nelsonville Alert! The Village of Nelsonville Seeks Feedback About AIRBNB and Short Term Rentals Nelsonville encourages its residents to complete a survey on this issue by November 11. This survey, in addition to feedback given at public meetings, will help the board as it debates the matter. A link to the survey can be found on the Village website: nelsonvilleny.gov Nelsonville residents preferring to complete a printed copy of the survey can pick one up at Village Hall (258 Main Street). Haldane Performs Well at Milton Invite Both teams finish second in their groups By Skip Pearlman The Haldane High School cross-country teams turned in solid performances on Oct. 17 at an invitational meet at the Hudson Valley Sports Complex in Milton. The boys finished second in their group, which included Greeley, Yorktown, Pelham, Nyack and Ardsley. Walter Hoess paced the Blue Devils, finishing fifth in 18:01. Luke Parella was sixth in 18:04 and Everett Campanile was eighth in 18:09. Among the other Haldane runners, John Kisslinger was 19th in 19:45 and Conrad White was 21st in 19:53. Newcomers Rowen Kuzminski finished in 20:02 and Julian Ambrose in 20:12. “I’m thrilled beyond belief,” Coach Tom Locascio said after he meet. “We haven’t had three runners finish in the 18-minute range in several years. That really helps with team scoring. And our fourth and fifth runners also broke 20 minutes. Hoess turned in a solid performance and Luke and Kisslinger each had a fantastic last 200 meters.” The girls’ team also placed second in their group, paced by Shannon Ferri, who won in 20:51. Newcomer Caroline Cates finished sixth in 23:02; the other finishers were Celia Drury, Helen Nichols and Erris Maguire. “We had an injury to our No. 2 runner [Eloise Pearshall] on the course, so she did not finish,” said Locascio. For that reason, “the girls didn’t score as well as we thought, but Cates was great in only her second race and Celia also ran strong.” Haldane is scheduled to compete at a second Milton Invitational on Saturday (Oct. 24). Boys’ Soccer Haldane 3, Croton-Harmon 0 Lourdes 4, Haldane 0 Putnam Valley 3, Haldane 0 Beacon 7, Arlington B 0 Chase Green (5), Derek Bilyeu (1), Warren Banks (1) Beacon 6, Peekskill 1 Banks (5), Miguel Ruiz (1) Girls’ Tennis Beacon 7, Brewster 0 Lourdes 6, Beacon 1 Lourdes 7, Beacon 0 Ketcham 4, Beacon 3 Briarcliff 5, Haldane 0 Pleasantville 3, Haldane 2 Briarcliff 4, Haldane 1 **CrossCurrent** **ACROSS** 1. Manhandle 5. Kimono sash 8. Hollywood clashing 12. Otherwise 13. Paid athlete 14. Swindle 15. Glass made of lava 17. Small songbird 18. Series of battles 19. Individual 20. Too thin 21. Prompt 22. Evergreen type 23. Happen 26. Andean vultures 30. Courts 31. Email alternative 32. Pedestal occupant 33. Panacea 35. Golfer’s aid 36. Rowing need 37. Junior 38. Suspicious 41. Pal 42. Hot tub 45. Stereo hookup 46. — bacon 48. Pod vegetable 49. Plant bristle 50. Fairy tale baddie 51. Lowly worker 52. Thickness **DOWN** 1. Cat call? 2. Actress Jessica 3. Cold War abbr. 4. Muumuu accessory 5. Put one’s two cents in 6. Highland hillside 7. Charged bit 8. Early era in England’s 20th century 9. Mentor 10. File command 11. Transmitted 16. Gloomy 20. Card player’s call 21. Janitor 22. Hounds’ prey 23. Possess 24. Bill’s partner 25. Trig ratio 26. Rotating part 27. Peculiar 28. Scepter 29. Like 22-Down 31. Bear hair 34. Shaft of light 35. Last few notes 37. Optimistic 38. Buy stuff 39. Woodsy walk 40. Natural hairstyle 41. Cry loudly 42. Portent 43. Law firm aide, for short 44. From the beginning 46. Upper limit 47. Mutt --- **7 Little Words** Find the 7 words to match the 7 clues. The numbers in parentheses represent the number of letters in each solution. Each letter combination can be used only once, but all letter combinations will be necessary to complete the puzzle. **CLUES** 1. acting sister of Kate Mara (6) 2. capital of Scotland (9) 3. longing (8) 4. they help you to step up (5) 5. putting on a new jacket, say (10) 6. many artists in the 1800s (9) 7. unplanned (10) **SOLUTIONS** ROO VER YEA EDI NG RGH ANT TAL ING CI ROM AC GS RNI NBU RUN DEN NEY ICS RECO © 2020 Blue Ox Family Games, Inc., Dist. by Andrews McMeel --- **SudoCurrent** | | 1 | 8 | | | | | | | | |---|---|---|---|---|---|---|---|---|---| | 2 | | | | | | | | | | | 3 | | | | | | | | | | | 4 | | | | | | | | | | | | | | | | | | | | | |---|---|---|---|---|---|---|---|---|---| | 1 | | | | | | | | | | | 2 | | | | | | | | | | | 3 | | | | | | | | | | | 4 | | | | | | | | | | --- **Puzzle Page Sponsored by** Country Goose 115 Main St. Cold Spring, NY 10516 845-265-2122 --- Answers for Oct. 16 Puzzles 1. DEFOE, 2. MARCHERS, 3. DESPERATE, 4. AUCKLAND, 5. FUNGIBLE, 6. LUMINOUS, 7. BEAT Answers will be published next week. See highlandscurrent.org/puzzle for interactive sudoku. Girls’ Soccer Roundup By Skip Pearlman Beacon 8, Peekskill 0 Lourdes 6, Beacon 1 Lourdes 5, Beacon 0 The Bulldogs fell twice last week, at home and away, to a tough Our Lady of Lourdes team. At Beacon on Wednesday (Oct. 21), the Poughkeepsie squad scored two minutes into the game, although the rest of the first half was competitive. The Bulldogs had scoring opportunities, but an inability to finish has been a continuing problem. The second half was a different story, as Lourdes hurt Beacon with its speed on the outside of the field. “We made some adjustments [after the first Lourdes goal], and the team played phenomenal with simplified roles,” said Coach Hugo Alzate. “They followed the plan and it led to some effective counterattacks and built a lot of confidence. But in the second half, they broke us down on the flanks. Their speed makes them a dangerous team. “We learned a lot against Lourdes in those two games,” Alzate said. “And there were a lot of positives from our leaders, and our young group. We’re really looking forward to the rest of the season.” Beacon’s win on Oct. 15 over Peekskill came on Senior Day. Kasey Senior, a 12th grader, and Reilly Landisi, an eighth grader, each had two goals in the win, including their first varsity goals. Eighth grader Rory LaDue also scored her first varsity goal and Devyn Kelly and Chelsea DerBoghossian each scored. The Bulldogs (1-2) are scheduled to host Poughkeepsie today (Oct. 23). Beacon will visit Haldane on Saturday (Oct. 24) and Ketcham on Monday. North Salem 4, Haldane 0 Haldane knew it was in for a fight on Tuesday (Oct. 20) against North Salem, and the Tigers gave the Blue Devils all they could handle, going up 3-0 by halftime. Coach Steve Schweikhart said each goal took a little more out of his team. “We were solid the first 10 minutes,” he said. “But when North Salem scored 12 minutes in, I thought we got back on our heels, and they took advantage.” That’s when the Tigers started to control possession and the game, he said. “They started coming in waves, because they knew we were not connecting passes and getting out of our defensive third with any success,” the coach said. “It led to constant pressure on our defense. We were hoping to get out of the first half down 2-0 so we could regroup and maybe make a push in the second half, but when they made it 3-0 just before the half, that made things a lot more difficult.” The team played better in the second half, but it was too late. “We challenged the girls at halftime to play with more confidence and heart,” Schweikhart said. “I have no complaints there at all. It is difficult to play a quality team like North Salem without a true center midfielder. We had Sara Ferreira holding down the fort for the first two games, but she injured her knee and is out for at least two weeks. “We had Sophia Scanga and Finola Kiter filling that role today, and they both did an admirable job. But it’s tough to ask kids who have not really played that position to step in and deal with a team like North Salem.” Schweikhart said he’s seen good signs in the team’s first week. “Our defense has been unbelievable in the first three games,” he said. “Mazzie Maxwell, Bianca Harmancin, Essie Florke and Ella Ashburn have far exceeded our expectations. “Ruby Poses has done a great job in the net as well,” he added. “Because we’re not scoring right now, her efforts have kind of been lost in the shuffle.” Haldane lost at Croton-Harmon, 1-0, on Thursday (Oct. 22), to fall to 0-1-3. The team is scheduled to host Beacon on Saturday and Lourdes on Monday.
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Safe use of social media Mathew Lea Safeguarding Manager E: email@example.com T: 0208 487 7000 Safe use of social media Close Click on the CHAT icon Then close the Q&A box What this webinar will cover • The risks of social media • Best practice through common scenarios • How to use social media, while keeping yourself safe and maintaining professional boundaries • What to do if you have a concern What do you think children do online? PLAY CONNECT CREATE LEARN What happens in 60 seconds - **Facebook**: 701,389 Facebook logins - **WhatsApp**: 20.8 million+ Messages - **YouTube**: 2.78 million Video Views - **Tinder**: 972,222 Swipes - **Google**: 2.4 million Search Queries - **Spotify**: 38,052 Hours of Music - **Vine**: 1.04 million Vine Loops - **Instagram**: 38,194 Posts to Instagram - **Netflix**: 69,444 Hours watched - **Emails Sent**: 150 million Emails Sent - **Uber Rides**: 1,389 Uber Rides - **Photos Shared**: 527,760 Photos Shared - **App Downloads From Apple**: 51,000 App Downloads From Apple - **In sales**: $203,596 In sales - **New LinkedIn Accounts**: 120+ New LinkedIn Accounts ©2016 Excelacom, Inc. What risks do you think children face online? • Inappropriate content (pornography, child abuse images, violence, self-harm, etc.) • Cyberbullying • Self-generated child sexual abuse images (nude selfies) • Online grooming • Using inappropriate/offensive language Paris Brown: Kent youth PCC resigns after Twitter row The teenager was appointed last Wednesday to build a bridge between young people and policing in what was described as a "real hands-on role". But The Mail on Sunday reported at the weekend Miss Brown had boasted about her sex life, drug-taking and drinking on her Twitter account @vilulabelle and had also posted violent, racist and anti-gay comments. The Twitter page has since been removed. Social media risks Video courtesy of NSPCC What are the signs and indicators of online abuse? - Withdrawn or upset after using the internet - Suddenly behaves differently - Secretive - Has lots of new online ‘friends’ - Thoughts about suicide - Self-harms - Takes risks - Has a ‘secret’ mobile phone - Aggressive - Depressed or anxious after using the internet - Changes in eating habits - Miss coaching sessions - Obsessive behaviour What you can do to help keep children safe online Let them know who they can talk to if they have a concern Know what to do if they do talk to you! Role model appropriate behaviours Respond to any concerns raised or spotted Put measures in place at your venue to limit/control internet access Scenarios • Is it okay? • Are there any issues or risks? • What would make it safe? Scenario 1 One of the 16 year olds at your club sends you a friend request on Facebook Scenario 2 A parent posts some pictures on the club’s social media page with the names of the children in the photos Scenario 3 A 12 year old tells you that another junior member is bullying them online and on WhatsApp What are the risks to adults? Inappropriate behaviours Digital footprints and reputation to your organisation Blurring of boundaries Online, offline Making social media safer When using social media (either as a club or a coach), you need to consider: - Safe recruitment and selection for those managing your social media - Best tool to use to present information - The type of content to upload e.g. photos, discussion groups - How you can ensure that communication takes place in an appropriate manner Also... - Link to codes of conduct - Provide guidance on adult / child communication - Acceptable Use and Social Media Policy - Role model positive behaviours online (and offline) - Clear reporting lines for concerns What to do if you have a concern If you have a concern about a young person’s online activity, you can contact: - LTA Safe and Inclusive Tennis Team: 0208 487 7000 - NSPCC: 0808 800 5000 - Police: 999 (emergency) / 101 (non-emergency) To report illegal and criminal content: - Internet Watch Foundation (IWF): https://iwf.org.uk/ - Child Exploitation and Online Protection (CEOP): https://ceop.police.uk/safety Further support and reading NSPCC https://www.nspcc.org.uk/share-aware UK Safer Internet Centre http://www.saferinternet.org.uk THINK UK KNOW www.thinkuknow.co.uk Thank you Get in touch! firstname.lastname@example.org 0208 487 7000
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Where the Prairies Meet the Pines (a piece for jr. high band by Tyrone A. McKenzie) Inspired by the history of Prince Albert and area Intro: Spanning between 12,000 and 7,500 years ago, this period represents the first archaeological evidence for human occupation in North America. The area was named “kistahpinaninhk”, meaning “sitting pretty place, or meeting place. It became a gathering place for Dakota Oyate, Dene and Cree peoples. Prince Albert is one of the oldest settlements in the province and has enjoyed a rich and celebrated history. Metis leader James Isbister was the first to settle and farm in the area in 1862 - an ideal spot to build a life where the prairies meet the pines. In the broad valley of the North Saskatchewan River that divides the rich agricultural land of the south, from the broad band of mixed forest to the north, the possibilities seemed endless. In 1866, Reverend James Nisbet arrived and named the new settlement Prince Albert, in honour of the Prince Consort to England’s Queen Victoria. Where the prairies Meet the Pines is dedicated to the First Peoples and Settlers who gathered together in this beautiful area. This music is meant to honour and represent their contribution and commitment to the land that has been a gathering place for centuries. 1. Seven Sacred Teachings (Measures [mm] 1,2) These teachings honour the basic virtues intrinsic to a full and healthy life. “Where the Prairies Meet the Pines” begins with a 7-note motif that runs throughout the piece. The 3 Indigenous sections are also 7 measures in length. This is meant to pay respect to the Creator who gave these teachings to the First Peoples who inhabited the land long before settlers arrived. These teachings are: Humility Respect Truth Honesty Wisdom Courage Love The first section of the piece [mm3-27], highlights the Indigenous groups who gathered at “kistahpinaninhk”. The four elements of the Medicine Wheel (Fire, Water, Earth and Wind) are represented in each of the 3 sections representing the 5 distinct Indigenous Peoples (Dakota, Dene and Plains, Woodland and Swampy Cree). Murals in the Prince Albert Historical Museum line the walls reminding us of those who gathered where the city of Prince Albert now stands. Wahpeton Dakota Nation [mm3-11] The Dakota Oyate people settled north of what is now Prince Albert. Their history highlights a strong connection to the plains bison, and a connection to in the War of 1812 between U.S.A. and the British Crown, the Dakota Oyate held the land from the Mississippi River moving west into the interior of Central North America on behalf of the British Crown. This is when Chief Flying Thunder (whose descendants are now Members of the Wahpeton Dakota Nation) was given an 1812 King George III British Pre-Confederation Treaty Medal, having “saved the life of a [British] government officer when he was shot and wounded by a Yankee officer” (Pritchard to MacDowall 01/27/1890 PAC RG10 3602 65933; as cited in Elias, 1988, p. 204; p. 243). Taken from: Wahpeton Dakota Nation: An Ethno-Historical Connection to the Prince Albert Region from Pre-contact to Present by Dr. Leo Omani, PhD./Member of Wahpeton Dakota Nation, 2018 A Dakota Prayer Song is heard, along with “God save the King” and reference to river, fire and air. The *Dene* section [mm 12-17] - pays tribute to the Dene people of the north who would come to "kistahpinanihk" to trade. The Dene round dance and references to the river are heard. The mysterious sounds that are represented by the wind chimes and whirly tubes, pay tribute to the great woman, Thanadelthur. **Thanadelthur (1697–1717)** Peacemaker, guide and interpreter for the Hudson’s Bay Company. Thanadelthur was a member of the Chipewyan (Dene) nation who, as a young woman, was captured by the Cree in 1713 and enslaved. After a year, she escaped, and eventually came across the HBC York Factory post, governed by James Knight. Thanadelthur stayed to work for Knight, who needed a translator to help make peace between the Cree and the Chipewyan for trading purposes. Accompanied by an HBC servant and a group of friendly Cree, she went on a year-long mission into Chipewyan territory. She brought the two groups together and — alternately encouraging and scolding them — brought about a peace agreement. This bringing together is represented by whirly tubes with Thanadelthur as mediator between the Cree and Settlers. [https://www.canadashistory.ca/explore/women/canada-s-great-women](https://www.canadashistory.ca/explore/women/canada-s-great-women) **Plains, Woodland and Swampy Cree** [mm 19-26] **Plains Cree** **Woodland Cree** The Plains, Woodland and Swampee Cree [mm19-26] are recognized by two different Cree song fragments as well as a connection to the river, to geese (being represented by the saxes), and a drum roll in the Bass Drum to represent the bison. 2. Metis [mm26-38] The Metis are known for many things, including their music and the Metis section is highlighted by the Isbister Jig, as recorded by John Arcand - [Isbister Jig](https://www.youtube.com/watch?v=A5jTqW3ZJfw) The first recorded permanent settler to the area is **John Isbister**, who came to the area in 1862. Previously working for the Hudson’s Bay Company, with his last position as postmaster at Fort Carlton, his first home was recorded as being near the site of the Historical Museum located near the river in Prince Albert! Later he moved to River Lot 62 near the current penitentiary. Although moving from the area in 1866, **the region was known as Isbister’s Settlement until the arrival of James Nisbet that same year**. During this section of the piece, the bison, represented by the bass drum roll, stops abruptly, indicating how the bison were wiped out, which signaled the end of the settlers need for metis guides. 3. Settlers [mm39-53] The hymn tune **Praise My Soul the King of Heaven**, is one of the hymns found in the Presbyterian hymnal during the time that James Nisbet ministered in Prince Albert. In 1866, Reverend James Nisbet arrived and named the new settlement Prince Albert, in honour of the Prince Consort to England's Queen Victoria. Early settlers were drawn to the abundance of timber and fertile land in the late 1860s and early 1870s. One of the first buildings in Prince Albert built by Nisbet still exists today - the **First Presbyterian Church** which now sits at the north end of Kinsmen Park, and was moved to that site for the Prince Albert Historical Society in 1932. The early missionaries held services in English and Cree, and began a school where children learned to read in Cree through a primer that was prepared by Nisbet himself. 4. Ending [mm 54-60] The piece ends as it began, focussing on the sacred teachings that Indigenous and non-indigenous peoples strive to uphold as a high value. Acknowledgments: I would like to thank Michelle Taylor and the staff at The Prince Albert Historical Museum for their assistance. Having access to articles in their vast database was extremely helpful. As well, they were able to give me a tour and connect me to leaders in the community. Leo Omani provided a wealth of information. He was extremely helpful in making available the research in “Wahpeton Dakota Nation: An Ethno-Historical Connection to the Prince Albert Region from Pre-contact to the Present”. Thank you as well to Leah Dorion who gave me a tour through the Métis section of the Museum and explained her artwork and the deep connection of Métis people to the Prince Albert Region. The Métis people have a rich heritage connecting to the very first settlement in the area. I am also grateful to Kevin Peeace who was involved with the community in putting together murals that depict the history of the region from Pre-Contact and include the Indigenous peoples – Dakota, Dene, Plains Cree, Woodland Cree and Swampy Cree. Each one of you provided important and crucial insight. I would not have had the information to complete this project without your help! Thank you! Sources include: http://www.princealberttourism.com/history http://www.biographi.ca/en/bio/nisbet_james_10E.html https://www.csphe.ca/assets/2015-jamesnisbetandtheforeignmissionscommittee.pdf https://www.canadashistory.ca/explore/women/canada-s-great-women Wahpeton Dakota Nation: An Ethno-Historical Connection to the Prince Albert Region from Pre-contact to Present by Dr. Leo Omani, PhD./Member of Wahpeton Dakota Nation, 2018 http://www.historypa.com/dr_c_h_and_lenore_andrews.html
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Disability inclusion in the Girls’ Education Challenge: The story so far Context Disabled girls have the right to access quality education at a time and place that is appropriate for them on an equal basis with their peers.\(^1\) Inclusive education is also a key component of Agenda 2030, with Sustainable Development Goal 4 focused specifically on ‘…(ensuring) inclusive and equitable quality education.’ Inclusion in education is a key priority for girls with disabilities, helping to improve life chances and reduce poverty, and there is increasing recognition from the development sector that more needs to be done to promote their access to learning and transition. Around 5% of those aged 0-14 years living in low and middle-income countries have a moderate to severe disability, although in Africa this could be as high as 6.4%.\(^2\) Considerable evidence now shows that exclusion from education is a major issue for children with disabilities in low-income countries, with more than 50% of disabled children not in school.\(^3\) But even those in school face barriers to learning and transition, ranging from inaccessible environments, teaching methods and materials to negative attitudes and discrimination from staff, peers and communities. The situation is compounded for girls with disabilities.\(^4\) Whilst there is still a significant lack of reliable data on the education status of disabled people, what evidence does exist indicates a considerable gap in outcomes ranging from lower levels of school enrolment and higher dropout rates, to increased likelihood of experiencing violence.\(^5\) Disabled girls are especially disadvantaged on average accessing one year less education compared with disabled boys and considerably lower literacy rates. In July 2018, the UK Department for International Development (DFID), in collaboration with the government of Kenya and the International Disability Alliance, launched the first Global Disability Summit bringing together high level representatives from governments, donors, civil society, private sector and academic institutions to commit to improving access to development for all disabled people. Inclusion in education was a key theme of the summit and many stakeholders made direct commitments around improving inclusive education for children with disabilities. In relation to the Girls’ Education Challenge (GEC), all project countries with the exception of Ethiopia signed the Global Charter for Change which includes a commitment to: ‘progress and support actions that advance inclusive quality education for people with disabilities, with the necessary resources to put plans into practice: every child has the right to learn from birth’ (Charter for Change, Commitment 4). In fact, most governments in countries with GEC projects have made specific pledges around education for disabled people.\(^6\) Whilst these vary in detail, commonly they focus on improving teacher effectiveness through training in inclusive education; improving access by ensuring schools are built using Universal Design principles; providing better access to assistive technology to support learning; improving implementation of inclusive education policies and better linking budgets to inclusive plans. Many GEC projects complement these activities, thereby offering considerable opportunities for the GEC to contribute towards national commitments on disability inclusion in education. This paper sets out the approach that the GEC has taken in its new phase and the requirements that projects have been asked to meet. It outlines the findings that emerged from the projects’ recent baseline studies and the ways that some projects have adapted to, sometimes surprising, data sets. Finally, it summarises the main lessons that have emerged through these early processes and how they are influencing the way forward for the GEC. \(^1\) United Nations. (1948). Universal Declaration of Human Rights. \(^2\) WHO & World Bank. 2014. p30 \(^3\) The Education Commission. (2017). The Learning Generation: Investing in Education for a changing world. \(^4\) DFID Global Dialogue on Inclusive Inclusion in Education. 2018 \(^5\) Kuper, Sarah & White, (2018) Rapid Evidence Assessment of What works to improve educational outcomes for people with disabilities in low and middle income countries. \(^6\) UNESCO (2018). Education and Disability: Analysis of Data from 49 Countries https://unesdoc.unesco.org/sites/default/files/documents/49-education-disability-2018-en.pdf \(^7\) The exceptions to this so far are: Afghanistan, Ethiopia, Uganda, and Zimbabwe The GEC approach The GEC takes a rights-based approach to disability, acknowledging girls with disabilities have the right to participate as active members of their communities, in all activities, some of which may need to be adapted for accessibility and inclusion. This implies that projects take responsibility for understanding what barriers may exist for girls with disabilities and initiate steps to mitigate them. The emphasis for inclusion in education therefore is placed on reducing barriers and promoting opportunities for participation and learning. Many GEC organisations are new to disability inclusive education and have had to be pragmatic and realistic in taking on their responsibilities towards disabled girls in their constituent target groups. With the support of DFID and the Fund Manager, organisations are taking steps towards improving access for girls with disabilities, responding to the challenges creatively, opening up significant learning opportunities for GEC beneficiaries as well as for DFID and the sector as a whole. Two areas in particular have been identified as important in stimulating projects towards greater inclusion and are now mandatory requirements for GEC projects: 1. The collection and reporting of disability disaggregated data through the external evaluation process 2. Ensuring compliance with DFID’s accessibility standards for all education related construction (whether new or undergoing renovation). Beyond these mandatory requirements a number of further expectations have been communicated to projects, accompanied by the offer of additional technical support. It is anticipated that projects will work towards ensuring all project staff and implementing partners are familiar with the rights-based approach to disability and will facilitate disability awareness training and opportunities for staff to engage with local disability focused agencies and expertise. Projects have also been encouraged to use the data they have collected on disability prevalence to dig deeper into the barriers that might be experienced by disabled girls and to plan project activities with access and inclusion in mind. Where projects find they have a disability prevalence rate of 5% or more they are expected to reappraise their approach to ensure they are doing everything they can to implement activities which disabled girls can participate in and benefit from. In practice however, many projects with lower prevalence rates have been keen to look at what they can do to improve accessibility now that the issue of disability has become more visible. Projects have made really good use of the GEC technical advisors with specific requests and questions around appropriate activities and interventions, including via online webinars which have helped to plug the gaps in knowledge around disability rights, barrier analysis and programming inclusively. These have been especially useful as forums in which projects can share ideas, challenges and solutions. Washington Group questions Since it is important to make sure the GEC is able to capture reliable and consistent data on disability, all projects are required to use the Washington Group set of questions when collecting disaggregated data on disability. The Washington Group set of questions simply asks whether a person experiences any difficulties in several different domains, on a scale from no difficulty to cannot do at all. The results produce a continuum along which everyone can be placed. To record disability prevalence within the population using this tool we followed the Washington Group recommendations and set our cut-off point at all those with difficulty in at least one domain recorded at a lot of difficulty or cannot do at all. This widely used cut off point provides the most accurate representation of the population that has an impairment which is significant enough to cause some level of activity limitation (in other words, a disability). Using the Washington Group questions fits with DFID’s requirements on disability disaggregation but more importantly enables data to be sensitively collected within a human rights framework. The key to making it so successful is that the survey tool avoids using the word disability. This is important because in many contexts disability is associated with considerable levels of stigma which discourages people from disclosing they have an impairment. Parents can also feel the need to conceal the disability status of their child which in some cases may lead to them being hidden away. With so little reliable data available on disability and education outcomes, the GEC has a unique opportunity to contribute to global learning. By standardising data collection across our programmes it will be possible to analyse prevalence rates, learning and transition outcomes for girls with disabilities and match that with qualitative experiences collected through interviews and case studies. Whilst this level of analysis is difficult to do at an individual project level where actual numbers are very small, using data from across the whole portfolio will provide a large enough sample to investigate the impact of disability on education in exciting new ways. DEFINING DISABILITY In the GEC, we follow the UN Convention on the Rights of Persons with Disabilities (CRPD) and DFID in promoting a human rights approach to disability. So we define individuals with disabilities as: ‘…those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.’ (Article 1, CRPD) This concept of disability moves away from the traditional individual, medical-based perspective characterised by a focus on physical deficits (impairments), to one that encompasses the attitudinal, environmental and institutional barriers that limit or exclude people with impairments from participation. In this way, disability is best understood in terms of: Impairment + Barriers = Disability --- 8 http://www.washingtongroup-disability.com Results and findings from baseline data collection In terms of what is known, data from baselines show an overall average prevalence rate of 5% amongst projects which do not have disability as their main target, which doubles to 10.8% for the GECT portfolio with the inclusion of disability specific projects (see Figure 1). This demonstrates that where projects target girls with disabilities more systematically it improves the likelihood of them being included, whereas relying on targeting marginalisation generally results in lower rates of inclusion. Or where data was collected at school level only, a significant amount of exclusion of girls with disability may have already occurred. “Overall, girls with difficulties in remembering and concentrating and those with visual difficulties are the most prevalent.” Individually, many projects recorded rates lower than the overall portfolio average of 5% prevalence; only 36.5% of projects have a prevalence rate of 5% or more, which includes those that have disabled girls as their main focus. Nevertheless, given that most projects did not actively plan for the inclusion of disabled girls it also provides good evidence for the fact that as a universal characteristic\(^9\) disability will affect most population groups. In other words, anticipated or not there are likely to be disabled girls amongst all beneficiary groups in education programmes. Another interesting finding from the GECT baseline data has been the relative distribution of different difficulties (see Figure 2). Overall, girls with difficulties in remembering and concentrating and those with visual difficulties are the most prevalent. Those reporting difficulties in self-care are the least prevalent. Given that globally there are no reliable and comparable statistics on disability in children and young people either in school or out of school we have to take these figures at face value.\(^{10}\) Anecdotally, projects will sometimes report that schools find it more difficult to accommodate children with significant mobility, self-care, hearing and communication difficulties because they require more in the way of adaptations – to infrastructure and teaching. So these figures may represent those girls that are more readily integrated. That is, they are in class but there have been no changes effected by the school to accommodate girls with different learning needs. **Figure 1** Disability prevalence rates* from GECT baselines using the Washington Group questions | PROJECT | PREVALENCE RATE | |---------|-----------------| | A | 0% | | B | 1.6% | | C | 1.7% | | D | 1.7% | | E | 1.9% | | F | 2.0% | | G | 2.7% | | H | 2.8% | | I | 3.2% | | J | 3.3% | | K | 3.4% | | L | 3.7% | | M | 3.8% | | N | 4.8% | | O | 6.2% | | P | 6.9% | | Q | 7.5% | | R | 9.5% | | S | 10.1% | | T | 22.7% | | U | 39% | | V | 100% | * Prevalence rates are calculated on the basis of sample data collected during baselines. **Figure 2** Prevalence of different domains of difficulty | DOMAIN OF DIFFICULTY | PREVALENCE RATE | |-------------------------------|-----------------| | Visual | 1.4% | | Hearing | 1% | | Mobility | 1% | | Remembering & concentrating | 1.5% | | Self-care | 0.7% | | Communication | 1% | **Remembering and concentrating** The relatively higher levels of girls reporting difficulties with remembering and concentrating has generated some interesting discussions amongst some GEC projects. In contexts where girls experience high levels of personal trauma and insecurity, the prevalence rates for those reporting difficulties with remembering and concentrating can be extremely high. It can also be high in areas where food insecurity is significant and where girls are going to school having missed meals. At the moment projects with this situation are being advised to raise the cut-off point for recording disability in this domain to ‘cannot do at all’. At the same time, projects need to recognise that whilst the reason for poor concentration and remembering may not be due to a disability, the effects of these difficulties can impact educational outcomes regardless of their cause. **Opening up the conversation** One of the most encouraging aspects of having all projects collect disability data as part of the external evaluation has been the increased levels of awareness and willingness to talk about disability inclusion. For many projects, disability is a really new area and results from baselines showing higher than anticipated prevalence rates is giving projects new levels of motivation. *WorldVision’s IGATE* project in Zimbabwe, for example, found unexpectedly that 10% of their girls were reporting disabilities. This has generated a new focus on disability from the organisation and as a result they are planning staff training and developing an inclusion action plan. Their intention is to make project activities more inclusive and accessible, and work with all stakeholders to address harmful social norms and negative attitudes towards disability. --- \(^9\) See GECI paper on ‘Marginalisation (part 1)’ for how the GEC is using universal and contextual factors to understand the intersecting characteristics of educationally marginalised girls. [https://www.gov.uk/guidance/girls-education-challenge](https://www.gov.uk/guidance/girls-education-challenge) \(^{10}\) Thompson, S. 2017 *Disability prevalence and trends*. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies Case study: ChildHope and CHADET, Ethiopia ChildHope and CHADET have been on a journey towards mainstreaming disability since the first phase of the GEC (2012- 2017). The organisations have been determined to reach disabled girls but had very little initial experience. During the first phase, they increased their own understanding of disability and used the Washington Group questions to get a better idea of the numbers involved (around 5%). They made links with a local disability partner, FANA who provided training and awareness raising for around 500 teachers. Another main response was focused around the provision of assistive devices to enable the girls to attend and participate in school. For the next phase of the GEC ChildHope and CHADET aim to have more of an impact and a much more intentional approach to inclusion. This will include building further organisational capacity and identifying champions in schools and communities to link with on awareness raising. They’re looking at ways in which to make existing project activities accessible and inclusive rather than trying to set up separate interventions and, importantly, working with the girls from the first phase of the GEC to support their ongoing progress. In this respect having technical expertise available within the Fund Management team has proved quite valuable for project implementers, and has supported external evaluation teams to think through appropriate responses to disability inclusion. Recently for example both Link Community Development in Ethiopia and I Choose Life (ICL) in Kenya have requested support to think through their response to the results from the Washington Group Questions. Link are reviewing their interventions, talking with national and local Disabled People’s Organisations, and undertaking internal training. They are taking a twin track approach, working on broad system and school-wide improvements, whilst providing specific support for learners with disabilities, using child-centred pedagogy. In ICL’s original project design, girls with disabilities were not targeted with specific and appropriate interventions. From the baseline findings, disability prevalence was at 3.8% and was found to impact on learning outcomes. ICL therefore sought to identify how to best target this subgroup to improve their learning. Changing attitudes There can sometimes be a tendency for projects’ first reaction to centre on the provision of impairment specific assistance, such as medical treatments or assistive technology. Whilst these types of interventions have value and remain important approaches for those working with disabled children and young people they can be difficult for mainstream organisations to implement, because of the time, costs and expertise involved in the individual assessment and follow up processes that are needed. Focus is therefore encouraged on tackling the attitudinal, environmental and institutional barriers disabled girls face in education. This means reviewing all of the interventions and activities and looking for ways to make them as accessible to their disabled girls as possible. Both Varkey Foundation in Ghana and Health Poverty Action in Rwanda are in the process of reviewing their interventions to look for sustainable ways to improve their accessibility to girls with disabilities rather than introducing impairment focused activities. Medical-based interventions may be a part of that response, but the advice to projects is to link up with local service providers, run by government or civil society so that girls can be referred if necessary; but to do that alongside making efforts to address broader barriers to access in education. One of the most powerful responses projects can adopt is to get involved in disability awareness raising, challenging negative stereotypes held in relation to disabled girls and education and providing plenty of opportunities for disabled and non-disabled girls to interact positively. Several projects have focused on awareness raising with government as a way to promote sustainable inclusion. Case studies: Plan International, Sierra Leone Plan International presented detailed disability data to the Sierra Leonean government which included showing that schools which they supported to undergo accessibility renovations enrolled more disabled children. This compelling evidence helped motivate the Ministry of Education into producing an action plan for increasing inclusion. Leonard Cheshire, Kenya Leonard Cheshire (LC) has worked closely with the Kenyan Ministry of Education (MoE) on the development and implementation of the Sector Policy for Learners and Trainees with Disabilities. The policy recognises the importance of inclusive education by emphasising the need for all learners to learn together in an inclusive environment. LC, working in collaboration with the MoE, has disseminated this policy to help address the low level of practical knowledge about disability, inclusion and monitoring. Local education managers have formed implementation committees with clear guidelines on how to support teachers to help mainstream schools adopt more inclusive practices. There are plans to work with the MoE to roll out the policy and implementation guidelines throughout the country. Analysis of programme responses to baselines shows quite a wide range of ideas coming forward (see Figure 3). So far, nine projects have decided to significantly review their plans as a result of baseline results. What is encouraging is that even projects with relatively low prevalence rates are nevertheless taking action to improve accessibility for disabled girls. These reviews have been focused on making interventions more inclusive and looking for ways to increase organisational capacity to respond to the needs of disabled girls. In addition, projects have been looking at specific activities such as lobbying government, adapting teaching methodologies, providing assistive technology, adapting the learning environment, and building the capacity of staff and partners. In each case, projects have been working within their existing budgets although a project in Somalia has utilised funding opportunities from USAID to expand their support for disabled girls and have been looking at ways to provide inclusive education training for teachers through their other interventions. **Figure 3 Project adaptations in response to disability data from monitoring and baseline reports** | Significant review of projects' approach to inclusion: | |--------------------------------------------------------| | World Vision, IGATE, Zimbabwe | | Link Community Development, Ethiopia | | Health Poverty Action, Rwanda | | Plan International, Sierra Leone | | Project "X", Afghanistan | | I Choose Life, Kenya | | Project "Y", Somalia | | ChildHope, Ethiopia | | Prevalence rates of between 2-39% | | Capacity building of staff, partners and school management: | |-------------------------------------------------------------| | Cheshire Services, Uganda | | WUSC, Kenya | | Link Community Development, Ethiopia | | Varkey Foundation, Ghana | | Community awareness raising: | |------------------------------| | Education Development Trust, Kenya | | Varkey Foundation, Ghana | | Teacher training on inclusive techniques: | |------------------------------------------| | Varkey Foundation, Ghana | | Project "Z", Somalia | | Education Development Trust, Kenya | | WUSC, Kenya | | Physical adaptations: | |-----------------------| | Project "Z", Somalia | | Assistive devices: | |--------------------| | Camfed, Zimbabwe, Zambia, Tanzania | | Government Lobbying to support girls with disability: | |------------------------------------------------------| | Camfed, Zimbabwe, Zambia, Tanzania | Lessons learned One of the most significant findings from the recent GEC baselines has been to show that, in fact, there are disabled girls in most schools, whether projects planned for this or not. Whilst overall the numbers remain low and clearly more work needs to be done on getting disabled girls into school, it nevertheless highlights the invisibility of disability as an issue in learning and transition. One of the most exciting results so far has been to raise the profile of disabled girls who are already in the system and encourage projects to work with teachers, families and their cohorts of girls to remove stigma and start a process of reducing barriers to participation. Continuing to use the data collected around disability to understand how disabled girls experience education is going to contribute significantly to the global discourse on inclusion in education. - Disability inclusion is relatively new for many mainstream organisations and the shift to adopting a rights-based approach needs plenty of on-going support. - The stigma and taboos that surround disability remain very strong in many GEC project countries and there are few services and technical expertise available on which to rely. Moreover, in the area of education there has been a long history of segregation for disabled students resulting in mainstream teachers as well as parents and communities having little experience of inclusion. - The GEC has demonstrated that, with early support, the Washington Group questions can be used to collect reliable and comparable prevalence data on disability from projects. Whilst the question sets themselves are well tested and validated, they have not been used systematically before with so many different projects. - Becoming aware of disability as a factor in learning and transition outcomes has generated a lot of innovative thinking by GEC projects, but there can still be a tendency for the most immediate response to be the need to provide medical-based interventions. The rights-based approach to disability, focusing on barriers to participation, requires in-depth analysis, and in some cases support and advice from specialists. Projects are encouraged and expected to engage in awareness raising and working with relevant local stakeholders in order to avoid expensive individual based interventions that do nothing to address the root causes of exclusion. In particular, engaging with other civil society groups such as Disabled People’s Organisations or NGOs working with disabled people can produce synergies which benefit everyone. - One key challenge which is yet to be fully addressed is the way in which gender and disability intersect to create a unique set of barriers. Although enabling school access for disabled girls is a significant achievement given the multiple factors in their exclusion, disability often takes precedence (over gender) as the focus of the interventions in schools and communities. There is some work happening to improve girls’ self-esteem and supporting them to tackle bullying and discrimination but actually understanding the unique interplay between being a girl and having a disability is an area which is still very much open for more investigation and work. “Disability is no longer a specialist issue but one that touches the sector as a whole” The way forward The response of projects to disability inclusion has been incredibly positive and it is clear that there is a lot of motivation for working on improving the learning and transition outcomes of disabled girls. Having raised awareness of the rights-based approach and increased the visibility of disabled girls through the collection of disability disaggregated data all projects have started to realise their responsibilities for increasing access and participation. Disability is no longer a specialist issue but one that touches the sector as a whole. The GEC is breaking new ground by raising expectations around inclusion through the proactive and determined approach of projects. There is still a way to go, but already projects are improving the visibility of disabled girls and increasing the likelihood that they will benefit from project activities alongside their non-disabled peers. The opportunities presented by the GEC for improving the lives and prospects of disabled girls and for documenting best practice are considerable so we will continue to monitor progress and look forward to being able to report more on disability inclusion over the life of the GEC. The Girls’ Education Challenge has a zero tolerance policy on misconduct, including mistreatment of individuals and misappropriation of funds. If you would like more information on the whistle-blowing mechanism, or to report misconduct please email firstname.lastname@example.org. The e-mail account is accessible only by a small number of individuals who have been trained on the requirement to keep the information confidential. We will follow up matters on an anonymous basis and are committed to investigate claims thoroughly and fairly. Contact us: Email: email@example.com | Tel: +44 (0)20 7213 5969 The Girls’ Education Challenge is managed on behalf of the UK Department for International Development by PricewaterhouseCoopers LLP in alliance with FHI 360, Nathan Associates Ltd. and Social Development Direct Ltd.
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Erika Berzins, born Engele. *Born in Dzelzava 1908.* Written by Censis Andrejs Berzins, born in Riga in June 1944. In the summer of 1944 the situation in Riga must have been marked with rising panic. The Germans were evacuating and there was chaos everywhere. Reports must have been arriving daily of Russian advances and soon they were within artillery range of the capital. Nevertheless, during this time Erika managed to get me christened in the Riga Dom church. My uncle, Cens, was present and probably my aunts, Milda and Gaida. Erika said there were holes in the roof of the church and the ceremony had to be conducted in a remote dry corner. I suspect that Erika’s skill with German probably helped her to gain a permit to get out of Riga on the troop ship that was supposed to take the wounded back home, and to get the able-bodied soldiers back to rejoin units preparing for the defence of Berlin. She says that all the sisters were supposed to take that ship out of Riga but that Vilma and Edite, and their mother, were unable to get to the port in time. She said that even at this late date the German authorities rewarded mothers who provided soldiers for the fatherland and she got a grant of 3000 Ostmarks for producing me. She was able to exchange these for real Deutschmarks when they got to Soest. All three sisters were married and not one of the husbands got on the ship. Gaida’s husband, Eriks Aumeisters, was in the army and could not be contacted. He survived the war and lived to a ripe old age. Milda’s taxi driver husband would have been available in Riga at the time. And Janis Berzins, my father, was in Aluksne several hundred miles away. Erika’s two brothers, Karlis and Cens, were in the army too and nowhere near Riga. It is possible that Erika’s German language skills and persistent nature helped them to get permits to board the ship. Perhaps pursers had to be bribed. Perhaps they were just lucky. They boarded the ship, Steuben, at night to avoid being bombed by Soviet planes. They went in small rowing boats because the ship could not tie up at the wharf. They had to scramble up nets slung over the side and German sailors helped those with tiny babies and those who were too infirm to do the scrambling themselves. The water of the Daugava was not deep enough to accommodate the vessel. As you can see it was quite a large ship, about 17000 tonnes, and had been a luxury cruise ship before the war. As such it had all the usual features, a dance floor, restaurants, promenade decks, etc. However, none of these features was functioning. People were crammed together wherever space could be found. Erika and her sisters were given space on the dance floor and they were expected to sleep on piles of straw. During the night the ship set sail to make as much progress as possible before first light, because during the daylight hours she would be a target for Soviet bombers. They suffered two attacks. Erika said she could hear the bombs exploding in the water around them and the noise of the anti aircraft guns from the ship. More periods of sheer terror for the people on board. The journey probably took a couple of days and they landed in what is now called Gdynia because it is part of Poland, but was called Gotenhafen when it was part of Hitler’s GrossDeutschland. The Polish navy did some exploration of the sea bed off their coast in recent years and found the wrecks of three German ships, the Wilhelm Gustloff, the Steuben and the Goya. They were all sunk by one Soviet submarine, S13, in the first two months of 1945. 9000 people died in the sinking of the Gustloff, the biggest maritime disaster ever, many times worse than the Titanic. The other ships had about 4 thousand people on board when they went down. So Erika was lucky to have made it to dry land after her voyage; a few months later and the S13 might have perfected its torpedoing skills. Germany was now becoming a shambles. The influx from the east of refugees, evacuees and soldiers was causing a huge strain on their organisational abilities. By the late autumn of 1944 most German towns and cities had suffered years of intensive bombardment from the air and were in a seriously damaged state. Similarly, the road and rail networks were disrupted and routing traffic along them was difficult. It was quite obvious to most people that the war was lost, but, of course, this could not be admitted by the Nazis. Hitler insisted that every man and boy fight to the very end, with some ferocious punishments being doled out to those who were seen as defeatists. Erika said that they were given travel permits at Gotenhafen to take them to Dresden in the eastern part of Germany. She did not like the sound of that because it was not far enough away from the advancing Red Army, so she got them all on a different route which took them to Siegen, in the west. They were sent to various transit camps which had been hastily created by people who were struggling with the scale of the problem. In Siegen they were billeted in a ruined factory for long enough for Gaida to send word of their new residence back to her brother in Latvia. He sent a brief letter back dated January, 1945. They were in the Hercules manufacturing plant, or what was left of it. They slept on the floor of the factory and took shelter, usually at night in the deep caves which had been dug in the hillsides of the area, and which served as air raid shelters. The pattern was that the American planes would come during the day and drop bombs, and the British planes would come at night. Even though they were hiding deep into the hillsides, nevertheless, the shock waves of the explosives set off tremors which shook the earth and which caused collapses of the ceilings of the caves. Erika told of one family of Latvians who had fled with four generations of their members, and in one collapse the grandmother of the family was killed while the great grandmother survived. We later met this family in Bradford. Food was a daily problem. There was no such thing as normal food production in Germany for the locals never mind for all these newcomers. Every day the sisters would take turns to stand in queues in the hope that some potatoes or some bread might be delivered. At one time the queue was disrupted by a daylight raid as planes came overhead spraying bullets wildly. One bullet went through a blanket that Erika had been holding. It must have been a total nightmare trying to feed a three month old baby, change nappies and keep warm. There were none of the conveniences that every parent today takes for granted in the care of little children. I was obviously being breastfed at this time but think of the strain that this would place on Erika’s system. Later she said that she went out into the fields and plucked bunches of nettles in order to make a soup which was rich in iron because she was worried about how droopy I was becoming at one point. And, of course, being Latvians, they were scouring the hedges and copses for berries and mushrooms with which to supplement the feeble amounts which they were managing to get when the queuing was over. A stamp in her passport dates her in Soest on the 24th of October, 1944. The refugees were moved round in Army lorries from one camp to another. Transport was not available all the time and so people were kept waiting for hours and days after being told that they would be going to a better place elsewhere. The map above shows five of the places that we stayed in. Some stays were longer than others but the final one was in Augustdorf where we arrived probably in 1947. The actual end of the war brought a cessation of the bombing but the state of the country did not immediately improve. Soldiers were still in charge and they were not trained to manage such colossal displacements of population. They tried to sort the refugees by nationality or ethnic group while at the same time they were searching for Nazi war criminals. And the most serious threat that the Latvians had hanging over them was Stalin’s demand that his citizens be returned to him. According to Soviet doctrine, all citizens of Latvia after the 1939 annexation were legally citizens of the USSR; the German invasion was only an interregnum. I found this to be current policy in 1990 when I applied for a visa to go to Latvia. The woman I spoke to on the phone at their embassy in London was clear that my nationality was that of a Soviet citizen in spite of my British passport. I began to worry that they would call me up for national service in the Red Army as soon as I landed in Moscow. Russians came to many of the camps where Balts, Poles, Belarussians and Ukrainians were housed and demanded that they return. They promised a wonderful life back at home and there were many who, having seen the wreckage that was Germany, opted to take the trains heading east. However, word did filter back about how these people were treated upon their arrival in the USSR; they were imprisoned as traitors, spies or simply members of the bourgeoisie, and the punishments were harsh; and the living conditions no better that in the west. There are a few photographs of this period. This one is the first one of me ever taken. A woman holding a baby in her arms, with another person standing behind them. You can see the ragged state of Erika here. She had left with only what she could carry and after the first few journeys even that had diminished to nothing more than she stood up in. I do note that I have boots on and gloves, possibly because of the generosity of some local Germans who took pity on the rabble arriving in their town. This would have been taken in 1945 probably in Siegen. Note the presence of the soldier in the background. They were the ones who controlled the issue of what rations were available. You can tell that this is a British soldier because all of the places we were sent to lay in the British Zone of control. Germany had been split into four zones and each of the major Allies was given an area to control. The British and French zones suffered because both countries had been so devastated by the war that they had little food or anything to spare for the refugees in Germany; those in the American zone were the most fortunate because they began to receive handouts from America’s vast stockpiles of bounty. And the total losers were those in the Russian zone because they were all sent back to their homelands to face the penalties for having deserted and sided with the Germans. This is another cheerful picture, probably taken on the same day. Dace is sitting down beside me. Behind us is an English soldier called Bill. After a poor start, soldiers were later encouraged to fraternise with the locals. Another one of the same day. The hills and valleys suggest Siegen. Here is Bill again. I am not happy. Her sisters having found new husbands in Janis and Viktors, Erika, too, was on the lookout for a new husband. Many Latvians were doing this, pairing off after the disruption of the evacuation. They knew that the Iron Curtain had descended across Europe and they were not going to get back to their former lives or their former partners. Many of the husbands were soldiers from that part of the Latvian legion which had been withdrawn to northwest Germany in the winter of 1944. Among the men I saw at the camp in Augustdorf were many amputees. One summer day I was watching them play volleyball in the centre of the camp. They had stripped off to shorts and vests because of the heat, and I remember thinking that with all the missing limbs, each team of six players did not actually make a whole side. Nevertheless, these men rode bikes by hooking their false arm onto the handlebar, or by trailing their wooden leg out to one side while pedalling with the other. It helped that German bikes had a foot braking mechanism where you just pushed the pedal back a bit to apply the brake. Thus Erika’s choice was a little limited. There were several suitors but she rejected them all. They had character defects. If they had appeared on photographs with the two of us, they had to be cut off. This one seems to have survived the cull. With no work, life in the camp was dull. There was a Latvian school which I attended but about which Erika was very critical. I am the fourth from the left on the front row. This was the whole school. I remember being taught maths by the stern man above my right shoulder. Even at that age I could tell he was neurotic. Everything upset him and he was needlessly fierce even with us infants. But VALODIŅA ĀBECE UN PIRMĀ LASAMĀ GRĀMATA LATVIEŠU APGĀDS I had trouble with handwriting because the method in Latvia was to drill all children into writing cursive copperplate from the start. They even provided sheets of paper with lines drawn on them which were meant to guide your letter formation, leaning forward with high uppers and long downstrokes. I just could not do it. My results were horrible to behold. But we had at least one outing to the nearby Hermann Denkmal. This monument is not far from Augustdorf, just in the Teutoburg forest north of the camp. It celebrates the massacre of a Roman legion by Arminius, whom C19 German nationalists elevated to an archetypal German hero. One can imagine that he might be something of an embarrassment in post war Germany. I am second from the left on the front row. You can tell by the clothing that people were managing to dress themselves more reasonably, and the fact that several children have white clothes on suggests that it was possible to wash them effectively. There was also a Sunday School which might have been funded by American churches. I am the boy on the front row turning round while standing next to the girl who is crossing her legs and who looks like Ursula. Sunday school provided us with religious pictures, actually in colour, and a crudely duplicated magazine which had worthy words from some spiritual leader. The best thing was the puzzle page which had images concealed within a larger picture. You can see why I am so keen on more than one book for my granddaughters. The Latvian community did try to break the tedium of life in the camp by trying to observe some of the notable dates of the Latvian calendar, like the midsummer fest. They also had a fancy dress occasion in which Erika dressed me as a Cossack. You can see the ingenuity of the parents in creating these outfits, particularly when resources were so scarce. I was grumpy because I could not have a real gun, it was just an empty pouch, and, after all the horrible tales of Russians and their barbarism that we kept hearing, I was not that keen to be a Cossack. Perhaps Erika was limited in the material she had to play with. These are some photos which give more idea of what the camp was like. There were occasional efforts at entertainment and sometimes films were shown in the communal building but I have no clear memories of them. I do remember my first exposure to the works of Arthur Ridley of Dad’s Army fame. There was a group of Latvian actors who must have got some funding to tour the camps with a variety of plays, including Shakespeare, but the one I remember was The Ghost Train, translated into Latvian. My mother and I were sitting about half way back in the hall on the end seats by the centre aisle. As the play went on, I left my seat and went closer to the stage to get a better view. Tension mounted in the drama and then the sound effect was heard of the approaching ghost train. I was scared and ran back up the aisle shouting, “Mummy, mummy.” There was laughter in the audience which must have damaged the atmosphere the actors were striving for. This is a painting of Augustdorf camp done by Evalds Dajevskis, an artist and set designer who must have been there when we were. Another episode I remember was when the soldiers camped within yards of our barrack. We were used to long processions of lorries and tanks along the top road when they were going to the manoeuvre grounds or firing ranges, but on this day they turned off the road and came towards the top barrack, number 33, where we lived. There was a wood of pine trees in front of the hut and to the left and we were surprised to see the transports all go in among the trees. Obviously, we had to go out to watch. The soldiers set up tents, field kitchens, first aid stations, all of which was fascinating to watch and we the children crowded nearer and nearer to get a good view. Then the order must have been given to keep us out of the way and several soldiers came forward to push us back. We were very reluctant to move but these were adults and we had to obey. Then the soldiers went off to do their stuff in the trees and they left one of their number to keep guard. He was young and very pink faced. He looked uncomfortable standing on guard by himself at the edge of the wood. We, the boys, sensed the weakness and kept going closer and closer towards him. It was a game of dares. He did not react. We had heard them speaking to each other and the one sound which struck us as the most distinctive was w. It seemed to be everywhere, as they asked questions, obviously. “Where…,What…,Why…” So we used this sound back to the boy guard as we edged closer towards him. He shouted for us to keep back, but this cut no ice with us. It was fun to go up to him and say w w w. It was a great game. Then he lost it. He raised his rifle and fired over our heads. The sound roared and reverberated back from the hills around. Blue smoke hung in the air in front of him. We were terrified. This was serious. We fled in horror. The parents came out of the barracks. Some other soldiers came out of the wood. There was much shouting, in German and Polish, and I suspect in English too, at the poor soldier who overreacted to a small bunch of six year olds with his Lee Enfield. I was left to play on my own for much of the time especially when the weather was reasonable. In bad weather I was cooped up in the one room with my mother and that cannot have been good for either of us. It did mean that I learnt to crochet and to knit because I used to watch what she was doing and wanted to have a go myself. There was little paper and pencils for drawing or colouring, and very little to read, so one had to find things outside to play with. These were mainly catapults and bows and arrows. I know I had a knife with which I scoured the wood by the barrack door for suitably shaped pieces of wood, and then cut them to shape. The main problem with catapults was the lack of suitable rubber. The best kind was the red strips which were used to seal jars, and if you had this then you could project your stones great distances and with devastating effect on any dogs in the vicinity. We also went for squirrels but they were very quick and managed to avoid our barrage of small stones. The kind of rubber that was more readily available was that used for knicker elastic. This was munitions for the desperate. You could not pull the elastic back very far and the strength of the twang when you let it fly was very limited. It was embarrassing if you were in the company of a boy who had the real thing. But it was with my bow and arrow that I got into serious trouble. I had chosen a good piece of wood and bent my bow with stout string. I had found some very straight pieces of wood to use for arrows. I had spent ages shaping the arrows and sharpening the points. I was going to be a real killer. At that time we had chickens and they spent their time pecking away at the soil by the barrack door. They would make an ideal target. I held the bow horizontally, drew back the string and fired. The arrow, instead of going down towards the foundations of the barrack where the chickens were, flipped upwards and towards the window of an old lady with whom my mother was friendly at the time. Oh no. There was going to be broken glass! But no. I was saved that. The window was open and the arrow went flying into her room with some force. She appeared at the window immediately and spotted me before I could hide. She fetched my mother, and between them I was given the most severe dressing down ever. My bow was snapped, as were my reserve arrows which had been meant to get the other chickens. And I was confined to the room for ever, so it seemed. From about 1947 people were getting restless and wanting to start new lives properly where they could earn a living and prepare for the future. America was the destination of choice because living standards were so good there and they allowed quite a lot of refugees into their country. Australia was also popular because it was so ready to accept newcomers. Other people ended up in South America. Gaida and Janis chose Australia and they were accepted because they were young and fit and likely to contribute to the country’s prosperity. They left Augustdorf in 1948. Milda and Viktors went in 1950. And this was a pattern repeated throughout the camp. People wanted to get out of a situation where there seemed to be no future, where the hardships would just go on, and where everyone was dependent on the next handout from the agencies charged with feeding and clothing us. Erika’s problem was that she had had TB. This disqualified her from the status of able bodied worker and neither the US nor Australia would let her in. There was another way of getting into those countries; this required someone already there to guarantee to look after you when you arrived. Both her sisters were prepared to issue such a guarantee for her and it would have been possible for her to go to Australia in about 1951. She chose not to. The relationship between the sisters had never been without its frictions and I would imagine that years of struggling with the poverty and near starvation of the various transit camps that we were sent through did not make things any easier. Milda spent about a year and half being a second mother to me and I shall always be deeply grateful to her memory for that, but, I suspect that Erika was keen to reclaim me when she finally got out of the sanatorium and this would involve rejecting Milda. Milda was also seven years her senior but her intellectual inferior; this might have been further cause for friction. Gaida she regarded as a flighty airhead who was only concerned for herself. Gaida was eight years younger and prettier than she was, and she was very happily married to Janis now. I think that she did not want to place herself in a position where she would be beholden to them, where she owed them so much that her independence might be affected. And, I suspect, she thought she could do better. She advertised in a Latvian newspaper for a husband. Antons read the advert and replied. They arranged for him to invite her to England to marry her. He spent hours and hours composing every letter he ever wrote. He wrote in such a flowery and poetical style that I found it hard to maintain any interest at all when I tried to read what he had written. But this must have impressed Erika. She accepted the offer and started organising everything for the journey. I found a letter she wrote to him at the time. She is writing from Dusseldorf post office on the back of a hymn sheet that she just happens to have in her bag. She is there to make arrangement for her journey to England. She has seen the British consul and shown him her passport and other papers, and she has been told that it could be another month before she could travel. She is horrified by all the ruins and rubble in Dusseldorf and in every other place she has visited. She thinks that many of the people she sees there look very common, no better dressed than herself. But she hates the noise and crowding of the city. Like a beehive. She thinks her son will be disappointed at the delay and asks Antons to ring the Home Office and to try to persuade them to speed things up. She is not wanting to spend another winter in the camp, they lack footwear and heating. The UK had always had a high reputation in Latvia even though they had received little help from London. It is significant that the Latvians desperately trapped in the Kurzeme pocket in 1945 clung on to rumours that the British were coming to save them. Along with France, the UK was one of the great powers from whom recognition was critical in the year of independence in 1918. So she must have had high hopes of what she would aspire to when she finally landed on these shores. I can imagine her thinking about her sisters’ offers and saying to herself, I’ll show them. Perhaps there were visions of a fine apartment in a stately English town with bowler hatted gentlemen parading down the street.
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The Norwegian early warning system for rainfall- and snowmelt-induced landslides Nationwide regional early warning of debris slide/debris avalanches, debris flow and slushflows in synergy with the flood forecasting service. In cooperation with the Norwegian Meteorological Institute, the National Public Road Administration and the National Public Railroad Administration. Landslide types Facts about Norway - Land area: 324 000 km² (± Svalbard) - Population: 5.2 million; Density: 13 km² - 490 000 km rivers and streams (250 000 lakes) - Precipitation: 200 – 5 000 mm/year, ~ 1/3 as snow - Topography: Mountains up to 2 500 m a.s.l. Climatic contrasts: The North Atlantic Current brings moist and relatively mild air to the west coast which gives a wet climate due to the orographic effect of the mountains. The inland experiences a more dry continental climate with cold winters and warm summers. Precipitation types: Frontal, orographic and showery. Snow and snow melt: Frequent mild weather episodes somewhere in the country. The snow pack stores precipitation, which can be released during a potentially short time span. Melt water acts as an important primer for and contributor to landslides during the spring snow melt season. Geology: Vast areas with shallow till deposits on top of a relatively impermeable bed rock, representing the most significant source for landslides in steep terrain. Soil freeze during winter and thawing during spring complicates matters. Organization 2009 – NVE is given the responsibility for coordination a national landslide risk management system Manage the landslide database; Susceptibility and hazard evaluation and mapping; Assist municipality in land use planning and for mitigation measures; Monitoring large unstable slopes; Early warning for snow avalanches and landslides (rock avalanche and debris flows); Assist during landslides emergency; Research and communication of risk 2011 – A new section for early warning of floods and landslides is established. Purpose to organize the early warning system for shallow landslides. Test phase of the landslide warning is initiated. 2013 – The landslide early warning is operational in October. Personnel: Background from hydrology, geology, geophysics, geography and glaciology. Some personnel are integrated into more than one of NVEs warning teams (landslide, flood or snow avalanche) to ensure sufficient coverage in longlasting situations, and also gaining cross field knowledge potentially benefitting the EWSs. Availability: 8 am to 9 pm every day of the year, and 24/7 during exceptional weather events. Tools Historical observations Statistics Map of thresholds Assessment XGEO Communication and performance Distribution of warning messages Occurs often About 300 days/year 5-15 days 1-5 days rarely 50 year flood Several landslides 5 year flood Few landslides
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PLUTO PLAY SCHOOL • DAY CARE • ACTIVITY CENTRE NURTURING FUTURE ACHIEVERS PROSPECTUS WHY PLUTO? The very simple reason is that the Love that PLUTO showers on every child is cocooned with the learning skills that Pluto installs in every child which forms the base of their learning in the days to come. Today the Stars of Pluto are shining bright in the leading schools of the city – and to name a few of them - La Martiniere - St Xaviers - South Point High School - Don Bosco - Sushila Birla Girl’s School - Birla High School - BDMI - BSS - Carmel - Loreto House - Loreto Convent - Loreto Day School - Pratt Memorial - Delhi Public School - Calcutta Boys - St John’s Diocesan Girls High School - Our Lady Queen of the Mission - Assembly of God Church - GD Birla - Ashok Hall - Mahadevi Birla World Academy - Gokhale Memorial - Calcutta International - South City International - Garden High - Shri Shikshayatan - St Lawrence - The Heritage School - Indus Valley - Modern High - Kendriya Vidyalaya - M.P. Birla - Mahadevi Birla Sishu Vihar - Sri Sri Academy - The Future Foundation - Nava Nalanda ...and many more. Today many schools of repute have officially tied up with PLUTO with assurance of admission – and this we believe has happened only due to tireless efforts of our teachers towards implementing the widely accepted curriculum and imparting the righteous education to every child in these early days for which they can easily cope up when they take the initials steps in the high schools. ABOUT PLUTO Enriching Minds and Nurturing Futures Well – PLUTO is a Planet that too on our own Earth – where only one thing matters – the smile of the little ones – the beaming true smiles that light up the Planet with warmth & love ever since it was set in to its first revolution in the month of May, 2009. Today, PLUTO is one of the leading Play Schools conceptualized with a vision to strike the right balance between the methodical Montessori education processes and the individual potential & learning capability of every kid for their paced enrichment in every aspect of development. PLUTO puts in every effort to balance the thin line of methodical education matched with the care for every child. Evolving through the years PLUTO has been the preferred planet for hundreds of little PLUTO-rians. Its strength and liking has been on the rise with every passing day. It’s the most loved & preferred zone for the toddlers. INFRASTRUCTURE Every PLUTO centre is designed to ensure the best environment to every kid that steps in. The centres are spacious, lively and designed to create that child friendly ambience which will make the Kid’s Learning environment a place of Fun. Safety & Hygiene is always the primary focus of every centre. Utmost care is taken to ensure that every bit of the centres are as safe as the child’s home. With its concern for all round development of kids every PLUTO centre is amply equipped with all Montessori apparatuses and learning aids required for today’s learning processes. Amazing Play areas are always the best attractions that keep kids longing to be at their Planet – PLUTO! PLUTO follows a perfect balance of the Montessori methods and the classical method to ensure that every child grows uniquely. The Multiple Intelligence approach of Howard Gardner and the Montessori Methods by Maria Montessori form the base of the methods of learning. Children at PLUTO are groomed under the unique education system devised by the school’s Research and Development department. Every required Montessori apparatus is provided in the schools. The Education methods followed are the ones most adaptive in today’s world. The Curriculum of PLUTO has been redeveloped as per NEP 2020 – such that all the PLUTO-rians are ready for Class I – when they move out to High School. ### PROGRAMMES | Programme | Age Group | Duration | |-------------|-----------------|-----------------| | SMILES | 1-2 Years | 1.5-2 Hours/Day | | PLAY GROUP | 2-3 Years | 2-2.5 Hours/Day | | NURSERY | 3-4 Years | 2.5-3 Hours/Day | | KINDERGARTEN| Jr KG: 4-5 Years | 3-3.5 Hours/Day | ### SMILES ‘SMILES’ is a specially crafted programme designed for infants keeping in mind that the first step towards an environment away from home is one that needs to be held with soft hands of the parents on one side and the educators on the other. SMILES – enables the infants to get a feel of a new environment – and helps them to see a new world with peers of the same age group – a World of Amazement. The Key Purpose of this programme is to settle the infant in an environment away from the comfort of their Home – which becomes critical for their adaptability in the further Programmes. Along with the settlement of the infant the school environment helps them to come in cognizance with a learning environment. The Activities in this programme are mostly - Free Play - Rhymes - Scribble Time - Level One of Fine Motor Skill Activity - Water & Sand Play The Programme for Play Group has been hand crafted with years of Experience supported by Real Learning Guides from the disciplines that guide the education of this age. This forms the very first formal step of education for the child and PLUTO curriculum ensures that every aspect is taken care in the right manner. **The Key Purpose of this Programme** 1. Develop a Learning Environment for the Child 2. Expose the Child to sensory skill development 3. Develop Fine & Gross Motor Skills 4. Introduce the concept of Shapes, Different Types of Animals, Transport, Flowers, Birds and so on 5. Acquaint them to Scribbling 6. Open up a new language [English] for communication 7. Introduce Two Syllable Words **The Activities in this programme are mostly** Free Play | Sensory Activity | Creative Crafts | Scribble Art | Picture Books | Water & Sand Play | Fine & Gross Motor Skill Development | Rhyme Time & Story Time | Celebrating Different Festivals | Puppet Shows and So on --- **NURSERY** This is where the introduction to real learning takes form – Nursery is where steps of learning are introduced to the child. The PLUTO Curriculum ensures that the Quality of the Early Childhood education is in perfect sync with the needs of learning of Today along with the overall development of the Child. Also, as per the National Education Policy 2020 – the First Phase of the Foundation Stage of education is defined as the age of 3 to 6 years – wherein the education of classes Nursery to Senior KG is programmed. **The Key Purpose of this Programme** 1. Enable the child to Communicate on its own 2. Ensure the child is able to express itself in the right manner 3. The Skills of Math & Language are developed 4. Development of Concept of Phonics 5. Introduce the child to writing 6. Pattern writing and thereafter writing alphabets & numbers PLUTO offers the programme for both Junior KG & Senior KG. The Kindergarten forms the very base post which the child takes its first step towards Primary school or as per the new NEP-2020 the second stage of Foundational stage. Hence – the Kindergarten curriculum is prepared and taught as per the guidelines that would prepare the child for stepping into the next level of Primary Education. Various activities are carried out to ensure overall development of the child so that the child is prepared for the next level of education. 1. Holistic development of the child including social and emotional development 2. Math & Language readiness 3. Orientation of Language & Phonics 4. Theme based learning 5. Comprehensive Communicative skill development 6. Application based learning The Key Purpose of this Programme KNOWING PLUTO The vibrant teaching staff of the organization are not only qualified and experienced - but they are highly driven for the cause of Love for their little pupils - as they take the first few steps in this world of education!!! The School environment is created in a manner so that the kids have a fun based learning experience and the individual care devoted to each student assures of their hearty interest in the initial steps of learning that they take. The various environments of development clubbed with activities give them a true planet of their own!!! PLUTO encourages regular interaction between the parent and the teacher for an informative exchange on the kid’s development to the parent. Besides a scheduled quarterly parent teacher meet - PLUTO always encourage parents to come up and know about the kids development as frequently as they would desire. Admission @ Play School Admissions at PLUTO are Open all through the year. Ideally when a child attains the age of 12 months - it is all set to take the first step of adapting to the learning world by enrolling into Smiles!!! All school related information, Holiday list and other important information is mentioned in the School Diary which the parents are requested to review on regular basis. Documents to be provided at the time of admission 1. Photocopy of Birth Certificate 2. 6 copies of Photograph of the child 3. 2 copies of Photograph of each parent 4. 1 copy of ID & Address proof of parents 5. Photocopy of Vaccination Certificate Every PLUTO kid is provided with School Bag | School Uniform | School Diary | School Books | School Work Sheets | School ID | Stationeries - colouring box, dough, pencil, eraser, sharpener at the time of admission. Ever since its inception - PLUTO has been operating the Day Care facility at all its centers. The Day Care today has been a second home for hundreds of Kids. PLUTO believes that Every Day is WOMAN’s DAY and hence stands by every working mother – for them to go out and chase their professional Dreams while PLUTO cares and hugs onto their little angels!!! While Care and Love has been the success mantra in this aspect – A Creativity Oriented Activity Based Engagement Approach has made it a Fun Learning Zone for all kids!!! PLUTO’s care mechanism ensures that proper care of every kid in ensured. Timely food habits, proper sleep during the afternoon hours, homework help, yoga sessions for physical fitness and much more ensures that every kid’s entire day is properly planned and filled with enthusiasm. **FACILITY** Every PLUTO Day Care Centre has been hand crafted to ensure that the second home is as comfortable as it can be for every child. Ensuring every facility required for the comfort of the child – PLUTO ensures that the space is creatively crafted to engage the Kids in a Fun Environment. **NUTRITION** PLUTO offers the option of Nutritious Home Cooked food for every child. A well thought after weekly menu is followed to ensure that every child gets what would be best for them in terms of Food Value as well as Taste! **SAFETY** At PLUTO – SAFETY is of utmost importance. Right from ensuring 100% hygiene across all centers to ensuring a safe environment for every child – it is something that is of topmost priority. **ENGAGING IN EVERY MOMENT** PLUTO ensures that every child is effectively engaged as per their age – so that they utilize the time spent at PLUTO Day Care in an efficient manner. Right from health oriented Yoga or Zumba sessions, to Homework Help, Board Games and much more. **WE ARE A NO-SCREEN ZONE** PLUTO does not encourage small kids spending hours of screen time. Hence every PLUTO Center is effectively a NO-SCREEN Zone. Pluto believes in engaging Kids with real Games & Toys rather than providing any Digital Screens. **HEALTH CARD & PTM** PLUTO maintains a regular Health Card for all the Kids to keep a track of the Physical & Mental Health of them. Just like school – PLUTO encourages a quarterly interaction with the parents to share the feedbacks & concerns of either side. This indeed helps to build a relation of mutual trust and transparency. PROGRAMMES & OFFERINGS 1. A special division dedicated for the Infants from 6 months to 2 Years. This age needs significant dedicated care – and hence is crafted with special attendants who are trained to take care of infants of this age group efficiently. INFANT CARE 2. PLUTO Offers Day Care facility for Kids from the age of 2 years till the age of 12 years on a Full Day Basis. PLUTO ensures all day care for these Kids in every manner possible. It also plans a Proper Day Plan to ensure that every moment spent at the center is effective and interesting. FULL DAY DAY CARE 3. For those Kids in the age group of 4 years to 12 years who come in from other schools – PLUTO Offers After School Day Care facility. For these Kids too – right from arranging changes to providing lunch, from overseeing Homework Help to ensuring an evening full of Activities – PLUTO ensures it all. AFTER SCHOOL DAY CARE 4. For any urgent requirement – may it be your favorite movie, any exigency at home, a day out with friends or what it may be for you – PLUTO is there for you Mommies!!! PLUTO Offers per day basis Day Care support as per the exigency. AS YOU NEED IT Admission @ Day Care Admissions at PLUTO Day Care are Open all through the year depending on availability. DAY CARE 6 months onwards Upto 12 years of age Documents required 1. Photocopy of Birth Certificate 2. 4 copies of Photograph of the child 3. 1 copy of Photograph of each parent 4. 1 copy of ID & Address proof of parents 5. Photocopy of Vaccination Certificate PLUTO believes engaging kids of this era is not what it used to be a decade back. The Challenge is to create something more engaging & more interesting than what they get to see on screen!!! And That’s where PLUTO says – **CHALLENGE ACCEPTED!!!** **PLUTO has two broad classification of the Activity World** **01 ESSENTIAL** - 1 After School Activity {Homework Help} - 2 Tuition Classes **ACTIVITY** A mix bag with various Hands On Activities to engage the Kids with something that they will Love while they Learn. Varying activities from gross motor skill development, to creative worksheets, fun with colours to activities with Montessori apparatus – make the sessions worthwhile and engaging. Overall PLUTO believes that Activities today form an important part of the Kids life-as this ensures that they stay away from gadgets and get engaged in real activities and games. **CREATIVE LEARNING** - Drawing and Art & Craft - Fantastic Phonics - Motor Skill Development - Handwriting Classes - Communicative English - English & Math Enhancement - Mommy & Child Yoga - Wonder Feet – Dance Classes - Fitness Freaks - Karate “PLUTO Teach” is an exemplification of how the modern-day Nursery Teacher Training is designed. At Pluto with decade plus of experience on how to Teach the new age Kids as per the challenges of the current age – the course has been designed to equip every trainee with the set of skills that would ensure them to go out and engage every child with Love and bestow on them the right knowledge. ADVANTAGES - 6 months course - Thoughtfully Designed Modules - Additional 30 in-class sessions - Internship with Active Teaching - Multiple Practical Projects - Getting you ready for Online Classes - Experienced Faculties - Job Assistance PLUTO BELIEVES THAT IN TODAY’S TIME Curiosity & Consciousness develops the ability of Creativity & Critical Thinking that helps the child to Collaborate with Compassion and develops Communication with Confidence. ‘C’ORE OF PLUTO We are Happy to Connect!!! For all your queries Call Us Or WhatsApp at: 9231500174 www.plutokids.in www.facebook.com/plutokids.in www.instagram.com/pluto_kidsworld/ www.youtube.com/c/plutokids
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